ACSBL109
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSBL109 | Content Descriptions | Unit 4 | Biology | Science | Senior secondary curriculum
ACSCH015
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSCH015 | Content Descriptions | Unit 1 | Chemistry | Science | Senior secondary curriculum
ACSCH054
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSCH054 | Content Descriptions | Unit 2 | Chemistry | Science | Senior secondary curriculum
ACSCH088
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSCH088 | Content Descriptions | Unit 3 | Chemistry | Science | Senior secondary curriculum
ACSCH126
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSCH126 | Content Descriptions | Unit 4 | Chemistry | Science | Senior secondary curriculum
ACSES014
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSES014 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES043
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSES043 | Content Descriptions | Unit 2 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES070
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSES070 | Content Descriptions | Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES097
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSES097 | Content Descriptions | Unit 4 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSPH015
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSPH015 | Content Descriptions | Unit 1 | Physics | Science | Senior secondary curriculum
ACSPH059
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSPH059 | Content Descriptions | Unit 2 | Physics | Science | Senior secondary curriculum
ACSPH092
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSPH092 | Content Descriptions | Unit 3 | Physics | Science | Senior secondary curriculum
ACSPH128
Scientific knowledge can be used to develop and evaluate projected economic, social and environmental impacts and to design action for sustainability
ACSPH128 | Content Descriptions | Unit 4 | Physics | Science | Senior secondary curriculum
ACSES083
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
ACSES083 | Content Descriptions | Unit 3 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSBL118
Pathogens have adaptations that facilitate their entry into cells and tissues and their transmission between hosts; transmission occurs by various mechanisms including through direct contact, contact with body fluids, and via contaminated food, water …
ACSBL118 | Content Descriptions | Unit 4 | Biology | Science | Senior secondary curriculum
ACSCH061
Water is a key substance in a range of chemical systems because of its unique properties, including its boiling point, density in solid and liquid phases, surface tension, and ability to act as a solvent
ACSCH061 | Content Descriptions | Unit 2 | Chemistry | Science | Senior secondary curriculum
ACSES020
Soil formation requires interaction between atmospheric, geologic, hydrologic and biotic processes; soil is composed of rock and mineral particles, organic material, water, gases and living organisms
ACSES020 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES026
Laboratory experimentation has informed theories that life emerged under anoxic atmospheric conditions in an aqueous mixture of inorganic compounds, either in a shallow water setting as a result of lightning strike or in an ocean floor setting due to …
ACSES026 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES027
In any one location, the characteristics (for example, temperature, surface water, substrate, organisms, available light) and interactions of the atmosphere, geosphere, hydrosphere and biosphere give rise to unique and dynamic communities
ACSES027 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum
ACSES028
The characteristics of past environments and communities (for example, presence of water, nature of the substrate, organism assemblages) can be inferred from the sequence and internal textures of sedimentary rocks and enclosed fossils
ACSES028 | Content Descriptions | Unit 1 | Earth and Environmental Science | Science | Senior secondary curriculum