Transdisciplinary Science

Transdisciplinary projects

Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.

Transdisciplinary Science Level 2 is a Transdisciplinary projects course. Transdisciplinary projects courses require learners to integrate, transfer and reflect on their prior knowledge, skills, attitudes and values in transdisciplinary ways. Learners will engage critically and creatively to integrate the learning and ways of working from multiple disciplines. Learners will produce outcomes that are only possible through the intersection between disciplines. Learners will share the outcomes of Transdisciplinary projects as appropriate to their methodology and their exhibition of work will form a major element of their assessment. Learners will reflect upon their learning by evaluating their project outputs, the effectiveness of their methodology and the implications of their work on the pre-existing body of knowledge.

Transdisciplinary projects courses have three key features that guide teaching and learning:

• engage and ideate
• connect and apply
• exhibit and reflect.

Figure 1: Transdisciplinary project cycle of learning (adapted from OECD Learning Compass 2030)

In this course learners will do this by:

• Utilising their prior learning and the Tasmanian community to engage with an area of inquiry
• Identifying, generating and refining their inquiries by considering approaches across disciplines
• Practising methodologies that span across disciplines of science
• Iteratively applying and refining these methodologies to their chosen area of inquiry
• Reflecting on their learning and inquiries to build their practice and understanding
• Showcasing their inquiries and reflections.

Science provides a rational and empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and broader lives.

Innovative and critical thinking in the disciplines of science underpins a cohesive understanding of the natural world and the discovery of new ways of doing and thinking. Science is continually refining and expanding knowledge and stimulating new questions for future investigation.

Transdisciplinary Science Level 2 provides a powerful platform for learners to develop their capabilities, in particular, to think creatively, work collaboratively, be innovative and prepare for Level 3 science courses. In practice, most modern and applied science flows between scientific disciplines and is transdisciplinary by nature.

Learners undertaking Transdisciplinary Science Level 2 will apply inquiry-based approaches to design, plan, and undertake investigations across scientific disciplines on a shorter or more extended scale, responding to local or global situations. Collaboratively and individually, learners will employ a scientific approach to collecting, representing, and analysing data, and using technological tools effectively. After evaluating their procedures or models, learners communicate scientifically to draw evidence-based conclusions that may lead to further testing, exploring more effective methods or solutions, or raising new questions. They will be equipped to navigate, understand and adapt to what we experience as 21st century learners.

The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9 to 12 and beyond in further study, training or employment.

Years 9 to 12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.

This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.

On successful completion of this course, learners will be able to:

1. collaborate with others and monitor, reflect on and manage their learning within a scientific inquiry
2. plan, collect and analyse data within a specific application of science to inquire into a system
3. apply concepts and processes from selected scientific theories and models to inquire into a system
4. communicate data and information using standard scientific conventions for qualitative and quantitative representation and comment on its reliability
5. explain the context of their inquiry locally, nationally and globally and relationships between technology, science and the broader community for a particular scientific application
6. apply information they have researched to implement processes and trial methodologies while inquiring into a system
7. modify and finalise experimental design for an inquiry as they collect and analyse data, undertake further research, and monitor their progress
8. use science inquiry skills to assess and represent the key data and findings from an extended inquiry into systems and make recommendations for further study.

• Transdisciplinary Science Level 2 has a clear pathway from Australian Curriculum Science F-10 and other TASC Science courses as well as some TASC HASS, HPE, Technologies and Mathematics courses
• Transdisciplinary Science Level 2 has a clear pathway to a range of TASC and vocational pathways such as all Level 3 TASC Science courses and some TASC HASS, HPE, Technologies and Mathematics courses, as well as Allied Health, Electrotechnology and Recreation pathways

The general capabilities addressed specifically in this course are:

• Critical and creative thinking
• Ethical understanding
• Literacy
• Numeracy
• Personal and social capability

The cross-curriculum priorities enabled through this course are:

• Aboriginal and Torres Strait Islander histories and cultures
• Sustainability

This course has a complexity level of 2. 

For a full description of courses at a complexity level of 2, please refer to the Levels of Complexity - Tasmanian Senior Secondary Education document.

This course has a size value of 15. Upon successful completion, this course will contribute 15 points towards the achievement of the Tasmanian Certificate of Education (TCE). 

This course consists of three 50-hour modules.

Module 1: Research, trial and plan

Module 2: Conduct, monitor and refine

Module 3: Review, represent and recommend

The three modules should be delivered in sequential order: 1, 2 and 3.

In Module 1, providers are responsible for ensuring that any inquiry focus considered by learners can be supported by the discipline expertise, equipment and other resources available, and that it follows health and safety regulations.

