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ACSSU095

Changes to materials can be reversible or irreversible

Elaborations ScOT Terms

ACSSU095 | Content Descriptions | Year 6 | Science | F-10 curriculum

Elaboration (4) ACSSU095

exploring how reversible changes can be used to recycle materials

literacy critical-creative

Elaboration (4) | ACSSU095 | Content Descriptions | Year 6 | Science | F-10 curriculum

Science - Years 5 and 6

Year 5 Science understanding Chemical science Content descriptions with elaborations Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077) recognising that substances exist in different states depending …

Science - Years 5 and 6 | Food and wellbeing dimensions | Dimensions | Curriculum connections | Resources

How can the progressions be used?

The progressions do not describe what to teach; they provide a detailed map of how students become increasingly adept in particular aspects of literacy and numeracy development. Learning area content and achievement standards continue to be the focus …

How can the progressions be used? | National Literacy and Numeracy Learning Progressions | Resources

How can the numeracy progression be used?

The National Numeracy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …

How can the numeracy progression be used? | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How can the literacy progression be used?

The National Literacy Learning Progression can be used at a whole school, team or individual teacher level. However, the progression provides maximum student learning benefits when used as part of a whole-school strategy that involves professional learning …

How can the literacy progression be used? | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

How are the progressions different from the general capabilities and how can they be used?

The National Literacy and Numeracy Learning Progressions are different from the general capability literacy and numeracy continua in scope, structure and intended use. The general capabilities describe what can reasonably be expected of students at particular …

How are the progressions different from the general capabilities and how can they be used? | National Literacy and Numeracy Learning Progressions | Resources

How can the benefits of the progressions be maximised?

Whole school In a school, the benefits of the progressions are maximised where there is a whole-school, systematic approach to literacy and numeracy development that ensures: opportunities for professional dialogue and collaboration to strengthen teacher …

How can the benefits of the progressions be maximised? | National Literacy and Numeracy Learning Progressions | Resources

ACSCH090

All physical changes are reversible, whereas only some chemical reactions are reversible

ACSCH090 | Content Descriptions | Unit 3 | Chemistry | Science | Senior secondary curriculum

Elaboration (3) ACSSU095

investigating irreversible changes such as rusting, burning and cooking

critical-creative

Elaboration (3) | ACSSU095 | Content Descriptions | Year 6 | Science | F-10 curriculum

Elaboration (5) ACSSU095

investigate reversible changes such as melting, freezing and evaporating

critical-creative

Elaboration (5) | ACSSU095 | Content Descriptions | Year 6 | Science | F-10 curriculum

Elaboration (6) ACSSU095

investigating Aboriginal and Torres Strait Islander Peoples’ knowledge of reversible processes, such as the application of adhesives, and of irreversible processes, such as the use of fuels for torches (OI.5)

aboriginal-torres

Elaboration (6) | ACSSU095 | Content Descriptions | Year 6 | Science | F-10 curriculum

Written response: Life changes - AT

Students listened to a story about children growing and changing and discussed the physical characteristics and different roles of characters in the book. Using a range of different images of people, students were asked to place them in order of age and …

Written response: Life changes - AT | Samples | Work samples | Resources

How an idea changes – AT

This task was designed to address the aspects of the Year 8 achievement standards that relate to science as human endeavour. Students were asked to research a ‘big idea’ in science and create a presentation in which they explain how that idea has developed …

How an idea changes – AT | Samples | Work samples | Resources

Written response: Life changes - ABOVE

Students listened to a story about children growing and changing and discussed the physical characteristics and different roles of characters in the book. Using a range of different images of people, students were asked to place them in order of age and …

Written response: Life changes - ABOVE | Samples | Work samples | Resources

Written response: Life changes - BELOW

Students listened to a story about children growing and changing and discussed the physical characteristics and different roles of characters in the book. Using a range of different images of people, students were asked to place them in order of age and …

Written response: Life changes - BELOW | Samples | Work samples | Resources

How an idea changes – ABOVE

This task was designed to address the aspects of the Year 8 achievement standards that relate to science as human endeavour. Students were asked to research a ‘big idea’ in science and create a presentation in which they explain how that idea has developed …

How an idea changes – ABOVE | Samples | Work samples | Resources

Elaboration (1) ACSSU046

exploring how changes from solid to liquid and liquid to solid can help us recycle materials

literacy critical-creative sustainability

Elaboration (1) | ACSSU046 | Content Descriptions | Year 3 | Science | F-10 curriculum

ACSCH091

Over time, physical changes and reversible chemical reactions reach a state of dynamic equilibrium in a closed system, with the relative concentrations of products and reactants defining the position of equilibrium

ACSCH091 | Content Descriptions | Unit 3 | Chemistry | Science | Senior secondary curriculum

Unit 3: Equilibrium, acids and redox reactions Chemistry

The idea of reversibility of reaction is vital in a variety of chemical systems at different scales, ranging from the processes that release carbon dioxide into our atmosphere to the reactions of ions within individual cells in our bodies. Processes that …

Unit 3 | Chemistry | Science | Senior secondary curriculum

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