Earth and Environmental Science
Earth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these four components. Earth and environmental scientists consider how these interrelationships produce environmental change at a variety of timescales. To do this, they integrate knowledge, concepts, models and methods drawn from geology, biology, physics and chemistry in the study of Earth’s ancient and modern environments. Earth and environmental scientists strive to understand past and present processes so that reliable and scientifically-defensible predictions can be made about the future.
Earth and Environmental Science is a multifaceted field of inquiry that focuses on interactions between the solid Earth, its water, its air and its living organisms, and on dynamic, interdependent relationships that have developed between these four components. Earth and environmental scientists consider how these interrelationships produce environmental change at a variety of timescales. To do this, they integrate knowledge, concepts, models and methods drawn from geology, biology, physics and chemistry in the study of Earth’s ancient and modern environments. Earth and environmental scientists strive to understand past and present processes so that reliable and scientifically-defensible predictions can be made about the future.
Earth and Environmental Science builds on the content in the Biological and Earth and Space Sciences sub-strands of the Foundation to Year 10 Australian Curriculum: Science. In particular, the subject provides students with opportunities to explore the theories and evidence that frame our understanding of Earth’s origins and history; the dynamic and interdependent nature of Earth’s processes, environments and resources; and the ways in which these processes, environments and resources respond to change across a range of temporal and spatial scales.
In this subject, the term ‘environment’ encompasses terrestrial, marine and atmospheric settings and includes Earth’s interior. Environments are described and characterised with a focus on systems thinking and multidisciplinarity rather than with a particular ecological, biological, physical or chemical focus. This subject emphasises the way Earth materials and processes generate environments including habitats where organisms live; the natural processes and human influences which induce changes in physical environments; and the ways in which organisms respond to those changes.
Studying senior secondary Science provides students with a suite of skills and understandings that are valuable to a wide range of further study pathways and careers. In this subject, students develop their investigative, analytical and communication skills and apply these to their understanding of science issues in order to engage in public debate, solve problems and make evidence-based decisions about contemporary issues. The knowledge, understanding and skills introduced in this subject will encourage students to become confident, active citizens who can competently use diverse methods of inquiry, and will provide a foundation for further studies or employment in Earth and environmental science-related fields.
The Earth and Environmental Science course is written under The SCIENCE FRAMEWORK 2021: BSSS SCIENCE Framework
Achievement Standards for SCIENCE courses can be found within the Framework.
The study of Science is the unveiling of the mysteries of the universe in order to make sense of nature in all its wonder and complexity. Through knowledge, observation, questioning, experimentation, discussion, critical analysis and creative thinking in a scientific context, students develop their investigative, analytical and communication skills while cultivating an appreciation of the natural world.
Introduction to Earth Systems
The Earth system involves four interacting systems: the geosphere, atmosphere, hydrosphere and biosphere. A change in any one ‘sphere’ can impact others at a range of temporal and spatial scales. In this unit, students build on their existing knowledge of Earth by exploring the development of understanding of Earth's formation and its internal and surface structure. Students study the processes that formed the oceans and atmosphere. They review the origin and significance of water at Earth’s surface, how water moves through the hydrological cycle, and the environments influenced by water, in particular the oceans, the cryosphere and groundwater. Students will examine the formation of soils at Earth’s surface (the pedosphere) as a process that involves the interaction of all Earth systems.
Students critically examine the scientific evidence for the origin of life, linking this with their understanding of the evolution of Earth’s hydrosphere and atmosphere. They review evidence from the fossil record that demonstrates the interrelationships between major changes in Earth’s systems and the evolution and extinction of organisms. They investigate how the distribution and viability of life on Earth influences, and is influenced by, Earth systems.
Through the investigation of appropriate contexts, students explore how international collaboration, evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of Earth systems. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic and cultural factors.
Students use science inquiry skills that mirror the types of inquiry conducted to establish our contemporary understanding of Earth systems: they engage in a range of investigations that help them develop the field and research skills used by geoscientists, soil scientists, atmospheric scientists, hydrologists, ecologists and environmental chemists to interpret geological, historical and real-time scientific information.
