Unit 1: How are Earth’s systems connected?

In this unit, students examine Earth as a set of four interacting systems: the atmosphere, biosphere, hydrosphere and lithosphere. Students explore the physical requirements for life and consider the effects of natural and human-induced changes in chosen ecosystems. They investigate the physical environment and its components, the function of local ecosystems, and the interactions that occur in and between ecological components over different timescales. Students monitor and measure biotic and abiotic components of their local ecosystems.

Areas of study

• How is life sustained on Earth?

• How is Earth a dynamic system?

• Practical investigation

There are three outcomes:

• Compare the processes and timeframes for obtaining the key inputs required for life on Earth, describe strategies for the minimisation of waste product outputs, and explain how Earth’s four systems interact to sustain life.

• Describe the flow of matter and energy, nutrient exchange and environmental changes in ecosystems across Earth’s four systems over different time scales.

• Design and undertake an investigation related to ecosystem monitoring, and draw a conclusion based on evidence from collected data.

Unit 2: How can pollution be managed?

Pollutants can be produced through natural and human activities and can generate adverse effects for living and non-living things when released into ecosystems. In this unit students explore the concept of pollution and associated impacts on Earth’s four systems through global, national and local perspectives. Students distinguish between wastes, contaminants and pollutants and examine the characteristics, measurement and management of pollution. They analyse the effects of pollutants on the health of humans and the environment over time. Students choose and compare three pollutants of national and/or global significance and discuss management options. They consider how values, beliefs and evidence affect environmental decision-making.

Areas of study

• When does pollution become a hazard?

• What makes pollution management so complex?

• Case study

There are three outcomes:

• Compare a selected pollutant that results in bioaccumulation with an air- or water-borne pollutant, with reference to their sources, characteristics and dispersal, explain how they can be measured and monitored, and describe treatment options.

• Compare the sources, nature, transport mechanism, effects and treatment of three selected pollutants, with reference to their actions in the atmosphere, biosphere, hydrosphere and lithosphere.

• Investigate and communicate a substantiated response to an issue involving the management of a selected pollutant of local interest.

Unit 3: How can biodiversity and development be sustained?

This unit focuses on environmental management through the examination and application of sustainability principles. Students explore the management of the biosphere, concepts of biodiversity and the services provided by all living things. They analyse the processes that threaten biodiversity and apply scientific principles to a threatened species. Students also investigate a case study on an Earth system scale, including impact on the atmosphere, biosphere, hydrosphere and lithosphere.

Areas of study

• Is maintaining biodiversity worth a sustained effort?

• Is development sustainable?

There are two outcomes:

• Explain the importance of Earth’s biodiversity, analyse the threats to biodiversity, and evaluate management strategies to maintain biodiversity in the context of one selected threatened endemic species.

• Explain the principles of sustainability and environmental management and analyse and evaluate a selected environmental science case study.

Unit 4: How can the impacts of human energy use be reduced?

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 a local and global scale. Students also explore the use of non-renewable and renewable energy resources and look at how science can be used to reduce the impacts of energy production.

Areas of study

• What is a sustainable mix of energy sources?

• Is climate predictable?

• Practical Investigation

There are three outcomes:

• Compare the advantages and disadvantages of a range of energy sources, evaluate the sustainability of their use, and explain the impacts of their use on society and the environment.

• Explain the causes and effects of changes to Earth’s climate, compare methods of measuring and monitoring atmospheric changes, and explain the impacts of atmospheric changes on living things and the environment.

• Design and undertake a practical investigation related to biodiversity or energy use from an environmental management perspective, and present methodologies, findings and conclusions in a scientific poster.