Australian Curriculum Correlation Grid: Pearson science 9

Note:
1. All Science Understanding and most Science Inquiry Skills are covered by Unit Reviews and Chapter Reviews.
Individual questions have not been detailed in the following tables.
2. Coverage of the Science as a Human Endeavour and the Science Inquiry Skills are detailed for the Practicals, Activity
Book activities and Inquiring questions in the Unit Reviews.
3. In some places, coverage of the general content statement is indicated, rather than coverage of the specific
elaborations. This is because while the specific elaboration detailed in the Australian Curriculum is not covered in
that particular activity, other aspects of the content statement are covered by the activity.
SCIENCE UNDERSTANDING
Biological Science
Content Description

Multi-cellular organisms rely on coordinated and

interdependent internal systems to respond to
changes to their environment.

Elaborations

Unit
ITALIC = Relevant to general content
descriptor but not a
specific elaboration

describing how the requirements for life (for example oxygen,

nutrients, water and removal of waste) are provided through
the coordinated function of body systems such as the
respiratory, circulatory, digestive, nervous and excretory
systems

7.1, 7.2, 7.3

explaining how body systems work together to maintain a

functioning body using models, flow diagrams or simulations

7.1, 7.2, 7.3

identifying responses using nervous and endocrine systems

7.1, 7.2, 7.3

investigating the response of the body to changes as a result

of the presence of microorganisms

8.1, 8.2

investigating the effects on humans of exposure to

electromagnetic radiations such as X-rays and microwaves

1.3, 5.1

Ecosystems consist of communities of

interdependent organisms and abiotic
components of the environment; matter and
energy flow through these systems.

exploring interactions between organisms such as

predator/prey, parasites, competitors, pollinators and disease

9.1

examining factors that affect population sizes such as seasonal

changes, destruction of habitats, introduced species

9.3

considering how energy flows into and out of an ecosystem via

the pathways of food webs, and how it must be replaced to
maintain the sustainability of the system

9.2

investigating how ecosystems change as a result of events

such as bushfires, drought and flooding

9.1, 9.3

Chemical Science
Content Description
All matter is made of atoms that are composed of
protons, neutrons and electrons; natural
radioactivity arises from the decay of nuclei in
atoms.

Chemical reactions involve rearranging atoms to

form new substances; during a chemical reaction
mass is neither created nor destroyed.

Elaborations

Unit

describing and modelling the structure of atoms in terms of

the nucleus, protons, neutrons and electrons

1.1, 1.2, 6.1

comparing the mass and charge of protons, neutrons and

electrons

1.1, 1.2

describing in simple terms how alpha and beta particles and

gamma radiation are released from unstable atoms

1.3

identifying reactants and products in chemical reactions

1.2, 3.1, 3.2

modelling chemical reactions in terms of rearrangement of

atoms

1.2

describing observed reactions using word equations

3.1, 3.2

considering the role of energy in chemical reactions

3.1

recognising that the conservation of mass in a chemical

reaction can be demonstrated by simple chemical equations

3.1

Chemical reactions, including combustion and the

reactions of acids, are important in both nonliving and living systems and involve energy
transfer.

investigating reactions of acids with metals, bases, and

carbonates

2.1, 2.3, 3.1, 3.2

investigating a range of different reactions to classify them as

exothermic or endothermic

3.1, 3.2, 3.3

recognising the role of oxygen in combustion reactions and

comparing combustion with other oxidation reactions

2.1, 3.1

comparing respiration and photosynthesis and their role in

biological processes

3.3

describing how the products of combustion reactions affect the

environment

3.2

Earth and Space Science

Content Description
The theory of plate tectonics explains global
patterns of geological activity and continental
movement.

Elaborations

Unit

recognising the major plates on a world map

10.2

modelling sea-floor spreading relating the occurrence of

earthquakes and volcanic activity to constructive and
destructive plate boundaries

10.1, 10.2, 10.3

considering the role of heat energy and convection currents in

the movement of tectonic plates

10.1

relating the extreme age and stability of a large part of the

Australian continent to its plate tectonic history

10.2

Physical Sciences
Content Description
Forms of energy can be transferred in a variety of
ways through different mediums.

