Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests

Students write detailed methods another group can repeat, identify variables and controls, select measurement tools, plan repetitions and risk controls and justify any digital data collection.

Repeatability requires an explicit sequence, quantities, units, controls and recording method—not merely a general description.

The method should specify distances, times and measurement points so another group can reproduce it.

A pilot may reveal that the temperature change is too small, the scale is unsuitable or the timing is inconsistent.

Learning routine: Observe → Model → Investigate → Analyse → Explain → Evaluate

Success looks like

• Identify system components
• Explain relationships with a model
• Use evidence from a fair method
• Apply to a new context
• Evaluate limits and further questions

Content description: plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place.

• E1: considering different ways to approach investigations, such as researching, using trial and error, experimental testing, field observations, using digital tools to record observations or development of virtual simulations
• E2: planning and recording the method to be used in an investigation so that it could be repeated by someone else
• E3: making decisions on the variables to be changed, measured and controlled in fair tests, such as measuring the length and size of a shadow formed by different light sources
• E4: using a map or aerial photographs to predict local sites likely to be affected by erosion, and collaboratively planning a field excursion to collect observations
• E5: explaining rules for safe processes and use of equipment and materials, and potential risks to themselves or others when conducting an investigation
• E6: consulting with First Nations Australians to identify local areas that require permission before accessing
• E7: consulting with First Nations Australians to guide the planning of scientific investigations, considering potential risks for field investigations

Core idea: Repeatability requires an explicit sequence, quantities, units, controls and recording method—not merely a general description.

Remember

• Identify system components
• Explain relationships with a model
• Use evidence from a fair method
• Apply to a new context
• Evaluate limits and further questions

Important questions

• Name variables. Explain using the model or evidence above.
• Write a repeatable step. Explain using the model or evidence above.
• Choose repeated trials. Explain using the model or evidence above.
• Identify a risk control. Explain using the model or evidence above.
• Explain a pilot test. Explain using the model or evidence above.

• Repeatable means same result guaranteed — It means the method can be followed consistently.
• Equipment list replaces method — Specify how tools are used.
• Controls omitted because obvious — Record quantities and conditions explicitly.
• Digital sensor assumed self-correcting — Check placement, calibration, units and export settings.

Learn from the Topic Guide and fixed Teacher Slides, complete the Practice Sheet, use Practice for supported feedback, then take the Test when ready.

Students write detailed methods another group can repeat, identify variables and controls, select measurement tools, plan repetitions and risk controls and justify any digital data collection.

Repeatability requires an explicit sequence, quantities, units, controls and recording method—not merely a general description.

The method should specify distances, times and measurement points so another group can reproduce it.

A pilot may reveal that the temperature change is too small, the scale is unsuitable or the timing is inconsistent.

Learning routine: Observe → Model → Investigate → Analyse → Explain → Evaluate

Success looks like

• Identify system components
• Explain relationships with a model
• Use evidence from a fair method
• Apply to a new context
• Evaluate limits and further questions

Australian Curriculum Version 9.0

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