Earth Processes
Earth system processes require energy. In this unit, students explore how the transfer and transformation of energy from the sun and Earth’s interior enable and control processes within and between the geosphere, atmosphere, hydrosphere and biosphere. Students examine how the transfer and transformation of heat and gravitational energy in Earth's interior drive movements of Earth’s tectonic plates. They analyse how the transfer of solar energy to Earth is influenced by the structure of the atmosphere; how air masses and ocean water move as a result of solar energy transfer and transformation to cause global weather patterns; and how changes in these atmospheric and oceanic processes can result in anomalous weather patterns.
Students use their knowledge of the photosynthetic process to understand the transformation of sunlight into other energy forms that are useful for living things. They study how energy transfer and transformation in ecosystems are modelled and they review how biogeochemical cycling of matter in environmental systems involves energy use and energy storage.
Through the investigation of appropriate contexts, students explore how international collaboration, evidence from multiple disciplines and individuals and the development of ICT and other technologies have contributed to developing understanding of the energy transfers and transformations within and between Earth systems. They investigate how scientific knowledge is used to offer valid explanations and reliable predictions, and the ways in which it interacts with social, economic and cultural factors, including the design of action for sustainability.
Students use inquiry skills to collect, analyse and interpret data relating to energy transfers and transformations and cycling of matter and make inferences about the factors causing changes to movements of energy and matter in Earth systems.
Living on Earth
Earth resources are required to sustain life and provide infrastructure for living (for example, food, shelter, medicines, transport, and communication), driving ongoing demand for biotic, mineral and energy resources. In this unit, students explore renewable and non-renewable resources and analyse the effects that resource extraction, use and consumption and associated waste removal have on Earth systems and human communities.
Students examine the occurrence of non-renewable mineral and energy resources and review how an understanding of Earth and environmental science processes guides resource exploration and extraction. They investigate how the rate of extraction and other environmental factors impact on the quality and availability of renewable resources, including water, energy resources and biota, and the importance of monitoring and modelling to manage these resources at local, regional and global scales. Students learn about ecosystem services and how natural and human-mediated changes of the biosphere, hydrosphere, atmosphere and geosphere, including the pedosphere, influence resource availability and sustainable management.
Through the investigation of appropriate contexts, students explore the ways in which models and theories related to resource extraction, use and management have developed over time and through interactions with social, economic, cultural and ethical considerations. They investigate the ways in which science contributes to contemporary debate regarding local, regional and international resource use, evaluation of risk and action for sustainability, and recognise the limitations of science in providing definitive answers in different contexts.
Students use science inquiry skills to collect, analyse and interpret data relating to the extraction, use, consumption and waste management of renewable and non-renewable resources. They critically analyse the range of factors that determine management of renewable and non-renewable resources.
The Changing Earth
Earth hazards occur over a range of time scales and have significant impacts on Earth systems across a wide range of spatial scales. Investigation of naturally occurring and human-influenced Earth hazards enables prediction of their impacts, and the development of management and mitigation strategies. In this unit, students examine the cause and effects of naturally occurring Earth hazards including volcanic eruptions, earthquakes and tsunami. They examine ways in which human activities can contribute to the frequency, magnitude and intensity of Earth hazards such as fire and drought. This unit focuses on the timescales at which the effects of natural and human-induced change are apparent and the ways in which scientific data are used to provide strategic direction for the mitigation of Earth hazards and environmental management decisions.
Students review the scientific evidence for climate change models, including the examination of evidence from the geological record, and explore the tensions associated with differing interpretations of the same evidence. They consider the reliability of these models for predicting climate change, and the implications of future climate change events, including changing weather patterns, globally and in Australia (for example, changes in flooding patterns or aridity, and changes to vegetation distribution, river structure and groundwater recharge).
Through the investigation of appropriate contexts, students explore the ways in which models and theories related to monitoring and managing Earth hazards and climate change have developed over time and through interactions with social, economic, cultural, and ethical considerations. They investigate the ways in which science contributes to contemporary debate regarding local, regional and international management of Earth hazards, evaluation of risk and action for sustainability, and recognise the limitations of science in providing definitive answers in different contexts.
Students use inquiry skills to collect, analyse and interpret data relating to the cause and impact of Earth hazards. They critically analyse the range of factors that influence the magnitude, frequency, intensity and management of Earth hazards at local, regional and global levels.
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