At the beginning of Module 1 providers will communicate to learners the range of scientific disciplines, as detailed in Appendix 6, that can be addressed within their context. Providers can define the scope of inquiry by listing a range of scientific applications or industry areas available for investigation.

During Module 1 learners will use the skills and knowledge they acquire to plan and document an inquiry proposal that can be successfully completed in Modules 2 and 3.

Access
Learners are required to work as directed in practical situations as potentially dangerous materials and equipment may be used in this course. This course requires learners to collaborate with others.

Resource requirements
Providers offering this course will need equipment, materials and a suitable space to carry out the practical component of the course effectively and safely.

Module 1: Research, trial and plan
Science is indispensable in Tasmania now and into our future. Module 1 of Transdisciplinary Science Level 2 taps into the wide range of where science is applied in our state. Learners, using their prior knowledge, will engage with and ideate a focus of inquiry that is relevant to our community. Learners will discover that, in practice, science draws from many scientific disciplines.

By researching, connecting and iteratively inquiring into this focus, learners will begin to understand its general place in Tasmania, nationally and globally, and explore the theories, models and methodologies that are key to creating knowledge. The emphasis will be on the Tasmanian context with some links to national and global context only where appropriate or useful.

The application of science through inquiry, reflection and refinement of understanding at every stage is key to this module. Learners should always be prepared to question their work and return to previous work to ensure they build their knowledge. In this module, trialling processes and methodologies is crucial to prepare for further inquiry. Through this process possible lines of inquiry will emerge to be further refined in Module 2. Learners will have the opportunity to demonstrate their findings and plans through a folio.

Module 1 learning outcomes
The following learning outcomes are a focus for this module:

1. collaborate with others and monitor, reflect on, and manage their learning within a scientific inquiry
2. plan, collect and analyse data within a specific application of science to inquire into a system
3. apply concepts and processes from selected scientific theories and models to inquire into a system
4. communicate data and information using standard scientific conventions for qualitative and quantitative representation and comment on its reliability
5. explain the context of their inquiry locally, nationally and globally and relationships between technology, science and the broader community for a particular scientific application
6. apply information they have researched to implement processes and trial methodologies while inquiring into a system.

Module 1 content
In this module learners will discover where science is valued within the Tasmanian context. As they engage and ideate, they will choose one area to investigate and explore in detail to understand the development and limitations of this application of science and its interrelationships with technology and sustainability within Tasmania. They will broadly explore the transdisciplinary nature of this science, the knowledge required and how it is applied. In parallel with this, learners will become familiar with, and iteratively practise, methodologies used for this application of science. Learners will then analyse their understanding and experience to choose a focus and plan for further investigation in Module 2.

Module 1 key knowledge
Science as a human endeavour
Within science that is valued, applied or researched in the Tasmanian context, learners will briefly research and analyse the broad context and simple relationships to the focus of the inquiry referring to, for example, where:

• theories have been refined or replaced as new evidence, models or theories have emerged locally, nationally or globally
• technology has assisted in greater understanding
• social, economic or cultural sustainability is impacted in Tasmania
• First Nations Australians' knowledge is valuable.

Science understanding
Within the focus of the inquiry, learners will research and apply:

• specialist knowledge required, involving more than one scientific discipline and not restricted to Australian Curriculum Senior Secondary Science course content
• the models, theories, phenomena and concepts that need to be referenced and the relationships between them
• science understanding at a similar level of complexity as defined by TASC for other Level 2 science courses.

Module 1 key skills
Science inquiry skills – design and implementation of inquiry
Within science that is valued, in the Tasmanian context learners will:

• identify, research and construct questions for investigation
• design, conduct, trial and refine methodologies to collect valid and reliable primary data and to refine procedures
• assess risk and ethical considerations
• trial and refine ways to meaningfully organise and represent data.
• trial and refine other processes to support inquiry – for example the logistics of fieldwork.

Science inquiry skills – evaluation of inquiry
Within science that is valued, in the Tasmanian context learners will:

• analyse the limitations of primary and secondary data to find simple relationships and how they can be addressed
• research and analyse relationships within processes, claims and conclusions within a field of science
• draw valid and reasoned conclusions through discussing the simple relationships between data, concepts, theories and models
• analyse processes, data and conclusions and plan to conduct the inquiry.

Module 1 work requirements summary
This module has two work requirements:

• one folio
• one product

See Appendix 4 for the full specifications of the work requirements of this course.

Module 1 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 6.

