Earth And Environmental Science

BACKGROUND DOCUMENTS FOR THE EARTH and ENVIRONMENTAL SCIENCE TEXT BOOK CASE STUDIES Australian EES Curriculum document  Western Australian EES syllabus 2013  ESWA on-line resources supporting EESAll Case Studies must not only fall under the EES text book chapter headings as per the TESEP website (http://tesep.org.au/casestudies.html) but must also address at least one learning outcome in a Unit of the Australian EES curriculum. A Case Study that covers more than one outcome in more than one Unit is quite acceptable BUT a Case Study that does not address any of the specific learning outcomes listed cannot be accepted. Australian EES Curriculum 2013 This text reproduced in part from: http://www.australiancurriculum.edu.au/SeniorSecondary/Science/Earth-and- Environmental-Science/Curriculum/SeniorSecondaryRationale Earth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these four components. Earth and environmental scientists consider how these interrelationships produce environmental change at a variety of timescales. To do this, they integrate knowledge, concepts, models and methods drawn from geology, biology, physics and chemistry in the study of Earth’s ancient and modern environments. Earth and environmental scientists strive to understand past and present processes so that reliable and scientifically-defensible predictions can be made about the future.Earth and Environmental Science builds on the content in the Biological and Earth and Space Sciences sub- strands of the Foundation to Year 10 Australian Curriculum: Science. In particular, the subject provides students with opportunities to explore the theories and evidence that frame our understanding of Earth’s origins and history; the dynamic and interdependent nature of Earth’s processes, environments and resources; and the ways in which these processes, environments and resources respond to change across a range of temporal and spatial scales.In this subject, the term ‘environment’ encompasses terrestrial, marine and atmospheric settings and includes Earth’s interior. Environments are described and characterised with a focus on systems thinking and multidisciplinarity rather than with a particular ecological, biological, physical or chemical focus. This subject emphasises the way Earth materials and processes generate environments including habitats where organisms live; the natural processes and human influences which induce changes in physical environments; and the ways in which organisms respond to those changes.Studying senior secondary Science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. In this subject, students develop their investigative, analytical and communication skills and apply these to their understanding of science issues in order to engage in public debate, solve problems and make evidence-based decisions about contemporary issues. The knowledge, understanding and skills introduced in this subject will encourage students to become confident, active citizens who can competently use diverse methods of inquiry, and will provide a foundation for further studies or employment in Earth and environmental science-related fields.Aims Earth and Environmental Science aims to develop students’:  interest in Earth and environmental science and their appreciation of how this multidisciplinary knowledge can be used to understand contemporary issues  understanding of Earth as a dynamic planet consisting of four interacting systems: the geosphere, atmosphere, hydrosphere and lithosphere  appreciation of the complex interactions, involving multiple parallel processes, that continually change Earth systems over a range of timescales  understanding that Earth and environmental science knowledge has developed over time; is used in a variety of contexts; and influences, and is influenced by, social, economic, cultural and ethical considerations  ability to conduct a variety of field, research and laboratory investigations involving collection and analysis of qualitative and quantitative data, and interpretation of evidence  ability to critically evaluate Earth and environmental science concepts, interpretations, claims and conclusions with reference to evidence  ability to communicate Earth and environmental understanding, findings, arguments and conclusions using appropriate representations, modes and genres.Unit 1: Introduction to Earth systems Unit Description The Earth system involves four interacting systems: the geosphere, atmosphere, hydrosphere and biosphere. A change in any one ‘sphere’ can impact others at a range of temporal and spatial scales. In this unit, students build on their existing knowledge of Earth by exploring the development of understanding of Earth's formation and its internal and surface structure. Students study the processes that formed the oceans and atmosphere. They review the origin and significance of water at Earth’s surface, how water moves through the hydrological cycle, and the environments influenced by water, in particular the oceans, the cryosphere and groundwater. Students will examine the formation of soils at Earth’s surface (the pedosphere) as a process that involves the interaction of all Earth systems.Students critically examine the scientific evidence for the origin of life, linking this with their understanding of the evolution of Earth’s hydrosphere and atmosphere. They review evidence from the fossil record that demonstrates the interrelationships between major changes in Earth’s systems and the evolution and extinction of organisms. They investigate how the distribution and viability of life on Earth influences, and is influenced by, Earth systems. Through the investigation of appropriate contexts, students explore how international collaboration, evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of Earth systems. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic and cultural factors. Students use science inquiry skills that mirror the types of inquiry conducted to establish our contemporary understanding of Earth systems: they engage in a range of investigations that help them develop the field and research skills used by geoscientists, soil scientists, atmospheric scientists, hydrologists, ecologists and environmental chemists to interpret geological, historical and real-time scientific information. Learning Outcomes By the end of this unit, students:  understand the key features of Earth systems, how they are interrelated, and their collective 4.5 billion year history  understand scientific models and evidence for the structure and development of the solid Earth, the hydrosphere, the atmosphere and the biosphere  understand how theories and models have developed based on evidence from multiple disciplines; and the uses and limitations of Earth and environmental science knowledge in a range of contexts  use science inquiry skills to collect, analyse and communicate primary and secondary data on Earth and environmental phenomena; and use these as analogues to deduce and analyse events that occurred in the past  evaluate, with reference to empirical evidence, claims about the structure, interactions and evolution of Earth systems  communicate Earth and environmental understanding using qualitative and quantitative representations in appropriate modes and genres.It is essential that your Case Study clearly contributes to assisting teachers and students achieve one or more outcomes in one or more units. Content Descriptions Science Inquiry Skills (Earth and Environmental Science Unit 1)  Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes  Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics  Conduct investigations, including using map and field location techniques and rock and soil sampling and identification procedures, safely, competently and methodically for the collection of valid and reliable data  Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions  Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence; use reasoning to construct scientific arguments  Select, construct and use appropriate representations, including maps and cross sections to describe and analyse spatial relationships, and stratigraphy and isotopic half-life data to infer the age of rocks and fossils, to communicate conceptual understanding, solve problems and make predictions  Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reportsScience as a Human Endeavour (Units 1 & 2)  Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility  Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines  Advances in science understanding in one field can influence other areas of science, technology and engineering  The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations  The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences  Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions  Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability Science UnderstandingDevelopment of the geosphere  Observation of present day processes can be used to infer past events and processes by applying the Principle of Uniformitarianism  A relative geological time scale can be constructed using stratigraphic principles including superposition, cross cutting relationships, inclusions and correlation  Precise dates can be assigned to points on the relative geological time scale using data derived from the decay of radioisotopes in rocks and minerals; this establishes an absolute time scale and places the age of the Earth at 4.5 billion years  Earth has internally differentiated into a layered structure: a solid metallic inner core, a liquid metallic outer core and a silicate mantle and crust; the study of seismic waves and meteorites provides evidence for this structure  Rocks are composed of characteristic assemblages of mineral crystals or grains that are formed through igneous, sedimentary and metamorphic processes, as part of the rock cycle  Soil formation requires interaction between atmospheric, geologic, hydrologic and biotic processes; soil is composed of rock and mineral particles, organic material, water, gases and living organisms Development of the atmosphere and hydrosphere  The atmosphere was derived from volcanic outgassing during cooling and differentiation of Earth and its composition has been significantly modified by the actions of photosynthesising organisms  The modern atmosphere has a layered structure characterised by changes in temperature: the troposphere, mesosphere, stratosphere and thermosphere  Water is present on the surface of Earth as a result of volcanic outgassing and impact by icy bodies from space; water occurs in three phases (solid, liquid, gas) on Earth’s surface  Water’s unique properties, including its boiling point, density in solid and liquid phase, surface tension and its ability to act a solvent, and its abundance at the surface of Earth make it an important component of Earth system processes (for example, precipitation, ice sheet formation, evapotranspiration, solution of salts) Development of the biosphere  Fossil evidence indicates that life first appeared on Earth approximately 4 billion years ago  Laboratory experimentation has informed theories that life emerged under anoxic atmospheric conditions in an aqueous mixture of inorganic compounds, either in a shallow water setting as a result of lightning strike or in an ocean floor setting due to hydrothermal activity  In any one location, the characteristics (for example, temperature, surface water, substrate, organisms, available light) and interactions of the atmosphere, geosphere, hydrosphere and biosphere give rise to unique and dynamic communities  The characteristics of past environments and communities (for example, presence of water, nature of the substrate, organism assemblages) can be inferred from the sequence and internal textures of sedimentary rocks and enclosed fossils The diversification and proliferation of living organisms over time (for example, increases in marine animals in the Cambrian), and the catastrophic collapse of ecosystems (for example, the mass extinction event at the end of the Cretaceous) can be inferred from the fossil record Unit 2: Earth processes – energy transfers and transformations Unit DescriptionEarth system processes require energy. In this unit, students explore how the transfer and transformation of energy from the sun and Earth’s interior enable and control processes within and between the geosphere, atmosphere, hydrosphere and biosphere. Students examine how the transfer and transformation of heat and gravitational energy in Earth's interior drive movements of Earth’s tectonic plates. They analyse how the transfer of solar energy to Earth is influenced by the structure of the atmosphere; how air masses and ocean water move as a result of solar energy transfer and transformation to cause global weather patterns; and how changes in these atmospheric and oceanic processes can result in anomalous weather patterns.Students use their knowledge of the photosynthetic process to understand the transformation of sunlight into other energy forms that are useful for living things. They study how energy transfer and transformation in ecosystems are modelled and they review how biogeochemical cycling of matter in environmental systems involves energy use and energy storage.Through the investigation of appropriate contexts, students explore how international collaboration, evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of the energy transfers and transformations within and between Earth systems. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic and cultural factors, including the design of action for sustainability.Students use inquiry skills to collect, analyse and interpret data relating to energy transfers and transformations and cycling of matter and make inferences about the factors causing changes to movements of energy and matter in Earth systems. Learning OutcomesBy the end of this unit, students: understand how energy is transferred and transformed in Earth systems, the factors that influence these processes, and the dynamics of energy loss and gain  understand how energy transfers and transformations influence oceanic, atmospheric and biogeochemical cycling  understand how theories and models have developed based on evidence from multiple disciplines; and the uses and limitations of Earth and environmental science knowledge in a range of contexts  use science inquiry skills to collect, analyse and communicate primary and secondary data on energy transfers and transformations between and within Earth systems  evaluate, with reference to empirical evidence, claims about energy transfers and transformations between and within Earth systems  communicate Earth and environmental understanding using qualitative and quantitative representations in appropriate modes and genres. It is essential that your Case Study clearly contributes to assisting teachers and students achieve one or more outcomes in one or more units.Content Descriptions Science Inquiry Skills (Earth and Environmental Science Unit 2) Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes  Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics  Conduct investigations, including using map and field location techniques and environmental sampling procedures, safely, competently and methodically for the collection of valid and reliable data  Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions  Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence; use reasoning to construct scientific arguments  Select, construct and use appropriate representations, including maps and other spatial representations, diagrams and flow charts, to communicate conceptual understanding, solve problems and make predictions Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reports Science as a Human Endeavour (Units 1 & 2) Science is a global enterprise that relies on clear communication, international conventions, peer review and reproducibility  Development of complex models and/or theories often requires a wide range of evidence from multiple individuals and across disciplines  Advances in science understanding in one field can influence other areas of science, technology and engineering  The use of scientific knowledge is influenced by social, economic, cultural and ethical considerations  The use of scientific knowledge may have beneficial and/or harmful and/or unintended consequences  Scientific knowledge can enable scientists to offer valid explanations and make reliable predictions  Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability Science UnderstandingEnergy for Earth processes Energy is neither created nor destroyed, but can be transformed from one form to another (for example, kinetic, gravitational, thermal, light) and transferred between objects  Processes within and between Earth systems require energy that originates either from the sun or the interior of Earth  Thermal and light energy from the Sun drives important Earth processes including evaporation and photosynthesis  Transfers and transformations of heat and gravitational energy in Earth's interior drives the movement of tectonic plates through processes including mantle convection, plume formation and slab sinking Energy for atmospheric and hydrologic processes The net transfer of solar energy to Earth’s surface is influenced by its passage through the atmosphere, including impeded transfer of ultraviolet radiation to Earth’s surface due to its interaction with atmospheric ozone, and by the physical characteristics of Earth’s surface, including albedo  Most of the thermal radiation emitted from Earth’s surface passes back out into space but some is reflected or scattered by greenhouse gases back toward Earth; this additional surface warming produces a phenomenon known as the greenhouse effect  The movement of atmospheric air masses due to heating and cooling, and Earth’s rotation and revolution, cause systematic atmospheric circulation; this is the dominant mechanism for the transfer of thermal energy around Earth’s surface  The behaviour of the global oceans as a heat sink, and Earth’s rotation and revolution, cause systematic ocean currents; these are described by the global ocean conveyer model  The interaction between Earth’s atmosphere and oceans changes over time and can result in anomalous global weather patterns, including El Nino and La Nina Energy for biogeochemical processes Photosynthesis is the principal mechanism for the transformation of energy from the sun into energy forms that are useful for living things; net primary production is a description of the rate at which new biomass is generated, mainly through photosynthesis  The availability of energy and matter are one of the main determinants of ecosystem carrying capacity; that is, the number of organisms that can be supported in an ecosystem  Biogeochemical cycling of matter, including nitrogen and phosphorus, involves the transfer and transformation of energy between the biosphere, geosphere, atmosphere and hydrosphere  Energy is stored, transferred and transformed in the carbon cycle; biological elements, including living and dead organisms, store energy over relatively short timescales, and geological elements (for example, hydrocarbons, coal and kerogens) store energy for extended periods Unit 3: Living on Earth - extracting, using and managing Earth resources Unit DescriptionEarth resources are required to sustain life and provide infrastructure for living (for example, food, shelter, medicines, transport, and communication), driving ongoing demand for biotic, mineral and energy resources. In this unit, students explore renewable and non-renewable resources and analyse the effects that resource extraction, use and consumption and associated waste removal have on Earth systems and human communities. Students examine the occurrence of non-renewable mineral and energy resources and review how an understanding of Earth and environmental science processes guides resource exploration and extraction. They investigate how the rate of extraction and other environmental factors impact on the quality and availability of renewable resources, including water, energy resources and biota, and the importance of monitoring and modelling to manage these resources at local, regional and global scales. Students learn about ecosystem services and how natural and human-mediated changes of the biosphere, hydrosphere, atmosphere and geosphere, including the pedosphere, influence resource availability and sustainable management.Through the investigation of appropriate contexts, students explore the ways in which models and theories related to resource extraction, use and management have developed over time and through interactions with social, economic, cultural and ethical considerations. They investigate the ways in which science contributes to contemporary debate regarding local, regional and international resource use, evaluation of risk and action for sustainability, and recognise the limitations of science in providing definitive answers in different contexts.Students use science inquiry skills to collect, analyse and interpret data relating to the extraction, use, consumption and waste management of renewable and non-renewable resources. They critically analyse the range of factors that determine management of renewable and non-renewable resources. Learning OutcomesBy the end of this unit, students: understand the difference between renewable and non-renewable Earth resources and how their extraction, use, consumption and disposal impact Earth systems  understand how renewable resources can be sustainably extracted, used and consumed at local, regional and global scales  understand how models and theories have developed over time; and the ways in which Earth and environmental science knowledge interacts with social, economic, cultural and ethical considerations in a range of contexts  use science inquiry skills to collect, analyse and communicate primary and secondary data on resource extraction and related impacts on Earth systems  evaluate, with reference to empirical evidence, claims about resource extraction and related impacts on Earth systems and justify evaluations  communicate Earth and environmental understanding using qualitative and quantitative representations in appropriate modes and genres.It is essential that your Case Study clearly contributes to assisting teachers and students achieve one or more outcomes in one or more units. Content Descriptions Science Inquiry Skills (Earth and Environmental Science Unit 3) Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes  Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics  Conduct investigations, including using spatial analysis to complement map and field location techniques and environmental sampling procedures, safely, competently and methodically for the collection of valid and reliable data  Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error and instrumental accuracy and the nature of the procedure and sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions  Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence, including interpreting confidence intervals in secondary data; use reasoning to construct scientific arguments  Select, construct and use appropriate representations, including maps and other spatial representations, to communicate conceptual understanding, solve problems and make predictions  Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reports Science as a Human Endeavour (Units 3 & 4) ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of data sets with which scientists work  Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power The acceptance of scientific knowledge can be influenced by the social, economic and cultural context in which it is considered  People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk  Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question  International collaboration is often required when investing in large-scale science projects or addressing issues for the Asia-Pacific region  Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability Science UnderstandingUse of non-renewable Earth resources Non-renewable mineral and energy resources are formed over geological time scales so are not readily replenished  The location of non-renewable mineral and energy resources, including fossil fuels, iron ore and gold, is related to their geological setting (for example, sedimentary basins, igneous terrains)  Mineral and energy resources are discovered using a variety of remote sensing techniques (for example, satellite images, aerial photographs and geophysical datasets) and direct sampling techniques (for example, drilling, core sampling, soil and rock sampling) to identify the spatial extent of the deposit and quality of the resource  The type, volume and location of mineral and energy resources influences the methods of extraction (for example, underground, open pit, onshore and offshore drilling and completion)  Extraction of mineral and energy resources influences interactions between the abiotic and biotic components of ecosystems, including hydrologic systems Use of renewable Earth resources  Renewable resources are those that are typically replenished at time scales of years to decades and include harvestable resources (for example, water, biota and some energy resources) and services (for example, ecosystem services)  Ecosystems provide a range of renewable resources, including provisioning services (for example, food, water, pharmaceuticals), regulating services (for example, carbon sequestration, climate control), supporting services (for example, soil formation, nutrient and water cycling, air and water purification) and cultural services (for example, aesthetics, knowledge systems)  The abundance of a renewable resource and how readily it can be replenished influence the rate at which it can be sustainably used at local, regional and global scales  The cost-effective use of renewable energy resources is constrained by the efficiency of available technologies to collect, store and transfer the energy  The availability and quality of fresh water can be influenced by human activities (for example, urbanisation, over-extraction, pollution) and natural processes (for example, siltation, drought, algal blooms) at local and regional scales  Any human activities that affect ecosystems (for example, species removal, habitat destruction, pest introduction, dryland salinity) can directly or indirectly reduce populations to beneath the threshold of population viability at local, regional and global scales and impact ecosystem services  Overharvesting can directly reduce populations of biota to beneath the threshold of population viability; the concept of maximum sustainable yield aims to enable sustainable harvesting  Producing, harvesting, transporting and processing of resources for consumption, and assimilating the associated wastes, involves the use of resources; the concept of an ‘ecological footprint’ is used to measure the magnitude of this demand Unit 4: The changing Earth - the cause and impact of Earth hazards Unit DescriptionEarth hazards occur over a range of time scales and have significant impacts on Earth systems across a wide range of spatial scales. Investigation of naturally occurring and human-influenced Earth hazards enables prediction of their impacts, and the development of management and mitigation strategies. In this unit, students examine the cause and effects of naturally occurring Earth hazards including volcanic eruptions, earthquakes and tsunami. They examine ways in which human activities can contribute to the frequency, magnitude and intensity of Earth hazards such as fire and drought. This unit focuses on the timescales at which the effects of natural and human-induced change are apparent and the ways in which scientific data are used to provide strategic direction for the mitigation of Earth hazards and environmental management decisions.Students review the scientific evidence for climate change models, including the examination of evidence from the geological record, and explore the tensions associated with differing interpretations of the same evidence. They consider the reliability of these models for predicting climate change, and the implications of future climate change events, including changing weather patterns, globally and in Australia (for example, changes in flooding patterns or aridity, and changes to vegetation distribution, river structure and groundwater recharge).Through the investigation of appropriate contexts, students explore the ways in which models and theories related to monitoring and managing Earth hazards and climate change have developed over time and through interactions with social, economic, cultural, and ethical considerations. They investigate the ways in which science contributes to contemporary debate regarding local, regional and international management of Earth hazards, evaluation of risk and action for sustainability, and recognise the limitations of science in providing definitive answers in different contexts. Students use inquiry skills to collect, analyse and interpret data relating to the cause and impact of Earth hazards. They critically analyse the range of factors that influence the magnitude, frequency, intensity and management of Earth hazards at local, regional and global levels. Learning OutcomesBy the end of this unit, students: understand the causes of Earth hazards and the ways in which they impact, and are impacted by, Earth systems  understand how environmental change is modelled, and how the reliability of these models influences predictions of future events and changes  understand how models and theories have developed over time; and the ways in which Earth and environmental science knowledge interacts with social, economic, cultural and ethical considerations in a range of contexts  use science inquiry skills to collect, analyse and communicate primary and secondary data on Earth hazards and related impacts on Earth systems  evaluate, with reference to empirical evidence, claims about Earth hazards and related impacts on Earth systems and justify evaluations  communicate Earth and environmental understanding using qualitative and quantitative representations in appropriate modes and genres.It is essential that your Case Study clearly contributes to assisting teachers and students achieve one or more outcomes in one or more units. Content Descriptions Science Inquiry Skills (Earth and Environmental Science Unit 4) Identify, research and construct questions for investigation, propose hypotheses and predict possible outcomes Design investigations including the procedure/s to be followed, the information required and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics Conduct investigations, including using spatial analysis to complement map and field location techniques, environmental sampling procedures and field metering equipment, safely, competently and methodically for the collection of valid and reliable data Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; discuss the ways in which measurement error and instrumental accuracy, the nature of the procedure and sample size may influence uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions  Interpret a range of scientific and media texts and evaluate processes, claims and conclusions by considering the quality of available evidence, including interpreting confidence intervals in secondary data; use reasoning to construct scientific arguments  Select, construct and use appropriate representations, including maps and other spatial representations, to communicate conceptual understanding, make predictions and solve problems  Communicate to specific audiences and for specific purposes using appropriate language, genres and modes, including compilations of field data and research reports Science as a Human Endeavour (Units 3 & 4)  ICT and other technologies have dramatically increased the size, accuracy and geographic and temporal scope of data sets with which scientists work  Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power  The acceptance of scientific knowledge can be influenced by the social, economic and cultural context in which it is considered  People can use scientific knowledge to inform the monitoring, assessment and evaluation of risk  Science can be limited in its ability to provide definitive answers to public debate; there may be insufficient reliable data available, or interpretation of the data may be open to question  International collaboration is often required when investing in large scale science projects or addressing issues for the Asia-Pacific region  Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability Science UnderstandingThe cause and impact of Earth hazards Earth hazards result from the interactions of Earth systems and can threaten life, health, property, or the environment; their occurrence may not be prevented but their effect can be mitigated  Plate tectonic processes generate earthquakes, volcanic eruptions and tsunamis; the occurrence of these events affects other Earth processes and interactions (for example, ash clouds influence global weather)  Monitoring and analysis of data, including earthquake location and frequency data and ground motion monitoring, allows the mapping of potentially hazardous zones, and contributes to the future prediction of the location and probability of repeat occurrences of hazardous Earth events, including volcanic eruptions, earthquakes and tsunamis  Major weather systems generate cyclones, flood events and droughts; the occurrence of these events affects other Earth processes and interactions (for example, habitat destruction, ecosystem regeneration)  Human activities, including land clearing, can contribute to the frequency, magnitude and intensity of some natural hazards (for example, drought, flood, bushfire, landslides) at local and regional scales  The impact of natural hazards on organisms, including humans, and ecosystems depends on the location, magnitude and intensity of the hazard, and the configuration of Earth materials influencing the hazard (for example, biomass, substrate) The cause and impact of global climate change Natural processes (for example, oceanic circulation, orbitally-induced solar radiation fluctuations, the plate tectonic supercycle) and human activities contribute to global climate changes that are evident at a variety of time scales  Human activities, particularly land-clearing and fossil fuel consumption, produce gases (including carbon dioxide, methane, nitrous oxide and hydrofluorocarbons) and particulate materials that change the composition of the atmosphere and climatic conditions (for example, the enhanced greenhouse effect)  Climate change affects the biosphere, atmosphere, geosphere and hydrosphere; climate change has been linked to changes in species distribution, crop productivity, sea level, rainfall patterns, surface temperature and extent of ice sheets  Geological, prehistorical and historical records provide evidence (for example, fossils, pollen grains, ice core data, isotopic ratios, indigenous art sites) that climate change has affected different regions and species differently over time  