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?

In this unit students consider pollution as well as food and water security as complex and systemic environmental challenges facing current and future generations. They examine the characteristics, impacts, assessment and management of a range of pollutants that are emitted or discharged into Earth’s air, soil, water and biological systems, and explore factors that limit and enable the sustainable supply of adequate and affordable food and water.

Areas of study

• How can we manage pollution to sustain Earth’s systems?

• How can we manage food and water security to sustain Earth’s systems?

• How do scientific endeavours contribute to minimising human impacts on Earth’s systems?

There are three outcomes:

• Explain how the chemical and physical characteristics of pollutants impact on Earth’s four systems, and recommend and justify a range of options for managing the local and global impacts of pollution.

• Compare the advantages and limitations of different agricultural systems for achieving regional and global food security, evaluate the use of ecological footprint analysis for assessing future food and/or water security, and recommend and justify a range of options for improving food and/or water security for a nominated region.

• Investigate and explain how science can be applied to address the impacts of natural and human activities in the context of the management of a selected pollutant and/or the maintenance of food and/or water security.

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

• How can we respond to climate change?

• What might be a more sustainable mix of energy sources?

• How is scientific inquiry used to investigate contemporary environmental challenges?

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.