Template for course documentation for accreditation



22441VIC Certificate III in Science22442VIC Certificate IV in ScienceThis course has been accredited under Part 4.4 of the Education and Training Reform Act 2006.Accredited for the period: 1 January 2018 to 31 December 20222324108503285? State of Victoria (Department of Education and Training) 2017.Copyright of this material is reserved to the Crown in the right of the State of Victoria. This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Australia licence (). You are free to use, copy and distribute to anyone in its original form as long as you attribute Department of Education and Training as the author, and you license any derivative work you make available under the same licence.DisclaimerIn compiling the information contained in and accessed through this resource, the Department of Education and Training (DET) has used its best endeavours to ensure that the information is correct and current at the time of publication but takes no responsibility for any error, omission or defect therein.To the extent permitted by law DET, its employees, agents and consultants exclude all liability for any loss or damage (including indirect, special or consequential loss or damage) arising from the use of, or reliance on the information contained herein, whether caused or not by any negligent act or omission. If any law prohibits the exclusion of such liability, DET limits its liability to the extent permitted by law, for the resupply of the information.Third party sitesThis resource may contain links to third party websites and resources. DET is not responsible for the condition or content of these sites or resources as they are not under its control.Third party material linked from this resource is subject to the copyright conditions of the third party. Users will need to consult the copyright notice of the third party sites for conditions of usage. TOC \h \z \t "Code,1,Code 1,2,Code 2,3" Section A: Copyright and course classification information PAGEREF _Toc491764860 \h 11.Copyright owner of the course PAGEREF _Toc491764861 \h 12.Address PAGEREF _Toc491764862 \h 13.Type of submission PAGEREF _Toc491764863 \h 14.Copyright acknowledgement PAGEREF _Toc491764864 \h 15.Licensing and franchise PAGEREF _Toc491764865 \h 26.Course accrediting body PAGEREF _Toc491764866 \h 27.AVETMISS information PAGEREF _Toc491764867 \h 2Section B: Course information PAGEREF _Toc491764868 \h 41.Nomenclature PAGEREF _Toc491764869 \h 41.1Name of the qualification PAGEREF _Toc491764870 \h 41.2Nominal duration of the course PAGEREF _Toc491764871 \h 42.Vocational or educational outcomes PAGEREF _Toc491764872 \h 42.1Purpose of the course PAGEREF _Toc491764873 \h 43.Development of the course PAGEREF _Toc491764874 \h 43.1Industry / enterprise/ community needs PAGEREF _Toc491764875 \h 43.2Review for re- accreditation PAGEREF _Toc491764876 \h 64.Course outcomes PAGEREF _Toc491764877 \h 114.1Qualification level PAGEREF _Toc491764878 \h 114.2Employability skills PAGEREF _Toc491764879 \h 134.3Recognition given to the course (if applicable) PAGEREF _Toc491764880 \h 164.4Licensing/ regulatory requirements (if applicable) PAGEREF _Toc491764881 \h 165.Course rules PAGEREF _Toc491764882 \h 165.1Course structure PAGEREF _Toc491764883 \h 165.2Entry requirements PAGEREF _Toc491764884 \h 196.Assessment PAGEREF _Toc491764885 \h 206.1Assessment strategy PAGEREF _Toc491764886 \h 206.2Assessor competencies PAGEREF _Toc491764887 \h 227.Delivery PAGEREF _Toc491764888 \h 227.1Delivery modes PAGEREF _Toc491764889 \h 227.2Resources PAGEREF _Toc491764890 \h 228.Pathways and articulation PAGEREF _Toc491764891 \h 239.Ongoing monitoring and evaluation PAGEREF _Toc491764892 \h 24Section C: Units of Competency PAGEREF _Toc491764893 \h 25VU22065 Conduct and present simple scientific research PAGEREF _Toc491764895 \h 27VU22066 Develop study skills for science PAGEREF _Toc491764897 \h 32VU22067 Work with mathematical techniques PAGEREF _Toc491764899 \h 36VU22068 Examine concepts in biology PAGEREF _Toc491764901 \h 42VU22069 Examine concepts in chemistry PAGEREF _Toc491764903 \h 46VU22070 Examine concepts in physics PAGEREF _Toc491764905 \h 51VU22071 Examine body systems PAGEREF _Toc491764907 \h 55VU22072 Apply essential further study skills for science PAGEREF _Toc491764909 \h 58VU22073 Research scientific fields of study PAGEREF _Toc491764911 \h 64VU22074 Use a range of techniques to solve mathematical problems PAGEREF _Toc491764913 \h 68VU22075 Apply mathematical techniques to scientific contexts PAGEREF _Toc491764915 \h 73VU22076 Investigate atomic structure and bonding PAGEREF _Toc491764917 \h 78VU22077 Investigate stoichiometry and solution chemistry PAGEREF _Toc491764919 \h 83VU22078 Investigate organic chemistry and properties of materials PAGEREF _Toc491764921 \h 87VU22079 Investigate chemical reactions PAGEREF _Toc491764923 \h 91VU22080 Investigate waves and optics PAGEREF _Toc491764925 \h 96VU22081 Apply principles of kinematics PAGEREF _Toc491764927 \h 101VU22082 Apply principles of electricity PAGEREF _Toc491764929 \h 105VU22083 Apply dynamics and conservation principles PAGEREF _Toc491764931 \h 109VU22084 Operate simple analogue and digital electronic circuits PAGEREF _Toc491764933 \h 114VU22085 Investigate cell biology PAGEREF _Toc491764935 \h 119VU22086 Investigate anatomy and physiology PAGEREF _Toc491764937 \h 123VU22087 Investigate introductory genetics PAGEREF _Toc491764939 \h 127VU22088 Investigate ecology PAGEREF _Toc491764941 \h 131VU22089 Work mathematically with statistics and calculus PAGEREF _Toc491764943 \h 135 Section A: Copyright and course classification information Copyright owner of the course Copyright of this course is held by the Department of Education and Training, Victoria? State of Victoria (Department of Education and Training) 2017.AddressExecutive DirectorIndustry Engagement and VET SystemsHigher Education and Skills GroupDepartment of Education and Training (DET)GPO Box 4367Melbourne VIC 3001Organisational Contact:Manager Training ProductsHigher Education and Skills GroupTelephone: (03) 9637 3092Email: course.enquiry@edumail..au Day to day contact:Service Industries Curriculum Maintenance ManagerVictoria University PO Box 14428Melbourne, Vic 8001Email:sicmm.generalstudies@vu.edu.au cheryl.bartolo@vu.edu.au Telephone: (03) 9919 5300/5302Type of submissionRe-accreditationCopyright acknowledgementCopyright of the following units of competency from nationally endorsed training packages is administered by the Commonwealth of Australia and can be accessed from .au ? Commonwealth of AustraliaMEM05 Metal and Engineering Training PackageMEM23007A - Apply calculus to engineering tasks MEM30012A Apply mathematical techniques in a manufacturing, engineering or related environmentICT Information and Communications Technology Training PackageICTICT101 Operate a personal computerICTICT105 Operate spreadsheet applicationsICTICT210 Operate database applications ICTICT103 Use, communicate and search securely on the internetICTICT102 Operate word-processing applicationsMSL Laboratory Operations Training PackageMSL973004 Perform aseptic techniquesMSL943002 Participate in laboratory/field workplace safetyMSL973002 Prepare working solutionsMSL973007 Perform microscopic examinationMSL973001 Perform basic testsBSB Business Services Training PackageBSBWHS201 Contribute to health and safety of self and othersCopyright of the following units of competency from accredited curricula is held by the Department of Education and Training, Victoria ? State of Victoria. The following curricula can be downloaded free of charge from the Victorian Department of Education and Training website at: 2 22236VIC Certificate I in General Education for AdultsVU21326 Engage with texts of limited complexity for learning purposesVU21330 Create texts of limited complexity for learning purposesLicensing and franchiseCopyright of this material is reserved to the Crown in the right of the State of Victoria. ? State of Victoria (Department of Education and Training) This work is licensed under a Creative Commons Attribution-NoDerivs 3.0 Australia licence (). You are free to use, copy and distribute to anyone in its original form as long as you attribute Department of Education and Training as the author and you license any derivative work you make available under the same licence.Request for other use should be addressed to :Executive DirectorIndustry Engagement and VET SystemsHigher Education and Skills GroupDepartment of Education and Training (DET)Email: course.enquiry@edumail..au Copies of this publication can be downloaded free of charge from the DET website at education..au/training/providers/rto/Pages/courses.aspx Course accrediting body Victorian Registration and Qualifications Authority AVETMISS information ANZSCO [Australian and New Zealand Standard Classification of Occupations]234 Natural and physical science professionalsASCED Code – 4 digit (Field of Education) 1201 General Education ProgrammesNational course code22441VIC Certificate III in Science22442VIC Certificate IV in SciencePeriod of accreditation 1 January 2018 – 31 December 2022Section B: Course information NomenclatureStandard 1 AQTF Standards for Accredited Courses 1.1Name of the qualification22441VIC Certificate III in Science22442VIC Certificate IV in Science1.2Nominal duration of the course Certificate III in Science: 440 – 480Certificate IV in Science: 710 – 830Vocational or educational outcomesStandard 1 AQTF Standards for Accredited Courses2.1Purpose of the courseThe Certificates III and IV in Science are preparatory programs which provide a re-entry pathway to enable graduates to develop foundational skills and knowledge in Science, Technology, Engineering and/or Maths (STEM) areas.The Certificate III in Science is primarily a preparatory qualification which introduces key science concepts and enables access to vocational courses in STEM related areas. The Certificate IV in Science consolidates and extends science concepts to enable access to higher level VET courses or higher education degree or associate degree courses in STEM related areas Further study in science and technology may include laboratory technology, nursing, biotechnology, information technology, food technology, environmental science, health, engineering, applied sciences and other related courses.STEM education and training covers the specific knowledge and skills found in science, technology, engineering and mathematics disciplines. It also covers the interrelationship between these areas.Development of the courseStandards 1 and 2 AQTF Standards for Accredited Courses 3.1Industry / enterprise/ community needs Significant changes in Victoria’s economy mean there is a greater need for STEM capabilities. Employers are increasingly looking for workers who are creative problem solvers, innovative and critical thinkers and able to use new technologies. STEM skills are also integral to Victoria’s priority sectors. These have the potential for remarkable growth, driving up economic output and creating over 400,000 jobs for Victorians by 2025.As a result of this, there is an increasing focus on Science, Technology, Engineering and Mathematics (STEM) by both national and state governments. The Victorian government’s STEM in the Education State plan brings together actions and initiatives to deliver the vision for improved learning and outcomes in STEM by equipping all Victorian learners with STEM capabilities. Ensuring Victoria’s Higher Education and training sectors are creating a STEM-skilled workforce is a key focus of the plan. The national initiative, Science, Technology, Engineering and Mathematics: Australia’s Future strategy reinforces that individuals having STEM skills and knowledge will be crucial to their ability to access the jobs which will be needed in a modern economy. Industry groups such as AIG are also raising the profile of STEM skills identifying an imperative for the growth of STEM skills in the economy by developing more engaging curriculum and pedagogy to attract students to STEM: The Australian Industry Group: Progressing STEM Skills in Australia (2015). Over the next five years, employment in professional, scientific, and technical services is predicted to increase.The above initiatives may result in an increase in future demand for these preparatory courses in science. The courses have been designed to support the needs of a diverse group of learners including:learners returning to study who wish to access further study in a science field learners wishing to change work directionlearners who did not receive a high enough ATAR scoreInformation to support the continuing need for the courses was collected through a number of activities: Analysis of enrolment figures between 2013 and 2016Provider focus group Student feedback provided via focus group and written feedbackDesktop review of literature and government policyReview of Training Packages and accredited coursesEnrolmentsCourse Enrolments in 2013-2016201320142015201622219VIC Certificate III in Science6774685522220VIC Certificate IV in Science121135128124Course enrolments by age groupAge Group201320142015201622219VIC Certificate III in Science15-192829281920-242830252525-298967Course enrolments by age groupAge group201320142015201622220VIC Certificate IV in Science15-195359535620-244246344225-291513201830-34512134The number of providers of the Certificates in Science has decreased slightly between 2013 and 2016. In 2016 there were 2 providers of the 22219VIC Certificate III in Science and 2 providers of the 22220VIC Certificate IV in Science. During this period of time, enrolments have remained consistent across both qualifications. Please note that 2016 figures are not complete. As shown in the above age group table, most government funded course enrolments between 2013 and 2016 fell into 3 main age groups for the Certificate III with more mature aged students enrolled in the Certificate IV. A Skills and Knowledge Profile was developed following discussion with and advice from the PSC. The profile was then validated and used to guide the redevelopment of the curriculum.The reaccreditation was guided by a Project Steering Committee comprised of:Judy Taylor (Chair)Bridging Science, Melbourne PolytechnicMichael TaylorAiGroupCatherine DevlinAdult Learning AustraliaDinah van RuyvenRMIT School of Vocational Engineering, Health and SciencesSoula Bennett Quantum Victoria Julian HillFood Plant and Animal Industries, Melbourne PolytechnicDaniel EldridgeCourse Director, Bachelor of Science, Swinburne University of Technology3.2Review for re-accreditationA mid cycle review for the 22219VIC Certificate III in Science and the 22220VIC Certificate IV in Science was conducted in July 2015 by the CMM General Studies and Further Education as per the AQTF Standards for Accredited courses. Feedback was sought from providers with the course on their scope of registration.The following amendments were made to the 22219VIC Certificate III in Science as a result of the mid cycle review. These amendments did not affect the vocational outcomes of the course. Update imported training package unitsAlign summary of learning outcomes to learning outcomesAmend Range StatementCorrect typographical errorsThe following amendments were made to the 22220VIC Certificate IV in Science as a result of the mid cycle review. These amendments did not affect the vocational outcomes of the course. Align summary of learning outcomes to learning outcomesAmend Range StatementAmend terminology where this reflects accepted terminology in the field and does not affect the outcomeAlign highlighted terms in learning outcomes/performance criteria and range statementCorrect typographical errorsOther feedback provided as part of the mid-cycle review has been taken into account as part of the reaccreditation process and includes the following:22219VIC Certificate III in ScienceReplace identified imported units with more appropriate units to make them more suitable (to be addressed at reaccreditation of curriculum). The following units were identified:HLTAP301B Recognise healthy body systems in a health care contextPSPOHS201B Follow workplace safety procedures22220VIC Certificate IV in ScienceDuplication of information across units/modulesIntroductory unit in each of the major science fields of chemistry, physics and biology in the coreAddition of a unit covering basic investigative, scientific approach as a core unitA new elective unit in emerging technologiesImport an environmental/ sustainability unitReview VU21058 Use a range of techniques to solve mathematical problems to ensure skills and knowledge are linked to performanceThe 22441VIC Certificate III in Science replaces and is equivalent to the 22219VIC Certificate III in ScienceThe 22442VIC Certificate IV in Science replaces and is equivalent to the 22220VIC Certificate IV in ScienceThe following table identifies the relationship between units from the 22441VIC Certificate III in Science with units from 22219VIC VIC Certificate III in Science and units from the 22442VIC Certificate IV in Science with units from the 22220VIC Certificate IV in Science.Units from 22219VIC Certificate III in ScienceUnits from 22441VIC Certificate III in ScienceRelationshipVU21057 Conduct and present simple scientific researchVU22065Conduct and present simple scientific researchEquivalentVU20928Design a learning planVU22066Develop study skills for scienceNew unitNot equivalentPSPOHS201B Follow workplace safety proceduresBSBWHS201Contribute to health and safety of self and othersNewly imported unitNot equivalentVU21377Engage with a range of highly complex texts for learning purposesVU21326Engage with texts of limited complexity for learning purposesNot equivalentVU21381Create a range of highly complex texts for learning purposesVU21330Create texts of limited complexity for learning purposesNot equivalentVU20929Concepts in biologyVU22068Examine concepts in biologyEquivalentVU20930Concepts in chemistryVU22069Examine concepts in chemistryEquivalentVU20931Concepts in physicsVU22070Examine concepts in physicsEquivalentHLTAP301BRecognise healthy body systems in a health care contextVU22071Examine body systemsNew unitMSL973002APrepare working solutionsMSL973002Prepare working solutionsEquivalentMSL973007APerform microscopic examinationMSL973007Perform microscopic examinationEquivalentMSL973001APerform basic testsMSL973001Perform basic testsEquivalentICTICT101Operate a personal computerICTICT101Operate a personal computerEquivalentICTICT103Use, communicate and search securely on the internetICTICT103Use, communicate and search securely on the internetEquivalentVU21058Use a range of techniques to solve mathematical problemsVU22067Work with mathematical techniquesNew unitUnits from 22220VIC Certificate IV in ScienceUnits from 22442VIC Certificate IV in ScienceRelationshipMSL943002AParticipate in laboratory/field workplace safetyMSL943002Participate in laboratory/field workplace safetyEquivalentVU20932Apply essential further study skills for scienceVU22072Apply essential further study skills for scienceEquivalentVU20933Research scientific fields of studyVU22073Research scientific fields of studyEquivalentVU21058Use a range of techniques to solve mathematical problemsVU22074Use a range of techniques to solve mathematical problemsEquivalent VU20934Apply mathematical techniques to scientific contextsVU22075Apply mathematical techniques to scientific contextsEquivalentVU20935Atomic structure and bondingVU22076Investigate atomic structure and bondingEquivalentVU20946Stoichiometry and solution chemistryVU22077Investigate stoichiometry and solution chemistryEquivalentVU20947Organic chemistry and properties of materialsVU22078Investigate organic chemistry and properties of materialsEquivalentVU20948Chemical reactionsVU22079Investigate chemical reactionsEquivalent VU20949Waves and opticsVU22080Investigate waves and opticsEquivalentVU20950KinematicsVU22081Apply principles of kinematicsEquivalentVU20945Apply principles of electricityVU22082Apply principles of electricityEquivalentVU21079Apply dynamics and conservation principlesVU22083Apply dynamics and conservation principlesEquivalent VU21080Operate simple analogue and digital electronic circuitsVU22084Operate simple analogue and digital electronic circuitsEquivalentVU20945Cell biologyVU22085Investigate cell biologyEquivalentVU20952Anatomy and physiologyVU22086Investigate anatomy and physiologyEquivalentVU20953Introductory geneticsVU22087Investigate introductory geneticsEquivalentVU20954EcologyVU22088Investigate ecologyEquivalentMSL973004APerform aseptic