Module 2: Conduct, monitor and refine
As the inquiry progresses, all aspects should be monitored and refined. Module 2 of Transdisciplinary Science Level 2 will provide an opportunity for the learner to engage more deeply with the focus of inquiry. Through further targeted research, reflection, and investigation into this focus, learners will finalise their inquiry question and the processes they will use to pursue it. By applying theories, models and methodologies they will be able to refine the connections they have already made to support their extended inquiry.

The application of science through inquiry, reflection and refinement of understanding at every stage is key to this module. Learners should always be prepared to question their work and return to previous work to ensure they are able to build their knowledge and narrow the focus of the inquiry. Through this process learners will largely finish conducting the data collection and prepare to complete the remainder of their inquiry in Module 3. Learners will have the opportunity to demonstrate their findings and plans through a folio.

Module 2 learning outcomes

The following learning outcomes are a focus of this module:

1. collaborate with others and monitor, reflect on and manage their learning within a scientific inquiry
2. plan, collect and analyse data within a specific application of science to inquire into a system
3. apply concepts and processes from selected scientific theories and models to inquire into a system
4. communicate data and information using standard scientific conventions for qualitative and quantitative representation and comment on its reliability
5. explain the context of their inquiry locally, nationally and globally and relationships between technology, science and the broader community for a particular scientific application
7. modify and finalise experimental design for an inquiry as they collect and analyse data, undertake further research, and monitor their progress.

Module 2 content
In this module learners will investigate and analyse the focus of inquiry, refining the context explored in Module 1 to only the most relevant background and connections with science as a human endeavour. They will investigate and analyse the transdisciplinary nature of this focus, to target, throughout the module, the knowledge required and how it is applied. In parallel with this, learners will conduct, evaluate, and iteratively refine methodologies identified for their extended inquiry to ensure data and information are valid and reliable, allowing learners to finalise their inquiry question and plan for evaluation, presentation and recommendations in Module 3.

Module 2 key knowledge
Science as a human endeavour
Within the scientific focus of inquiry, learners will briefly investigate, analyse and identify where the broad context and simple relationships can be refined and finalised to best support the inquiry. Contexts can include:

• theories of interest that have been refined or replaced as new evidence, models or theories have emerged
• where there are opportunities to refine theories or gather more data
• technology that has assisted in greater understanding
• where social, economic, or cultural sustainability is impacted
• where there is collaboration to improve knowledge
• where First Nations Australians’ knowledge is valuable.

Science understanding
Within the scientific focus of inquiry, learners will research, refine and apply:

• specialist knowledge required involving more than one scientific discipline and not restricted to Australian Curriculum Senior Secondary Science courses
• detailed relationships between theories and concepts being used, including mathematical modelling
• different methodologies and specific terminology being used
• science understanding at a similar level of complexity as defined by TASC for other Level 2 science courses.

Module 2 key skills
Science inquiry skills – design and implementation of inquiry
Within the scientific focus of inquiry, learners will conduct and refine investigations to develop and support an extended inquiry, including:

• refining and finalising the inquiry question
• adapting and refining methodologies to collect valid and reliable primary data
• monitoring to improve procedures, and adapting risk assessment and ethical documentation
• refining ways to usefully organise and represent simple relationships within data.

Science inquiry skills – evaluation of inquiry
Within the scientific focus of inquiry, learners will conduct and refine investigations to develop and support an extended inquiry, including:

• analysing some simple limitations of primary and secondary data and how they can be addressed
• drawing valid and reasoned conclusions through discussing the relationships between data, theories and models
• analysing processes, data and conclusions to finalise plans to complete the inquiry.

Module 2 work requirements summary
This module has three work requirements:

• one investigation
• one product
• one performance.

See Appendix 4 for the full specifications of the work requirements of this course.

Module 2 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 7.

Module 3: Review, represent and recommend
Scientific inquiry requires significant time to reflect, analyse, communicate and recommend. Module 3 of Transdisciplinary Science Level 2 provides an opportunity to finalise data collection and focus on completing the inquiry. By engaging with this module learners can complete any further investigation or research required to support answering their inquiry question. By applying only the most relevant theories, models and methodologies, they will be able to make the connections required to develop valid and supported conclusions.

As with previous modules, specific application of science through inquiry, reflection and refinement of understanding at every stage is key. At this stage learners should do this to ensure that their analysis, communication and presentation reflect their inquiry question. Through this process possible answers emerge for discussion and will be finalised. Learners will demonstrate their findings through a folio, a poster and a presentation.

