What students learn in AC9S9I02
This unit helps students build a clear, usable understanding of Plan and conduct valid, reproducible investigations to answer questions and.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- discussing what is meant by validity and reproducibility and how they relate to the method used in an investigation determining the reproducibility of a field investigation using survey techniques that seek to answer a question such as: ‘How much traffic passes the school during a designated period of time?’
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place
- E1: discussing what is meant by validity and reproducibility and how they relate to the method used in an investigation
- E2: determining the reproducibility of a field investigation using survey techniques that seek to answer a question such as: ‘How much traffic passes the school during a designated period of time?’
- E3: identifying possible sources of error in methods then examining if further testing or extra variable control is needed
- E4: identifying the potential hazards of chemicals or biological materials and processes used in experimental investigations and identifying how these should be addressed
- E5: discussing the ethical and social issues involved in the care and use of animals for scientific purposes before starting an investigation involving animals
- E6: recognising First Nations Australians’ heritage laws and public responsibilities to report new sites or artefacts, and developing awareness of the consequences for disturbing heritage sites on, above or below the land surface, or in waters (teaching context)
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9S9I02 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Describing what is seen without connecting it to a question, pattern or prediction.
- Using everyday words only and missing simple scientific vocabulary.
- Changing more than one thing in an investigation, which makes the comparison unfair.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9S9I02 — plan and conduct valid, reproducible investigations to answer questions and test hypotheses, including identifying and controlling for possible sources of error and, as appropriate, developing and following risk assessments, considering ethical issues, and addressing key considerations regarding heritage sites and artefacts on Country/Place |
| Victoria | Victorian Curriculum F-10 | Year 9 Science: closest match in Planning and conducting. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 5 Science: closest content focus for Plan and conduct valid, reproducible investigations to answer questions and... and related outcomes. |
| United States | Common Core / NGSS | Grade 9 NGSS science closest topic match for Plan and conduct valid, reproducible investigations to answer questions and.... |
| England / UK | National Curriculum | Key Stage 3 / Year 9: closest programme-of-study match for Plan and conduct valid, reproducible investigations to answer questions and.... |
| Canada | Provincial and territory curricula | Grade 9 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 5 Science: closest achievement-objective topic for Plan and conduct valid, reproducible investigations to answer questions and.... |
| India | NCERT / CBSE | Class 9 closest NCERT/CBSE topic match for Plan and conduct valid, reproducible investigations to answer questions and.... |