Elaborations

Unit

exploring how and why the movement of energy varies

according to the medium through which it is transferred

4.1, 4.2, 4.3, 4.4, 5.1, 6.1

investigating the transfer of heat in terms of convection,

conduction and radiation, and identifying situations in which
each occurs

4.1, 5.1

exploring situations where energy is transferred in the form of

waves, such as sound and light

4.2, 4.3, 4.4, 5.1, 5.2, 5.3

investigating how the human body receives sound and light

waves

4.2, 4.3, 4.4, 5.1

investigating factors that affect the transfer of energy through

an electric circuit

6.1, 6.2, 6.3, 6.4

SCIENCE AS A HUMAN ENDEAVOUR

Nature and development of science
Content Description
Scientific understanding, including models and
theories, are contestable and are refined over
time through a process of review by the scientific
community.

Advances in scientific understanding often rely on

developments in technology and technological
advances are often linked to scientific discoveries.

Elaborations

Unit
4.1, Act 9.1

investigating the historical development of models of the

structure of the atom

1.1, Act 1.3

investigating how the theory of plate tectonics developed,

based on evidence from sea-floor spreading and occurrence of
earthquakes and volcanic activity

10.1, 10.2, 10.3

considering how ideas about disease transmission have

changed from medieval time to the present as knowledge has
developed

8.1, Act 8.2, Act 8.5, Act 8.6, Act 8.7

investigating the work of scientists such as Rutherford, Pierre

and Marie Curie on radioactivity and subatomic particles

1.3

investigating how models can be used to predict the changes

in populations due to environmental changes, such as the
impact of flooding or fire on rabbit or kangaroo populations

Act 9.4

Act 2.4, Act 2.5

considering how common properties of electromagnetic
radiation relate to its uses, such as radar, medicine, mobile
phone communications and microwave cooking

1.3, 5.1, Act 5.4, Act 5.5, Act 5.6,

5.3

investigating technologies involved in the mapping of

continental movement

10.2

considering how the development of imaging technologies

have improved our understanding of the functions and
interactions of body systems

7.1

Use and influence of science

Content Description
People can use scientific knowledge to evaluate
whether they should accept claims, explanations
or predictions.

Elaborations

Unit

using knowledge of science to test claims made in advertising

or expressed in the media

6.3 Inquiring Q1, Act 6.7

describing how science is used in the media to explain a

natural event or justify actions

Act 6.7

evaluating claims relating to products such as electrical

devices, fuels, indigestion tablets

6.3 Inquiring Q1, Act 6.7

considering the impacts of human activity on an ecosystem

from a range of different perspectives

3.2, Act 3.4, 6.4, 9.2, 9.3, Act 9.5,

Act 9.6, Act 9.7

Advances in science and emerging sciences and

technologies can significantly affect peoples lives,
including the generation of new career
opportunities.

Many Inquiring questions cover this

general content statement. For
example, 7.1 Inquiring Q12. Also
see Activity Book worksheets such as
Act 1.7.
investigating how technologies using electromagnetic
radiations are used in medicine, such as in the detection and
treatment of cancer

1.3, 5.1, Act 5.4

investigating the use of nanotechnology in medicine, such as

the delivery of pharmaceuticals

2.2, Act 2.4, Act 2.5

considering the impact of technological advances developed in

Australia, such as the cochlear implant and bionic eye
considering how communication methods are influenced by
new mobile technologies that rely on electromagnetic radiation

4.4 , Act 7.4, 7.3, Act 8.6, 9.3, Act

9.6, Act 9.7

recognising aspects of science, engineering and technology

within careers such as medicine, medical technology,
telecommunications, biomechanical engineering, pharmacy
and physiology

Careers pages

5.3, Act 5.6,

The values and needs of contemporary society

can influence the focus of scientific research.

Act 1.7, Act 4.8

considering how technologies have been developed to meet
the increasing needs for mobile communication

5.3, Act 5.5, Act 5.6

investigating how scientific and technological advances have

been applied to minimising pollution from industry

1.3, 3.1, 3.2, Act 3.4, 6.3, Act 9.6

considering how choices related to the use of fuels are

influenced by environmental considerations

6.3,6.4, Act 6.8

investigating the work of Australian scientists such as Fiona

Wood and Marie Stoner on artificial skin

8.1 Act 8.5, 8.1 IQ3, 8.2 Inquiring

Q3, Act 8.6

considering safe sound levels for humans and implications in

the workplace and leisure activities

4.2, Act 4.4

investigating contemporary science issues related to living in a

Pacific country located near plate boundaries, e.g. Japan,
Indonesia, New Zealand

Act 10.5

*Note: The SIS content descriptions and elaborations are frequently addressed and utilised in all the chapters and units. The mapping
below indicates instances of clear and explicit examples of coverage.
SCIENCE INQUIRY SKILLS*
Questioning and predicting
Content Description
Formulate questions or hypotheses that can be
investigated scientifically.