Climate change models (for example, general circulation models, models of El Nino and La Nina) describe the behaviour and interactions of the oceans and atmosphere; these models are developed through the analysis of past and current climate data, with the aim of predicting the response of global climate to changes in the contributing components (for example, changes in global ice cover and atmospheric composition) Western Australian syllabus 2013 This text reproduced in part from http://www.scsa.wa.edu.au/internet/Senior_Secondary/Courses/WACE_Courses/Earth_ and_Environmental_ScienceRationale Earth is unique in the solar system. Its liquid water and oxygenated atmosphere support a great diversity of life in a wide range of environments. Technological advances continue to provide us with the opportunity to view and learn more about these environments. Viewing Earth from space means we can appreciate that our planet is a global system made up of major reservoirs, namely the solid earth, water, atmosphere and biosphere. Matter is constantly cycled within and between these reservoirs in a dynamic system characterised by continual change. The Earth and Environmental Science course takes a multidisciplinary approach by drawing on a wide variety of science disciplines to understand how these cyclic processes work and to demonstrate the relevance of Earth science knowledge in daily life.The course encourages students to be curious about the world around them and apply scientific principles to develop an understanding of their Earth and environment. They learn about spatial relationships between Earth’s materials and the geological processes that formed them. They will apply spatial awareness and knowledge of present-day geological processes to decipher ancient environments. This knowledge is critical for finding solutions to environmental challenges and making informed decisions about managing our Earth and environment in a sustainable and responsible way. Environmental issues are regularly discussed in Western Australia as they affect everyone. For example, the continued provision of clean water supplies to urban and regional areas; the conservation of soils for agriculture and horticulture; and the provision of energy from non-renewable, renewable and alternative sources are of importance. This course emphasises scientific skills through gathering and evaluating information, then devising and critically evaluating models to solve problems related to Earth and environmental science. On a daily basis we are confronted with information on environmental issues. Students are encouraged to think critically on these issues. They consider: how we distinguish fact from fiction; observations from prediction or conjecture; unsubstantiated assertions from sound evidence. They develop techniques to communicate their observations and interpretations and, therefore, participate in debate and decision-making as it relates to the care of our environment and the future of all life on Earth.This course aims to be attractive to, and inclusive of students with a wide variety of backgrounds, interests and career aspirations. This course will equip students to undertake tertiary study and/or to gain employment in the workplace. Earth science skills are highly transferable and relevant to a range of employment in government, research organisations, education and private industry. More specifically they are important for careers in environmental science, the resources industries (oil, gas, coal, groundwater, minerals and mineral sands), agriculture and horticulture, which together represent the largest employment sector in Western Australia. They may also be interested in related fields such as meteorology, hydrology, forensic science or marine geoscience. Course outcomes The Earth and Environmental Science course is designed to facilitate the achievement of four course outcomes. Outcome 1: Investigating and communicating Students use investigative and communication processes to describe and understand the Earth and its environments. In achieving this outcome, students:  develop questions and ideas about the physical world to prepare an investigation plan;  conduct experiments and investigations;  analyse data, draw appropriate conclusions based on evidence and critically evaluate investigation technique; and  communicate scientific understanding to different audiences for a range of purposes.Outcome 2: Materials and processes Students understand how cyclic processes operate and materials and energy interact within the Earth system. In achieving this outcome, students:  understand that Earth is a system composed of reservoirs with different physical, chemical and biological properties; and  understand that the Earth system is dynamic and that materials and energy interact within and between reservoirs.Outcome 3: Environmental change Students understand that Earth processes operate on time and spatial scales and influence environmental changes. In achieving this outcome, students:  understand that interactions between Earth processes and systems cause environments to change;  understand that environmental changes occur over time and spatial scales; and  understand that past environmental change influences present and future change.Outcome 4: Sustainability Students use their understanding of the Earth system and society’s need for resources to make balanced and informed decisions about personal, community and global impacts on the environment.In achieving this outcome, students:  understand the importance of Earth resources for sustaining and enhancing quality of life;  use an understanding of Earth and environmental science to make balanced and informed decisions and evaluate others’ decisions about sustainable practice; and  understand that active citizenship is essential for environmental responsibility and sustainable use of resources. Course content The course content is the focus of learning program. The course content is divided into four content areas:  Physical Earth  Living Earth  Earth resources  Earth and environmental science in daily life. Physical Earth The physical Earth provides us with materials and energy for life and our lifestyle. We need to understand the processes that lead to the formation of these materials and how changes occur. The Earth is a global system composed of major reservoirs (geosphere, hydrosphere, atmosphere and biosphere) in which materials are temporarily stored. The reservoirs are characterised by their own structure and composition and are connected by the transfer of materials between reservoirs. Knowledge of the composition and structure of the Earth's various reservoirs is fundamental to understanding how the Earth system operates. The Earth's interior is studied, for example, through analysis of plate tectonic processes, earthquakes, magma and volcanoes, geothermal energy and magnetic fields. Earth's rocky outer layer represents the dynamic interface between all of Earth's reservoirs and provides the major habitats for life. Its broad composition, as well as the composition and structure of the oceans and atmosphere, are also intrinsically linked to processes operating in the Earth's interior since the formation of our planet. The Earth shares its formation and materials with the solar system. The history of Earth’s formation is recorded in terrestrial and extraterrestrial materials that we can describe and interpret. The timescales on which Earth processes occur are highly variable, including the very long time scale since the formation of the Earth to relatively short examples, such as the revolution of the Earth around the sun and the rotation of the Earth on its axis. The geological time scale provides a framework in which to investigate Earth processes through understanding relative age order and absolute ages. Earth scientists examine the ancient geological record and the recent past to gain insight into the history of our planet and its life.Interactions between the major reservoirs subject the Earth's surface to continuous environmental change through processes such as weathering, the movement of water, and climate change. Both internal and external energy sources, such as the sun, gravity, and heat generated by radioactive decay in Earth's interior, contribute to the global energy budget and drive Earth cycles and processes. The transfer of materials between the atmosphere, hydrosphere, geosphere and biosphere occurs by methods such as convection, diffusion and evaporation. Major cycles typically involve all of Earth's reservoirs. For example, the rock cycle is responsible for the formation of common Earth materials including soil and rocks, and the origin and destruction of landforms. Others, such as biogeochemical cycles, are important for the cycling of essential elements and nutrients. An understanding of the cycles and processes on the Earth is essential to maintaining a habitable planet for future generations. Living Earth Humans are part of the living Earth. We need to understand the processes involving the modern biosphere and examine evidence of past biota in the fossil record. The fossil record shows that the diversity of life forms has been influenced by geological and extraterrestrial events throughout Earth's history. In addition, the fossil record shows major changes in biodiversity through time with the rise and evolution of major faunal and floral groups. These expansions in biodiversity have been interrupted periodically by major biotic crises in which large numbers of organisms became extinct. Today's biodiversity is arguably the greatest it has ever been in the history of our planet yet the extinction of species is a major concern worldwide. The geological record provides important insights for reconstruction of ancient environments. It also provides long-term information with which to understand the impact of environmental changes on modern habitats and ecosystems and those of the recent past. Biogeochemistry examines the cycling of elements and compounds controlled by biological, geochemical, and hydrological processes. On a global scale it provides the basis for understanding the cycling of carbon, oxygen, nitrogen, phosphorus, sulphur, water and salts. This understanding is also important for assessing the impact of human activities on the cycling of these materials in terms of sustainable management of the environment. For example, land-use changes and fossil fuel burning have increased the flow of carbon in the form of carbon dioxide into the atmosphere. Increased use of fertilisers in agriculture has led to higher nutrient levels in waterways and periodic eutrophication.An ecological system is the organisation and interaction of communities of living things, including humans, together with the chemical and physical aspects of their environment. The diverse ecological systems of the biosphere play a variety of roles in Earth environments, for example in stabilising slopes, maintaining and regulating air quality, freshwater and marine productivity, soil formation, air pollution, water pollution, conservation, sustainable farming, rehabilitation, revegetation, nutrient cycling and waste management, recycling and re-use. Ecological systems are hierarchical, complex and dynamic. Human values and activities impact on the structure and functions of ecological systems directly and indirectly with potentially adverse or beneficial results. The reduction in arable land because of salinisation, deforestation and loss of topsoil because of land clearance are instances of such adverse human intervention on ecosystems. Ecologically sustainable development requires an understanding of the fundamental dependence of human society on natural environment. Earth resources Survival of the human race