Module 3 learning outcomes
The following learning outcomes are a focus of this module:

1. collaborate with others and monitor, reflect on and manage their learning within a scientific inquiry
2. plan, collect and analyse data within a specific application of science to inquire into a system
3. apply concepts and processes from selected scientific theories and models to inquire into a system
4. communicate data and information using standard scientific conventions for qualitative and quantitative representation and comment on its reliability
5. explain the context of their inquiry locally, nationally and globally and relationships between technology, science and the broader community for a particular scientific application
8. use science inquiry skills to assess and represent the key data and findings from an extended inquiry into systems and make recommendations for further study.

Module 3 content
In this module, learners will distil only the most relevant context for their inquiry. They will finalise and analyse the transdisciplinary nature of their investigation, the knowledge required, and how it is applied. In parallel with this, learners will finalise and evaluate the evidence and methodologies they used in their extended investigation that contributed to providing conclusions. Learners will then analyse their understanding and experience to produce a poster and a folio that represent their work and what they have found.

Module 3 key knowledge
Science as a human endeavour
Within a scientific inquiry, learners will analyse and refine the most relevant simple relationships within the context for their inquiry, which may include where:

• theories of interest have been refined or replaced as new evidence, models or theories have emerged
• there are opportunities to refine theories or gather more data
• technology has assisted in greater understanding
• social, economic or cultural sustainability considerations are important
• there is collaboration
• First Nations Peoples’ knowledge may be valuable.

Science understanding
Within the scientific focus of inquiry, learners will conclude their extended inquiry by applying:

• specialist knowledge involving more than one scientific discipline and not restricted to Australian Curriculum Senior Secondary Science courses
• the detailed relationships between theories and concepts that are used, including mathematical modelling
• different methodologies and the specific terminology being used
• science understanding at a similar level of complexity as defined by TASC for other Level 2 science courses.

Module 3 key skills
Science inquiry skills – design and implementation of inquiry
Within a scientific inquiry, learners will finalise and document:

• the design, data and procedures used
• risk assessments and ethical considerations applied.

Science inquiry skills – evaluation of inquiry
Within a scientific inquiry, learners will finalise and document:

• the key limitations of primary and secondary data and how this was addressed
• the research and analysis of the relationships between processes, claims and conclusions
• valid and reasoned conclusions through discussing the relationships between data, theories and models
• analysis processes, data and conclusions to recommend further investigation.

Module 3 work requirements summary
This module includes three work requirements:

• one investigation
• one inquiry
• one performance

See Appendix 4 for the full specifications of the work requirements of this course.

Module 3 assessment
This module has a focus on criteria 1, 2, 3, 4, 5 and 8.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both provider and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by individual learners
• community confidence in the integrity and meaning of the qualification.

Process
TASC will verify that the provider’s course delivery and assessment meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:

• scope and sequence documentation (Provider Standard 1):
• course delivery plan
• course assessment plan (assessment matrix)
• course provider procedures for approving learner Inquiry Projects (Provider Standard 1)
• student attendance records (Provider Standard 2)
• examples of assessment tools or instruments, and associated rubrics or marking guides (Provider Standard 3)
• examples of student work, including that related to any work requirements articulated in the course document (Provider Standard 1 & 3)
• class records of assessment (Provider Standard 4).

This process will be scheduled by TASC using a risk-based approach.

Providers must retain electronic copies of each learner’s major folio in a centralised storage system for three (3) years. TASC may require these to monitor the integrity of folios produced in other courses in subsequent years.

The assessment for Transdisciplinary Science Level 2 will be based on the degree to which the learner can:

1. work independently and collaboratively to achieve goals 
2. collect and analyse data within a scientific inquiry
3. apply concepts and processes from scientific models and theories
4. communicate scientific data and information
5. apply the local, national, and global context within a scientific inquiry
6. research, trial and refine within the process of an inquiry
7. apply, modify and finalise experimental design within an inquiry
8. analyse to make valid conclusions and represent a scientific inquiry
   
    

Criterion 1: work independently and collaboratively to achieve goals

The learner:

Criterion 2: collect and analyse data within a scientific inquiry

The learner:

Criterion 3: apply concepts and processes from scientific models and theories

The learner:

Criterion 4: communicate scientific data and information

The learner:

Criterion 5: apply the local, national, and global context within a scientific inquiry

The learner:

Criterion 6: research, trial and refine within the process of an inquiry

The learner:

Criterion 7: apply, modify and finalise experimental design within an inquiry

The learner:

Criterion 8: analyse to make valid conclusions and represent a scientific inquiry

The learner:

Transdisciplinary Science Level 2 (with the award of):

EXCEPTIONAL ACHIEVEMENT (EA)

HIGH ACHIEVEMENT (HA)

COMMENDABLE ACHIEVEMENT (CA)

SATISFACTORY ACHIEVEMENT (SA)

PRELIMINARY ACHIEVEMENT (PA)

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 8 ratings. The minimum requirements for an award in this course are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
6 ‘A’ ratings, 2 ‘B’ ratings

HIGH ACHIEVEMENT (HA)
3 ‘A’ ratings, 4 ‘B’ ratings, 1 ‘C’ rating

COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’ ratings, 3 ‘C’ ratings

SATISFACTORY ACHIEVEMENT (SA)
6 ‘C’ ratings

PRELIMINARY ACHIEVEMENT (PA)
4 ‘C’ ratings

A learner who otherwise achieves the rating for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

Years 9 to 12 Learning will develop and regularly review and revise the curriculum. Course evaluation is informed by the experience of the course’s implementation, delivery and assessment. More information about course evaluation can be found on the Years 11 and 12 website.

This course has been developed by the Department of Education’s Years 9 to 12 Learning Unit in collaboration with Catholic Education Tasmania and Independent Schools Tasmania.

Accredited on 15 October 2021 for use from 1 January 2022 until 31 December 2026.

Version 1

Accredited on 15 October 2021 for use from 1 January 2022 until 31 December 2026.

Version 1a

Approved on 5 July 2022. A number of the work requirement titles in modules 2 and 3 were amended to maintain consistency throughout the document.

Line of sight

Alignment to curriculum frameworks
Links to Foundation to Year 10
Progression from the F-10 Australian Curriculum: Science
This course continues to develop learner understanding and skills from across the three strands of the Australian Curriculum: F-10 Science. The Science Understanding strand draws on knowledge and understanding from across the four sub-strands of biological, physical, chemical, and Earth and space sciences.

Mathematical skills expected of learners studying transdisciplinary science
This course component requires learners to use the mathematical skills they developed through the F-10 Australian Curriculum: Mathematics, in addition to the numeracy skills they developed through the Science Inquiry Skills strand of the Australian Curriculum: Science.

Within the Science Inquiry Skills strand, learners are required to gather, represent and analyse numerical data to identify the evidence that forms the basis of scientific arguments, claims or conclusions. In gathering and recording numerical data, learners are required to make measurements using appropriate units to an appropriate degree of accuracy.

Learners may need to be taught when it is appropriate to join points on a graph and when it is appropriate to use a line of best fit. They may also need to be taught how to construct a straight line that will serve as the line of best fit for a set of data presented graphically.

Relationship to the Senior Secondary Australian Curriculum: Science Achievement Standards
The criteria and standards for this course have been aligned with the Senior Secondary Australian Curriculum: Science Achievement Standards for Units 1 and 2.

There is explicit alignment with Science as a Human Endeavour and Science Inquiry Skills, but Science Understanding is dependent on the nature of the inquiry the learner undertakes.

Work requirements

The work requirements of a course are processes, products or performances that provide a significant demonstration of achievement that is measurable against the course’s standards. Work requirements need not be the sole form of assessment for a module.

Module 1 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Logbook

Mode or format: investigation

Description: Learners will use a logbook or an electronic equivalent to document:

• research notes and progress
• emerging simple relationships between scientific disciplines applied
• ongoing evaluation
• planning
• observations and data
• time on tasks
• peer and self-assessment of progress
• their contribution to collaboration with other learners.

Learners will spend approximately 10 hours throughout Module 1 organising this information in preparation for the Research and plan work requirement.

Size: approximately 10 hours
Timing: throughout Module 1
External agencies: Engagement with scientists and their institutions is optional.

Relevant criteria: 1, 2, 3, 4 and 5.

Work requirement 2 of 2

Title of work requirement: Research and plan

Mode or format: investigation

Description: Learners will produce an experimental research outline, including:

• a justified inquiry question
• a background research summary with reference to scientific disciplines applied
• an annotated bibliography of relevant sources
• an experimental proposal – design outlined
• a summary of trials of experimental design for their extended inquiry
• analysis and evaluation of simple relationships within data collected
• a future focus of experiments including a plan for Module 2.

The outline can be in any mode or modes to convey the progress made through the module. Where appropriate, learners are encouraged to use accepted scientific formats in place of words, including but not limited to diagrams, data tables, graphs, statistical analysis and algebraic modelling.

Size: maximum 1000 words or equivalent

Timing: This is the culminating performance for Module 1.

External agencies: Engagement with scientists and their institutions is optional.