techniquesMSL973004Perform aseptic techniquesEquivalentMEM30012AApply mathematical techniques in a manufacturing, engineering or related environmentMEM30012AApply mathematical techniques in a manufacturing, engineering or related environmentEquivalentMEM23007AApply calculus to engineering tasksMEM23007AApply calculus to engineering tasks Prerequisite:MEM30012AEquivalentVU21081Work mathematically with statistics and calculusVU22089Work mathematically with statistics and calculusEquivalentICTICT102Operate word-processing applicationsICTICT102Operate word-processing applicationsEquivalentICTICT105Operate spreadsheet applicationsICTICT105Operate spreadsheet applicationsEquivalentICTICT210Operate database applicationsICTICT210Operate database applicationsEquivalentCourse outcomesStandards 1, 2, 3 and 4 AQTF Standards for Accredited Courses4.1Qualification levelStandards 1, 2 and 3 AQTF Standards for Accredited Courses The following broad outcomes apply at Australian Qualifications Framework (AQF) level 3:Certificate III outcomes focus on the development of factual, technical, procedural and some theoretical knowledge of a specific area in the field of science for further learningGraduates develop a range of cognitive, technical and communication skills to select and apply a specialised range of methods, tools and materials to complete routine science activities and provide and transmit solutions to predictable and sometimes unpredictable problemsKnowledgeGraduates at this level will have factual, technical, procedural and some theoretical knowledge of techniques and concepts to solve a range of mathematical problems related to the science fieldSkillsGraduates of a Certificate III will have:cognitive, technical and communication skills to source, interpret and present data using appropriate mathematical and scientific terminologycognitive and communications skills to apply and communicate known solutions of a variety of predictable problems and to deal with unforeseen contingencies using known solutions such as undertaking simple scientific experiments and investigationstechnical and communication skills to provide technical information to a variety of audiences such as presenting scientific information using appropriate scientific methods technical skills to undertake routine and some non-routine tasks in a range of skilled operations such as solving a range of mathematical problems using appropriate techniquesApplication of Knowledge and SkillsGraduates of a Certificate III will demonstrate the application of knowledge and skills:with autonomy and judgement in undertaking a range of calculations and investigations in known maths and science contextsto adapt and transfer skills and knowledge within known routines, measures, procedures and time constraints such as applying techniques and methods to solve a range of problems in contexts that include taking responsibility for own outputs in work and learning including participation in simple scientific research and the development of own study skillsVolume of learningThe volume of learning for this qualification is typically between 1 to 2 years and incorporates:structured activities to undertake and present outcomes of simple investigations and develop problem solving techniques to solve a range of problemsunstructured activities such as conducting simple scientific research and complete assignments and projectsCertificate IVThe Certificate IV in Science is consistent with the AQF Level 4 as defined in the AQF Implementation Handbook. The Certificate IV qualifies individuals who apply a broad range of specialized knowledge and skills in varied contexts to undertake skilled work and as a pathway for further learning.KnowledgeGraduates of a Certificate IV in Science will have broad factual, technical and theoretical knowledge in a specialized field of work and learning such as mathematics, chemistry, physics and biology. SkillsGraduates of a Certificate IV will have:cognitive skills to identify, analyse, compare and act on information from a range of sources such as assessing and evaluating the suitability of science research materialcognitive, technical and communication skills to apply and communicate technical solutions of a non-routine or contingency nature to a defined range of predictable and unpredictable problems such as undertaking calculations and presenting research findingsspecialist technical skills to complete routine and non-routine tasks and functions such as applying mathematical skills in a range of scientific contexts and for different purposescommunication skills to guide activities and apply methods to participate in collaborative research and learningApplication of knowledge and skillsGraduates of a Certificate IV will demonstrate the application of knowledge and skills:to specialized tasks or functions in known or changing contexts such as undertaking research in scientific fields of study and analysing and presenting data with responsibility for own functions and outputs, and may have limited responsibility for organisation of others such as applying computing skills to a range of taskswith limited responsibility for the quantity and quality of the output of others in a team within limited parameters such as using problem solving techniques to conduct scientific investigationsVolume of learningThe volume of learning for this qualification is typically between 0.5 to 2 years and incorporatesstructured activities to access, analyse and compare a range of scientific information and theories across scientific and mathematics areasunstructured activities such as researching a science topic, using online library services to source scientific journals and completing scientific calculations.4.2Employability skills Standard 4 AQTF Standards for Accredited CoursesThe following summary reflects the Employability Skills required for the 22441VIC Certificate III in Science and the 22442VIC Certificate IV in Science22441VIC Certificate III in ScienceCommunication skills to:read scientific documents such as charts, laboratory reportsrecord and record data using scientific formatsmake verbal presentations to a groupdiscuss and share information and ideas related to scientific knowledge and investigationsprepare documents related to scientific resultsconduct simple investigations into areas of scienceuse scientific terminologyuse numeracy effectively Teamwork skills to:support others in group taskscollaborate with other learners to achieve task outcomesProblem solving skills to:use techniques to solve mathematical problemsidentify simple scientific concepts and issues for investigation recognise unexpected outcomesInitiative and enterprise skills toundertake simple investigationsrespond to feedback develop strategies for further studyPlanning and organisation skills to:collect, analyse and organise informationplan and conduct simple scientific experiments and investigationsfollow scientific protocols and Standard Operating procedures(SOPs)Self-management skills to:apply time management strategies to prioritise tasksLearning skills to:use a range of research strategies to source scientific informationapply a range of learning strategies to own learningorganise and prioritise work tasksidentify own study pathwayTechnology skills to:access online information related to scientific investigations assess online information related to scientific investigationsuse scientific calculator functionsoperate tools and equipment to complete tasks22442VIC Certificate IV in ScienceCommunication skills to:read, analyse and interpret scientific documents record and interpret data using scientific methodprepare and deliver verbal presentationsdiscuss and share information and ideas related to issues in scienceprepare documents related to scientific results conduct research into fields of scienceuse scientific terminologyassess reliability and quality of scientific evidencerepresent scientific information and data in a range of waysTeamwork skills to:present scientific information as part of a groupcollaborate with other learners to achieve task outcomesProblem solving skills to:conduct investigations based on scientific theorydevelop hypotheses and test relationshipscompare and assess sources of scientific researchselect techniques to solve a range of mathematical problemsuse techniques and functions to solve mathematical problemsapply scientific concepts and theories to investigationsselect and apply appropriate forms of scientific enquiryapply theories and concepts to perform a range of calculations classify concepts and their componentsinterpret scientific data in a variety of formsrecognise unexpected outcomesInitiative and enterprise skills to:develop strategies for further studyPlanning and organisation skills to:plan and conduct scientific research into identified fields of studyplan and deliver presentations on scientific researchapply safety procedures when conducting scientific investigations and tasks follow scientific protocols and Standard Operating procedures(SOPs)Self-management skills to:complete tasksevaluate and monitor own performanceapply time management strategies to prioritise tasksLearning skills to: develop study and academic skillsplan own skills developmentidentify own study pathwayuse a range of research strategies to source scientific informationapply a range of learning strategies to own learningorganise and prioritise work tasksTechnology skills to:access and use online technology to research a field of scientific study assess online information related to scientific investigationsuse scientific calculator functionsuse a range of scientific technologyoperate scientific tools and equipment to complete tasks 4.3Recognition given to the course (if applicable) Standard 5 AQTF Standards for Accredited CoursesNot applicable4.4Licensing/ regulatory requirements (if applicable) Standard 5 AQTF Standards for Accredited Courses Not applicableCourse rulesStandards 2, 6,7 and 9 AQTF Standards for Accredited Courses5.1Course structure To be eligible for the award of 22441VIC Certificate III in Science, learners must successfully complete a total of 11 units comprising:6 core units5 elective unitsAt least one elective must be selected from the Science stream. A maximum of two units may be selected from any other accredited course or endorsed training package:from units which are first packaged at AQF levels 3 or 4 in the source curriculum or training package;and which are consistent with the outcomes of the course. A Statement of Attainment will be issued for any unit of competency completed if the full qualification is not completed.Unit codeField of Education code Unit titlePre-requisiteNominal hoursCore unitsVU22065120105Conduct and present simple scientific researchNil20VU22066120103Develop study skills for scienceNil30BSBWHS201 N/AContribute to health and safety of self and othersNil20VU22067010101Work with mathematical techniquesNil100 VU21326 120103Engage with texts of limited complexity for learning purposesNil25VU21330120103Create texts of limited complexity for learning purposesNil25Science StreamVU22068010999Examine concepts in biologyNil50VU22069010501Examine concepts in chemistryNil50VU22070010301Examine concepts in physicsNil50VU22071010913Examine body systems Nil50Elective unitsMSL973002 N/APrepare working solutionsNil50MSL973007 N/APerform microscopic examinationNil40MSL973001 N/APerform basic testsNil60ICTICT101 N/AOperate a personal computerNil30ICTICT103 N/AUse, communicate and search securely on the internetNil50Total nominal duration440 – 48022442VIC Certificate IV in ScienceTo be eligible for the award of 22442VIC Certificate IV in Science, learners must successfully complete a total of 15 units comprising:5 core units 10 elective units.A minimum of six electives must be selected from those listed below. A maximum of four electives may be selected from any other accredited course or endorsed training package:from units which are first packaged at AQF levels 4 or 5 in the source curriculum or training package;and which are consistent with the outcomes of the course. A Statement of Attainment will be issued for any unit of competency completed if the full qualification is not completed.Unit codeField of Education codeUnit titlePre-requisiteNominal hoursCore unitsMSL943002N/AParticipate in laboratory/field workplace safetyNil40VU22072120105Apply essential further study skills for scienceNil90VU22073120105Research scientific fields of study?Nil40VU22074010101Use a range of techniques to solve mathematical problemsNil110VU22075010199Apply mathematical techniques to scientific contextsNil70Electives (10)ChemistryVU22076010501Investigate atomic structure and bondingNil50VU22077010501Investigate stoichiometry and solution chemistryVU2207645VU22078010501Investigate organic chemistry and properties of materialsVU2207620VU22079010501Investigate chemical reactionsVU22076VU22077VU2207845PhysicsVU22080010301Investigate waves and opticsNil40VU22081010301Apply principles of kinematicsNil40VU22082031301Apply principles of electricityNil40VU22083010301Apply dynamics and conservation principlesVU2208150VU22084031303Operate simple analogue and digital electronic circuitsVU2208240BiologyVU22085010901Investigate cell biologyNil 40VU22086010913Investigate anatomy and physiologyNil40VU22087010909Investigate introductory geneticsNil40VU22088010905Investigate ecologyNil40MSL973004N/APerform aseptic techniquesNil40MathematicsMEM30012A N/AApply mathematical techniques in a manufacturing, engineering or related environmentNil40MEM23007AN/AApply calculus to engineering tasksMEM30012A80VU22089010101Work mathematically with statistics and calculusNil50General ElectivesICTICT102N/AOperate word-processing applicationsNil30ICTICT105N/AOperate spreadsheet applicationsNil30ICTICT210N/AOperate database applicationsNil40Total nominal duration710 – 8305.2Entry requirements Standard 9 AQTF Standards for Accredited CoursesThere are no entry requirements for either of the Certificates in Science.The following is a general guide to entry in relation to the language, literacy and numeracy skills of learners aligned to the Australian Core Skills Framework (ACSF), details of which can be accessed from .au/skills/Programs/LitandNum/ACSFLearners are best equipped to achieve the course outcomes in the Certificate III in Science if they have minimum language, literacy and numeracy skills that align to Level 2 of the ACSF. Learners are best equipped to achieve the course outcomes in the Certificate IV in Science if they have minimum language, literacy and numeracy skills that align to Level 3 of the ACSF.Learners with language, literacy and numeracy skills at lower levels than those suggested will require additional support to successfully undertake the qualifications. AssessmentStandards 10 and 12 AQTF Standards for Accredited Courses6.1Assessment strategy Standard 10 AQTF Standards for Accredited Courses All assessment will be consistent with the AQTF Essential Conditions and Standards for Initial/Continuing Registration Standards 1.2/1.5. or Standard 1: Clauses 1.1 and 1.8 of the Standards for Registered Training Organisations (SRTOs) 2015 See (rtos)-2015.htmloror relevant Standards for Registered Training Organisations in effect at the time of assessmentThe assessment strategy should include a variety of assessment methods and evidence gathering techniquesWherever possible an integrated approach to assessment should be used to: maximise opportunities for holistic skill development reduce atomisation and duplication of evidence collection support authentic assessment by reflecting activities that are personally relevant to the learner. The following strategies should be used as a guide to the assessment approach:assessment tasks/activities should be grounded in a relevant context and not be culturally biasedstudents should be assessed across a wide range of tasks integrated into practice, in order to increase reliability and validity of assessment. One-off assessment tasks do not provide a reliable and valid measure of competenceassessment should utilise a variety of different processes/sources, such as written, oral, observation, projects appropriate to assess knowledge and performanceassessment should gather sufficient evidence to judge achievement of progress towards determining competenceinstructions for assessment tasks should be clear, explicit and ordered. Students must know what is expected and the criteria by which they will be judgedtime allowed to complete a task should be reasonable and specified, and should allow for preparation and re-drafting as appropriate to the taskfeedback of individual progress toward, and achievement of competencies should be incorporatedappropriate reference materials should be available to students during assessment, e.g. personal word lists, dictionaries, thesaurus, calculators.Assessment tools must meet the rules of evidence. To meet the rules, evidence must be:valid, for example, address the elements and performance criteria, reflect the skills and knowledge described in the unit of competency, show application in the context described in the Range Statementcurrent, for example, demonstrate the candidate's current skills and knowledgesufficient, for example, demonstrate competence over a period of time, demonstrate repeatable competence, not inflate the language, literacy and numeracy requirements beyond those required in performing the task andauthentic, for example: be the work of the learner, be corroborated / verified.A variety of assessment methods and evidence gathering techniques may be used with the overriding consideration being that the combined assessment must stress demonstrable performance by the student. Assessment tools must take into account the requirements of the unit in terms of skills, knowledge and performance. Assessment methods may include:oral or written questioningverbal presentationsmulti-media presentationsfolioswritten reportsongoing assessment by the teacher/sAppropriate assessment methods are suggested in each unit.Units of competency imported from accredited curriculum or endorsed training packages must reflect the assessment requirements specified in the accredited curriculum or endorsed training package.6.2Assessor competencies Standard 12 AQTF Standards for Accredited Courses Assessor competencies are consistent with the Australian Quality Training Framework Essential Conditions and Standards for Continuing (or Initial) Registration, Standard 1.4 states the requirements for the competence of persons assessing the course. See AQTF User guides to the Essential Conditions and Standards for Continuing (or Initial) Registration: 1: Clauses 1.13, 1.14, 1.15, 1.16 and 1.17 of the Standards for Registered Training Organisations (SRTOs) 2015or relevant Standards for Registered Training Organisations in effect at the time of assessmentAssessors of the imported units of competency must meet the requirements of the relevant Training Package and/or accredited Course Documentation.DeliveryStandards 11 and 12 AQTF Standards for Accredited Courses7.1Delivery modes Standard 11 AQTF Standards for Accredited Courses Teaching and learning strategies must be selected to reflect the varying learning needs, educational backgrounds and preferred learning styles of the individual learner and the specific requirements of each unit. Some areas of content may be common to more than one unit and therefore integration may be appropriate. Delivery strategies should actively involve the learner and learning should be experiential, relevant and age appropriate. In keeping with effective practice all units should be appropriately contextualised.Further education learners may come from a wide variety of backgrounds with greatly varying life experiences. Where appropriate these experiences may be useful in group discussions and presentations. 