and the overall quality of life is highly dependent on a wide range of Earth resources such as water, soils and minerals. Understanding the processes by which Earth resources are formed is fundamental to their sustainable use by society. Resources are not randomly distributed but form in particular environments under a specific set of physical, chemical and biological conditions, such as weathering and erosion. A broad range of environments in which resources can form have been identified. For example, diamonds form at great depths in the Earth's crust whereas soils represent the uppermost layer of the crust. Processes that act to concentrate materials play a major role in forming deposits that are economically viable. The geological and geographical location of resources determines both the exploration method/s that can be used in their discovery and the method/s by which these resources can be extracted. In addition, economic and environmental considerations play a key role regardless of whether the resources are located onshore or offshore, in populated or remote regions, and at great depth, or near the surface. Extraction of some resources requires further processing or refining (e.g. ore minerals and oil) so issues related to processing, waste, pollution and environmental rehabilitation also need to be investigated and understood, to be managed effectively.Earth's natural resources, especially water, soils and air, are vital to the survival and development of the human population. Yet intensified demand for natural resources, resulting from the expansion of agriculture and urbanisation, has led to increased pressure on the natural ecosystems on which human civilisation is built. Some of these resources such as fossil fuels and groundwater are non-renewable in that they are consumed at a faster rate than they are being formed. Other resources such as solar energy or wind power are renewable. The ways in which Earth resources are used requires consideration of issues such as waste management, maintenance of air and water quality. One of the biggest challenges now and in the future is to find a sustainable balance between the use of Earth resources, including future potential resources, and protection of the environment (i.e. where valuable resources are located within or adjacent to fragile marine or terrestrial ecosystems or are sites of historical and/or cultural significance). Earth and environmental science in daily life An appreciation of science and how it affects our lives is important in understanding the nature of science as a human activity. Issues and challenges are identified; research is conducted and evidence is used to support decisions. Different strategies to analyse evidence to distinguish between fact and opinion are explored. Recommendations are supported by scientific evidence and both positive and negative implications are taken into account. There is an appreciation that attitudes, values and beliefs of society influence scientific research and the application of scientific knowledge. Views of different groups in the community, bias and the source of information are taken into account and evaluated. Working scientifically Scientific knowledge has developed over a long period of time through an investigative approach. There is a focus on the tests and trials used to gather evidence and data in order to draw valid and supported conclusions. When planning investigations, the framing of questions is based on observations. Research and review of literature is carried out to provide background information for investigative problems. Investigations are conducted in a safe and ethical manner to collect and record data, using scientific and mathematical conventions for recording findings. An understanding of the importance of accuracy and consistency in taking measurements and the need to use standard measures is important. Simulations may be used to gather data and make predictions about scientific phenomena. Field studies, surveys or working models may be used to gather data for analysis and interpretation in order to make conclusions. This course also emphasises development of skills in the collection and summarising of spatial information through interpreting and making maps. The conventions of scientific language to communicate conclusions are used. Reflecting, questioning and challenging beliefs in the light of scientific evidence occurs. Limitations and impacts of investigations, sources of error and differences in interpretation of data are considered. The core working scientifically skills are:  record observations verbally and graphically—in a table or organised fashion  use simple scientific apparatus to make reliable measurements and accurately record data  identify and state a problem to be investigated  plan an investigation and carry out planned procedures  plot and interpret line graphs  identify potential safety hazards  identify sources of experimental error  differentiate between observation and inference  accurately follow sets of written or verbal instruction  use word and diagrammatic classification keys to identify and categorise materials  research publications and select relevant information  participate with others in working towards a common goal  communicate effectively with others in verbal, written and diagrammatic forms  use appropriate simple geological and environmental terminology.Stage 2 working scientifically skills are:  formulate hypotheses and make predictions from them  make detailed and logical conclusions from analysing both first and second-hand data  perform simple mathematical procedures e.g. calculate averages  apply laws, principles and relationships to solve problems  solve theoretical problems using calculations and other quantitative methods.Earth and environmental science skills The Earth and Environmental Science course is designed to provide students both with a solid substantive background in the Earth and environmental sciences, and in a range of skills that are either subject-specific or considered as life-long learning skills. The Earth and environmental science skills are:  find locations on a map  read and understand topographical maps  interpret simple geological structures from maps, sections and photographs  construct cross-sections from simple geological maps where dip is perpendicular to the cross-section  construct simple geological maps from field data and map a small area  interpret simple scientific field data. Course units Each unit is defined with a particular focus and a selection of learning contexts through which the specific unit content can be taught and learnt. The cognitive difficulty of the content increases with each stage. The pitch of the content for each stage is notional and there will be overlap between stages.Stage 1 units provide bridging support and a practical and applied focus to help students develop skills required to be successful for Stage 2 units. Stage 2 units provide opportunities for applied learning but there is more focus on academic learning. Stage 3 units provide opportunities to extend knowledge and understandings in challenging academic learning contexts. Unit 1AEES The focus for this unit is our Earth and environments. Students gain an understanding of several different local environments as they examine the processes involved in the creation or modification of resources such as water and soil. Our Earth and environments includes beaches, parklands, catchments, waterways, lakes, forests and bushlands, farmland and domestic gardens. Students examine the processes and interactions within chosen contexts and analyse the impact our behaviour has on the environment. They will have the opportunity to interact with our Earth and environments and conduct their own scientific investigations within it. Unit 1BEES The focus for this unit is changing Earth and environments. The Earth’s surface is continually changing; students study these changes as part of this unit. The changing environment will be investigated through such contexts as coastline and national park management, earthquake and volcano monitoring, farming and mining. Students have the opportunity to examine changing environments and conduct their own investigations to answer questions about these environments. They will use critical thinking skills to identify problems for which they can propose solutions. Unit 2AEES The focus for this unit is interactive Earth and environments. Students gain an understanding of the dynamic nature of several different environments as they investigate and measure change within those environments. They will investigate the effects of human interaction in environments. In addition, students develop further understandings in relation to the materials and processes within the Earth system. They will understand how resources are formed, located and extracted and how environments interact on local, regional and global scales. Scientists monitor such interactions directly and remotely and may use their data to predict consequences. Students have the opportunity to interact with these environments and conduct their own scientific investigations within them. Unit 2BEES The focus for this unit is sustainable Earth and environments. The intensified and unsustainable demand for land, mineral, water, marine and coastal resources resulting from the expansion of agriculture and urbanisation has led to increased degradation of natural ecosystems and deterioration of the life-supporting systems that uphold human civilisation. Using and conserving natural resources and promoting their sustainable use is an essential response of humans to ensure our and other species survival and wellbeing along with the maintenance of the Earth system. Unit 3AEES The focus for this unit is the global environments. The global environment contains reservoirs that are dynamic and interact with each other. Students gain an understanding of the dynamic nature of several different global processes as they examine the effects of change and human interaction on Earth’s major reservoirs. They examine processes that operate high in the atmosphere and deep in the interior of the Earth to gain an holistic understanding of the Earth as a system. They conduct their own scientific investigations to answer real world questions. Unit 3BEES The focus for this unit is complex Earth and environments. Our Earth is currently being altered at an unprecedented rate by human activity. We recognise that modern environmental issues such as changes in the composition of atmospheric gases and loss of biodiversity have occurred throughout Earth’s history. The geological past is a key to the present and to the future. After completing this unit, students appreciate how serious these problems are and how they compare with past changes in the Earth system. Students correlate human activities with environmental problems and identify potential ways to limit environmental destruction through contexts such as environmental impact assessment, sustainable industry, global climate change and energy supply. In Western Australia these units of study deliver one or more of the content areas. Case Studies should assist teachers deliver these units. See content details below:UNIT 1AEESUnit description The unit description provides the focus for teaching the specific unit content.The focus for this unit is our Earth and environments. Students gain an understanding of several different local environments as they examine the processes involved in the creation or modification of resources such as water and soil. Our Earth and environments includes beaches, parklands, catchments, waterways, lakes, forests and bushlands, farmland and domestic gardens. Students examine the processes and interactions within chosen contexts and analyse the impact our behaviour has on the environment.Students have the opportunity to interact with our Earth and environments and conduct their own scientific investigations within it. Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. Physical Earth  describe the gross structure of the Earth system and its reservoirs  recognise simple rock textures from rock samples, diagrams or photographs  use word and diagrammatic classification keys to identify and categorise materials as igneous, sedimentary, metamorphic rocks  explain how different soil types develop in different climates and that materials of the lithosphere are the source for all soils  explain the cause of the seasons  explain that during the water cycle, water undergoes constant changes in location, phase (state), and energy  understand that water quality and availability are dependent upon the Earth materials through which it moves and the possible influence of surface activities  interpret data to show that water use from agriculture, manufacturing, mining, and urbanisation affects surrounding water sources  explain how changes in land use are linked to negative environmental changes such as salinity, eutrophication and soil degradation, and how these changes can be measured.Living Earth  define the concept of the biosphere  define the habitat requirements of living things  interpret local biodiversity with emphasis on a local environmental example and link this to physical conditions over time  recognise that each element on Earth moves among reservoirs (which exist in the solid Earth, in oceans, in the atmosphere, and within and among organisms) as part of biogeochemical cycles  describe how the movement of matter among reservoirs is driven by Earth's internal and external sources of energy  discuss the role of respiration and photosynthesis in the carbon cycle  explain the nutrient depletion of soils caused by farming. Earth resources  describe two resources that form at Earth’s surface  explain the physical and chemical methods used to extract water from natural sources including desalination, and those used to extract other Earth resources  discuss the use of two surface resources and the concept of renewability. Earth and environmental science in daily life Earth and environmental science skills  find locations on a map  interpret simple scientific field data.Working scientifically skills The core working scientifically skills are:  record observations verbally and graphically—in a table or organised fashion  use simple scientific apparatus to make reliable measurements and accurately record data  identify and state a problem to be investigated  plan an investigation and carry out planned procedures  plot and interpret line graphs  identify potential safety hazards  identify sources of experimental error  differentiate between observation and inference  accurately follow sets of written or verbal instruction  use word and diagrammatic classification key to identify and categorise materials  research publications and select relevant information  participate with others in working towards a common goal  communicate effectively with others in verbal, written and diagrammatic forms  use appropriate simple geological and environmental terminology.UNIT 1BEESUnit description The unit description provides the focus for teaching the specific unit content.The focus for this unit is changing Earth and environments. The Earth’s surface is continually changing; students study these changes as part of this unit. The changing environment will be investigated through such contexts as coastline and national park management, earthquake and volcano monitoring, farming and mining. Students have the opportunity to examine changing environments and conduct their own investigations to answer questions about these environments. They will use critical thinking skills to identify problems for which they can propose solutions.Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. Physical Earth  describe the rock cycle and the major processes that are involved  identify and explain structures formed by tectonic processes including joints, folds (synclines and anticlines), faults (normal, reverse, strike-slip) on diagrams, maps and in the field, using local features such as Darling Scarp  describe the causes of, and methods of detecting, earthquakes  recognise that the atmosphere interacts with Earth's crust, water and life and that chemical interaction between these spheres includes the rock cycle, water cycle, carbon and nitrogen cycles. Living Earth  define ecology and an ecological system  describe the biotic and abiotic aspects of the environment using a case study  using a local example, recognise that living things have physical requirements and that these impose limiting factors on communities and populations over time  recognise the cycling of inorganic carbon in the Earth system, including reservoirs, residence times and pathways, on short- and long-term scales. Earth resources  explain the role of key processes in the rock cycle, including weathering and deposition of sediments, in the formation of surface resources such as minerals and building materials  explain the methods used for location and extraction of surface resources, particularly mineral sands and other building materials  identify the personal dangers posed by some geological features and mining activities, and undertaking environmental field activities e.g. sampling  describe two methods employed for enhancing the sustainability of fuels. Earth and environmental science in daily life Earth and environmental science skills  find locations on a map  interpret simple scientific field data.Working scientifically skills The core working scientifically skills are:  record observations verbally and graphically—in a table or organised fashion  use simple scientific apparatus to make reliable measurements and accurately record data  identify and state a problem to be investigated  plan an investigation and carry out planned procedures  plot and interpret line graphs  identify potential safety hazards  identify sources of experimental error  differentiate between observation and inference  accurately follow sets of written or verbal instruction  use word and diagrammatic classification keys to identify and categorise materials  research publications and select relevant information  participate with others in working towards a common goal  communicate effectively with others in verbal, written and diagrammatic forms  use appropriate simple geological and environmental terminology.UNIT 2AEESUnit description The unit description provides the focus for teaching the specific unit content.The focus for this unit is interactive Earth and environments. Students gain an understanding of the dynamic nature of several different environments as they investigate and measure change within those environments. They will investigate the effects of human interaction in environments. In addition, students develop further understandings in relation to the materials and processes within the Earth system. They will understand how resources are formed, located and extracted and how environments interact on local, regional and global scales. Scientists monitor such interactions directly and remotely and may use their data to predict consequences. Students have the opportunity to interact with these environments and conduct their own scientific investigations within them. Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Physical Earth  describe the structure and composition of the atmosphere, oceans and Earth’s crust  describe the rock cycle and the major processes that are involved  describe the textural differences between the three major rock types and recognise these in physical samples, diagrams and photographs  discuss the properties of minerals—colour, streak, lustre, transparency, cleavage, fracture, hardness (Mohs scale), magnetism and density  conduct practical investigations to measure or determine the mineral properties—colour, streak, lustre, transparency, cleavage, fracture, hardness (Mohs scale), magnetism and density  describe the mode of formation of common sedimentary rocks  describe simple textures in sedimentary rocks including grainsize, sorting and rounding  identify from physical samples, diagrams and photographs the sedimentary rocks conglomerate, breccia, sandstone, limestone, siltstone, shale, mudstone and chert  explain how simple sedimentary structures are used as evidence of past processes and are related to depositional environments including the use of cross-bedding, graded bedding and mud cracks  explain relative timescales in an Australian context using the stratigraphic principles of . original horizontality . superposition . cross-cutting relationships . inclusions  explain the concept of unconformities and the implications of time missing in the stratigraphic record  explain nuclear decay dating techniques given the half-life values, including uranium-238 – lead-206, uranium-235 – lead-207, potassium-40 – argon-40 and carbon-14, and their applications  explain the cycling of water and the flow of energy through the Earth-atmosphere system including convection, conduction, energy balance, evaporation and water balance  define the concept of an aquifer  relate the abundance of underground water directly to climatic factors  explain the environmental implications of the unsustainable use of water. Living Earth  explain global cycling of carbon involving the biosphere, geosphere, hydrosphere and atmosphere  recognise energy and matter flow through the biotic and abiotic components of ecosystems and that human activities can disrupt the flow, using a Western Australian case study  explain how air and water quality are managed, including pollution issues  explain the formation and preservation of fossils  explain how the study of fossils and their distribution provides information on our understanding of paleogeography and the changes that have taken place during Earth's history  explain how the succession of fossil assemblages in the stratigraphic column provides insight into the changes in life forms through geological time  describe the importance of index fossils, and their role in reconstructing past environments of deposition and climatic conditions  distinguish between major and minor biotic crises including the loss of dinosaurs vs extinction of species on a local/regional scale  evaluate a variety of hypotheses proposed for mass extinctions at the end of the Permian and at the end of the Cretaceous. Earth resources  explain the formation of fossil fuels  describe the methods of locating and extracting fossil fuels including crude oil, coal and natural gas  explain the environmental implications of the unsustainable use of fossil fuels and other resources for the present and the future  explain the formation of bauxite and mineral sands deposits by sedimentary processes  describe the environmental implications of the mining of bauxite and mineral sands in Western Australia and strategies for minimising impacts. Earth and environmental science in daily life Earth and environmental science skills  find locations on a map  interpret simple scientific field data  read and understand topographical maps  interpret simple geological structures from maps, sections and photographs.Working scientifically skills The core working scientifically skills are:  record observations verbally and graphically—in a table or organised fashion  use simple scientific apparatus to make reliable measurements and accurately record data  identify and state a problem to be investigated  plan an investigation and carry out planned procedures  plot and interpret line graphs  identify potential safety hazards  identify