Agricultural Scientist, Cellar door Manager, Farmer, Farm Hand, Food Technologist, Horticulturalist, Park Ranger, Sommelier, Viticulturist, Wine Maker, Biologist
In this unit students develop an understanding of scientific and technological theory and skills used in Agricultural and Horticultural production systems. They apply a number of biology, chemistry, ecology and geology concepts in order to develop an understanding of various farming practices. Students develop an understanding of the importance of photosynthesis and cellular respiration in living things, as well as various natural adaptations that organisms have for these processes to occur effectively. They begin to develop an understanding of how these and other biological processes inform management strategies in plant and animal production. Students also apply their understanding as they learn the theory behind viticulture and wine making. They focus on understanding the basics of carbon chemistry and consider the nitrogen and carbon cycles. They explore soil chemistry and look at how it relates to the quality of pastures. Students also learn about plant and animal genetics, including the ideas of selective breeding and inheritance. They apply their knowledge by taking part in various stages of winemaking and participating in production of plants, maintenance of the vineyard, orchard and the animal systems within the school.
This unit uses a mix of theory and practical activities to develop an understanding of sustainable production practices. While completing the unit students will also undertake an independent student lead investigation and use a variety of instruments to record and graph data in order to identify trends and patterns, form hypotheses and design experiments to test these hypotheses.
Learning Standards:
SCIENCE AS A HUMAN ENDEAVOUR
- scientific knowledge is contestable and is validated and refined over time through expanding scientific methods, replication, publication, peer review and consensus
- advances in technologies have enabled advances in science, while science has contributed to developments in technologies and engineering
- the use of scientific knowledge to address socio-scientific issues and shape a more sustainable future for humans and the environment may have diverse projected outcomes that affect the extent to which scientific knowledge and practices are adopted more broadly by society
SCIENCE UNDERSTANDING
- the nervous and endocrine systems work together to regulate and coordinate the body’s response to stimuli, ensuring homeostasis, including through negative feedback mechanisms
- genetic inheritance involves the function of DNA, chromosomes, genes and alleles, and the roles of mitosis and meiosis in passing on genetic information to the next generation; the principles of Mendelian inheritance can be used to predict ratios of genotypes and phenotypes in monohybrid crosses involving dominant and recessive traits
- chemical reactions are described by the Law of Conservation of Mass and involve the rearrangement of atoms; they can be modelled using a range of representations, including word and simple balanced chemical equations
- carbon is cycled on Earth through key processes including photosynthesis, respiration, fire, weathering, vulcanism and the combustion of fossil fuels; these processes change the composition of Earth’s interrelated systems (atmosphere, biosphere, hydrosphere and lithosphere) over time
SCIENCE INQUIRY
- investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships
- valid, reproducible investigations to answer questions and test hypotheses can be planned and conducted, including identifying and controlling for possible sources of error and bias in sampling or in making observations; safe, ethical investigations include undertaking risk assessments and following protocols when accessing cultural sites and artefacts on Country and Place
- data and information can be organised, processed and summarised by selecting and constructing representations including tables, graphs, descriptive statistics, models, symbols, formulas and mathematical relationships
- information and processed data can be analysed and compared to identify and explain qualitative and quantitative patterns, trends, relationships and anomalies
- the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty
ASSESSMENT
Assessment across the semester will include a range of tasks such as:
- Practical Investigations
- Topic Tests
- Extended Research Task
- Examination
.png)