Elaborations

Prac/Activity/Inquiring Question

using internet research to identify problems that can be

investigated

1.3 Inquiring Q 2, 2.2 Inquiring Q1-2,

5.2 Prac 1, 5.2 Inquiring Q5, 5.3
Inquiring Q5, 6.1 Inquiring Q6, 10.3
Prac 3

evaluating information from secondary sources as part of the

research process

2.2 Prac 1, 2.3 Prac 1, 3.2 Inquiring

Q2, 3.3 Inquiring 1&4, 4.1 Inquiring
Q 5, 4.1 Prac 3, 4.2 Inquiring Q5, 5.1
Prac 2, 5.2 Prac 1, 5.2 Prac 2, 5.2
Inquiring Q5, 5.3 Inquiring Q5, 6.1
Inquiring Q6, 7.1 Prac 1, Act 7.8, 8.1
Prac 2, 9.1 Inquiring Q4, Act 10.1,
10.2 Prac 2, 10.3 Prac 3

developing ideas from students own or others' investigations

and experiences to investigate further

2.2 Prac 1, 2.3 Prac 1, 3.1 Prac 1&3,

3.2 Inquiring Q1-2, 3.3 Prac 1-2, 4.1
Inquiring Q 5, 4.1 Prac 2-3, 4.2
Inquiring Q5, 5.1 Prac 2, 5.2 Prac 1,
5.2 Prac 2, 5.2 Inquiring Q5,
6.1 Inquiring Q6, 8.1 Prac 1,
9.1 Inquiring Q4, 10.2 Prac 2,
10.3 Prac 3

Planning and conducting

Content Description

Elaborations

Plan, select and use appropriate investigation

methods, including field work and laboratory
experimentation, to collect reliable data; assess
risk and address ethical issues associated with
these methods.

Prac/Activity/Inquiring Question
All Inquiring Questions require
students to select and use their
method of investigation to collect
reliable data.

combining research using primary and secondary sources with

students own experimental investigation

1.1 Prac 1, 2.2 Inquiring Q1-2,

2.1 Inquiring Q1-3, 2.2 Prac 1, 3.1
Prac 1&3, 3.1 Inquiring 1-4, 3.2
Inquiring Q1-2, 4.1 Inquiring Q 5, 4.1
Prac 2-3, 4.2 Inquiring Q4&5, 4.4
Inquiring Q5, 5.1 Inquiring Q3-4, ,
5.1 Prac 2, 5.2 Prac 1, 5.2 Inquiring
Q5, 5.3 Prac 1, 6.1 Inquiring Q4-6,
6.4 Prac 3, 7.1 Prac 1, , 8.1 Prac 1,
9.1 Inquiring Q4, 9.1 Prac 2, 10.1
Prac 2, 10.2 Prac 2, 10.3 Prac 2, 10.3
Prac 3

using modelling and simulations, including using digital

technology to investigate situations and events

1.1 Prac 1, 3.1 Inquiring 2, 3.2

Inquiring Q2, 4.2 Inquiring Q3&5, 4.3
Inquiring Q4, 6.3 Inquiring Q3&4, 6.3
Prac 2, 7.2 Prac 1, 7.3 Prac 2, Act
10.1, 10.1 Prac 1, 10.1 Prac 2, 10.2
Prac 1, 10.3 Prac 1, 10.3 Prac 2, 10.3
Prac 3

Select and use appropriate equipment, including

digital technologies, to systematically and
accurately collect and record data.

Most Inquiring Questions can be

investigated using the internet.
Some Pracs allow students to select
their own equipment, e.g. 3.1 Prac
1&3.
explaining the choice of variables to be controlled, changed
and measured in an investigation

2.2 Inquiring Q1, 2.2 Prac 1, 3.2

Inquiring Q1-2, 4.1 Inquiring Q 5, 4.1
Prac 1-3, 4.2 Inquiring Q3&5, 4.3
Inquiring Q5, Act 4.1, 4.4 Inquiring
Q5, 5.1 Inquiring Q4, 5.1 Prac 1, 5.1
Prac 2, 5.2 Prac 1, 5.2 Inquiring Q5,
6.1 Inquiring Q6, 6.3 Prac 1, 6.4 Prac
3, 7.1 Prac 1-2, 7.3 Prac 1, , 8.1 Prac
1, 9.1 Inquiring Q4, 9.1 Prac 2, 9.2
Prac 1, Act 9.7, 10.3 Prac 2, 10.3
Prac 3