7.2Resources Standard 12 AQTF Standards for Accredited Courses Resources include teachers/trainers who meet the Australian Quality Training Framework Essential Conditions and Standards for Initial / Continuing Registration Standard 1.4.orStandard 1: Clauses 1.13.1.14,1.15,1.16 and 1.17 of the Standards for Registered Training Organisations (SRTOs) 2015or relevant Standards for Registered Training Organisations in effect at the time of assessmentUnits of competency imported from accredited curriculum or endorsed training packages must comply with the requirements for teachers/trainers specified in the accredited curriculum or endorsed training package.Physical resources for these courses include:equipment and resources to complete tasks computer facilities with Internet access where this is appropriateappropriate computer softwareaccess to a range of science based knowledge sources.Resources required for delivery of individual units are listed in the specific Unit of Competency.Pathways and articulation Standard 8 AQTF Standards for Accredited Courses There are no formal articulation arrangements in place, however the courses are designed to provide a pathway into VET qualifications and undergraduate higher education courses by developing the science and maths knowledge and skills required to participate effectively in learning within such qualifications.A range of potential pathways are possible when Training Package or accredited curriculum units of competency are utilised as electives. Successful completion of these units within these Certificates will provide credit into other endorsed or accredited qualifications. RTOs may design courses which contain a number of elective units from a particular Training Package or accredited course qualification to provide a specific pathway to that qualification on completion.Examples of qualifications that are potential destinations for graduates of the Certificate III in Science include: MEM40105 Certificate IV in EngineeringMSL40116 Certificate IV in Laboratory TechniquesFDF40311 Certificate IV in Food Science and TechnologyExamples of qualifications that are potential destination for graduates of the Certificate IV in Science:MEM50212 Diploma of Engineering – TechnicalMSL50116 Diploma of Laboratory TechnologyHLT54115 Diploma of Nursing Bachelor of ScienceBachelor of Applied ScienceBachelor of Electrical EngineeringBachelor of Health SciencesRefer to link below for information on AQF pathways policy.AQF Second Edition 2013 Pathways PolicyOngoing monitoring and evaluation Standard 13 AQTF Standards for Accredited Courses The Curriculum Maintenance Manager General Studies and Further Education, has responsibility for the ongoing monitoring and maintenance of these qualifications. A formal review will take place once during the period of accreditation and will be informed by feedback from users of the curriculum and will consider any changes required to meet emerging or developing needs Any significant changes to the course resulting from course monitoring and evaluation procedures will be notified to the VRQA.Section C: Units of CompetencyCurriculum units of competency:VU22065Conduct and present simple scientific researchVU22066Develop study skills for scienceVU22067Work with mathematical techniquesVU22068Examine concepts in biologyVU22069Examine concepts in chemistryVU22070Examine concepts in physicsVU22071Examine body systems VU22072Apply essential further study skills for scienceVU22073Research scientific fields of study?VU22074Use a range of techniques to solve mathematical problemsVU22075Apply mathematical techniques to scientific contextsVU22076Investigate atomic structure and bondingVU22077Investigate stoichiometry and solution chemistryVU22078Investigate organic chemistry and properties of materialsVU22079Investigate chemical reactionsVU22080Investigate waves and opticsVU22081Apply principles of kinematicsVU22082Apply principles of electricityVU22083Apply dynamics and conservation principlesVU22084Operate simple analogue and digital electronic circuitsVU22085Investigate cell biologyVU22086Investigate anatomy and physiologyVU22087Investigate introductory geneticsVU22088Investigate ecologyVU22089Work mathematically with statistics and calculusImported units of competency from training packagesMEM23007A Apply calculus to engineering tasks MEM30012AApply mathematical techniques in a manufacturing, engineering or related environmentICTICT101Operate a personal computerICTICT105Operate spreadsheet applicationsICTICT210Operate database applicationsICTICT103Use, communicate and search securely on the internetICTICT102Operate word-processing applicationsMSL973004 Perform aseptic techniquesMSL943002 Participate in laboratory/field workplace safetyMSL973002 Prepare working solutionsMSL973007 Perform microscopic examinationMSL973001 Perform basic testsBSBWHS201Contribute to health and safety of self and othersImported units of competency from accredited coursesVU21326Engage with texts of limited complexity for learning purposesVU21330 Create texts of limited complexity for learning purposesUnit CodeVU22065Unit TitleConduct and present simple scientific researchUnit DescriptorThis unit describes the skills and knowledge to undertake and report on simple scientific experiments and investigations.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who are undertaking experiments/observations in different areas of Science (Chemistry, Physics or Biology) according to their intended destinations. ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Conduct a simple scientific experiment1.1Identify a scientific concept/model/theory for investigation1.2Identify a scientific method to investigate the scientific concept/model/theory1.3Perform a simple experiment relating to the scientific concept/model/theory1.4Record and analyse the results of the experiment1.5Present the findings of the experiment using appropriate scientific terminology2Conduct a simple investigation of a scientific issue2.1Identify an issue of scientific interest which has contributed to society2.2Identify the area of science which underpins the issue2.3Investigate the impact of the issue on society2.4Record the results of the investigation using appropriate scientific terminology2.5Present the findings of the investigation using appropriate scientific terminologyRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:terminology to describe scientific issues and the impact of scientific issuesbasic scientific research methods impact of science on different areas of societyRequired Skills:communication skills to discuss and present research findingsproblem solving skills to use scientific method to measure, record and explain results in simple experimentsliteracy skills to present information in tabular and graphical formnumeracy skills to interpret data in simple graphs or information in a table planning and organising skills to gather, select and organise information effectivelyRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Scientific concept/model/theory may include:internal combustion engineelectricitysolar systemclassification of living thingsastronomyperiodic classification of the elementsradioactivityScientific method may include:observationclassificationexperimentationconstruction of hypothesestesting of hypothesesSimple experiments may include:reading a scale and/or colour matchingreading linear scales e.g. burette or thermometerreading dials on meters e.g. multi-range milliammeterreading digital displays e.g. pH metercolour matching e.g. universal indicator, nitrate testerobserving simple chemical reactionsobserving biological samples using a microscopeclassifying simple living thingsclassifying common substances using indicators or appropriate key.Presentation may include: a written report following required format graphs and tables an oral presentationFindings of an experiment may:be a summary of issues of key issues/observationsaddress the impact on personal experience or the community and lessons learnedaddress social, cultural or ethical factors relating to the area of science underpinning the issue of scientific interestAppropriate scientific terminology may include:language associated with scientific method such as evidence, observe, aim, hypothesis, results, conclusions, recommendations, ethics, field or activity report, laboratory report terminology appropriate to the area of science being investigatedgeneral terms such as cell, atomic, nuclear, solar, heredity, genetic, energy, ergonomic, experimental subjects, placeboIssues may include:carbon dioxide, greenhouse effect and temperature risesergonomics in the workplaceuse and abuse of medicationstechnology and artificial intelligencebio-chemistry and immunisationMinimal Intervention Models being introduced in modern medical treatment regimessound technology and MRI decreasing our dependence on x-raysspace stations and future travelweapons research including biological and chemical weaponsdrug testing on humans and sportspeopletransplant technologiesadvancement in movie cameras or 3D virtual realitygenetic connection to an illnesscloningstem cell researchgenetic engineeringimpact of diet on specific health issues.Area of science may include:a branch of science such as: archaeology, astronomy, biochemistry, biology, biotechnology, chemistry, cosmology, meteorology, physics, microbiologycombinations of areas of science in an application such as: biological and psychological understanding of human endurance applied to occupational health and safety in working environmentsprinciples of science such as: conservation, achievement of equilibrium/balance, transfer and transformation of energy, levers/inclined plane applied to simple machines/toysapplications of science:technology such as telecommunications, electricity, calculators, plastics, flight and aviation substance such as drugs (insulin, Ventolin, antibiotics, morphine) catalysts in industryprocesses such as desalination, water purification and waste managementImpact may include:culturaleconomicenvironmentalethicalfinancialhealth and well beingindustrialphysicalpoliticalpsychologicalreligioussocialsporttechnologicalFindings of an investigation may include:summary of issues of key scientific importanceimpact of the issue of scientific interest on personal experience or the community and lessons learnedimpact of factors such as ethical guidelines, which may shape or constrain the scientific development which underpins the issue of scientific interestrelevance of issue to daily livessocial, cultural or ethical factors underpinning the issue of scientific interestEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:perform a simple scientific (chemistry, physics or biology) experimentrecord and analyse the results of the experimentundertake a simple investigation of the impact of a scientific issue on society, the environment or an individualrecord and analyse the results of the investigationpresent findings using appropriate scientific terminologyContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applicationsAssessment must ensure access to:resources and equipmentMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of methods used in scientific researchoral presentation of an investigationpractical demonstration to illustrate a conceptresearch assignment based on a scientific issuewritten or verbal report of an investigationUnit CodeVU22066Unit TitleDevelop study skills for scienceUnit DescriptorThis unit describes the skills and knowledge to establish a range of study strategies and develop specific study skills for science.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who are seeking to re-engage with learning in the science field as a pathway to entering or re-entering formal study in science related disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Develop effective study strategies for science1.1Source information about effective study strategies 1.2Apply study strategies and techniques to science tasks 1.3Identify and use tools to aid study1.4Investigate available study support services 1.5Apply study skills and techniques to relevant study tasks2Develop note-taking skills2.1Use a range of techniques to highlight key information2.2Use a range of note-taking techniques and methods2.3Take accurate notes3Apply critical thinking skills to respond to study tasks3.1Determine the purpose and audience for the study task3.2Identify key science terms and concepts for the task3.3Determine types of input needed to complete the task3.4Examine science concepts using critical thinking skills3.5Seek advice from others in determining response to the task4Participate in group activity to complete study tasks4.1 Apply collaborative techniques to analyse task4.2Allocate roles and responsibilities4.3Produce a timeline for stages of completion4.4Establish group work protocols4.5Complete collaborative tasksRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required knowledge:sources of information on effective study strategiesstudy support services Required Skills:communication skills to collaborate with other learners organisational skills to identify and apply effective study strategiesliteracy skills to take accurate notes problem solving skills to manage time and prioritise tasks and information Range StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Effective study strategies may include:time managementprioritising work loadslistening and reading techniquesrecord keeping, organizing informationTools may include:study diaryweekly planneronline organising tools, file management methodsStudy skills and techniques may includewriting up experiment resultsbrainstorming, mind mapsinterpreting data/statisticsskimming and scanning informationevaluating evidenceorganizing informationsynthesizing informationidentifying key questions Range of note-taking techniques and methods may include:note-taking from workshops and text referenceshighlighting, underlining, abbreviations, acronyms and short cuts, paraphrasing, skimming and summarising, key wordsStudy task may include:report writingverbal presentations / talksexperimentsresearchTypes of input may include:notes from workshops discussions and activitiescollaboration with peersdrafting and planningcollection of dataplanning time framesCritical thinking skills may include:evaluation of statements and claims comparing and contrastinginvestigating application of a theory to a contextinvestigating validity of statementsidentifying strengths and weaknessesanalysing dataproblem, solutiondetermining type of response requiredCollaborative techniques may include:brainstorming topic and task listing any ideas triggered by the question and questions you need to answer possible lines of thought, research or argumentany evidence you are aware of to support possible argumentsagreeing on words you must define.listening to othersasking questionsallowing others time to respondrewording questionsproblem solvingsupporting othersteam based learningpeer assisted study sessionsEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:identify and apply study strategies and use tools and techniques to aid effective study for a range of study tasks in the science fieldcomplete study tasks by applying collaborative techniquesContext of and specific resources for assessmentAssessment must ensure:allowance of sufficient time for learners to develop and apply their study skills to a range of tasksaccess to sources of information on study strategiesMethod(s) of assessmentThe following methods of assessment are suitable for this unit:portfolio of notes used to complete study tasksoral or written questioning to assess knowledge of effective study strategiesthird party reports from teachers confirming the learner’s ability to apply study skills relevant to specific outcomesUnit CodeVU22067Unit TitleWork with mathematical techniquesUnit DescriptorThis unit describes the skills and knowledge to work with key mathematical concepts and apply them in a scientific contextEmployability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop mathematical knowledge and skills which can be applied to a number of science streams.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Work with whole numbers, fractions, percentages and ratio1.1Perform basic functions using whole numbers and directed numbers1.2Determine and simplify ratios from information in a practical problem1.3Apply ratios to quantities1.4Convert between fractions, decimals and percentages1.5Perform simple calculations involving fractions, decimals, mixed numbers and percent.2Work with measurement to solve problems2.1Identify measurements using the metric system2.2Use the metric system of measurement to solve problems2.3Identify two-dimensional and three-dimensional shapes and their properties2.4Calculate perimeters and areas of basic shapes using appropriate and correct units2.5Calculate volumes of prisms using appropriate and correct units3Work with Pythagoras’ Theorem and trigonometry3.1Use Pythagoras’ Theorem to determine unknown sides of right angled triangles3.2 Use Pythagoras’ Theorem to find unknown lengths and angles in right-angled triangles4Work with basic indices4.1Evaluate simple index form expressions4.2Apply the first two index laws to simplify simple exponential expressions4.3Apply Scientific Notation to large and small decimal numbers4.4Perform simple calculations with numbers expressed in Standard Notation5Work with simple equations and formulae5.1Substitute given values into simple equations and formulae5.2Write equations to solve simple problems5.3Transpose simple formulae5.4Solve simple linear equations5.5Solve simultaneous linear equations6Work with simple line graphs6.1 Identify parts of a graph6.2Plot points and points determined from the general formula y = mx on the Cartesian plane6.3Determine the gradient of a straight line6.4Determine the equation of a straight line with the general formula y = mx + c, y = a and x = b6.5Interpret graphical information6.6Draw and make predictions based on a line of best fit7Work with formulae and their graphical representations7.17.2Sketch linear and simple non-linear graphsDetermine equations for given linear graphs, including lines of best fit8Work with statistical information8.1Collect, organise and produce representations of statistical data8.2Interpret representations of statistical data8.3Calculate measures of central tendencyRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:fractions and mixed numberswhole numbers, decimals and directed numberterminology for metric unitsfeatures of general shapesmain characteristics of linear and simple non-linear graphsRequired Skills:Problem solving skills to:perform calculations involving fractions and mixed numbersperform calculations involving whole numbers, decimals and directed numberround a decimal to a given number of decimal placesuse simple geometry to determine right angles in triangles convert quantities between different metric units Numeracy and literacy skills to:read off values in a table, chart or graphdescribe the general shape of a given or plotted scatter diagramrepresent information in a graphical formlocate information necessary to solve a problem estimate to check calculations and reasonableness of outcomesuse mathematical symbols, charts, diagrams and graphs as appropriate to convey mathematical thinking and processinguse specialised calculator functions relevant to mathematical needsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Basic functions may include:addition and subtractionmultiplication and divisionSimple calculations may include:addition and subtractionmultiplication and division percentage ofMeasurements must include:lengthmassvolumeBasic shapes should include:rectanglestrianglescirclessimple combined shapesPrisms should include:rectangular cross-sectionstriangular cross-sectionscircular cross-sectionscross-sections combining simple shapesFormulae include:simple formulae with powersSimple linear equations refers to: one and two-step operationsParts should include:axesoriginscalex and y interceptsPoints should include:given co-ordinatespoints determined from a formula in the y = mx formatStraight line includes:line of best fit for empirical dataInterpret may includeline of best fitidentifying the purpose of a graphapplying a graph to practical situationsPredictions may include:extrapolationinterpolationSimple non-linear graphs may include:exponential inverse and quadratic relationshipsLines of best fit may be:drawn by eye only for experimental dataRepresentations may include:tablesbar graphshistogramsline graphspie chartsStatistical data may include:grouped dataindividual dataMeasures of central tendency may include:meanmedianmodeEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:work with a number of mathematical concepts to perform simple calculations and solve simple problemssketch graphs from a given formula to:represent statistical informationidentify connections between formulae and graphical representationsuse simple algebraic techniques to solve problemsuse estimating skills to check calculations and reasonableness of outcomesuse mathematical symbolism, charts, diagrams and graphs as appropriate to convey mathematical thinking and processingContext of and specific resources for assessmentCalculations should be performed using a combination of pen and paper and calculator as appropriate to the calculationAssessment must ensure access to:materials and texts to support completion of tasks computer and internet to access relevant mathematical information/data to complete tasks.Method(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning, online responses to assess knowledge of mathematical concepts such as numbers and percentagespictures, diagrams or models to demonstrate mathematical conceptsrecords of teacher observations of learner's activities, discussions and practical problem solving tasksself-assessment tasks and journal entrieswritten or verbal reports of investigations or problem-solving activities.Unit CodeVU22068Unit TitleExamine concepts in biologyUnit DescriptorThis unit describes the skills and knowledge to examine the major concepts in biology such as cell biology and ecology and their basic application.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop basic knowledge and skills in the area of biology.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Explain the basic building blocks for life1.1Compare the characteristics of living and non-living things. 1.2Identify the structures within different types of cells and describe their function 1.3Explain the differences between plant and animal cells1.4Explain the process of cell reproduction1.5Explain the sources of energy and the processes cells use to obtain and use energy 2Explain the classification of living things2.1Compare the characteristics of organisms within kingdom classifications 2.2Explain the lower levels of classification2.3Use keys to classify living things3Describe the interaction of living things3.1Identify ecosystems and their features 3.2Describe the flow of energy through ecosystems3.3Describe the relationships between members of ecosystems 3.4Describe the adaptations of living things to their surroundingsRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:structure and function of cells sources and use of energy in cellular processes classification of living thingsfunctions of ecosystemsscientific terminology related to the area of biologyRequired Skills:literacy skills to interpret and convey information about key concepts in biologyproblem solving skills to identify relationships and compare conceptsplanning and organising skills to compare and classify information and conceptsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Cell types include:eukaryotesprokaryotesCell reproduction includes:mitosiscytokinesiscell cycleSources of energy may include:foodlightProcesses include:photosynthesiscellular respirationKingdoms include:eubacteriaarchaebacteriaprotistsfungiplantsanimalsLower levels include:phylumclassorderfamilygenusspeciesEcosystems may include:aquaticmarine terrestrialforests grasslands desertstundraFeatures include:nichecommunitypopulationbioticabioticRelationships include:competitionsymbiosispredationparasitismcommensalismAdaptations may includestructuralphysiologicalbehaviouralreproductiveEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:Apply the basic concepts of biology to explain:the structure and function of cellssources and use of energythe classification of living thingsfunctions and relationships of ecosystemsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:research facilities such as library, computer and internet scientific texts Method(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of concepts such as structure and function of cellsoral presentation to demonstrate knowledge of concepts in biology such as the features of living things practical demonstration to assess application of concepts such as classification of living thingswritten report to assess knowledge of concepts such as ecosystems and their featuresUnit CodeVU22069Unit TitleExamine concepts in chemistryUnit DescriptorThis unit describes the skills and knowledge to examine the major concepts in chemistry such as atomic structure, chemical reactions and solution chemistry and their basic application.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop basic knowledge and skills in the area of chemistry.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Explain atomic structure1.1Describe the particle theory view of matter 1.2Explain states of matter and their properties with reference to particles1.3Describe the arrangement of subatomic particles in an atom and their electrical charge 1.4Explain the mass and volume of atoms in terms of their structure1.5Explain the structure of isotopes and ions of atoms2Explain how atoms combine2.1Describe the combination of atoms to make more stable formations 2.2Explain different types of chemical bonding 2.3Describe the concept of mole in chemistry2.4Calculate the mass in grams of one mole of selected compounds 3Describe the periodic table3.1Explain the purpose of the periodic table 3.2Explain the structure of the periodic table3.3Describe the relationship between elements in a group 3.4Identify the information contained in the table for each element 3.5Describe the general features of metals, metalloids and non-metals4Describe chemical reactions 4.1Describe the difference between chemical and physical changes 4.2Describe the main classes of chemical reactions 4.3Write balanced chemical equation for common reactions 5Explain the reactions between acids and bases5.1Explain the meaning of the terms acid and base according to the Br?nsted-Lowry theory5.2Explain the properties of acids and bases5.3Explain the process of neutralisation5.4Explain the pH of substances.6Explain solutions and solubility6.1Explain the characteristics of solutions, suspensions and other mixtures 6.2Interpret solubility curves 6.3Construct solubility curves using experimental data6.4Calculate the molarity of solutions Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:classification and properties of matterusing scientific terminologyatomic structureperiodic tablechemical equationschemical reactions solutions and solubility acids and bases Br?nsted-Lowry theoryrelationship between mole and massbasic chemical calculationsRequired Skills:numeracy skills to:calculate mass of various compoundscalculate molarityproblem solving skills to:write balanced chemical equationsidentify relationships between elementsliteracy skills to:interpret and summarise key informationfollow instructionsrecord resultsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. States of matter include:gasesliquidssolidsSubatomic particles include:protonsneutronselectronsFormations include:moleculesionslatticesBonding includes:covalentionicmetallicInformation includesnamesymbolatomic numbermass numberMain classes of chemical reactions include:combination or synthesisdecompositionsimple displacementdouble displacement acid-base combustionEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply the basic concepts in chemistry to:explain the classification and properties of matterexplain atomic structuredescribe the features and characteristics of the periodic tableexplain solutions and solubility explain chemical reactions including those involving acidsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applicationsAssessment must ensure access to:research facilities such as a library, computer and internet accessrelevant scientific textsMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of concepts and theories such as atomic structureoral presentation to assess knowledge such as the structure and purpose of the periodic tablepractical demonstration to demonstrate application of knowledge of chemical reactionsproject based on a concept of chemistrywritten report based on activity outcomesUnit CodeVU22070Unit TitleExamine concepts in physicsUnit DescriptorThis unit describes the skills and knowledge required to examine the major concepts in physics such as motion, magnetism and sound and their basic application.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop basic knowledge and skills in the area of physicsElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Describe and determine basic quantities in the measurement of straight line motion1.1Explain key terminology relevant to the description of straight line motion 1.2Make measurements of displacement and time from observations of straight line motion1.3Make determinations of velocity and acceleration from straight line motion data1.4Plot displacement and velocity graphs from straight line motion data1.5Make descriptions of motion from displacement and velocity graphs2Explain the basic concepts in Newton’s laws of motion2.1Explain key terminology relevant to the laws of motion 2.2Describe the effect on the movement of a body in the absence of a net force 2.3Explain the relationships between the net force, acceleration and mass 2.4Explain the relationship between gravity, mass and weight2.5Explain observable phenomena that illustrate the motion of an object consistent with Newton’s first and second laws2.6Explain observable phenomena that illustrate reactive forces consistent with Newton’s third law3Explain the basic concepts in magnetism3.1Describe magnetic forces in relation to the north and south poles of a compass 3.2Explain the difference between a magnetised and non-magnetised piece of iron3.3Explain the production of magnetic fields by an electric current3.4Describe the construction of an electromagnet 3.5Describe factors that affect the strength of a magnetic force 3.6Identify the use of magnets in day to day life4Explain the properties and behaviour of sound4.1Explain the movement of sound through various mediums.4.2Explain the representation of sound by the use of a wave 4.3Explain the meaning of intensity, its representation and measurement4.4Explain the meaning of frequency, its representation and measurement 4.5Explain the meaning of velocity, its representation and measurement Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:the actions of an objectthe relationship between acceleration, force and massthe attractive force between objectsmagnetism and magnetic forcesound energy and its behaviourscientific terminology related to physicsRequired Skills:numeracy skills to:measure displacement and timedetermine velocity and accelerationplot graphs from dataproblem solving skills to:use data to determine and plot information identify relationships between concepts of motionliteracy skills to interpret and convey information about key concepts in physicsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Terminology may include::energyforcemovementgravitymassmattervelocityaccelerationmomentumfrictioninertiadirectionFactors may include:distance from magnetdistance from poletemperatureknocks or vibrationsmetal alloy used in construction of magnetUse of magnets may include:tools and utensilstoys and gamesheadphones and speakerscompasseselectricityMediums include:gasesliquidssolidsEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:Apply basic concepts in physics to explain:straight line motionthe relationship between acceleration, force and massthe attractive force between objectsmagnetism and magnetic forceproperties of sound.Context of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:research facilities such as library, computer, internet resourcesrelevant scientific textsMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of concepts such as motion and velocityoral presentation of the outcomes of a problem solving taskpractical demonstration to assess knowledge of concepts such as acceleration and velocity project based on a problem solving tasklogbook of practical work/investigation/research activitiesUnit CodeVU22071Unit TitleExamine body systems Unit DescriptorThis unit describes the skills and knowledge to examine the major body systems, the organs which belong to them and their functions.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of anatomy and physiology and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Identify major body systems1.1Identify the major body systems and their major organs1.2Identify the functions of major body systems 2Examine a body system2.1Select a body system for examination2.2Determine the parts of the body system being examined2.3Examine the structure and function of the organs within the system2.4Identify disorders affecting the body system2.5Compare disorders with the normal function of the body systemRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:terminology related to the anatomy and physiology of major body systemslocation of major body systems functions of major organsRequired Skills:literacy skills to access and interpret information about the major body systems and their partsproblem solving skills to locate organs within the appropriate body systemRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Major body systems may include:circulatoryrespiratoryskeletalmusculardigestivenervousMajor organs may include:heartlungsstomachliver brainBody system for examination must include:examination of at least 2 systemsDisorders include:at least one disorder per body system illnesses, diseases, conditions that affect the system's ability to function normallyEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:access and interpret information about major body systems and the major organs which belong to themselect at least 2 body systems and examine their components and normal function within the whole systemContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:information about body systems and their partsmodels and charts of body systems Method(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of major body systemswritten or verbal reports on a body system and its functionUnit CodeVU22072Unit TitleApply essential further study skills for scienceUnit DescriptorThis unit describes the knowledge and skills required to study and participate effectively in a tertiary learning environment within a science or science related discipline. Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to engage with studies in the science field and who need to develop study skills essential to the study of science or science related disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Use a range of learning strategies to the study of science1.1Identify a range of learning strategies that can be applied to the study of science1.2Investigate the main learning contexts that may be experienced in the study of science in a tertiary learning environment 1.3Use learning strategies appropriate for a range of learning contexts in the science field1.4Assess individual strengths, weaknesses and preferences in the use of different learning strategies to support the study of science2Use a range of library and online sources to access information related to the science field2.1Describe the main services of a library2.2Identify the range of sources for obtaining information about science in a library2.3Assess appropriateness of scientific information.2.4Record and store information appropriately3Use effective reading strategies to interpret complex scientific texts3.1Describe and apply a range of academic reading strategies 3.2Identify and discuss the significance of context for the meaning of a text 3.3Apply techniques for note-taking, summarising and synthesising information3.4Use text structure, technical vocabulary, wording and syntax to assist with interpretation of meaning3.5Use dictionaries and other reference materials to assist with interpretation of scientific texts4Use academic writing skills to produce complex scientific texts4.1Identify the main features of different academic texts in the science field4.2Identify the main phases of the academic writing process 4.3Identify the significance of audience and context in the conventions of academic writing4.4Use appropriate citation for references and quoted work4.5Observe academic standards on plagiarism and collusion4.6Produce a scientific text5Participate effectively in collaborative learning5.1Identify the key features of collaborative learning5.2Describe the characteristics of effective collaborative learning 5.3Apply verbal, interpersonal and participatory skills necessary for effective learning collaboration 5.4Negotiate appropriate planning processes with fellow students to achieve agreed outcomesRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:range of learning strategieslibrary and online services to access informationreading strategies to interpret scientific textskey stages in the writing processtext structures and features in scientific textsconventions of academic referencingwhat constitutes plagiarism and the consequences of submitting plagiarised work Required Skills:verbal communication such as negotiation and discussion to participate in collaborative learningwriting skills appropriate for the completion of complex texts including correct use of citationsliteracy skills such as skimming, scanning, reading for meaning to interpret scientific texts literacy skills to take notes including summarising and synthesising key information planning and organising to record sources of informationtechnology skills to access electronic library resources including internet and online searchesproblem solving skills to assess appropriateness of information for specific purposesRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Learning strategies may include :self-assessmentnote-takingrevisionpartnerships with other studentsquestioningtrackinggrouping/classifying informationrepresenting information visuallyusing inferences and prior knowledgehypothesisingresearchLearning contexts may include:laboratory workpractical activitieslectureson-line learningtutorialsseminarsfield workgroup workindependent projectsexaminationsServices of a library may include:loans - long and short-term, interlibrary and counter reserveon-line access - catalogue, internet, email, chat facilitieson-line resources – scientific databases, ebooks, journalscatalogue assistancebinding, laminating and copyingreader services science reference collectionsreserve collectionsstudy areasAppropriateness of information may include:relevance to topiclevel of detailnature of mediacurrencyauthenticitycomplexity or difficulty of materialevidence baseAcademic reading strategies may include:skimming and scanning informationselecting main pointscritical readingContext includes:implied readers of the textother texts cited or debatedintention of the writerText structure may include:chapter headingsparagraph headings and sub-headingsdiagrams and illustrationstables and chartsbibliographies and referencesMain features may include:research findingssamplingstatistical analysisAcademic texts may include :journal articlesreportsthesesmonographsarchival documentsencyclopaediasindexesThe writing process includes but is not limited to :planningresearchingreferencingdraftingrevisingeditingproof readingCollaborative learning may include :study groupslearning partnershipsgroup presentationstutorialsworkshopson-line discussion groupsEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:source scientific information from print based sources, online sources and expert personnelwrite complex documents related to the science fieldidentify key aspects of information and summarise them effectivelya work effectively in a collaborative learning environmentContext of and specific resources for assessmentAssessment must ensure access to:library resourcesappropriate scientific textsinternet access and printing facilitiescomputers and word processing softwareMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:portfolio of evidence that may include draft planning materials, research notes, written pieces, reference lists, graphs, maps and diagramsoral or written questioning to assess knowledge of features of scientific textsverbal or written reportsUnit CodeVU22073Unit TitleResearch scientific fields of studyUnit DescriptorThis unit describes the knowledge and skills to research a scientific field of study in a tertiary learning environmentEmployability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who are preparing for study in the science or science related disciplines at a tertiary level.