Download SYLLABUS SUPPLEMENT

T A S M A N I A N
Environmental Science
C E R T I F I C A T E
Senior Secondary 5C
O F
E D U C A T I O N
SYLLABUS SUPPLEMENT
The Syllabus Supplement must be read in conjunction with the syllabus document. It contains advice to assist
teachers delivering the syllabus and can be modified as required.
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007
2
Environmental Science
Senior Secondary 5C
SYLLABUS SUPPLEMENT TABLE OF CONTENTS
EXPANDED SYLLABUS OUTLINE ..................................................................................................................................... 3
EXTERNAL ASSESSMENT ................................................................................................................................................. 8
SUPPORT MATERIAL.......................................................................................................................................................... 8
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007
Environmental Science
3
Senior Secondary 5C
EXPANDED SYLLABUS OUTLINE
INTRODUCTION
This document is intended to act as a guide to the teaching of the subject content material and should be
used in conjunction with the Syllabus Outline, the Criteria Standards and the Outline for Assessing the
Common Science Criteria 1 to 6 documents.
The primary objective of Environmental Science is to help students develop a perspective on the
interrelationship between the natural world and human society, a view that will allow them to develop an
informed personal response to the environmental issues of today and tomorrow. Attention should be drawn
to their own relationship with the environment and the significance of the choices and decisions they make in
their own lives.
Much of the course can be studied within the context of current environmental issues and topics which have
been highlighted in the media. However, the exam questions will allow students to apply their understanding
of general principles of the course rather than expect students to have necessarily studied specific current
media issues. Students will be expected to use the language and ideas of environmental science and apply
them in unfamiliar situations as described in the examination.
It is expected that students would engage in 25 hours or more of field and/or laboratory work during this course of
study.
TOPIC A
TECHNIQUES FOR INVESTIGATING THE NATURAL WORLD
This topic should not be seen as a separate unit but should be integrated into the other topic, particularly
Topic C.
A.1
EXPERIMENTAL DESIGN
Information for this section is contained in the document Outline for Assessing the Common Science
Criteria 1 to 6 available from the TQA website.
A.2
BIOTIC AND ABIOTIC SURVEYS – These are specific to Environmental Science.
They can be carried out in the laboratory and in the field.
A.3
A.2.1
Baseline studies and continuous monitoring of environmental factors
A.2.2
Use of indicator (index) species as indicators of environmental health
A.2.3
Techniques such as capture/recapture, line transects, quadrants, remote sensing
A.2.4
Chemical analysis of water, air and soil
OPINION SURVEYS
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007
4
Environmental Science
Senior Secondary 5C
TOPIC B
IMPACT OF SCIENCE ON SOCIETY
Much of this topic can be studied within the context of current environmental issues and topics which have
been highlighted in the media. The same issues may also be use in other topics. It therefore is best viewed
as a theme to be used in the delivery of the other topics.
B.1
SCIENCE AND SOCIETY
Information for this section is contained in the document Outline for Assessing the Common Science Criteria
1 to 6.
B.2
ENVIRONMENTAL SCIENCE SPECIFIC
B.2.1
The importance of values in decision making
B.2.2
Attitudes to the Environment
B.2.3
Pressure groups and their role in decision making
B.3.4
Our Traditional Economic System and how it Impacts on the Environment
B.3.5
A Federal System of government and environmental management
TOPIC C
ECOLOGY
As part of this study students should be familiar with the terms related to the study of Ecology and should
investigate local ecosystems such as forests, rivers or the coast.
C.1
C.2
THE SYSTEMS APPROACH
C.1.1
Levels of organisation within the biosphere
C.1.2
Open and closed systems
C.1.3
The energy laws (first & second)
C.1.3
Positive and Negative Feedback
ECOSYSTEMS
C.2.1
Definition
C.2.2
Biotic and Abiotic factors
C.3.2.1
C.2.3
Factors affecting productivity
Terrestrial and aquatic ecosystems
(brief outline of the major systems)
C.3
INPUTS AND OUTPUTS OF ECOSYSTEMS
C.3.1
matter flow within ecosystems
C.3.1.1
role of producers in photosynthesis
C.3.1.2
role of producers, consumers, decomposers in ecosystems
C.3.1.3
food chains and food webs
C.3.1.4
nutrient cycles: carbon, nitrogen (legumes), phosphorus, water
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007
Environmental Science
Senior Secondary 5C
C.3.2
energy flow through ecosystems
C.3.2.1
energy transformation during respiration
C.3.2.2
concept of trophic levels
C.3.2.3
C.4
C.5
C.6
loss of matter and energy at each trophic level. The 10% concept
•
explain the above in terms of the energy laws
•
why there are so few trophic levels in some ecosystems
pyramids of numbers, biomass and energy
RELATIONSHIPS BETWEEN SPECIES
C.4.1
niche concept
C.4.2
competition, predation, parasitism, commensalism, mutualism
CHANGES IN ECOSYSTEMS
C.5.1
importance of climate
C.5.2
importance of fire
C.5.3
natural selection
POPULATIONS
C.6.1
Characteristics of populations
C.6.2
Factors that limit population size
C.6.3
TOPIC D
D.1
•