ensuring that any investigation involving or impacting on

animals is justified, humane and considerate of each animals
needs

9.1 Inquiring Q4, 9.1 Prac 2

learning specific skills for the use of scientific instruments

4.2 Inquiring Q4&5, 4.3 Prac 1-2, 4.4

Prac 1, 6.2 Prac 1, 6.3 Prac 1, 6.4
Prac 3, 10.2 Prac 2

considering the potential hazards of chemicals or biological

materials used in experimental investigations

8.1 Prac 1, 8.1 Prac 2,

3.2 Inquiring Q1-2, 3.3 Prac 1, 9.1
Inquiring Q4, 9.1 Prac 2, 9.2 Prac 2

describing specific safety precautions required for

investigations

2.2 Prac 2, 3.2 Inquiring Q1-2, 4.1

Inquiring Q 5, 4.1 Prac 2-3, 4.2
Inquiring Q4&5, 6.1 Inquiring Q5, 6.3
Prac 1, 6.3 Prac 2, Act 6.6, 6.4 Prac
3, 7.1 Prac 1, 7.2 Prac 1, , 8.1 Prac
1, 9.1 Inquiring Q4, 9.1 Prac 2, 9.2
Prac 2, 10.3 Prac 2, 10.3 Prac 3

using probes and data loggers to record information

4.1 Prac 2-3, 4.2 Inquiring Q5, 5.1

Prac 2,

Processing and analysing data and information

Content Description

Elaborations

Analyse patterns and trends in data, including

describing relationships between variables and
identifying inconsistencies.

Prac/Activity/Inquiring Question
Most Pracs, Activity Book worksheets
and many Inquiring Questions cover
the general content description but
not the specific elaborations. The
general description requires students
to analyse data. Following are some
specific examples, but there are
many more:
3.1 Prac 1-3, 3.3 Prac 1-3, Act 3.53.7, 4.1 Prac 1-2, 4.3 Prac 1-2, 4.4
Prac 1, 5.1 Inquiring Q4, 5.1 Prac 1,
5.1 Prac 2, 5.2 Inquiring Q5, 5.2 Prac
1, 5.2 Prac 2, 5.2 Inquiring Q2, 5.2
Inquiring Q5, 5.3 Prac 1, 5.3
Inquiring Q5, Act 5.1, Act 5.7, 6.1
Inquiring Q6, 6.1 Prac 1, 6.1 Prac 2,
6.2 Prac 1-2, 6.3 Prac 1, 6.4 Prac 1,
7.1 Prac 1, 7.2 Prac 1, 7.3 Prac 1-2,
Act 7.6, 8.1 Prac 1, 8.1 Prac 2, 8.2
Prac 2, 9.1 Inquiring Q4, 9.1 Prac 2,
9.2 Prac 1, 9.3 Prac 1, 10.1 Prac 2,
Act 10.2, 10.3 Prac 3

designing and constructing appropriate graphs to represent

data and analysing graphs for trends and patterns

1.1 Prac 1, 1.3 Prac 1, 2.1 Prac 1, Act

3.3, 4.1 Inquiring Q 5, 4.1 Prac 2-3,
4.2 Inquiring Q4, Act 4.1, Act 4.2,
Act 4.4, Act 4.6, 5.1 Prac 1, Act 5.1,
Act 6.4, 7.1 Prac 2, Act 7.6, Act 8.1,
Act 10.2, 10.3 Prac 2

calculating means and ranges from data and considering the

distribution of sets of quantitative data

3.1 Prac 1, Act 3.1, 3.2 Prac 1, 4.2

Inquiring Q5, 4.3 Prac 1-2, 7.1 Prac
2, 7.2 Prac 2-3, Act 4.1, 5.1 Prac 1,
5.1 Prac 2, 5.2 Inquiring Q2, 6.1
Inquiring Q6, 6.2 Prac 1-2, 6.3 Prac
1, 7.1 Prac 1-2, , 8.1 Prac 1, Act 9.7,
9.3 Prac 1, 10.2 Prac 2

Use knowledge of scientific concepts to draw

conclusions that are consistent with evidence.