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Research a scientific field of study1.1 Identify scientific fields of study available in tertiary environments1.2 Select a field of study for investigation1.3Describe the field of study and areas of specialisation1.4Examine the core subject matter and areas of specialisation 1.5Describe forms of enquiry and research methods used in the field of study 2Use on-line technologies for researching a field of study2.1Source information using academic databases and search engines2.2Cross –check Information using alternative sources and accepted authorities2.3Examine online texts for reliability and quality of evidence and argument 2.4Examine online resources for consistency with academic discourse and conventions.3Use online technology to examine a journal article3.1Access journal article abstracts using academic databases3.2Select and access a peer reviewed journal article 3.3Describe the peer review process3.4Examine the research methods and the subject matter presented in the journal article4Deliver a presentation on field of study examined4.1Identify audience and purpose of the presentation 4.2Structure and organise presentation to fit time available4.3Source images appropriate to purpose and sequence logically4.4Source supporting material as required4.5Use delivery register appropriate to audience and communicate clearly and succinctly4.6Respond to questions and discussion Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:fields of study available at Australian universitiesonline technologies and their applicationsthe purpose of peer review of journalsresearch methods specific to fields of studypresentation techniques and protocolsRequired Skills:oral skills to communicate verbally for presentationsresearch skills to source, examine and compare information literacy skills to summarise and paraphrase academic textsdigital literacy skills to access information using online technologiesproblem solving skills to critically assess reliability and quality of online evidenceRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Scientific fields of study may include:biological sciencesphysical scienceschemical sciencesearth sciencesSpecialisations may include:aeronauticsanatomyastronomybiochemistrybiologybiotechnologybotanychemistryecologyengineeringenvironmental sciencefood technologyforestrygeneticsgeologygeographyhealthinformation technologylaboratory technologymechanicsmeteorologymicrobiologynursingnutritionpathologyphysicsphysiologyrenewable energyzoologyForms of enquiry may include:laboratory researchtext based researchaction researchquantitative researchqualitative researchcase-studiesworkplace/community investigationarchaeological investigationlongitudinal surveyspoll samplingEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:obtain information about scientific fields of study from a variety of sources use online technologies, specifically search engines and online authoring tools to research a scientific field of study make a presentation on a scientific field of studyContext of and specific resources for assessmentAssessment must ensure access to:library resources to access information about fields of studycourse directoriesfield of study guidesinternet access and printing facilitiescomputers and word processing softwareMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:portfolio of research information for selected scientific field of studywritten or oral questioning to establish knowledge of field of studypresentation on selected field of studyUnit CodeVU22074Unit TitleUse a range of techniques to solve mathematical problemsUnit DescriptorThis unit describes the skills and knowledge to use a range of specialist techniques and concepts to solve mathematical problems.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to a number of science streamsElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Use ratio, proportion and percent to solve problems1.1Determine a ratio from information in a practical problem and express it in simplest form1.2Divide a quantity into a given ratio1.3Convert between fractions, decimals and percent forms1.4Calculate a percentage increase or decrease of a quantity2Use trigonometry to determine lengths and angles2.1Use Pythagoras’ Theorem to determine an unknown side of a right angled triangle2.2Use Pythagoras’ Theorem and trigonometric ratios to find unknown side lengths and angles in triangles3Use indices to solve problems3.1Evaluate index form expressions3.2Simplify exponential expressions using the first two index laws3.3Convert between decimal numbers and numbers expressed in Standard Notation3.4Perform calculations with numbers expressed in Standard Notation, using a calculator4Use measurements to solve mensuration problems in two and three dimensions4.1Determine lengths and perimeters of rectangles, triangles, circles and simple combined shapes using appropriate and correct units4.2Determine areas of rectangles, triangles, circles and simple combined shapes using appropriate and correct units4.3Determine volumes of prisms and pyramids with rectangular, triangular and circular cross-sections and with simple combined shapes as cross sections using appropriate and correct units5Substitute into and transpose equations and formulae5.1Substitute given values into equations and formulae5.2Write equations to solve problems5.3Transpose formulae5.4Solve linear equations6Solve problems by plotting points6.1Plot given points and points determined from the general formula y = mx+c on the Cartesian plane6.2Determine the gradient of a straight line6.3Determine the equation of a straight line, where the equation has the general form y = mx+c, y = a and x = b6.4Use interpolation and extrapolation to make predictions from the line of best fit, noting limitations7Present and evaluate statistical information7.1Collect, organise and graphically represent statistical data7.2Interpret and analyse statistical information8Identify connections between formulae and graphical representations8.1Use graphical techniques to draw linear and non-linear graphs8.2Develop equations for given linear graphs, including lines of best fit9Use algebraic techniques to analyse and solve problems9.1Develop formulae to describe relationships between variables and substitute into formulae to find particular values9.2Use a range of techniques to solve a range of algebraic problems and perform algebraic manipulationsRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:use of Pythagoras Theorem in trigonometryprinciples of algebratechniques to solve algebraic problems major characteristics of linear and simple non-linear graphsgraphical techniques to draw graphsRequired Skills:numeracy skills to perform a range of calculations including:fractions and mixed numbers decimals and directed numbersproblem solving skills to :round a decimal to a given number of decimal placesuse geometry to determine angles in triangles (including non-right angled)convert unit quantities to units with a different prefixwrite a number correct to a given number of significant figurescalculate systematic, random and percentage errorsdescribe the general shape of a given or plotted scatter diagramidentify and determine dimensions of general shapesestimate to check calculations and reasonableness of outcomesuse a range of mathematical symbolism, charts, diagrams and graphs to represent mathematical thinking and processingliteracy skills to:read and interpret values in a table, chart or graphlocate embedded information necessary to solve a problem or analyse quantitative informationtechnology skills to use scientific calculator functions including statistical functionsplanning and organising skills to collect and organise mathematical dataRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Formulae may include:simple formulae with powersStraight line includes:line of best fit for empirical dataStatistical data may include:grouped datausing standard graphing conventionsStatistical information may include:using central tendencies such as mean, median, modepercentilesmeasures of spreadNon-linear graphs may include:exponential, inverse and quadratic relationshipsLines of best fit may be:drawn by eye only for experimental dataSubstitute into formulae should include:unfamiliar formulae including where the unknown is not necessarily the subjectRange of techniques should include:simplifying, expanding, and simple factorisation of polynomial expressionssimplification of expressions in index form including negative indicesRange of algebraic problems may include:linear (involving multiple operations) simultaneous linear quadraticEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply a wide range of mathematical concepts and techniques to solve mathematical problems including:using ratio, proportion and percent using trigonometry to determine lengths and anglesusing basic indicesusing measurements to solve mensuration problems in two and three dimensionssubstituting into and transposing simple equations and formulaepresenting and evaluating statistical informationidentifying connections between formulae and graphical representationsusing algebraic techniques to analyse and solve problemsapply estimation to check calculations and reasonableness of problem solving outcomesuse mathematical symbolism, charts, diagrams and graphs to convey mathematical thinking and processing.Context of and specific resources for assessmentCalculations should be performed using a combination of pen and paper and calculator as appropriate to the calculation Assessment must ensure access to:calculators to perform calculationscomputers and internet to access relevant mathematical data such as spreadsheets and data bases materials and texts to support completion of tasks Method(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of mathematical techniquespictures, diagrams, models to demonstrate a mathematical conceptrecords of teacher observations of learner's activities, discussions and practical taskswritten or verbal reports of investigations or problem-solving activitiesUnit CodeVU22075Unit TitleApply mathematical techniques to scientific contextsUnit DescriptorThis unit describes the skills and knowledge related to basic statistics, functions and their graphs, circular functions, exponents and logarithms for study in science related disciplines..Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who are seeking to re-engage with learning in the science field. ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Use trigonometry and circular function to solve mathematical problems1.1Define Sin θ, cos θ and tan θ in terms of the unit circle and use symmetry properties to convert the function of a negative angle or an angle greater than 90° to the function of an acute angle1.2Convert angles between degrees and radian measure1.3Determine the value of the three basic trigonometric ratios of any angle given in degrees or radians 1.4Sketch the graphs of y = sin x, y = cos x and y = tan x, where x is measured in degrees or radians 1.5Sketch the graphs of y = a sin bx and y = a cos bx, giving amplitude and wavelength 1.6Solve problems involving simple applications of circular functions2Use simple algebraic functions and their graphs to solve mathematical problems2.1Solve simple problems involving direct and inverse proportion2.2Describe general shape, rates of change, intercepts and asymptotes of a graph and give domain and range using set notation2.3Sketch the graph of a quadratic function 2.4Determine whether a relation of a given graph is a function from a graph, a set of co-ordinates or an equation 2.5Solve quadratic equations algebraically and graphically 2.6Determine equations from graphs with known quadratic rules2.7Solve simultaneous equations algebraically and graphically3Determine non-linear laws by transforming them into a linear form3.1Transform a set of non-linear data to a linear form and draw the line of best fit 3.2Determine the corresponding non-linear formula 4Solve problems involving exponential and logarithmic functions4.1Simplify exponential expressions using the laws of indices4.2Solve exponential equations without using logarithms4.3Convert expressions between exponential and logarithmic forms4.4Evaluate logarithms4.5Solve applied problems using logarithms and simple exponential equations4.6Draw graphs of exponential functions5Collect and process numerical data to illustrate its statistical properties5.1Present statistical data using tables and graphs5.2Use frequency distribution curves to determine numbers and/or percentage values which have a particular characteristic5.3Use cumulative frequency curves to determine percentiles for data 5.4Determine measures of central tendency for a given set of data and identify limitation of their use in isolation5.5Determine measures of spread and identify limitation of their use in isolation5.6Determine properties of statistical data Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:Angle Measurement and Basic Trigonometric Graphs - unit circle (3 basic trigonometric functions), negative angles, radian measure, sketch graphs of y = sin x, cos x and tan x, y = a sin bx and y = a cos bx (including amplitude and wavelength).Functions and their Graphs - direct and inverse proportion, sketch graphs of quadratic functions and graphs of the form: y = mx + c, y =a, x=b and y = ax2+bx+c, quadratics and cubics, with relation to general shapes, asymptotes, intercepts, rates of change etc., concept and definition of a function, solution of quadratic equations graphically, equations from graphs with known quadratic rules, simultaneous equations (quadratic plus linear) solution algebraically and graphically, line of best fit for non-linear empirical data to determine formula (e.g. plot x2 against y).Exponents and Basic Logarithms - index laws, solution of simple exponential equations, conversion between exponential and logarithmic form, evaluation of natural and base 10 logarithms, evaluation of logarithms with other bases, applications (e.g. decibels and pH), graphs of exponential functions.Descriptive Statistics - samples and populations, sampling and methods of data collection (random, systematic, stratified and quota), sources of bias, reliability, data presentation (e.g. pictogram, pie chart, bar graph, histogram, ogive), percentages on a frequency distribution; mean, median and mode; range, variance and standard deviation; statistics functions (including graphical representation) on a calculator/computer.Required Skills:technology skills to use appropriate keys on a scientific calculatorliteracy skills to interpret and use statistical datacommunication skills to present statistical dataproblem solving skills to apply a range of mathematical functions including:trigonometric functions and radian measurealgebraic functionsexponential and logarithmic functionsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Sketch means:using main features not by plotting pointsSimultaneous equations are:quadratic plus linearGraphs should include:histogramscumulative frequency ogivesbox and whiskers plots Measures of central tendency include:meanmedianmodeSpread includes:range variancestandard deviationEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply a range of strategies and techniques to solve mathematical problems including:using unit circle definitions of trigonometric quantities, graphs of the three basic trigonometric functions and radian measure to solve mathematics problemsusing simple algebraic functions and their graphs to solve mathematics problemsdetermining non-linear laws by transforming them into a linear formsolving problems involving exponential and logarithmic functionscollecting and processing numerical data to illustrate its statistical propertiesdemonstrate estimating skills to check calculations and reasonableness of outcomesuse mathematical symbolism, charts, diagrams and graphs as appropriate to convey mathematical thinking and processingContext of and specific resources for assessmentAssessment must ensure access to:scientific calculatormaterials and texts to support completion of tasksMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of mathematical concepts and techniquespictures, diagrams, models that demonstrate a problem solving process practical demonstration to illustrate a mathematical techniqueteacher observations of learner's activities, discussions and practical tasks written or verbal reports of investigations or problem-solving activitiesUnit CodeVU22076Unit TitleInvestigate atomic structure and bondingUnit DescriptorThis unit describes the skills and knowledge to investigate the application of atomic structure, bonding and the periodic table.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of chemistry and related science disciplinesElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Apply the particle theory of matter1.1Use appropriate terminology to discuss classification and properties of matter1.2Use the particle theory of matter to explain the states of matter and their common properties1.3Identify distinctions between physical and chemical changes1.4Describe the relationship between properties of materials and their uses1.5Classify pure substances into elements and compounds on the basis of their properties and the particle theory of matter2Use the Bohr-Rutherford model to explain the structure of an atom2.1Identify the principal sub-atomic particles together with their mass, relative mass and charge2.2Explain the way shell/energy level structure of an atom relates to its electron configuration in the ground state 2.3Explain the structure of the modern periodic table2.4Explain the relationship between the electronic configuration of an atom and its position in the periodic table2.5Explain atomic property trends in the periodic table 3Use knowledge of periodicity and bonding to explain the chemical and physical properties of common elements and compounds3.1Identify stable electron configurations with reference to atoms of the noble gases and use to predict likely gain or loss of electrons for main group metallic and non-metallic atoms3.2Explain ionic, covalent and metallic bonding using common examples and predict the likely nature of bonding in elements and binary compounds 3.3Use the concept of electronegativity to identify polar covalent bond3.4Describe the role polarity plays in intermolecular forces3.5Use electron dot diagrams to represent the transfer of electrons in ionic bonding3.6Use electron dot and dash diagrams to represent the bonding in and structure of simple molecules3.7Use the nature of bonding in an element or compound to predict some of their physical properties4Derive systematic names and formulae for simple inorganic compounds4.1Determine the correct chemical formulae for binary compounds using basic valency concept4.2Identify binary, ionic and molecular compounds 4.3Determine the correct chemical formulae and names for acids, bases and saltsRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:appropriate terminology to discuss classification and properties of matterknowledge of the historical development of the structure of the atomthe Bohr-Rutherford model of the atomstructure of the periodic table and its relationship to atomic structure periodicity and bonding systematic names and formulae for simple inorganic compoundssafety procedures to work safely with common chemicalsRequired Skills:problem solving skills to:apply particle theory and identify chemical relationshipsclassify elements and compoundsdraw and interpret electronic dot/dash diagramspredict electron configurations of atoms literacy skills to:write chemical formulaeread and interpret the periodic tableRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Appropriate terminology may include:states of matter (solid, liquid, gas or vapour)element, compound, mixtureparticle, atom, moleculechanges of state: melting or liquefactionvapourisationcondensation, solidification, sublimationCommon properties may include:conservation of massconservation of shape versus flowconservation of volume versus expansioncompressibilityElements include:metals non-metalsnoble gasesPrincipal sub-atomic particles include:electronsprotons neutronsExplanation of the structure should include but is not limited to:at least the first 20 elementssome transition elementsdrawing and interpreting diagrams which represent Bohr-Rutherford models of atoms and atomic ionsAtomic property trends may include:atomic sizeelectronegativityPhysical properties may include:electrical conductivity of solid or liquidhardness, brittleness, malleabilityqualitative estimates of melting /boiling points)Chemical formulae and names for acids, bases and salts may include:compounds found in the laboratory and in the homeEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply theories in atomic structure and bonding to:classify properties of matterexplain the structure of an atom explain the chemical and physical properties of common elements and compoundsdetermine names and formulae for simple inorganic compoundsrepresent information related to structure and bondingContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:periodic tabledrawing materialsequipment and resources to complete tasksMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of concepts such as atomic structure and bonding oral presentation based on a problem solving activitypractical demonstration related to application of concepts such as atomic structure and bondingresearch assignmentwritten report based on a problem solving activityUnit CodeVU22077Unit TitleInvestigate stoichiometry and solution chemistryUnit DescriptorThis unit describes the skills and knowledge to apply stoichiometry and solution chemistry to solve problems.