sources of experimental error  differentiate between observation and inference  accurately follow sets of written or verbal instruction  use word and diagrammatic classification keys to identify and categorise materials  research publications and select relevant information  participate with others in working towards a common goal  communicate effectively with others in verbal, written and diagrammatic forms  use appropriate simple geological and environmental terminology.The following Stage 2 working scientifically skills supplement the core skills:  formulate hypotheses and make predictions from them  make detailed and logical conclusions from analysing both first and second-hand data  perform simple mathematical procedures e.g. calculate averages  apply laws, principles and relationships to solve problems  solve theoretical problems using calculations and other quantitative methods.UNIT 2BEESUnit description The unit description provides the focus for teaching the specific unit content.The focus for this unit is sustainable Earth and environments. The intensified and unsustainable demand for land, mineral, water, marine and coastal resources resulting from the expansion of agriculture and urbanisation has led to increased degradation of natural ecosystems and deterioration of the life-supporting systems that uphold human civilisation. Using and conserving natural resources and promoting their sustainable use is an essential response of humans to ensure our and other species survival and wellbeing along with the maintenance of the Earth system.Unit content This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Physical Earth  describe the mode of formation and identify using texture and mineralogy from physical samples, diagrams and photographs the igneous rocks basalt, dolerite, gabbro, andesite, diorite, rhyolite, pegmatite, granite, pumice and obsidian  discuss formation of intrusive igneous rock bodies (dykes, sills, plutons and batholiths) and their relationship to the surrounding rocks  plate tectonics operating over geological time have changed the distribution of land, sea, and mountains on the Earth's surface: . recognise that features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics . explain the main structures that form at the three different kinds of plate boundaries . discuss why and how earthquakes occur and the scales used to measure their intensity and magnitude . describe and apply the use of P and S wave graphs to locate earthquake epicentres . explain the location and major characteristics of shield and composite/strato volcanoes and how these relate to plate boundaries and hot spots . explain how super continents are assembled and break up over geological time  explain the relationship between simple geological structures and the forces involved in their formation including anticlines, synclines, normal, reverse and transform faults  identify intrusive igneous bodies, faults and folds from maps, sections and photographs  discuss extreme weather events including cyclones, floods, drought; geohazards (earthquakes and landslides) and risk assessment  discuss geothermal currents and their energy implications. Living Earth  explain that weather (in the short-term) and climate (in the long-term) involves the transfer of energy into and out of the atmosphere  discuss the different atmospheric gases that absorb the Earth's thermal radiation and the mechanism and significance of the greenhouse effect  explain the significance of changes in systems, their interactions and the influence of human activity, especially in relation to global climate change  discuss how computer models can be used to predict the effects of the increase in greenhouse gases on climate for the planet as a whole and for specific regions  discuss a Western Australian example of a biotic resources development including possible future impacts due to climate change. Earth resources  discuss renewable energy resources including geothermal hot rock technology, wave, tidal, biogas/alcohol, solar and wind  discuss site identification and harnessing of alternate energy sources in WA including wind power sites  discuss the environmental impact of renewable and alternative energy use. Earth and environmental science in daily life Earth and environmental science skills  find locations on a map  interpret simple scientific field data  read and understand topographical maps  interpret simple geological structures from maps, sections and photographs.Working scientifically skills The core working scientifically skills are:  record observations verbally and graphically—in a table or organised fashion  use simple scientific apparatus to make reliable measurements and accurately record data  identify and state a problem to be investigated  plan an investigation and carry out planned procedures  plot and interpret line graphs  identify potential safety hazards  identify sources of experimental error  differentiate between observation and inference  accurately follow sets of written or verbal instruction  use word and diagrammatic classification keys to identify and categorise materials  research publications and select relevant information  participate with others in working towards a common goal  communicate effectively with others in verbal, written and diagrammatic forms  use appropriate simple geological and environmental terminology.The following Stage 2 working scientifically skills supplement the core skills:  formulate hypotheses and make predictions from them  make detailed and logical conclusions from analysing both first and second-hand data  perform simple mathematical procedures e.g. calculate averages  apply laws, principles and relationships to solve problems  solve theoretical problems using calculations and other quantitative methods.UNIT 3AEESUnit description The unit description provides the focus for teaching the specific unit content.The focus for this unit is the global environments. Students gain an understanding of the dynamic nature of several different global processes as they examine the effects of change and human interaction on Earth’s major reservoirs. They examine processes that operate high in the atmosphere and deep in the interior of the Earth to gain an holistic understanding of the Earth as a system. They conduct their own scientific investigations to answer real world questions. Unit content This unit builds on the content covered by previous units. It is recommended that students studying Stage 3 have completed Stage 2 units.This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Physical Earth Use the theory of plate tectonics and the rock cycle to:  describe the textural differences between the three major rock types and recognise these in physical samples, diagrams and photographs  classify and identify igneous rocks based on texture and mineralogy including basalt, dolerite, gabbro, andesite, diorite, rhyolite, pegmatite, granite, pumice, tuff and obsidian  explain igneous processes and the resources (deposits) that they form and how both relate to plate tectonics including exhalative / intrusive processes, fractional crystallisation and differentiation according to Bowen’s reaction series, gravitational settling, and immiscible liquid separation  describe regional, contact and dynamic metamorphism, and the textures and rocks that result from these processes  explain how metamorphic textures are a result of the type of metamorphism, and how the textures change with increasing metamorphic grade  discuss the mode of formation of metamorphic rocks and identify them using texture and mineralogy from physical samples, diagrams and photographs including slate, phyllite, schist, gneiss, marble, quartzite, hornfels and amphibolite  suggest possible parent rocks for the metamorphic rocks slate, phyllite, schist, gneiss, marble, quartzite, hornfels and amphibolite  discuss formation of deep Earth materials and processes including mantle hot spots, lamproite/kimberlite pipes and black smokers  explain the formation of Earth’s deep resources by hydrothermal processes. Living Earth  explain the impact and implications of regional and global loss of biodiversity through a case study for each  explain the human impact on biomass and what a reduction in biomass could mean in terms of global balance  discuss how Earth's climate has changed over time, corresponding to changes in Earth's geography, atmospheric composition, solar radiation and plate movement  discuss global pollution issues caused by human activity including CFCs, acid rain, waste accumulation and land degradation. Earth resources  for a metallic ore deposit in Western Australia . discuss its formation . discuss exploration techniques . describe the mining and processing of the ore . explain environmental hazards associated with mining and processing including noise and dust, chemical contaminants and other impacts . describe methods of reducing environmental impacts of mining and processing the deposit. Earth and environmental science in daily life Earth and environmental science skills  find locations on a map  interpret simple scientific field data  read and understand topographical maps  construct cross-sections from simple geological maps where dip is perpendicular to the cross-section  construct simple geological maps from field data and map a small area.Working scientifically skills The core working scientifically skills are:  record observations verbally and graphically—in a table or organised fashion  use simple scientific apparatus to make reliable measurements and accurately record data  identify and state a problem to be investigated  plan an investigation and carry out planned procedures  plot and interpret line graphs  identify potential safety hazards  identify sources of experimental error  differentiate between observation and inference  accurately follow sets of written or verbal instruction  use word and diagrammatic classification keys to identify and categorise materials  research publications and select relevant information  participate with others in working towards a common goal  communicate effectively with others in verbal, written and diagrammatic forms  use appropriate simple geological and environmental terminology.The following Stage 2 working scientifically skills supplement the core skills:  formulate hypotheses and make predictions from them  make detailed and logical conclusions from analysing both first and second-hand data  perform simple mathematical procedures e.g. calculate averages  apply laws, principles and relationships to solve problems  solve theoretical problems using calculations and other quantitative methods.There are no additional Stage 3 working scientifically skills.UNIT 3BEESUnit description The unit description provides the focus for teaching the specific unit content.The focus for this unit is complex Earth and environments. Our Earth is currently being altered at an unprecedented rate by human activity. We recognise that modern environmental issues such as changes in the composition of atmospheric gases and loss of biodiversity have occurred throughout Earth’s history. The geological past is a key to the present and to the future. After completing this unit students appreciate how serious these problems are and how they compare with past changes in the Earth system. Students correlate human activities with environmental problems and identify potential ways to limit environmental destruction through contexts such as environmental impact assessment, sustainable industry, global climate change and energy supply.Unit content This unit builds on the content covered by previous units. It is recommended that students studying Stage 3 have completed Stage 2 units.This unit includes knowledge, understandings and