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Table of Contents

 

Part 1: Comparison between the syllabuses of Australian curriculum and New South Wales (NSW) 2

Part 2: Discussion on similarities and differences. 6

Challenges faced by teachers. 7

Identifying the research required. 7

Usage of gathered data and information. 7

Part 3: assessment task. 7

Part 4: Discussion of the task. 8

References List 10

 


Part 1: Comparison between the syllabuses of Australian curriculum and New South Wales (NSW)

 

Australian curriculum

New South Wales (NSW)

Course

Unit 1: Introduction to Earth systems

9.1 Earth and Environmental Science Skills

9.5 Introduced Species and the Australian Environment

Similarities

  • Primary feature of earth
  • Model and evidence for development of earth
  • Development of theories of model on evidence basis
  • Primary and secondary data of earth is collected using inquiry skills
  • Understand the environment of earth using qualitative and quantitative search in proper genres and modes
  • Identify the sources of data
  • qualitative and quantitative analysis done to find different types of data
  • proper order of magnitude are identified
  • uncertainty measurement of data is found
  • usage of dependent and independent variable

 

Differences

  • Evaluate evidence of the earth system and claim the structure
  • Searches are done regarding to the genres and modes
  • first-hand investigation is planned
  • the resources and investigation are chosen
  • first-hand investigation is performed
  • the data and technologies that are collected by first hand investigation are gathered
  • secondary resource is done to gather information
  • apply all the formula and methods that are acquire during the investigation and experiment
  • patterns and relationship of data are identified and explained using several methods and phenomenon
  • the problems are identified and explained
  • different strategies are used to solved the problems
  • the species and the environment of Australia is introduced

Course

Unit 2: Earth processes – energy transfers and transformations

9.3 Environments Through Time

9.7 Mining and the Australian Environment

Similarities

  • understanding transfer and transform of energy in earth system
  • development of theories and models on the basis of evidence from several discipline
  • in the context range, knowledge of the environmental science is limited used
  • the primary and secondary data of energy transfer is collected and analyzed
  • transformation of these data are done on the basis of the earth system
  • qualitative and quantitative search is provided to extract the energy transformation in the earth system
  • geographical and mineral relationships are identified
  • models are used to find the minerals
  • Researchers are done to find the mining and the land marks.
  • The deposited ore is named and exported and evaluated

Differences

  • biogeochemical cycling, oceanic and atmospheric transform is understand
  • empirical evidence are evaluated and the transfer of the energy is done within the earth system

 

  • The geographical time is identified on the basis of the fossils founded
  • Secondary and primary research is done to identify the geographical time
  • habitat of modern stromatolites are founded by doing the secondary research
  • new environment is exploit
  • event of pass and mass extinction

Course

Unit 3: Living on Earth – extracting, using and managing Earth resources

9.4 Caring for the Country

9.6 Organic Geology – A Non-renewable Resource

Similarities

  • the resources of the earth is managed
  • extract and manage the resources of the earth
  • resources are sustainably extracted using local and global scale
  • several theories and models are used in case of extracting the resources from the earth system
  • primary and secondary data for extracting is used in the research
  • evaluation are justified using the evidence
  • qualitative and quantitative search is provided to extract resources from the earth system
  • effects of weather and erosion are done in the land of Australia
  • management of soil resources
  • earth material are extracted
  • coal and petroleum formation
  • search for oil and coal
  • use the oil and coal
  • impacts of fossil in environment
  • alternative sources are searched

 

Differences

 

  • Water salinity is acquire
  • Long term effects of using the pesticides
  • Environmental process are maintained
  • Industrial revolution are analyzed

Course

Unit 4: The changing Earth - the cause and impact of Earth hazards

9.2 Tectonic Impacts

9.8 Oceanography

Similarities

  • Reasons of earth hazards are identified
  • Find the impacts on the earth system
  • Models and its reliability are analyzed
  • Secondary and primary data are gathered to find the impacts
  • impacts of lithosphere on the earth
  • results regarding to the movement are gathered
  • changes in the Australian continent are analyzed
  • change of time regarding to the movement of the boundaries are seen
  • natural disaster are analyzed

 

Differences

  • qualitative and quantitative search is done to analyze the impacts of the earth hazards on the environment
  • area of the earth covered by ocean are identified
  • the distribution of the earth regarding to the ocean are identified and analyzed using the primary and secondary research
  • differences regarding to the physical and chemical environment is identified on the basis of the ocean motion of ocean are identified

 

Part 2: Discussion on similarities and differences

There are several similarities and differences in the syllabus of the Australian curriculum and New South Wales (NSW) which are given in the above table. The similarities regarding the researchers that are done on the basis of the primary and secondary data are present in both of the syllabus (www.boardofstudies.nsw.edu.au, 2013). Also in all the units and the courses of the both the syllabuses have done qualitative and quantitative researchers in case of finding some of the results of the researchers. In case of introducing the environment of the earth, in both the syllabus pieces of research of the environment is done but the differences are that in NSW, the first-hand investigation is executed to find the results (Contestabile, 2012). On identifying the energy system of the earth, the evidence is collected regarding the energy of the earth in both the syllabus but there are also some differences. Those include the fossil mining that involves in the syllabus of the NSW. In case of extracting the resources of the earth, several pieces of research are done on the local and global scales (Dayton, 2015). Also, the erosion of the Australian land is also done in the case of collecting data in both the syllabus. NSW also present the research on the renewable resources of the earth with is not done in the syllabus of the Australian curriculum (Demir & Ozden, 2013).