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of chemistry and related science disciplinesPrerequisiteVU22076 Investigate atomic structure and bondingElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Use the mole definition and formulae to solve problems1.1Define and calculate the relative atomic mass of an element using mass spectrometric data1.2Calculate the relative molecular and formula mass of molecular and ionic compounds 1.3Use the mole to solve problems1.4Use experimental data to calculate the empirical formulae of compounds1.5Use empirical formulae and relative molecular masses to determine molecular formulae.2Derive balanced chemical equations for simple reactions and apply stoichiometry to these equations2.1Write balanced chemical equations to represent chemical reactions 2.2Distinguish the differences between types of chemical reactions 2.3Use stoichiometric equations to calculate mass-mass relationships between reactants and products.3Explain solution formation and solubility3.1Explain the characteristics of solutions, suspensions and other mixtures3.2Use terminology relevant to solution formation3.3Explain factors which affect solubility 3.4Explain factors which affect the rate at which a solute dissolves3.5Explain the types of solution3.6Construct and interpret solubility curves from experimental data.4Solve concentration problems4.1Perform dilution calculations4.2Calculate the molarity of solutions 4.3Calculate concentration in other units.Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:definition of mole to solve problemssolution formation and solubilitydifferent types of chemical reactionsterminology related to solution formation and solubilitytypes of solution Required Skills:problem solving skills to:use formulae to solve problemswrite balanced chemical equationsconstruct solubility curvesuse experimental data to make calculationsnumeracy skills to perform calculations related to solution formation and solubilityRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Problems may include:mass of substancenumber of particles and relative atomic mass or molecular massTypes of chemical reactions may include:acid neutralization and combustion reactionsassociation, dissociation and precipitation reactionscombination and decomposition reactionsTerminology may include:solubility, solute, solvent, solution and dissolutionTypes of solution include:unsaturated saturated supersaturatedDilution calculations refers to:using the formula C1V1=C2V2Calculate molarity by:using the formula Other units include:percentagesweight/volumevolume(v/v)parts per million(ppm)Evidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply concepts in stoichiometry and solution chemistry to solve problems and perform a range of calculations including:using mole definition and formulae to solve problemsrepresenting chemical reactions for simple chemical reactions with chemical equations calculating solution formation and solubility ratessolving concentration problemsinterpreting experimental dataContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:calculatorresources and equipment to complete tasksMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of concepts such as solution formation oral presentation based on a problem solving activitypractical demonstration to demonstrate the application of concepts to solve problems research assignment based on a problem solving taskwritten or verbal report based on the outcomes of calculations such as those related to solutionsUnit CodeVU22078Unit TitleInvestigate organic chemistry and properties of materialsUnit DescriptorThis unit describes the skills and knowledge to investigate and apply the concepts of organic chemistry and properties of materials to solve problemsEmployability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of chemistry and related science disciplinesElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Use simple hydrocarbons to explain structure and isomerism of organic molecules1.1Draw the structural formulae of simple hydrocarbons up to C61.2Explain the concept of isomerism 1.3Identify common functional groups in organic molecules 2Name and draw structures of simple organic molecules using IUPAC rules2.1Use International Union of Pure and Applied Chemistry(IUPAC) conventions to name simple organic compounds on the basis of their molecular structures2.2Draw the structures of simple organic molecules based on their IUPAC names3Explain the relationship between structure and properties of organic compounds3.1Identify the intermolecular bonding present in simple organic compounds 3.2Identify the relationship between the structures of organic compounds and their physical properties3.3 Describe the formation of polymers from simple monomers4Write balanced chemical equations to represent simple organic reactions4.1Write balanced equations for organic reactions where the reactants and products are specified4.2Write balanced equations for the complete and/or partial combustion of hydrocarbons in the context of their use as fuels 4.3Write balanced equations to demonstrate the acidic nature of carboxylic acids and the alkaline nature of organic amines.Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:structural formulae of simple hydrocarbonsthe concept of isomerismfunctional groups in organic moleculesIUPAC naming and conventionsphysical properties of organic compoundsnames of simple organic compoundscorrect terminology to describe concepts of organic chemistry and the properties of materialsRequired Skills:Problem solving skills to: represent simple chemical reactions of organic compoundsidentify relationships between organic compounds and physical propertiesdraw molecules using the appropriate techniquesliteracy skills to write chemical equations in the correct formatRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Simple hydrocarbons include:alkanes alkenes alkynes benzeneSimple organic compounds may include:alkanes, alkenes, alkynesaromatics as represented by benzene, alcohols, halogenated hydrocarbons, carboxylic acids and estersIntermolecular bonds may include:dispersion bondshydrogen bondsPhysical properties may include:melting and boiling pointsvolatilitysolubility in watersolubility in non-polar solventsEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply concepts in organic chemistry and properties of material to solve problems and represent information including:demonstrating knowledge of the structure and isomerism of organic moleculesrepresenting simple organic molecules using IUPAC rulesexplaining relationships between structure and properties of organic compoundswriting balanced chemical equations to represent simple organic reactionsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:drawing materialsresources and equipment to complete tasksIUPAC conventionsMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of concepts such as isomerismoral presentation on the outcomes of a problem solving activity practical demonstration such as drawing the structure of organic moleculesresearch assignment based on a problem solving taskwritten report based on the outcomes of a problem solving activity Unit CodeVU22079Unit TitleInvestigate chemical reactionsUnit DescriptorThis unit describes the skills and knowledge to apply basic concepts related to chemical reactions including acid-base and redox theory. PrerequisitesVU22076 Investigate atomic structure and bondingVU22077 Investigate stoichiometry and solution chemistryVU22078 Investigate organic chemistry and properties of materialsEmployability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of chemistry and related science disciplinesElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Use ionic equations to represent reactions involving ions in solution1.1Distinguish ionic liquids from aqueous solutions containing ions1.2Distinguish ionisation reactions from dissociation reactions1.3Classify electrolytes into strong or weak depending on the degree of their ionisation or dissociation1.4Write ionic equations 2Use current theories to explain acid-base behaviour2.1Identify the general properties of acids and bases 2.2Classify common substances as acids or bases using the Arrhenius and Bronstead- Lowry theories2.3Use terminology relevant to explaining acid-base behaviour 2.4Explain the differences between strong and weak acids and bases 2.5Write stoichiometric and ionic equations for neutralisation reactions 2.6Write ionic equations for the ionisation reactions of common polyprotic acids 3Use the pH scale3.1Use the ionic product of water and the pH formula to solve simple pH calculations3.2Use the pH scale to classify aqueous solutions as acidic, alkaline or neutral3.3Explain why aqueous solutions of some neutralisation salts are not pH neutral4Use titration results to complete concentration problems4.1Prepare equipment to perform titrations4.2Perform titrations4.3Calculate the concentration of an acid or base from titration results4.4Draw and interpret a pH titration curve (of a strong acid and base) from experimental data5Write ionic equations to represent redox reactions5.1Use terminology relevant to redox reactions5.2Use the activity series of metals to predict reactions between metals and water5.3Write ionic equations (half and total) for simple redox reactions5.4Determine and use oxidation numbers to identify redox reactions.6Explain the operation and uses of galvanic and electrolytic cells6.1Identify the parts of an electrochemical (galvanic) cell 6.2Make predictions as to the behaviour of electrochemical cells 6.3Identify the parts of an electrolytic cell and explain the differences between an electrochemical and electrolytic cell6.4Write ionic equations (half and total) for simple electrolytic processes.7Explain the corrosion of steel and its prevention in terms of redox theory7.1Identify the conditions needed for corrosion 7.2Use redox theory and ionic equations to explain the corrosion of steel and its preventionRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:definition of electrolyteacid-base theories including Arrhenius and Bronstead-Lowry theoriesstrengths of acids and basestitration techniques and calculationsstructure of the pH scaleredox theoryterminology related to:titration techniquesacid-base behaviourredox reactionsclassification of:electrolytesacids and basesaqueous solutionsprocedures for the safe use of chemical equipment and resources Required Skills:problem solving skills to:apply chemical concepts and processes to predict and explain chemical reactions write and solve equationscalculate pHcalculate acid/base concentrationclassify aqueous solutionsinterpret and calculate results from experimental dataRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Electrolyte may include:liquid such as ionic liquids, aqueous solutions containing ionssolid such as ceramic fuel cellIonic equations may be for:ionisation and dissociationprecipitation (association) reactionsArrhenius theory refers to:production of H3O+(aq) or OH-(aq) in waterBronstead- Lowry theory refers to:proton transferTerminology relevant to explaining acid-base behaviour may include:hydrolysisamphoteric (amphiprotic) substanceconjugate acid and baseEquipment may include:pipette, burette, volumetric flasksTerminology relevant to redox reactions may include:oxidation reduction redox reductant (reducer) oxidant (oxidiser)Simple redox reactions may include:metal displacement reactionsoxidation, reduction, redox, reductant (reducer) and oxidant (oxidiser)Predictions may include:determining the anode and cathodedirection of electron and ionic flowsreactions occurring at each electrodetotal cell reactionpolarity of the electrodesmaximum voltage (emf) the cell may produceEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply theories related to chemical reactions to solve problems, perform calculations and interpret and represent data including: representing reactions involving ions in solutionexplaining chemical behaviourusing the pH scale to solve problems and perform calculations performing titrations and using results to solve problems and make calculationswriting ionic equations to represent redox reactionsexplaining the operation and uses of galvanic and electrolytic cellsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:drawing materialsequipment to complete tasks such as:buretteslaboratory glasswarechemical solutions & indicatorsMethod(s) of assessmentverbal or written questioning to assess knowledge of theories and concepts such as theories to explain acid-base behaviourverbal presentation based on the outcomes of a problem solving task practical demonstration such as undertaking calculations of the concentration of an acidresearch assignment based on the application of a theory or conceptwritten report based on the outcomes of a problem solving activityUnit CodeVU22080Unit TitleInvestigate waves and opticsUnit DescriptorThis unit describes the skills and knowledge to apply wave theory and the laws of optics.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of physics and related science disciplinesElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Distinguish between transverse and longitudinal wave type1.1Use wave theory terminology appropriately1.2Explain the difference between a transverse wave and a longitudinal wave 1.3Describe the motion of individual particles in a transverse and longitudinal wave 1.4Explain how to determine when two particles in a wave are in phase 2Explain the nature of sound waves2.1Explain the properties of sound waves2.2Identify the purpose and features of the decibel scale2.3Describe the behaviour of sound waves2.4Describe the properties of resonance and standing waves3Explain the applications of the major bands of the electromagnetic spectrum3.1Contrast the properties of the major components of the electromagnetic spectrum 3.2Provide an example of an application for each section of the electromagnetic spectrum 3.3Describe factors affecting the intensity of a source of electromagnetic radiation 3.4Calculate the wavelength or frequency of an electromagnetic wave 3.5Describe the features of laser radiation 4Determine the path of a light ray4.1Describe the behaviour of light when it undergoes reflection and refraction 4.2Determine the path of a light ray quantitatively5Describe the formation of images by mirrors and lenses5.1Use ray tracing techniques to describe images formed by mirrors and lenses5.2Identify the three principal rays for concave mirrors and concave lenses 5.3Explain the optics of simple optical instruments Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:main types of waves including transverse and longitudinalscientific laws and theories to explain the behaviour of lightrelationship between velocity, frequency and wavelengththe properties and behaviour of sound wavesamplitude, period and phasefactors affecting light intensitycomponents of the electromagnetic spectrum and their relationshipcritical angle and total internal reflectionoptical fibresterminology to describe wave theory and its applicationpurpose and safe use of scientific equipment in a physics laboratory Required Skills:Problem solving skills to:use ray tracing techniquescalculate paths of light raysuse a scientific calculatordetermine relationships between the components of wave theory and their applicationsdistinguish differences between wavesuse information about sound waves to undertake calculations Range StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Appropriate terminology may include:frequency, wavelength, period, amplitude and velocity of a wavethe wave equation (velocity = frequency x wavelength) to find any one quantity given the other twoProperties of sound waves may includevelocitypitch and Frequencyinterferencediffractionintensity and loudness Behaviour of sound waves may include interference and beatsshock wavesboundary behaviourreflectionrefractionProperties include:sourcefrequencywavelengthenergy detectionDescribing the behaviour of light may include:distinguishing between specular and diffuse reflectiondemonstrating experimentally Snell's law of refraction.calculating angles and refractive indices using Snell's law or refraction.Mirrors may include:concaveplaneSimple optical instruments may include:magnifying glassestelescope microscope camerasslide projectorsEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply relevant scientific theories and laws to solve a range of problems and undertake a range of calculations including:comparing the differences between transverse and longitudinal wave types and their motionexplaining the behaviour of sound wavesexplaining and using the applications of the major bands of the electromagnetic spectrum determining the path of a light raydescribing the formation of images by mirrors and lenses.Context of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:scientific calculatorequipment to complete tasks such as wave generator, slinky springs, ripple tanks, microwave generator, laser and accessories, Hodson's light box kits and optical benchoptical instruments blackout facilitiesMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as the properties and behaviour of light and sound wavesverbal presentation based on the outcomes of a problem solving taskpractical demonstration such as calculating the path of a light rayresearch assignment based on the application of a theory or conceptwritten report based on the outcome of a calculation or problem solving activityUnit CodeVU22081Unit TitleApply principles of kinematicsUnit DescriptorThis unit describes the skills and knowledge to describe and use the principles of kinematics to represent and calculate the motion of an object.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of physics and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1 Explain the linear motion of an object1.1Describe the motion of an object using appropriate terminology1.2Distinguish the position, displacement and distance travelled by an object moving with linear motion.1.3Calculate the velocity and speed of an object given the displacement, distance and time1.4Calculate the acceleration of an object given the initial velocity, final velocity and time1.5Solve problems related to moving objects1.6Present data based on calculations2Draw and interpret kinematic graphs2.1Draw position-time and velocity-time graphs from experimental data2.2Calculate displacement and acceleration from a velocity-time graph2.3Draw position-time, velocity-time and acceleration-time graphs for objects moving with constant velocity and acceleration2.4Describe the motion of an object in a velocity-time graph using appropriate kinematic terminology 2.5Present data 3Define vector and scalar quantities3.1Explain the difference between vector and scalar quantities 3.2Demonstrate vector quantities graphically3.3Resolve a vector into two right-angled components3.4Present data 4Calculate the displacement and velocity of an object in two dimensions4.1Calculate the vector sum or subtraction of two displacement or velocity vectors that have directions parallel or perpendicular to each other 4.2Solve vector addition problems 4.3Present data Required Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:concepts of position, displacement and distance to perform calculationsconcepts of velocity, speed and acceleration to calculate linear motionposition, velocity and acceleration versus time graphsdifferences between vector and scalar quantitiesvector componentsrelative velocitieskinematic terminology to describe and calculate motionRequired Skills:Problem solving skills to:represent and interpret data in graphic formcalculate velocity, speed and acceleration of moving objectscommunication skills to present scientific datanumeracy skills to:perform addition and subtraction of vectorsinterpret experimental datatechnology skills to use a scientific calculatorRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Terminology should include terms such as:position, displacement, distance, velocity, speed, acceleration, time, constant, decreasing and increasingProblems may include:those involving velocity, speed, displacement, distance and time for an object moving with constant velocitythose involving displacement, velocity, acceleration and time for an object moving with constant accelerationData may be presented by using:appropriate S.I. units and converting where necessaryappropriate number of significant figuresVector addition problems may include:those for two or more displacement or velocity vectors using the scale diagram and component methodsthose involving relative velocitiesEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply the principles of kinematics to represent and calculate the motion of objects explain and perform calculations of:the linear motion of an objectthe displacement and velocity of an object in two dimensionsdraw and interpret kinematic graphspresent data based on calculationsapply vector and scalar quantities to calculationsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:drawing materialsscientific calculatorequipment to complete tasks such as ticker timers, linear air tracks and computer interfacing equipment with light gates and/or sonic rangerMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as linear motion verbal presentation based on the outcomes of a problem solving task such as presenting datapractical demonstration such as calculating the motion of an objectresearch assignment based on the application of a theory or conceptwritten report based on the outcome of a calculation or problem solving activityUnit CodeVU22082Unit TitleApply principles of electricityUnit DescriptorThis unit describes the skills and knowledge to apply the principles of electricity to analyse and explain the operation of simple electrical circuits, motors, generators and domestic electricity supply.