Relevant criteria: 2, 3, 4, 5 and 6.

Module 2 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Logbook

Mode or format: investigation

Description: Learners will continue their logbook or an electronic equivalent to document:

• research notes and progress
• emerging simple relationships between scientific disciplines applied
• ongoing evaluation
• planning
• observations and data
• time on tasks
• peer and self-assessment of progress.

Learners will spend a maximum of 10 hours throughout Module 2 organising this information in preparation for the Conduct, monitor and refine work requirement for Module 2.

Size: maximum 10 hours

Timing: throughout Module 2

External agencies: Engagement with scientists and their institutions is optional.

Relevant criteria: 1, 2, 3 and 4.

Work requirement 2 of 2

Title of work requirement: Conduct, monitor and refine

Mode or format: investigation

Description: Learners will produce an experimental research outline, including:

• a quad chart referring to:
  • the finalised inquiry question
  • the method
  • the results
  • the conclusions so far with reference to scientific disciplines applied
• a live or recorded presentation referring to the quad chart
• a detailed plan for Module 3 including:
  • time allocated for analysis, evaluation and communication
  • a summary of relationships with the local, national and global context so far.

The detailed plan for Module 3 can be in any mode or modes to convey the information required effectively. Where appropriate, learners are encouraged to use accepted scientific formats in place of words, including but not limited to diagrams, data tables, graphs, statistical analysis and algebraic modelling.

Size: maximum 1000 words or equivalent and an approximately 5-minute presentation

Timing: This is the culminating performance for Module 2.

External agencies: Engagement with scientists and their institutions is optional.

Relevant criteria: 1, 2, 3, 4, 5 and 7.

Module 3 Work requirements specifications

Work requirement 1 of 3

Title of work requirement: Logbook

Mode or format: investigation

Description: learners will continue their logbook or an electronic equivalent to document:

• research notes and progress
• emerging simple relationships between scientific disciplines applied
• ongoing evaluation
• planning
• observations and data
• time on tasks
• peer and self-assessment of progress.

Learners will spend a maximum of 10 hours throughout Module 3 organising this information in preparation for the Review, Represent and Recommend – Folio work requirement for Module 3.

Size: maximum 10 hours

Timing: throughout Module 3

External agencies: Engagement with scientists and their institutions is optional.

Relevant Criteria: 1, 2, 3 and 4.

Work requirement 2 of 3

Title of work requirement: Scientific paper

Mode or format: folio

Description: Learners will finalise and document a scientific paper including:

• how the context of the inquiry has been refined since the end of Module 2
• a summary of findings including changes since the end of Module 2
• risk assessments and ethical considerations applied
• the design, data and procedures used
• research and analysis processes and what was found
• interrelationships between data, theories and models with reference to scientific disciplines applied
• the limitations of the primary and secondary data and how these were addressed
• valid and reasoned conclusions with supporting evidence from scientific disciplines applied
• analysis of processes, data and conclusions recommending further investigation
• a detailed bibliography.

The scientific paper can be in any mode or modes to convey the information required effectively. Where appropriate, learners are encouraged to use accepted scientific formats in place of words, including but not limited to diagrams, data tables, graphs, statistical analysis and algebraic modelling.

Size: maximum 1500 words or equivalent

Timing: This is a culminating performance for Module 3.

External agencies: Engagement with scientists and their institutions is optional.

Relevant Criteria: 1, 3, 4, 5 and 8.

Work requirement 3 of 3

Title of work requirement: Poster and presentation

Mode or format: performance or presentation

Description: Learners will produce an A1 Poster to support a 10-minute recorded or live presentation including time for synchronous or asynchronous questions and answers.

The A1 poster will include:

• the inquiry question
• a summary of the findings
• a summary of the interrelationships between data, theories and models
• the limitations of the primary and secondary data and how these were addressed
• valid and reasoned conclusions with reference to scientific disciplines applied
• analysis of processes, data and conclusions and recommending opportunities for further investigation.

Where appropriate, learners are encouraged to use accepted scientific formats in place of words, including but not limited to diagrams, data tables, graphs, statistical analysis and algebraic modelling.

Providers must retain electronic copies of each learner’s major folio in a centralised storage system for three (3) years. TASC may require these to monitor the integrity of folios produced in other courses in subsequent years.

Size: approximately 10-minute presentation including question and answer

Timing: this is a culminating performance

External agencies: Engagement with scientists and their institutions is optional

Relevant Criteria: 4, 5 and 8.

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).