using spreadsheets to present data in tables and graphical

forms and to carry out mathematical analyses on data

Students can do this by choice on

many Pracs. Some suggest to use
spreadsheets, e.g. 7.1 Prac 2

comparing conclusions with earlier predictions and reviewing

scientific understanding where appropriate

1.1 Prac 1, 1.2 Prac 2, 2.1 Prac 1-2,

2.3 Prac 1-3, 3.1 Prac 1-3, Act 3.1,
3.2 Inquiring Q1, 3.2 Prac 1-2, 3.3
Prac 1-3, Act 3.5-3.7, 4.1 Prac 1-3, ,
4.2 Inquiring Q3&4, 4.2 Prac 1-2, 4.3
Prac 1-2, Act 4.1, Act 4.2, Act 4.4,
Act 4.6, 4.4 Prac 1, 5.1 Inquiring Q4,
5.1 Prac 1, 5.1 Prac 2, 5.2 Prac 1, 5.2
Prac 2, 5.2 Inquiring Q2, 5.2
Inquiring Q5, 5.3 Prac 1, 6.1
Inquiring Q4&6, 6.1 Prac 1-2, 6.2
Prac 2, 6.3 Prac 1, 6.4 Prac 1, 7.1
Prac 1-2, 7.2 Prac 1-2, 7.3 Prac 1, ,
8.1 Prac 1, 8.1 Prac 2, Act 8.4, , 8.2
Prac 2, 9.1 Inquiring Q4, 9.1 Prac 2,
9.2 Prac 1, Act 9.7, 9.3 Prac 1, Act
10.1, 10.2 Prac 2, 10.3 Prac 2, 10.3
Prac 3

suggesting more than one possible explanation of the data

presented

5.2 Inquiring Q2, 7.1 Prac 1-2,

7.1 Prac 2, 8.1 Prac 1 Act 9.7,
10.3 Prac 3

Evaluating
Content Description

Elaborations

Evaluate conclusions, including identifying sources

of uncertainty and possible alternative
explanations, and describe specific ways to
improve the quality of the data.

Prac/Activity/Inquiring Question
Many Pracs allow students to perform
this general skill without specifically
asking them to. Some require it, e.g.
1.3 Prac 1, 3.1 Prac 1.3, 8.2 Prac 1

distinguishing between random and systematic errors and how

these can affect investigation results

3.1 Prac 3, 3.2 Inquiring Q1, 5.1 Prac

1, 5.2 Prac 1, 5.2 Inquiring Q2, 7.1
Prac 1-2, 10.3 Prac 2, 10.3 Prac 3

Critically analyse the validity of information in

secondary sources and evaluate the approaches
used to solve problems.

explaining why suggested changes will improve the accuracy

of investigations

5.1 Prac 1, 5.2 Prac 1, , 8.2 Prac

1,10.3 Prac 2, 10.3 Prac 3

researching the methods used by scientists in studies reported

in the media

1.3
4.1
Act
Act

describing how scientific arguments are used to make

decisions regarding personal and community issues

1.3 Inquiring 2, Ch 1 Review Q 19,

Act 4.2, 5.2 Inquiring Q2, Act 6.7,
9.2 Inquiring Q2, Act 9.5, 9.3
Inquiring Q1-5, 10.3 Prac 3

Inquiring 2, 3.1 Inquiring 1&3,

Inquiring Q 1-4. 5.2 Inquiring Q2,
6.1, 9.2 Inquiring Q2, Act 9.4,
9.5, Act 10.1, 10.3 Prac 3

Communicating
Content Description

Elaborations

Communicate scientific ideas and information for

a particular purpose, including the construction of
evidence-based arguments and the use of
appropriate scientific language, conventions and
representations.

Prac/Activity/Inquiring Question
Most Pracs require students to
communicate their findings. This can
be in any format the teacher or
student chooses.

presenting results and ideas using formal experimental

reports, oral presentations, slide shows, poster presentations
and contributing to group discussions

using secondary sources as well as students own findings to

help explain a scientific concept

using the internet to facilitate collaboration in joint projects

and discussions

4.1 Inquiring Q1, 4.1 Inquiring Q 5

4.1 Prac 3, 4.3 Inquiring Q3, 7.3
Creating Q 21 and 22, 4.4 Inquiring
Q2, 5.1 Inquiring Q1, 5.1 Prac 2, 5.2
Inquiring Q2, 6.3 Inquiring Q2, 8.2
Prac 1, 10 Chapter review Q17
1.1 Inquiring Q1&2, 4.2 Inquiring
Q3&4, 5.1 Inquiring Q4, 5.2 Prac 2,
5.2 Inquiring Q5, 5.3 Prac 1, 6.1
Inquiring Q4&6, 6.1 Prac 2, 6.2 Prac
1, 6.4 Prac 1-3, 7.2 Prac 1, 7.3 Prac
1, 8.1 Prac 1, , 8.2 Prac 2, 9.1
Inquiring Q1-4, 9.1 Prac 2, 9.2 Prac
2, Act 10.1, 10.2 Prac 2, 10.3 Prac 3
8.2 Prac 1