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of physics and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Apply the concepts of charge and electric current1.1Calculate the electrical force between point charges1.2Solve problems involving charge, current and time1.3Use appropriate International System of Units (SI units), converting where necessary, to present data with the appropriate number of significant figures.2Analyse and assemble an electric circuit comprising resistive elements2.1Discriminate between the conducting properties of metallic conductors, intrinsic semi-conductors and insulators2.2Solve problems involving potential difference, work and charge2.3Solve problems to find resistance, potential difference, current and power for circuits with resistors connected in series and parallel combinations2.4Identify and follow WHS requirements for assembling and measuring circuits2.5Follow a circuit diagram to assemble a simple electrical extra low voltage circuit 2.6Measure voltage and resistance for components of an extra low voltage circuit2.7Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures3Apply the concepts of electromagnetism3.1Demonstrate a range of magnetic fields3.2Demonstrate the ways that a changing magnetic field can produce an electric current3.3Explain the operation of simple devices3.4Solve problems involving voltage, current and power at both input and output of a transformer3.5Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures4Explain the main features and safety components of domestic supply and household circuits 4.1Determine the main components and stages of the transmission of electric power to the household4.2Explain the main components of household electric circuits4.3Select the correct wire colours and pin and socket positions for the use of appliances4.4Explain the operation of fuses, circuit breakers and safety switches in a household circuit4.5Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figuresRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:elementary unit of chargeCoulomb's law and Ohm's law as they apply to charge and electric currentconcepts of electrical current to solve a range of problems related to current and charge and the operation of simple devicesconventional current flowthe S.I. units to represent data related to electric currentdifference between potential difference and electromotive forcedefinition of electrical powerthe difference between AC and DC chargeshow electric power is transmitted at high voltagesmain components of household electric circuits and their functionWHS requirements to work with circuits and use equipment safelyRequired Skills:problem solving skills to:record and present data accurately and clearlyevaluate the quality of experimental data, both during the experiment and following simple error analysisanalyse experimental data and draw valid conclusions list and classify the possible sources of errors encountered when making a measurementapply concepts of electrical current to assemble electric circuitsnumeracy skills to:use a scientific calculatorcompute the magnitude of an error in a single measurement when using an instrument with a graduated scale or digital displaycalculate the relative error in a measurement given the magnitude of a measurement and the errormeasure voltage and currentinterpret a circuit diagram to assemble a circuitRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Calculate refers to:using Coulomb's law and Ohm's law Range of magnetic fields may be produced by:a magnetcurrent carrying wiresolenoidSimple devices may include:generatorsmotorsmeasuring instrumentstransformersEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:safely apply the principles and concepts of electricity to solve problems and perform calculations related to charge and electric current including:calculating the electrical force between point chargessolving problems involving charge, current and timepresenting data with the appropriate number of significant figuresassembling a simple electrical circuitinvestigating a range of magnetic fields and their relationship to the production of electric currentexplaining the main features of domestic supply and household circuits and safety componentsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:a scientific calculatorequipment and resources such as extra low voltage electrical power supplies multimeters various electrical components for circuit connection electromagnetic practical kitssafety information for use of equipmentMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as the concepts of electromagnetismverbal presentation based on the outcomes of a problem solving task such as presenting data related to a taskpractical demonstration such as assembling electric circuits written or verbal report on the outcome of a calculation or problem solving activityUnit CodeVU22083Unit TitleApply dynamics and conservation principlesUnit DescriptorThis unit describes the skills and knowledge to apply dynamics and conservation principles to an object and/or system. It includes Newton’s laws of motion, the work-energy principle, the conservation of energy principle, the impulse-momentum equation, conservation of momentum principle and the principle of moments.Employability SkillsThis unit contains employability skills.Pre-requisite UnitVU22081 Apply principles of kinematicsApplication of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of physics and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Apply Newton’s laws of motion1.1Demonstrate one proportionality from Newton’s second law of motion1.2Use vectors to calculate the net force on an object when forces such as weight, friction and applied forces are acting1.3Apply Newton’s second law to determine the mass, force or acceleration of an object1.4Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures2Apply the work-energy principle2.1Calculate the kinetic energy of an object given the mass and the velocity2.2Apply the work-energy equation to determine the work or change in kinetic energy of an object2.3Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures3Apply the conservation of energy principles3.1Calculate gravitational potential energy given mass and height3.2Demonstrate that the gain (or loss) in potential energy equals the loss (or gain) in kinetic energy when friction is negligible3.3Calculate the transfer of energy to heat when friction cannot be neglected3.4Apply conservation of energy principles to determine relevant quantities3.5Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures4Apply the impulse-momentum equation4.1Calculate the impulse on an object when a force is applied for a certain time4.2Calculate the momentum of an object given the mass and the velocity4.3Apply the impulse-momentum equation to determine relevant quantities in one-dimensional situations4.4Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures5Apply the conservation of momentum principle5.1Apply the law of conservation of momentum to determine the mass or velocity of an object in a one-dimensional collision5.2Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures6Apply the principle of moments6.1Use levers to demonstrate the principle of moments6.2Use appropriate S.I. units, converting where necessary, to present data with the appropriate number of significant figures7Investigate energy resources7.1List various forms of energy resources and discuss how efficient these are for commercial electricity supply7.2Identify and discuss various methods of energy conservation7.3Use appropriate S.I.units, converting where necessary, to present data with the appropriate number of significant figuresRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:Newton's three laws of motion and their applicationwork and energy principle and its applicationdefinition of potential energy and forms of energy resources impulse and momentum equation and its applicationlaw of conservation of momentum and its applicationdefinition of the moment of force the principle of moments and its applicationmethods of energy conservationInternational System(SI) of UnitsRequired Skills:problem solving skills to:analyse experimental data, and draw valid conclusionslist and classify the possible sources of errors encountered when making a measurementcompute the magnitude of an error in a single measurement when using an instrument with a graduated scale or digital display.calculate the relative error in a measurement given the magnitude of a measurement and the erroruse a scientific calculator to perform calculationsdistinguish between the weight and mass of an objectnumeracy skills to present data according to S.I requirementsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Conservation of energy principles may includeeveryday physical observationshuman body movementsvehicle observationsApplications of the impulse-momentum may includeeveryday physical observationshuman body movementsvehicle observationssporting movements and actionsLevers may includehuman body movementsengineering equipmentconstruction equipmentEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply dynamics and conservation principles and theories to perform a range of calculations related to energy and motionpresent data using appropriate S.I. units Context of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to :scientific calculatorequipment and resources to complete tasks such as ticker timers,linear air trackscomputer interfacing equipment with light gates and /or sonic rangerMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as the work-energy principleverbal presentation on the outcomes of a problem solving task such as calculating the momentum of an objectpractical demonstration of theories or principles such as application of the conservation of momentum principle written reports such as data records and results prepared by the candidateresearch assignment based on the outcomes of an investigation Unit CodeVU22084Unit TitleOperate simple analogue and digital electronic circuitsUnit DescriptorThis unit describes the knowledge and skills to assemble, analyse and explain the operation of simple analogue and digital electronic circuits. Employability SkillsThis unit contains employability skills.Pre-requisite UnitVU22082 Apply principles of electricityApplication of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of physics and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Analyse an electrical signal1.1Use a cathode ray oscilloscope to measure peak to peak voltage, peak voltage and period of a signal1.2Calculate the frequency of a signal1.3Calculate the RMS voltage for a sinusoidal signal2Analyse the operation of a DC CR series circuit2.1Calculate the capacitance of a capacitor2.2Calculate the potential difference and charge stored on a capacitor2.3Calculate the time constant for a CR circuit and predict the extent of charging of the capacitor2.4Distinguish between the operation of a CR circuit with AC and DC3Analyse the operation of diodes and transistors in electronic circuits3.1Distinguish between a diode in forward bias and reverse bias3.2Determine the current and potential difference across components in a circuit containing a diode or LED3.3Calculate current and voltage in parts of a common emitter circuit3.4Calculate the current gain for a common emitter circuit3.5Distinguish between amplifying and switching modes of a transistor circuit4Analyse the operation of a DC power supply4.1Describe the operation of diodes in the half wave rectifier and the full wave bridge rectifier4.2Illustrate graphically the voltage signal at each stage of a DC power supply4.3Discuss the effect of different size capacitors on the ripple component of a voltage5Analyse the logic levels in circuits made up of logic gates5.1Express the logic output of the logic gates5.2Identify the correct circuit symbols for logic gates5.3Determine the logic levels at points in circuits made up of logic gates5.4Determine graphically the output of a simple logic gate circuit given timing diagrams for the inputs5.5Assemble logic gate circuits using integrated circuit packages and demonstrate the output6Analyse the operation of an adder6.1Identify the inputs and outputs of a half adder and a full adder6.2Determine logic outputs of a half and a full adder6.3Determine the logic levels at various points on a logic gate representation of a full adder6.4Determine the logic levels at various points on a four-bit adder7Analyse the operation of the SC, JK and D flip flops as components of latches, counters and shift registers7.1Determine the outputs of the SC (set-clear) flip flop for a given sequence of inputs7.2Differentiate between positive edge triggered and negative edge triggered flip flops7.3Determine the outputs of a JK flip flop for a given sequence of inputs7.4Determine the outputs of a D flip flop for a given sequence of inputs7.5Determine the counting sequence of a counter made up of a particular configuration of JK or D flip flops7.6Determine the logic outputs of a shift register made up of D flip flops for a given sequence of inputs and clock pulses8Assemble and analyse the operation of a simple electronic circuit8.1Assemble a simple electronic circuit and demonstrate the operation of the circuit8.2Measure current, voltage, power and signal characteristics at various points of the circuitRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:main components and operation of the cathode ray oscilloscopecomponents of a bipolar junction transistorcomponents of a DC power supplydefinition of the terms: rectification, filtering, voltage regulationhow the SC flip flop can be used as a latchterminology related to electric circuits and their operationsafety requirements to use equipment safely in a physics laboratorycircuit symbols Required Skills:problem solving skills to:assemble electrical components correctly in electrical circuitsrepresent voltage signals graphicallyconduct a range of calculations related to the operation of electronic circuitsuse a scientific calculatorinterpret timing diagramstechnology skills to use computer software packages for simulationsRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Logic output of the logic gates may include:AND NAND OR NOR NOT and XOR for all possible inputsIntegrated circuit packages may be:a package such as the TTL 7400 seriesSimple electronic circuit may:comprise a number of discrete electronic components and/or integrated circuitsEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:assemble, use and analyse the operation of:a DC CR series circuitdiodes and transistors in electronic circuitsa DC power supplyan adderthe SC, JK and D flip flops as components of latches, counters and shift registersa simple electronic circuitconduct a range of calculations and measurements related to the operation of simple electronic circuitsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:scientific calculatorsformula sheetsequipment and resources to complete tasks such as electrical power supplies,cathode ray oscilloscopes signal generators multimeters soldering irons PCB standssolder suckers and various electronic components for circuit connectionComputers with software package which enables electronic circuit simulations such as Crocodile ClipsMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as the components of a DC power supplyverbal presentation on the outcomes of a problem solving task such as analysis of the operation of a DC power supplypractical demonstration such as assembling a simple electronic circuit and demonstrating the operation of the circuitwritten report such as data records and results for calculations of signal frequencyUnit CodeVU22085Unit T7itleInvestigate cell biologyUnit DescriptorThis unit describes the skills and knowledge to apply cell theory to identify cell organelles and structures, state their functions and outline various cellular life-supporting processes.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of biology and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Investigate cell theory1.1Identify the characteristics of living things1.2Distinguish between living and non-living things1.3Describe the three tenets of cell theory2Describe the structure and function of typical eukaryotic cells2.1Distinguish between prokaryotes and eukaryotes2.2Identify typical cell components in eukaryotic cells2.3Describe the function of typical cell components2.4Identify the main features of cell components of plants and animals2.5Describe the structures and functions of cell membranes3Describe cellular processes and functions3.1Outline the main aspects of cellular processes3.2Describe diffusion, osmosis and active transport across cell membranes3.3Describe the metabolic pathways of cellular respiration and photosynthesis4Describe cellular reproduction4.1Outline the cell cycle and apoptosis4.2Describe the stages of mitosis4.3Discuss the biological significance of mitosis5Prepare and stain tissue specimens for microscopic examination5.1Prepare slides of biological materials following agreed procedures.5.2Check specimen slides for clarity and accuracy against requirements5.3Use personal protective equipment and observe established safety procedures5.4Operate and maintain microscopes to obtain focussed images and to optimise performanceRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:name, structure and function of cellular characteristics common to both plants and animals biological terms used to describe cell theory, cellular processes and reproduction cellular processesthree tenets of cell theoryfunction of major microscope componentssafety requirements and personal protective equipment procedures to prepare specimen slidesRequired Skills:literacy skills to locate and interpret information about cell biologyproblem solving skills to:apply cell theory to cellular processes and functionsproduce slide specimenscheck specimen slides against requirementsuse a microscope to perform microscopic examination of specimensRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Characteristics of living things may include:organisation movementfeeding respirationexcretionreproductiongrowth sensitivityCell components may includecytoplasmnucleuscell membraneribosomesvacuolesendoplasmic reticulalysosomesprotein microtubulesbasic structure of the macromolecules of cell structuresEukaryotic cells may includeplant and animalCellular processes may include:the metabolic pathways of cellular respiration and photosynthesisdiffusion and osmosisactive transportendocytosisexocytosisStages may include:sequence specific stages of mitosis including interphase, prophase, metaphase, anaphase and telophase - (IPMAT)Procedures may include:preparation of whole live specimenscutting sectionsstaining Microscopes include:compoundstereoEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:use cell theory to explain cellar structures, processes and functions including cellular reproduction and cellular respiration and photosynthesisfollow procedures to prepare clear slide specimens according to requirementsuse a microscope to perform microscopic examination of specimensContext of and specific resources for assessmentTheoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:scientific textsaudio visual resources the internet to access informationmicroscopesspecimen slidesMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as cell theorypractical work and/or demonstrations such as conducting microscopic examinations laboratory reports documenting data and results written reports based on an investigation such as the structure and function of cells verbal presentations on the outcomes of an investigative task such as cellular processes and functionsUnit CodeVU22086Unit TitleInvestigate anatomy and physiologyUnit DescriptorThis unit describes the skills and knowledge to explain the anatomy and physiology of living organisms and apply this knowledge to perform a simple dissection. Although the focus of this unit is on mammals, it is not a requirement that this includes humans.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of biology and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Explain the key components and functions of major mammalian anatomical and physiological systems1.1Locate anatomical components within an organism with reference to anatomical planes and body cavities.1.2Explain the contribution of major organ systems to the working of the organism 1.3Explain the basic mechanical, physical and biochemical functions of organ systems1.4Identify common illnesses or injuries of the major organ systems 1.5Use anatomic terminology 2Perform a simple dissection2.1Prepare dissection specimens and equipment according to required procedures2.2Locate and identify major anatomical organs and organ systems.2.3Perform the dissection according to work/occupational health and safety requirements including the use of personal protective equipment 2.4Use scientific terminology related to anatomy and physiology 2.5Follow clean up procedures after the dissectionRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:major anatomical features of mammalian body systemsgross physiological functions of major anatomical structuresfunction of various organ systemscommon illnesses and injuries affecting major organsoccupational health and safety requirements to perform dissectionsterminology related to the structure of major anatomical and physiological systemsequipment required to perform dissectionspersonal protective equipment to perform dissectionsclean up procedures for dissectionsRequired Skills:problem solving skills to:locate anatomical components in anatomical and physiological systemsidentify relationships between major mammalian anatomical and physiological systemsuse dissection instruments literacy skills to: access and use information about mammalian anatomical and physiological systemsapply WHS requirements when performing dissectionsplanning and organisation skills to: prepare dissection specimens and equipmentRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Planes may includesagittalmidsagittalparasagittalcoronaltransverseCavities may includedorsalcranialspinalventralthoracicpleuralpericardialabdominopelvicabdominalpelvicOrgan systems may include:skeletal muscularintegumentarynervous circulatory lymphatic digestive respiratory urinary endocrine reproductive Anatomic terminology may include:anterior or ventralposterior or dorsalcranialcaudalsuperiorinteriormediallateralproximaldistalinternalexternalparietalvisceralEquipment may include: Dissecting scissorsForcepsProbeDissecting pinsScalpelEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:explain the physiological functions and relationships of major anatomical features of at least three body systemsapply knowledge of anatomical and physiological systems to prepare for and perform a simple dissection safelyContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications.Assessment must ensure access to:personal protective equipmentanatomical information such as charts and modelsdissecting equipmentcleaning and safety materialsMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as the features and components of anatomical and physiological systems verbal presentation on an aspect of anatomy and physiology practical demonstration such as undertaking a simple dissectionwritten reports based on an investigation such as the results of a dissection Unit CodeVU22087Unit TitleInvestigate introductory geneticsUnit DescriptorThis unit describes the skills and knowledge to use introductory genetics concepts to investigate the key elements of genetically-related phenomena including DNA structure, function and replication; chromosomes; and genes.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of biology and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Explain the relationship between genes, chromosomes, DNA and RNA1.1Define the terms DNA, chromosome and gene1.2Describe the functions and structure of DNA and RNA 1.3Describe the process of protein synthesis and DNA replication2Explain gamete formation and sex determination2.1Outline the process & outcomes of meiosis2.2Outline the steps involved in genetic sex determination 2.3Outline the factors involved in environmental sex determination 3Explain types and causes of genetic mutation and chromosomal disorders3.1Define the terms genetic mutation and chromosomal disorder3.2Identify and describe mutation types3.3Explain the causes of mutation and rates of variation4Explain and apply Mendel’s laws of inheritance4.1Use genetic terms relevant to Mendelian inheritance4.2Outline Mendelian laws 4.3 Illustrate the laws of inheritance using appropriate terminology5Discuss procedures and issues in current genetic engineering techniques5.1Define key terms related to genetic engineering5.2Explain procedures used in genetic engineering5.3Discuss issues surrounding emerging genetic technologiesRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:relevant scientific terminology and definitions related to geneticsgenetic processes such as DNA replication and sex determinationsequence and outcomes of meiosisMendel’s laws of inheritancetypes of mutations functions and structure of DNA and RNAgenetic technology related to genetic engineeringRequired Skills:Literacy skills to:construct and interpret information related to genetic processesanalyse and discuss issues related to genetic disorders and genetic engineeringresearch issues in genetics use genetic terminologyProblem solving skills to:identify relationships between different genetic componentslink the steps in genetic processesRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Functions and structure may include:the structure of DNAfour nucleotide bases pairs ---> A-T, C-Gbiological function of DNA, chromosomes and genesmain differences/similarities between DNA, chromosomes and genessteps involved in the replication of DNAstructure and function of RNAmajor steps and ultimate outcome of the protein synthesis processProcess of meiosis includes:sequence and stages of the first and second divisions of meiosisinterphase I, prophase I, metaphase I, anaphase I and telophase Imetaphase II, anaphase II and telophase IIMutation types may include:base substitution, frame shift, deletionchromosomal abnormalities: addition, deletion, translocationeffects of mutations on protein synthesiseffects of chromosomal abnormalities: Turner Syndrome, Down Syndrome, Klinefelter SyndromeCauses may include:spontaneous mutationmutagenic agents eg. radiation, chemical substancesGenetic terms may include:allelephenotype, genotypedominant, recessive, gene pairslinkage, autosome or sex chromosomehomozygous, heterozygous, mono and dihybrid crosses Outline of Mendelian laws may include explanation and examples of:problems in Mendelian genetics for example monohybrid and dihybrid crosses, linkage and sex-linkageMendelian traits such as sickle-cell anaemia, Tay-Sachs disease, cystic fibrosis and xeroderma pigmentosa.the laws of segregation and independent assortmentKey terms may include:restriction enzymesPCRgene probesgenetic engineering, genetically modified organismsclones, gene therapyDNA fingerprintingProcedures may include:current uses of bacterial restriction enzymesseparation of DNA fragmentsgenetic cloningIssues may include:ethicalsociallegalEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply knowledge of the theories of genetics, to describe and present information on genetic processes, laws of inheritance and mutations present and discuss issues related to genetic engineeringContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications. Assessment must ensure access to:scientific texts related to genetics resources such as charts and sample/models the internet to access informationMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as Mendel’s laws of inheritance logbook of practical work/investigation/research activities laboratory reports or written reports of results of investigationsverbal presentations based on investigations such as issues in current genetic engineering techniques Unit CodeVU22088Unit TitleInvestigate ecologyUnit DescriptorThis unit describes the skills and knowledge to apply key ecological principles underpinning issues of concern about any specific type of environment.Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of biology and related science disciplines.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Explain the levels of classification used in plant and animal taxonomy1.1Name the major levels of classification used in plant and animal classification 1.2Summarise the scientific requirements needed for two organisms to be placed into the same species 1.3Apply correct use of classification keys for both plants and animals 2Outline the general characteristics of ecosystems2.1Identify the major components and terminologies associated with any type of ecosystem 2.2Identify the biotic and abiotic features and other major components in specific ecosystem contexts 3Describe energy flow, nutrient recycling and relationships in living systems3.1Categorise specific features and major components of food chains and webs 3.2Describe energy flow through an ecosystem 3.3List the different types of symbiotic relationships that can occur within an ecosystem3.4Describe nutrient recycling through living systems4Analyse key issues involved in major ecological problems caused by humans4.1Discuss and analyse the key issues surrounding an ecological problem caused by human activity 4.2Provide a detailed analysis of a major ecological problem and its environmental impact using appropriate scientific terminologyRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:levels of classification used in plant and animal taxonomyclassification keys for plants and animalsgeneral characteristics of ecosystems and their relationships features and components of food chains and websterminology related to ecosystems Required Skills:literacy skills to:access and interpret information about eco systemscategorise information about food chains and websdiscuss and analyse current ecological issuesproblem solving skills to apply classification keysRange StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Major levels of classification may includekingdom, phylum (division), class, order, family, genus and speciesMajor components and terminologies may includenichecommunity population biotic and abiotic factors competition symbiosis Type of ecosystem may include:aquaticmarine terrestrialforests grasslands deserts tundraFood chains and webs may includeaquatic, marine terrestrialSymbiotic relationships may includeparasitismmutualismcommensalismNutrients may includewatercarbonnitrogenphosphorusMajor ecological problems may includeglobal warmingland degradationair, water or land pollutionbiomagnification of poisonssalinityEnvironmental impact may includehorticultural / food productionwater supplydiseaseerosionsalinationEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to: apply key ecological principles to:apply knowledge of the classifications used in plant and animal taxonomy identify the general characteristics of ecosystems including food chains and webs and their relationships analyse issues involved in current ecological problems and their impactsContext of and specific resources for assessmentWhere possible, theoretical concepts should be supported by demonstrations and/or laboratory experiments to reinforce the links between theoretical knowledge and its practical applications Assessment must ensure access to:scientific textsresources such as charts and sample/modelsthe internet to access information Method(s) of assessmentThe following suggested assessment methods are suitable for this unit:verbal or written questioning to assess knowledge of theories and concepts such as the features of ecosystems logbook documenting practical work/investigation/research activities/fieldworklaboratory reports or written reports based on results of investigationsverbal presentations based on investigations such as current ecological problems caused by humans Unit CodeVU22089Unit TitleWork mathematically with statistics and calculusUnit DescriptorThis unit describes the skills and knowledge to determine and use statistical relationships between bivariate data, the normal distribution, sets applied to problems, probability and differential calculus. Employability SkillsThis unit contains employability skills.Application of the UnitThis unit applies to learners who wish to develop their knowledge and skills in the area of statistics and calculus as they apply to different fields of maths and science.ElementElements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.Performance CriteriaPerformance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.1Determine the correlation coefficient and the equation of the regression line for bivariate data1.1Plot bivariate data on a scatter diagram and estimate trends and the degree of correlation by inspection1.2Calculate the correlation coefficient1.3Evaluate the correlation coefficient as a measure of the degree to which the association between the variables approaches a linear functional relationship1.4Calculate the equations of regression lines from bivariate data1.5Use the equations of regression lines to make predictions in practical situations1.6Investigate practical problems using correlation and regression1.7Describe the limitations of the use of regression lines for making predictions2Solve mathematics problems involving sets2.1Use the properties of set operations or Venn Diagrams to simplify set expressions, and to prove equivalence between set expressions2.2Solve applied problems using the concepts and techniques of set algebra3Use probability theory to solve mathematics problems3.1Calculate theoretical probabilities for simple and complementary events and compare them with experimental results3.2Infer probabilities from experiments for events which cannot be predicted theoretically3.3Identify and describe mutually exclusive and independent events3.4Determine the probability of compound events using the addition and multiplication principles3.5Define and distinguish between permutations and combinations and evaluate them3.6Determine the probability of events using permutations and combinations4Solve analytical and applied probability distribution problems4.1Define and explain the probability density function for a continuous random variable in terms of the distribution function4.2Describe the importance, occurrence, properties and use of the normal distribution model4,3Use tables and/or calculator to determine probabilities and solve problems where the variable is normally distributed4.4Interpret particular normal distributions5Interpret the concept of derivative graphically and as a rate of change5.1Determine the derivative of a polynomial, giving the instantaneous rate of change of a quantity at a time t, using first principles or approximating graphically5.2Determine the derivative of a polynomial, giving the instantaneous rate of change of a quantity at a time t, using ‘the rule’5.3Apply the process of differentiation of a function to solve problems in applied areas where the derivative has a meaning, including cases where there is a zero rate of changeRequired Knowledge and SkillsThis describes the essential skills and knowledge and their level required for this unit.Required Knowledge:Statistics - Relationships between Variables - bivariate data, scatter diagrams, linear relationship trend, calculation of r, with and without a calculator, properties of r; estimate from scatter diagram, lines of "best fit", regression line equations and predictions, practical problems using correlation and regressionProperties of Sets - set notation and terminology, Venn diagrams, properties of set operations: commutative, associative, distributive, de Morgans laws, equivalence, applicationsElementary Probability - definition of probability of an event, theoretical and relative frequency, Venn diagrams of events, sample spaces, complementary and compound events, addition and multiplication principles, conditional probability, independent and mutually exclusive events, permutations and combinationsStatistics - Normal Distributions - probability distributions as tables and graphs, normal distribution, its properties, occurrence and use; Standard normal distribution - z scoresDifferential Calculus - gradient as a rate of change for a linear function, general rates of change on graphs, average and instantaneous rate of change, (including approximation of instantaneous rate of change) ,derivative as gradient/rate of change function, derivative by first principles and by rule, simple applications of differential calculus e.g. maxima and minima.Required Skills:Literacy and numeracy skills to: generate data using surveys, experiments and sampling procedures calculate summary statistics for centrality (mode, median and mean), spread (box plot, inter-quartile range, outliers) and association (by-eye estimation of the line of best fit from a scatter plot) use tables and/or calculator to determine probabilities and applicationsuse appropriate keys on a scientific calculatorproduce scientific information in charts, diagrams and graphsproblem solving skills to distinguish informally between association and causal relationship in bi-variate data, and make predictions based on an estimated line of best fit for scatter-plot data with strong association between two variables Range StatementThe Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Bivariate data includes:data relating to the simultaneous measurement of two variables; for example, age and incomeCalculations may be performed using:a calculatora software packageCalculate the equations of regression lines may includeusing a calculator/software package plotting the regression line on a scatter diagramPractical situations and problems may includelooking at patterns over time with different groups of people for example, disease in different age groups over timeTheoretical probabilities include:conditional probabilityEvidence GuideThe evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission.Critical aspects for assessment and evidence required to demonstrate competency in this unitAssessment must confirm the ability to:apply a range of theories and techniques to solve applied mathematical problems and make predictionsdemonstrate estimating skills to check calculations and reasonableness of outcomesuse mathematical symbolism, charts, diagrams and graphs as appropriate to convey mathematical thinking and processingContext of and specific resources for assessmentAssessment must ensure access to:a scientific calculatorreal/authentic or simulated tasks, materials and textsMethod(s) of assessmentThe following suggested assessment methods are suitable for this unit:oral or written questioning to assess knowledge of mathematical concepts and techniques such as probability theory pictures, diagrams, models that demonstrate a problem solving process practical demonstration of a mathematical concept to solve a problem observations of learner's activities, discussions and practical taskswritten or verbal reports of investigation or problem-solving outcomes ................
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