LS 10 week 1 Orientation to Life Sciences

Orientation to Life Sciences: Subject Orientation

 ½ week

 Establish links between Natural Sciences (GET) and Life Sciences (FET). Define life, its scope, and its continuity. Life on Earth is dynamic, with homeostasis maintaining

balance at every level of organisation. Life is characterised by changes over billions of years. Living systems exhibit levels of organisation from molecules to biomes.

The nature of science: science involves contested knowledge, and non-dogmatic inferences based on evidence and peer review.

How Science Works: Science is based on:

  • fundamental knowledge built on scientific evidence and verified findings (articles that are published in journals or at conferences: peer review);
  • •observing;
  • •investigating;
  • •making measurements and understanding the importance of scaling;
  • •collecting and presenting data in the form of drawings, written descriptions, tables and graphs;
  • •understanding the limitations of scientific evidence;
  • •identifying patterns and relationships in data;
  • •communicating findings; and
  • •taking societal aspects of scientific evidence into account.
  • Scientific skills involve:
  • •importance of biological principles such as relationship between surface area and volume/size, the relationship between structure and function
  • •biological drawings: principles that apply
  • •translating 3 dimensional objects or specimens into 2 dimensional drawings and photographs and interpreting 2 dimensional drawings and photographs: transverse and longitudinal sections
  • • general introduction to the range of skills listed under the Specific Aims that must be developed
  • • introduction to graphs: different kinds of graphs and when to use them; interpreting graphs.
  • •calculating
  • Organisation of learning and rules include:
  • •using equipment and other resources;
  • •understanding procedures and how to safely use apparatus in laboratories and classrooms;
  • working in groups;
  • •understanding assessment requirements; and
  • •a very brief mention of careers and subject combinations for entrance to higher education.

Note: This introduction is not assessable. However, the relevant aspects must be incorporated into in the context of the specific content where they apply, and will then be assessed.