General capabilities:

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

The general capabilities include:

• Critical and creative thinking
• Ethical understanding
• Information and communication technology capability
• Intercultural understanding
• Literacy
• Numeracy
• Personal and social capability

Cross-curriculum priorities:

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.

The cross-curriculum priorities include:

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability

Glossary

adaptation
A physical or behavioural characteristic that is inherited and which results in an individual being more likely to survive and reproduce in its environment.

analyse
To consider in detail for the purpose of finding meaning or relationships and identifying patterns, similarities and differences.

characteristic
A distinguishing aspect, including features and behaviours of an object material, living thing or event.

chart
A visual display of information.

classify
To arrange items into named categories in order to sort, group or identify them.

collaborate
To work with others to perform a specific task.

communication
To convey scientific information using a range of modes, conventions, formats and structures

conclusion
A judgement based on evidence.

contemporary science
New and emerging science research and issues of current relevance and interest.

continuous data
Quantitative data with a potentially infinite number of possible values along a continuum.

controlled variable
A variable that is kept constant, or changed in constant ways, during an investigation.

convention
An agreed method of representing concepts, information and behaviours.

data
The plural of datum; the measurement of an attribute, the volume of gas or the type of rubber. this does not necessarily mean a single measurement: it may be the result of averaging several repeated measurements and these could be quantitative or qualitative.

dependent variable
A variable that changes in response to changes to the independent variable in an investigation.

design
To plan and evaluate the construction of a product or process, including an investigation.

digital technologies
Systems that handle digital data, including hardware and software, for specific purposes.

discrete data
Quantitative data consisting of a number of separate values where intermediate values are not permissible.

environment
All the surroundings, both living and non-living.

evaluate
To examine and judge the merit or significance of something, including processes, events, descriptions, relationships or data.

evidence
In science, evidence is data that is considered reliable and valid, and that can be used to support a particular idea, conclusion or decision. Evidence gives weight or value to data by considering its credibility, acceptance, bias, status, appropriateness and reasonableness.

experiment or experimental investigation
An investigation that involves carrying out a practical activity.

fair test
An investigation where one variable (the independent variable) is changed and all other conditions (controlled variables) are kept the same; what is measured or observed is referred to as the dependent variable.

field study or work
An observational or practical research undertaken in a normal environment of the subject of a study, that is, an investigation can be conducted outside the laboratory.

force
A push or pull between objects, which may cause one or both objects to change speed and/or direction of their motion, that is, accelerate, or change their shape. All interactions between matter can be explained as an action of one or a combination of forces.

formal measurement
Measurement based on an agreed standard unit such as metre, second or gram.

graph
A visual representation of the relationship between quantities plotted with reference to a set of axes.

guided investigation
An investigation partly directed by a teacher.

informal measurement
Measurement that is not based on any agreed standard unit, for example, hand spans, paces or cups.

investigation
A scientific process of answering a question, exploring an idea or solving a problem that requires activities such as planning a course of action, collecting data, interpreting data, reaching a conclusion and communicating these activities.

law
A statement of a relationship based on available evidence.

material
A substance with particular qualities or that is used for specific purposes.

matter
A physical substance; anything that has mass and occupies space.

methodology
the process of developing and applying the specialised methods of study designed to meet the requirements of a discipline

model
A representation that describes, simplifies, clarifies or provides an explanation of the workings, structure or relationships within an object, system or idea.

natural materials
Products or physical matter that come from plants, animals, or earth and have undergone very little modification by humans.

observable
Something that can be seen, heard, felt, tasted or smelled either directly by an individual or indirectly by a measuring device, for example, a ruler, camera or thermometer.

processed materials
Products of physical matter that have been modified from natural materials by human intervention or that do not occur at all in the natural environment, but have been designed and manufactured to fulfil a particular purpose.

property
An attribute of an object or material, normally used to describe attributes common to a group.

qualitative data
Information that is not numerical in nature.

quantitative data
Numerical information.

relate
To identify connections or associations between ideas or relationships or between components of systems and structures.

relationship
A connection or association between ideas or between components of systems and structures.

report
A written account of an investigation.

represent
Use words, images, symbols or signs to convey meaning.

scientific literacy
An ability to use scientific knowledge, understanding, and inquiry skills to identify questions, acquire new knowledge, explain science phenomena, solve problems and draw evidence-based conclusions in making sense of the world, and to recognise how understandings of the nature, development, use and influence of science help us make responsible decisions and shape our interpretations of information.

senses
Hearing, sight, smell, touch and taste.

system
A group of interacting objects, materials or processes that form an integrated whole.

technology
A development of products, services, systems and environments, using various types of knowledge, to meet human needs and wants.

theory
An explanation of a set of observations that is based on one or more proven hypotheses, which has been accepted through consensus by a group of scientists.