carrying capacity

Importance of competition
Graphical representation of population growth

predator/prey relationships

S curves and J curves
HOW HUMANS DEPEND UPON AND IMPACT ON THE NATURAL ENVIRONMENT
ECOSYSTEM SERVICES
The role of ecosystems in providing humans with
D.2
D.1.1
Food, oxygen, clean water
D.1.2
Climate regulation
D.1.3
Resources (renewable and non-renewable)
VALUES OF ECOSYSTEMS
Economic, ethical, aesthetic, social, educational, scientific
D.3
ECOLOGICAL FOOTPRINTS
D.3.1
How footprint is calculated
D.3.2
Comparison of ecological footprints of different human populations
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007
5
6
Environmental Science
Senior Secondary 5C
D.4
D.5
BIODIVERSITY
D.4.1
Types of biodiversity
D.4.2
Why biodiversity is important
D.4.3
Processes that threaten biodiversity
D.4.4
Preventing the loss of biodiversity
POLLUTION
Definition of pollutant, Lifetime in environment (biodegradable - non-biodegradable), Toxicity,
Biomagnification, Concept of synergy, Farm waste and sewage, Eutrophication, Biological Oxygen
Demand (BOD)
D.6
PEST POPULATIONS
Introduced species, Ecosystem imbalances and natural populations, how pests develop resistance to
pesticides - natural selection, use of biological control.
D.7
THE TRAGEDY OF THE COMMONS – these should be studied within the context of a tragedy of the
commons.
D.7.1
Concept of the Commons and Open Access Resources
D.7.2
Human Impact on Commons
D.7.2.1 Agricultural ecosystems

land clearance and biodiversity loss

soil degradation

wet and dry land salinity

erosion
D.7.2.2 Earth resources

depletion

impact of mining

impact of energy production
D.7.2.3 Aquatic Ecosystems

water supply and usage

draining wetlands

oceans
D.7.2.4 The atmosphere

urban air pollution – photochemical smog

enhanced greenhouse effect

ozone depletion

acid rain
Due to the wide scope of issues listed in Topic D, it is not envisaged that all issues would be externally
examined in any given year. A list of issues that will form the focus for the relevant section of the
examination will be published each year by the TQA. This list will be prepared by the Moderator and reflect
the consensus decision reached by teachers at the Moderation Meeting.
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007
Environmental Science
7
Senior Secondary 5C
TOPIC E
ECOLOGICALLY SUSTAINABLE DEVELOPMENT
The concept of sustainability is central to the understanding of the nature of the interactions between human
society and the natural world. Resource management issues are issues of sustainability and this should be
stressed in this topic. This unit should be studied using current development proposals as examples. The
study should consider how we manage our marine resources, forest resources, energy resources and food
production and how we could do so more sustainably. It should also consider how we manage our natural
ecosystems (for example National parks, marine parks, the atmosphere and our waterways and oceans).
E.1
E.2.
ECOLOGICALY SUSTAINABLE DEVELOPMENT
E.1.1
Definition of ecological sustainability
E.1.2
Important Principles
E.4
intergenerational equity

intragenerational (social) equity

conservation of biodiversity and ecological integrity

precautionary and anticipatory principle

pricing environmental values and natural resources (user pays principle)

efficiency of resource use
STRATEGIES FOR IMPLEMENTATION
E.2.1
Education
E.2.2
Science and technology
E.2.3
Economics
E.2.4
E.3


green economics

accounting for environmental assets

real cost pricing principle (user pays principle)

taxes polluter pays principle

incentives

mandatory renewable energy targets (MRETs)
The Law

problems of relying on legal processes

international agreements
MANAGEMENT TOOLS
E.3.1
Cost/Benefit Analysis
E.3.2
E.I.A/E.I.S.
E.3.3
Risk Assessment
MANAGEMENT PLANS
E.4.1
What they are
E.4.2
How they are developed

identification of stake holders

vision statement

description and mapping of resources

valuing of resources

determine legal restrictions

selecting appropriate technology
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007
8
Environmental Science
Senior Secondary 5C
E.5

ongoing monitoring

evaluating the management plan
BARRIERS TO SUSTAINABLE DEVELOPMENT
TOPIC F

global economic system

difference between less economically developed countries

(LEDC’s) and more economically developed countries

(MEDC’s). 3rd world debt/1st world greed
ANALYSE, INTERPRET AND DRAW CONCLUSIONS FROM DATA
This topic should not be considered as a separate unit but should be integrated into the other topics.
Students should be given practice in interpreting and drawing conclusions from environmental data presented
in a variety of forms eg tables, graphs, models, illustrations and photographs. The data may be second hand
or data generated from the student’s own investigations. Any of the topics A to E could provide such data
and the case study provides an excellent opportunity to assess the student’s ability in this topic.
The ability to analyse data and relate it to the key ideas of the course is considered important.
CASE STUDY
Each student is expected to complete a case study and it should represent about twenty hours work, at least
some of which should be class time. The study can be personal or a small group investigation of comparable
time. The topic should be chosen in consultation with the teacher. It is hoped that considerable flexibility will
be allowed in the choice of topic, the method of investigation and the format in which it is presented. It is
expected that the study will contain at least some primary information and not be based solely on secondary
knowledge.
The study should be assessed against a number of criteria with particular emphasis on the criteria not
included in the external assessment.
EXTERNAL ASSESSMENT
The external assessment will consist of a 3 hour examination that assesses Criteria 4, 7, 8, 9 and 10.
SUPPORT MATERIAL
The following resources have been produced by the Environmental Science teachers planning group and can
be obtained from the Moderator.
STUDENT GUIDE TO ENVIRONMENTAL SCIENCE
ENVIRONMENTAL SCIENCE TEACHERS RESOURCE BOOK – SCIENCE
ENVIRONMENTAL SCIENCE TEACHERS RESOURCE BOOK – ECOLOGY
ENVIRONMENTAL SCIENCE TEACHERS RESOURCE BOOK – HUMANS IN ECOSYSTEMS
ENVIRONMENTAL SCIENCE TEACHERS RESOURCE BOOK – SUSTAINABLE DEVELOPMENT
Tasmanian Qualifications Authority
Version 2.a
Date of Publication: 19 October 2007