Challenges faced by teachers

In case of covering the syllabus of both the courses, the challenges regarding identifying and the collection of data that are gathered are analyzed. The two of the challenges that the teachers will be required to face are given below:

Identifying the research required

The teacher should be able to identify what type of research is required in which if the topics. They have to find that where primary and secondary data is required and where it is required to apply the qualitative and quantitative research is needed.

Usage of gathered data and information

Teachers should guide their students regarding the usage of the collected data and provide them when the data are required to apply. It is the task of the teacher to provide the knowledge to the students about the data and the information and when and where that can be used to get the required information from the research (www.australiancurriculum.edu.au, 2014). All the students should understand the importance of the data and should know how should it be applied and this knowledge should provide to them by their teacher (Ewald & Durrheim, 2008).

Part 3: assessment task

How the species and resources of the earth can be mined and find the impacts of it on the atmosphere and oceans?

The primary and secondary data are collected to find the resources of the earth. The oil and the coal area are also mined using the landmarks and examine the soils and found the effects of the resources on the earth's atmosphere. The quantitative and qualitative research is driven by the earth system to analyze the impacts of the resources of the earth on the oceans and the atmosphere. Also, the geographical time is calculated from the fossils that are present on the earth surface. The organic gasses and resources are analyzed and found their impacts on the atmosphere of the earth (Farbotko & McGregor, 2010). The changes on the Australian continent are also analyzed using those researchers and different physical, and a chemical environment is identified in the oceans on the basis of the motion of the oceans.

Part 4: Discussion of the task

This assessment is designed to identify the similarities and the difference between the Australian curriculum and NSW syllabus. The similarities are regarding the researchers that are done using the quantitative and qualitative research (Baer, 2011). These researchers are applied in the atmosphere, ocean and the landmark of Australia. It provides the students the knowledge about the atmosphere of Australia and the climate changes. The changes of the time are calculated in the following assignment that gives the results of the change of past and previous time using the fossils that are present on the earth surface from the ancient age (Morrison & Pickering, 2012). This research provides the results with the valid information by measuring the magnitude of the data that are found during the research. The resources of the researchers are gathered and apply the first-hand investigation of them to verify the resources and to found the importance of those data (Minnery, 2010). Several theories and models are used to find the relationship between the minerals and the geographical resources of the earth. It helps the students to understand the geographical situation of the Australia, and they can also analyze the environment using the collected data by themselves. It will improve the knowledge and skills of the students. They can apply that knowledge in the researchers that are required to do in their future. Also, the investigations are applied to identify, analyze, and find the way to solve the problems (McPherson & Ward, 2010). These are the problems that are founded on the researchers that are done in their study. In case of solving the problems, several strategies are applied that are presented by their teachers. The comparison of the information and the data are done in regarding the researchers that include quantitative and qualitative research. These comparisons are applied to find the difference between the several changes of the environment and oceans of Australia (Matthews, 2011).

The impacts of the changing environment of the earth on the oceans and atmosphere are also calculated by the student during their studies. Ancient stones and fossils are used in the study to find the geographical changes of time on the earth. A survey and live investigation is provides by the teachers to their students so that they can practically able to investigate the climate and other changes in the environment using the resources that are collected during the primary and secondary searches (MacCallum, 2014). The erosion and weather effects of Australia are also collected to find the cause of such changes. Impacts of the environment are also collected regarding the lithosphere of the earth atmosphere. During the secondary research done by the students, modern stromatolites are also collected to find the environmental changes. During the extraction of the material of the Earth, the sample of petroleum, coal, and oil are also collected to do the researchers that are presented in their study (K. Reisen, 2012). Alternative sources are also founded to present the researches in an effective manner. This education system in which it includes the practical research of the materials of the earth is very efficient for the future of the students of the University. Such researchers help them to found more ways in their life to improve their learning skills. They can be capable of doing several pieces of research using the quantitative and qualitative researchers in their life (Huntington, 1914). Also, the students can be capable in performing better in their life regarding the teamwork that are required to perform several live investigations to be a good scientist in their life. These researchers help the teachers also to improve their knowledge regarding the environment, ocean and climate of the earth and how several resources can be used in the analysis of the earth's environment and time changes (Harvey, Clarke & Nursey-bray, 2011).

 

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