skills to the degree of complexity described below. This is the examinable content of the course. Physical Earth  explain the global energy budget  explain that the heating of the Earth's surface and atmosphere by the Sun drives convection within the atmosphere and oceans, producing and influencing local and global winds, ocean currents and climatic events including El Niño and La Niña  using Australian examples explain the effects of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents on the current climate. Living Earth  explain how the atmosphere and its temperature have changed over time, including an explanation for the formation of Banded Iron Formations  discuss ozone formation and destruction in the atmosphere, in both the troposphere and stratosphere  discuss the effect of climate change on changes (losses and gains) in biodiversity over time  describe biodiversity changes based on past and current major events including asteroid impacts and current activities including land clearing and introduction of species  discuss major human impacts on the carbon and nitrogen biogeochemical cycles including deforestation, burning of fossil fuels and excess use of nitrogen-based fertilisers  discuss conservation strategies for the protection of the environment for future generations. Earth resources  discuss pollution control methods associated with the extraction and/or processing of resources  discuss social and heritage issues relating to extractive industries, such as native title and heritage, and health impacts  analyse the ecological sustainability of a resource site using a case study. Earth and environmental science in daily life Earth and environmental science skills  find locations on a map  interpret simple scientific field data  read and understand topographical maps  construct cross-sections from simple geological maps where dip is perpendicular to the cross-section  construct simple geological maps from field data and map a small area.Working scientifically skills The core working scientifically skills are:  record observations verbally and graphically—in a table or organised fashion  use simple scientific apparatus to make reliable measurements and accurately record data  identify and state a problem to be investigated  plan an investigation and carry out planned procedures  plot and interpret line graphs  identify potential safety hazards  identify sources of experimental error  differentiate between observation and inference  accurately follow sets of written or verbal instruction  use word and diagrammatic classification keys to identify and categorise materials  research publications and select relevant information  participate with others in working towards a common goal  communicate effectively with others in verbal, written and diagrammatic forms  use appropriate simple geological and environmental terminology.The following Stage 2 working scientifically skills supplement the core skills:  formulate hypotheses and make predictions from them  make detailed and logical conclusions from analysing both first and second-hand data  perform simple mathematical procedures e.g. calculate averages  apply laws, principles and relationships to solve problems  solve theoretical problems using calculations and other quantitative methods.There are no additional Stage 3 working scientifically skills. ESWA on-line resources arranged by EES text book chapters This text reproduced from: http://www.earthsciencewa.com.au/course/view.php?id=211 INTRODUCTION: EARTH AND ENVIRONMENTAL SCIENCE EES In Context - Presentation PDF document  EES In Context - Presentation Notes PDF document  EES In Context - Student Worksheet PDF document  Locations On A WA Map - Student Worksheet PDF document  Cross Sections - Presentation PDF document  Cross Sections - Presentation Notes PDF document  Cross Sections - Student Worksheet PDF document Cross Section - Sample Question PDF document2 OUR PLACE IN SPACE Structure of the Earth - Teacher Introduction PDF document3 MINERALS Minerals - PowerPoint PDF document  Specific Gravity - Student Activity PDF document Chrysoprase - Reading PDF document4 ROCKS The Rock Cycle - PowerPoint Powerpoint presentation  The Rock Cycle - Notes Pages PDF document  The Rock Cycle - Student Worksheet PDF document  The Rock Cycle - Teacher's Notes PDF document  The Rock Cycle - Wordsleuth PDF document  Rock Classification Activity - Student Worksheet PDF document  Rock Classification Activity - Support Materials PDF document  Rock Classification Activity - Teacher's Notes PDF document  Rock Identification - Student Activity PDF document  Rock Identification - Teacher Notes PDF document  Rocks To Know - Table PDF document IGNEOUS ROCKS Igneous Rocks & Processes - Presentation PDF document  Igneous Rocks & Processes - Presentation Notes PDF document  Igneous Rocks & Processes - Student Worksheet PDF document Black Smokers - Reading PDF document5 SEDIMENTARY ROCKS Porosity - Student Activity PDF document  Rock Absorbency - Student Activity PDF document  Solution Caves - Student Activity PDF document  Banded Iron Formations - Reading PDF document  Donnybrook Sandstone - Reading PDF document  Earth's Surface Resources - Teacher Introduction PDF document  Earth's Surface Resources - Student Worksheet PDF document  Earth's Surface Resources - Teacher's Notes PDF document  Hamersley Group - Reading PDF document  Mineral Sands - Reading PDF document  Rock History - Student Worksheet PDF document  Swan Coastal Plain - Reading PDF document Tamala Limestone - Reading PDF document6 METAMORPHIC ROCKS Metamorphic Rocks & Processes - Presentation PDF document  Metamorphic Rocks & Processes - Presentation Notes PDF document  Metamorphic Rocks & Processes - Student Worksheet PDF document  Metamorphic Rocks - Student Activity PDF document  Metamorphic Rocks - Teacher Notes PDF document Granite Emplacement - Reading PDF document7 WEATHERING AND SOILS Weathering, Erosion and Deposition - Teacher Introduction PDF document  Weathering & Erosion - Student Worksheet PDF document  Weathering & Groundwater - Teacher's Notes PDF document  Weathering & Erosion, Temperature & Water - Teacher's Notes PDF document  Soils - PowerPoint Powerpoint presentation  Soil Grain Size Indicator - Teacher's Notes PDF document  Permeability of Soils - Student Worksheet PDF document  Permeability Of Soils - Teacher's Notes PDF document  Porosity & Permeability - Student Worksheet PDF document  Porosity & Permeability - Teacher's Notes PDF document  Soil Profile - Student Worksheet PDF document  Soil Wetting Agents - Student Worksheet PDF document  Streamflow & Sediment Size - Student Worksheet PDF document  The Flume Tube - Teacher's Notes PDF document  Weathering Cycle - Reading PDF document  Yandying - Student Worksheet PDF document Yandying - Teacher's Notes PDF document8 WATER Groundwater Spiders - Student Activity PDF document  Hard Water - Teacher's Notes PDF document  Hard Water - Student Activity PDF document  Making Glaciers - Student Activity PDF document  Ocean Currents - Student Activity PDF document  Water Extraction Activities - Teacher's Notes PDF document  Perth Basin and Darling Scarp Overview - Concept Map PDF document  Desalination or Reverse Osmosis - Student Worksheet PDF document  Desalination and Reverse Osmosis - Reading PDF document  Perth Groundwater 1 - Reading PDF document  Perth Groundwater 2 - Reading PDF document  Swan Coastal Plain Groundwater - Reading PDF document  Water - Student Worksheet PDF document Water - Teacher's Notes PDF document9 WEATHER AND CLIMATE Climate - Presentation PDF document  Climate - Presentation Notes PDF document  Climate - Student Worksheet PDF document The Leeuwin Current and ENSO - Reading PDF document10 CLIMATE CHANGE Historical Climate Change - Presentation PDF document  Historical Climate Change - Presentation Notes PDF document  Historical Climate Change - Student Worksheet PDF document  Australia and Ice Age - Reading PDF document  Climate Change - Reading PDF document  Greenhouse Effect - Reading PDF document  Ice House or Hot House - Reading PDF document Stable Isotopes - Reading PDF document 11 VOLCANIC ACTIVITY Volcanoes - PowerPoint PDF document  Chemical Volcano - Student Activity PDF document  Viscosity and Volcanoes - Student Activity PDF document  Volcanism and Magma Behaviour - Student Activity PDF document  Volcanoes and Viscosity - Student Activity PDF document  Mt Toba Supervolcano - Reading PDF document Types of Volcanoes - Reading PDF document12 EARTHQUAKES Earthquakes - PowerPoint PDF document Earthquakes and Tsunamis - Reading PDF document13 PLATE TECTONICS Plate Tectonics and Geohazards - PowerPoint PDF document  Plate Tectonics - Demonstration PDF document  Break Up Of Gondwana - Student Activity PDF document  Deformation and Faults - Student Activity PDF document  Continental Drift - Student Activity PDF document  Mars Bar Earth - Student Activity PDF document  Modelling The Structure Of The Earth - Student Activity PDF document  Thermal Convection Currents - Student Activity PDF document  Albany Fraser Origin - Reading PDF document  Cascadia Subduction Zone - Reading PDF document  Eastern Goldfields Superterrane - Reading PDF document  Geothermal Gradient - Reading PDF document  Isostasy - Reading PDF document  Lateral Fault Movements - Reading PDF document  Orogeny and Metamorphism - Reading PDF document  Perth Basin Formation - Reading PDF document  Plate Tectonics Indonesia - Reading PDF document  Supercontinent Break - Reading PDF document Western Australian Tectonics - Reading PDF document14 ECOSYSTEMS Cycles & Issues - Presentation PDF document  Cycles & Issues - Presentation Notes PDF document  Cycles & Issues - Student Worksheet PDF document  Measuring Carbon Dioxide - Student Activity PDF document  The Biosphere - Student Worksheet PDF document  The Biosphere - Teacher's Notes PDF document  Habitat Requirements - Student Worksheet PDF document  Habitat Requirements - Teacher's Notes PDF document  Interdependence of Living Things - Student Worksheet PDF document  Organic & Inorganic Carbon - Student Worksheet PDF document  Organic & Inorganic Carbon - Teacher's Notes PDF document  Where Am I - Student Worksheet PDF document  Where Did I Come From - Student Worksheet PDF document Where Did I Come From - Teacher's Notes PDF document15 HUMAN ACTIVITY AND BIODIVERSITY Fitzgerald River National Park - Fact Sheet PDF document  Fitzgerald River National Park - Reading PDF document  Ozone Layer - Reading PDF document  Rock Lobsters - Reading PDF document  Comparison of Biodiversities - Student Worksheet PDF document Comparison of Biodiversities - Teacher's Notes PDF document16 FOSSILS AND EVOLUTION Mass Extinctions - Presentation PDF document  Mass Extinctions - Presentation Notes PDF document  Mass Extinctions - Student Worksheet PDF document  Mass Extinctions - Case Study PDF document  K-T Extinction - Reading PDF document Permian Extinction - Reading PDF document17 GEOLOGICAL TIME  Carbon Dating - Reading PDF document Radioactive Decay - Reading PDF document18 ENERGY Hot Rocks - Reading PDF document Wind Turbines - Reading PDF document19 MINERAL RESOURCES Earth Resources - Presentation PDF document  Earth Resources - Presentation Notes PDF document  Earth Resources - Student Worksheet PDF document  A Typical Exploration Sequence - Student Worksheet PDF document  A Typical Exploration Sequence - Teacher's Notes PDF document  Bauxite - Reading PDF document  Geochemical Soil Sampling - Teacher's Notes PDF document  Geophysical Surveys - Teacher's Notes PDF document  Gold - Reading PDF document  Magnetic Survey - Student Worksheet PDF document  Model Magnetometer Survey - Teacher's Notes PDF document Tropicana East - Reading

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