The transdisciplinary nature of science

Scientific disciplines

Science aims to understand the world we experience in an objective way. This world is transdisciplinary and disciplines are a human construct. When we inquire scientifically into our shared world, inevitably understanding requires working across disciplines of science. In practice, within contemporary science almost all research requires elements that span a number of disciplines. This course requires learners to complete an extended inquiry that spans more than one scientific discipline.

According to the Australian and New Zealand Standard Research Classification there are 10 Fields of Research Divisions directly related to science listed below. The Divisions are reflected in Australian Curriculum Senior Secondary and TASC science courses and each span a number of scientific disciplines. Each Division is mapped to 91 Fields of Research Groups (see below) which are considered disciplines within the scientific community. The Groups within the divisions are further split into 577 Fields of Research. Although many of these Fields of Research may be considered disciplines within themselves, for the purposes of this course disciplines are limited to the Groups of Fields of Research.

Divisions and groups of fields of research that represent scientific disciplines

Disciplines closely related to science

Other disciplines that are most likely to be used in some transdisciplinary science inquiries are contained within the following Divisions:

• built environment and design
• engineering
• information and computing sciences.

Additional disciplines

The remaining Divisions are much less likely to contain disciplines related to science and would require justification for inclusion. These are:

• commerce, management, tourism and services
• creative arts and writing
• economics
• education
• history, heritage and archaeology
• human society
• indigenous studies
• language, communication and culture
• law and legal studies
• philosophy and religious studies.

Inquiry project approval procedures
All providers are required to have documented procedures in place for approving individual learners’ inquiry projects, and to explain how inquiry proposals that are not approved will be managed.

This inquiry project approval procedure must be provided to learners enrolled in the course and supplied to TASC if requested.

An inquiry project for Transdisciplinary Science Level 2 may be approved by the provider if, based on the research plan provided by the learner, the following standards are met. The criteria are the minimum and providers may impose additional requirements.

†Further information to support providers.

• National Statement on Ethical Conduct in Human Research (2007) - Updated 2018 published by the National Health and Medical Research Council of Australia
• ‘About Human Research Ethics’ on the University of Tasmania’s website

Content depth and Level 2 Science
Science contentI
Science understanding is evident when a person selects and integrates appropriate science concepts, models and theories to explain and predict phenomena and applies those concepts, models and theories to new situations. Models in science can include diagrams, physical replicas, mathematical representations, word-based analogies, including laws and principles and computer simulations. Development of models involves selection of the aspects of the system or systems to be included in the model and thus models have inherent approximations, assumptions and limitations.

Learners are guided to engage in scientific investigations that are relevant to Tasmania, which may be mandated by providers. Learners develop and extend their knowledge and understanding of key scientific concepts through the contexts they are investigating. Learners may explore and extend their understanding of a range of scientific concepts relevant to the contexts they are studying. They investigate and apply their understanding of these concepts through science inquiry skills. Learners make connections between these key scientific concepts and their influence in society through investigations of science as a human endeavour. These contexts provide the basis for developing, understanding and investigating key scientific concepts. The contexts must encompass two or more scientific disciplines.

Through a focus on science inquiry skills and scientific ways of observing, questioning, and thinking, learners in Transdisciplinary Science Level 2 actively investigate and respond to authentic, engaging, and complex questions, problems or challenges.

Learners apply inquiry-based approaches to design, plan and undertake investigations on a short term and more extended scale, responding to local, national or global situations. Both collaboratively and individually, they employ a scientific approach to collecting, representing and analysing data and using technological tools effectively. After evaluating their procedures or models, learners communicate scientifically to draw evidence-based conclusions that may lead to further testing, exploring more effective methods or solutions or new questions.

Practical activities may take a range of forms, for example, using or developing models and simulations that enable learners to develop their understanding of particular concepts related to science inquiry skills. The activities include laboratory and field studies during which learners develop investigable questions or notice a problem or need, formulate a testable inquiry question or propose a solution and select and use equipment appropriately to collect data. The data may be observations, measurements or other information obtained during the investigation.

Depth of inquiry at Level 2
Within Transdisciplinary Science Level 2 the focus is on exploring, applying, analysing and evaluating simple relationships within science. These simple relationships may be within or between the three interrelated strands identified within Australian Curriculum: Science (F-12):

• Science understanding
• Science as a human endeavour
• Science inquiry skills

I Based on text from Studies Stages 1 and 2 (South Australian Certificate of Education Board, 2021)