VCE Environmental Science
Unit 3-4 (Only Units 3&4 of this subject are being offered. This can be undertaken without completing Units 1&2)
Rationale
VCE Environmental Science is a relevant and multi-disciplinary course that enables students to understand the challenges that past and current human interactions with the environment present, and explore strategies for taking better care of the planet into the future. In undertaking this study, students examine how environmental actions affect, and are affected by, ethical, social and political frameworks.
In VCE Environmental Science, students develop a range of inquiry skills involving practical experimentation and research, analytical skills including critical and creative thinking, and communication skills. Students undertake independent research and attend a range of field studies and excursions, including water analysis at Nangak Tamboree Sanctuary at La Trobe University, spotlighting and live trapping at Mt Rothway Conservation Sanctuary, participating in penguin counts at St Kilda pier and visiting the Nightingale sustainable housing development in Brunswick.
VCE Environmental Science provides for continuing study pathways within the field and leads to a diverse range of careers, from design (including landscape or building architecture), engineering and urban planning, environmental consultancy and advocacy (which may involve employment in air, water and/or soil quality monitoring and control), agriculture, construction, mining and property management. Environmental scientists also work in cross-disciplinary areas such as bushfire research, environmental management and conservation, geology and oceanography.
Recommended Pathway
At Templestowe College students enrol directly into 3/4 Environmental Science (we do not offer Units 1 and 2). It is recommended that students complete at least one of Science Investigations, Pre-VCE Biology or Outdoor and Environmental studies 1/2 prior to enrolment in Environmental Science. These subjects provide opportunities to develop knowledge and skills relating to key concepts such as biological and physical science and scientific communication.
Aims
This study enables students to:
Examine Earth as a dynamic and complex set of four interacting systems (atmosphere, biosphere, hydrosphere and lithosphere) that undergo change over various time scales and that affect, and are affected by, human activities
Develop knowledge and understanding of key models, concepts and principles of environmental science that reflect the contemporary nature and diversity of the disciplines involved and that integrate scientific, economic, sociocultural and political perspectives
and more broadly to:
Understand the cooperative, cumulative, evolutionary and interdisciplinary nature of science as a human endeavor, including its possibilities, limitations and political and sociocultural influences
Develop a range of individual and collaborative science investigation skills through experimental and inquiry tasks in the field and in the laboratory
Develop an informed perspective on contemporary science-based issues of local and global significance
Apply their scientific understanding to familiar and unfamiliar situations, including personal, social, environmental and technological contexts
Develop attitudes that include curiosity, open-mindedness, creativity, flexibility, integrity, attention to detail and respect for evidence-based conclusions
Understand and apply the research, ethical and safety principles that govern the study and practice of the discipline in the collection, analysis, critical evaluation and reporting of data
Communicate clearly and accurately an understanding of the discipline using appropriate terminology, conventions and formats
Structure
The study is made up of two units:
Unit 4: How can the impacts of human energy use be reduced?
Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and is complemented by a set of key science skills.
Entry
There are no prerequisites for entry to Unit 3. Students must undertake Unit 3 prior to undertaking Unit 4. All VCE studies are benchmarked against comparable national and international curriculum.
Unit 3: How can biodiversity and development be sustained?
In this unit, students focus on environmental management through the examination and application of sustainability principles. They explore the value and management of the biosphere by examining the concept of biodiversity and the services provided to all living things. They analyse the processes that threaten biodiversity and apply scientific principles in evaluating biodiversity management strategies for a selected threatened endemic species. Students use a selected environmental-science case study with reference to the principles of sustainability and environmental management to explore management at an Earth-systems scale, including impact on the atmosphere, biosphere, hydrosphere and lithosphere.
Unit 4: How can the impacts of human energy use be reduced?
In this unit, students analyse the social and environmental impacts of energy production and use on society and the environment. They explore the complexities of interacting systems of water, air, land and living organisms that influence climate - focusing on both local and global scales - and consider long-term consequences of energy production and use. Students examine scientific concepts and principles associated with energy, compare efficiencies of the use of renewable and non-renewable energy resources, and consider how science can be used to reduce the impacts of energy production and use. They distinguish between natural and enhanced greenhouse effects and discuss their impacts on living things and the environment, including climate change.
Measurement of environmental indicators often involves uncertainty. Students develop skills in data interpretation, extrapolation and interpolation, test predictions and recognise the limitations of provisional and incomplete data. They learn to differentiate between relationships that are correlative and those that are cause-and-effect, and make judgments about accuracy, validity and reliability of evidence.
Assessment
Satisfactory Completion:
The award of satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit. Demonstration of achievement of outcomes and satisfactory completion of a unit are determined by evidence gained through the assessment of a range of learning activities and tasks.
Levels of Achievement
Units 3 and 4:
The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4. The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework (SACs) and/or School-assessed Tasks (SATs) as specified in the VCE study designs, and external assessment.
The VCAA will report the student’s level of achievement on each assessment component as a grade from A+ to E or UG (ungraded). To receive a study score, the student must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0–50; it is a measure of how well the student performed in relation to all others who took the study.
Unit 3 School-assessed Coursework: 20 %
Unit 4 School-assessed Coursework: 30 %
End-of-year examination: 50 %
Key skills required
The development of a set of key science skills is a core component of the study of VCE Environmental Science and applies across Units 3 and 4 in all areas of study. The key science skills are:
Develop aims and questions, formulate hypotheses and make predictions
Plan and undertake investigations
Comply with safety and ethical guidelines
Conduct investigations to collect and record data
Analyse and evaluate data, methods and scientific models
Draw evidence-based conclusions
Communicate and explain scientific ideas
Scientific investigation
Students undertake scientific investigations across Units 3 and 4 of this study. Scientific investigations may be undertaken in groups, but all work for assessment must be completed individually.