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Achievement objective NOS 8-2

Students will:

  • develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations and scientific theories and models.

Indicators

  • In response to an observation of a local scientific phenomenon, develops a testable question that leads to a scientific investigation; this investigation is planned and carried out and the findings used to relate the observation to a scientific theory or mode.
  • Develops and tests a hypothesis for an observed phenomenon, and links the findings to scientific theories.
  • Interprets the results of a series of related investigations into a scientific phenomenon in terms of current scientific theories.
  • Uses a model to demonstrate understanding of the concepts underpinning a scientific theory.
  • Explains the relationships in a complex system, using a physical or conceptual model to represent the relevant scientific theories.
  • Investigates an observed phenomenon and discusses how the findings link to current scientific theories;
  • With reference to a range of relevant scientific ideas, suggests possible explanations that fit the evidence from an investigation.

Possible context elaborations

  • The growth of wheat in a paddock: reasons for the variations.
  • The behaviour of pukeko: suggest and test a hypothesis that seeks to explain this behaviour.
  • Data from an investigation into pendulum length: analyse and interpret, using appropriate theories.
  • The concepts of cell division: develop a model to explain.
  • The cycling of energy within a flax swamp ecosystem: construct a digital model to demonstrate the process and link it to relevant scientific theories.
  • Sediment grains in rivers after rainfall: size and distribution.
  • Mopping up of oil spills using different materials.
  • Investigating the properties of various materials for sound insulation.
  • Effect of light pollution on star gazing.
  • Factors affecting erosion (a field study or lab simulation).
  • Effect of weak acid on sea shells.
  • Rate of absorption of carbon dioxide by fresh and sea water.
  • Water heating in jug: investigate and explain why it makes a noise.
  • Loudspeakers with and without enclosure boxes: how do interference considerations affect the design of speakers?
  • The relationship between the radius of a circular piece of plastic pipe and the period of a metre rule symmetrically placed on the top of the pipe and set to oscillate.

Assessment for qualifications

At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the NZQA website.

The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.

Learn more:

Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.

 
 

Last updated August 18, 2015



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