ACSPH132
Motion can only be measured relative to an observer; length and time are relative quantities that depend on the observer’s frame of reference
ACSPH132 | Content Descriptions | Unit 4 | Physics | Science | Senior secondary curriculum
Year 7 Science
The science inquiry skills and science as a human endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the achievement standard and also to the content of the science understanding …
Year 7 | Science | F-10 curriculum
ACSSU117
Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object
Elaborations ScOT Terms
ACSSU117 | Content Descriptions | Year 7 | Science | F-10 curriculum
Achievement Standard Science Year 7
By the end of Year 7, students describe techniques to separate pure substances from mixtures. They represent and predict the effects of unbalanced forces, including Earth’s gravity, on motion. They explain how the relative positions of Earth, the …
Achievement Standard | Achievement Standards | Year 7 | Science | F-10 curriculum
Elaboration (2) ACMMG274
understanding that trigonometric functions are periodic and that this can be used to describe motion
Elaboration (2) | ACMMG274 | Content Descriptions | Year 10A | Mathematics | F-10 curriculum
Elaboration ACSHE120
relating regulations about wearing seatbelts or safety helmets to knowledge of forces and motion
Elaboration | ACSHE120 | Content Descriptions | Year 7 | Science | F-10 curriculum
Elaboration (1) ACPMP061
applying kicking, striking and throwing skills to propel an object and keep it in motion
Elaboration (1) | ACPMP061 | Content Descriptions | Years 5 and 6 | Health and Physical Education | F-10 curriculum
ACTDEK031
Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions
Elaborations ScOT Terms
ACTDEK031 | Content Descriptions | Years 7 and 8 | Design and Technologies | Technologies | F-10 curriculum
ACTDEK043
Investigate and make judgements on how the characteristics and properties of materials are combined with force, motion and energy to create engineered solutions
Elaborations ScOT Terms
ACTDEK043 | Content Descriptions | Years 9 and 10 | Design and Technologies | Technologies | F-10 curriculum
ACMSM136
consider and solve problems involving motion in a straight line with both constant and non-constant acceleration, including simple harmonic motion and the use of expressions \(\frac{dv}{dt}\), \(v\frac{dv}{dx}\) and \(\frac{d(\frac12v^2)}{dx}\) for a …
ACMSM136 | Content Descriptions | Unit 4 | Specialist Mathematics | Mathematics | Senior secondary curriculum
ACSPH047
Conduct investigations, including the manipulation of devices to measure motion and the direction of light rays, safely, competently and methodically for the collection of valid and reliable data
ACSPH047 | Content Descriptions | Unit 2 | Physics | Science | Senior secondary curriculum
ACSPH098
The vector nature of the gravitational force can be used to analyse motion on inclined planes by considering the components of the gravitational force (that is, weight) parallel and perpendicular to the plane
ACSPH098 | Content Descriptions | Unit 3 | Physics | Science | Senior secondary curriculum
Achievement Standard Science Year 10
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence …
Achievement Standard | Achievement Standards | Year 10 | Science | F-10 curriculum
Rationale Framework for Aboriginal Languages and Torres Strait Islander Languages
Nganki - ka Kardu thipmam - wa! I Murrinh warda ngatha. The nganthin ngumpanngerren. I ku ngakumarl, da ngarra ngugumingki wurran. The da matha nganthin ngala i da bere matha wangu ngumamath ngumpan ngarra magulkul nganki. We are black people. …
Rationale | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLJAU156
knowing that the hiragana spelling of a particular particle does not match its pronunciation, for example, ‘wa’ for は , ‘e’ for へ, ‘o/wo’ for を
Elaboration (2) | ACLJAU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Structure Science
The three interrelated strands of science The Australian Curriculum: Science has three interrelated strands: science understanding, science as a human endeavour and science inquiry skills. Together, the three strands of the science curriculum provide …
Structure | Science | F-10 curriculum
Achievement Standard Auslan Years 7 and 8
By the end of Year 8, students use Auslan to share information, experiences, interests, thoughts and feelings about their personal and immediate worlds. They use modelled constructions, ask for repetition or clarification, such as please slow sign, and …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Representation of Cross-curriculum priorities Physics
While the significance of the cross-curriculum priorities for Physics varies, there are opportunities for teachers to select contexts that incorporate the key concepts from each priority. Through an investigation of contexts that draw on Aboriginal and …
Representation of Cross-curriculum priorities | Physics | Science | Senior secondary curriculum
Elaboration ACLASFU034
exploring similarities and differences in Auslan dialects through building webcam relationships with other schools or through identifying and collecting signs that differ in the ‘northern’ (NSW, Qld and ACT) and ‘southern’ (Vic., SA, WA, NT and Tas.) …
Elaboration | ACLASFU034 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLINU068
examining cultural representation in the Indonesian language system, such as the gender-neutral terms (for example, dia, pacar), the omission of personal pronouns, particularly saya (for example, Bisa datang ke rumah?), and the use of cardinal directions, …
Elaboration (3) | ACLINU068 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum