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Unit 3: Living on Earth - extracting, using and managing Earth resources Earth and Environmental Science

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 …

Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum

Structure of Earth and Environmental Science Earth and Environmental Science

Units In Earth and Environmental Science, students develop their understanding of the ways in which interactions between Earth systems influence Earth processes, environments and resources. There are four units: Unit 1: Introduction to Earth systems Unit …

Structure of Earth and Environmental Science | Earth and Environmental Science | Science | Senior secondary curriculum

Rationale/Aims Earth and Environmental Science

Rationale 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 …

Rationale/Aims | Earth and Environmental Science | Science | Senior secondary curriculum

Representation of Cross-curriculum priorities Earth and Environmental Science

While the significance of the cross-curriculum priorities for Earth and Environmental Science varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. The Earth and Environmental Science curriculum …

Representation of Cross-curriculum priorities | Earth and Environmental Science | Science | Senior secondary curriculum

Unit 1: Introduction to Earth systems Earth and Environmental Science

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 …

Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum

Links to Foundation to Year 10 Earth and Environmental Science

Progression from the F-10 Australian Curriculum: Science The Earth and Environmental Science curriculum continues to develop student understanding and skills from across the three strands of the F-10 Australian Curriculum: Science. In the Science Understanding …

Links to Foundation to Year 10 | Earth and Environmental Science | Science | Senior secondary curriculum

ACSES051

The behaviour of the global oceans as a heat sink, and Earth’s rotation and revolution, cause systematic ocean currents; these are described by the global ocean conveyer model

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Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power

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Models and theories are contested and refined or replaced when new evidence challenges them, or when a new model or theory has greater explanatory power

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Renewable resources are those that are typically replenished at time scales of years to decades and include harvestable resources (for example, water, biota and some energy resources) and services (for example, ecosystem services)

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Producing, harvesting, transporting and processing of resources for consumption, and assimilating the associated wastes, involves the use of resources; the concept of an ‘ecological footprint’ is used to measure the magnitude of this demand

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Non-renewable mineral and energy resources are formed over geological time scales so are not readily replenished

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Extraction of mineral and energy resources influences interactions between the abiotic and biotic components of ecosystems, including hydrologic systems

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The cost-effective use of renewable energy resources is constrained by the efficiency of available technologies to collect, store and transfer the energy

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The location of non-renewable mineral and energy resources, including fossil fuels, iron ore and gold, is related to their geological setting (for example, sedimentary basins, igneous terrains)

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The type, volume and location of mineral and energy resources influences the methods of extraction (for example, underground, open pit, onshore and offshore drilling and completion)

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Mineral and energy resources are discovered using a variety of remote sensing techniques (for example, satellite images, aerial photographs and geophysical datasets) and direct sampling techniques (for example, drilling, core sampling, soil and rock sampling) …

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Ecosystems provide a range of renewable resources, including provisioning services (for example, food, water, pharmaceuticals), regulating services (for example, carbon sequestration, climate control), supporting services (for example, soil formation, …

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