[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-176532-105":53,"doc-detail-176532-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","investigating-science-module-5-scientific-investigations","Investigating Science Module 5 - Scientific investigations","","Module 5 deepens students’ understanding of scientific research by centering inquiry questions that address what initiates an investigation, which methodology best fits, and how to judge integrity. Students learn how investigative reports are structured and how scientific investigations operate in practice. Teaching guidance emphasizes inquiry and deep learning, helping teachers support skill development for working scientifically through strategies, activities, and resources aligned to Stage 6 requirements.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/investigating-science-module-5-scientific-investigations/176532/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/investigating-science-module-5-scientific-investigations/176532.png","ImageObject",442,249,{"name":88,"@type":89},"Terk","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-15","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What inquiry questions does Module 5 cover?","Question",{"text":109,"@type":110},"Module 5’s inquiry questions address what initiates an investigation, which methodology suits it, how integrity is judged, and the structure of an investigative report.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does Module 5 distinguish scientific method from scientific process?",{"text":114,"@type":110},"Module 5 contrasts the scientific method with the broader scientific process to clarify how investigations unfold and are carried out in practice.",{"name":116,"@type":107,"acceptedAnswer":117},"What does the module teach about scientific reports?",{"text":118,"@type":110},"Students learn the structure of an investigative report and how findings are communicated in a way that supports scientific understanding and evaluation.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},176532,1788324739,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":25},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Investigating Science Module 5 – Scientific investigations\n\u000f\n\u0003Contents\n\u0013 TOC \\o \"2-3\" \\h \\z \u0014\u0013 HYPERLINK \\l \"_Toc46150349\" \u0014Teaching the Year 12 Modules\t\u0013 PAGEREF _Toc46150349 \\h \u00142\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150350\" \u0014Module summary\t\u0013 PAGEREF _Toc46150350 \\h \u00143\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150351\" \u0014Relationship to other modules\t\u0013 PAGEREF _Toc46150351 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150352\" \u0014Big ideas\t\u0013 PAGEREF _Toc46150352 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150353\" \u0014Core concepts\t\u0013 PAGEREF _Toc46150353 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150354\" \u0014How scientific investigations begin\t\u0013 PAGEREF _Toc46150354 \\h \u00145\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150355\" \u0014Scientific method vs scientific process\t\u0013 PAGEREF _Toc46150355 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150356\" \u0014The integrity of scientific investigations\t\u0013 PAGEREF _Toc46150356 \\h \u001410\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150357\" \u0014Scientific reports\t\u0013 PAGEREF _Toc46150357 \\h \u001412\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150358\" \u0014Opportunities for extended concepts\t\u0013 PAGEREF _Toc46150358 \\h \u001413\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150359\" \u0014Alternative conceptions and misconceptions\t\u0013 PAGEREF _Toc46150359 \\h \u001413\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150360\" \u0014Conceptual difficulties\t\u0013 PAGEREF _Toc46150360 \\h \u001414\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150361\" \u0014Suggested teaching strategies\t\u0013 PAGEREF _Toc46150361 \\h \u001416\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150362\" \u0014Depth studies\t\u0013 PAGEREF _Toc46150362 \\h \u001417\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150363\" \u0014Practical activities\t\u0013 PAGEREF _Toc46150363 \\h \u001418\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150364\" \u0014Resources\t\u0013 PAGEREF _Toc46150364 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150365\" \u0014Appendices\t\u0013 PAGEREF _Toc46150365 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150366\" \u0014Appendix 1: Evaluating scientific investigations\t\u0013 PAGEREF _Toc46150366 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150367\" \u0014Scope\t\u0013 PAGEREF _Toc46150367 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150368\" \u0014The limitations of generating scientific data\t\u0013 PAGEREF _Toc46150368 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150369\" \u0014Appendix 2: Errors and uncertainties of measurement\t\u0013 PAGEREF _Toc46150369 \\h \u001423\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150370\" \u0014Errors of measurement\t\u0013 PAGEREF _Toc46150370 \\h \u001423\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150371\" \u0014Uncertainty\t\u0013 PAGEREF _Toc46150371 \\h \u001424\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150372\" \u0014Appendix 3: Understanding the peer-reviewed scientific paper\t\u0013 PAGEREF _Toc46150372 \\h \u001425\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150373\" \u0014Teaching sequence\t\u0013 PAGEREF _Toc46150373 \\h \u001426\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150374\" \u0014Appendix 4: Teaching experimental design\t\u0013 PAGEREF _Toc46150374 \\h \u001428\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150375\" \u0014Introduction\t\u0013 PAGEREF _Toc46150375 \\h \u001428\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150376\" \u0014Lesson 1: How do scientists conduct scientific investigations?\t\u0013 PAGEREF _Toc46150376 \\h \u001428\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150377\" \u0014Lesson 2: Understanding the vocabulary of scientific experiments\t\u0013 PAGEREF _Toc46150377 \\h \u001430\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150378\" \u0014Lesson 3: Exploring experimental design\t\u0013 PAGEREF _Toc46150378 \\h \u001433\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150379\" \u0014Lesson 4 and 5: The Pepsi versus Coke challenge\t\u0013 PAGEREF _Toc46150379 \\h \u001434\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150380\" \u0014Lesson 6: Analysing the results of the experiment\t\u0013 PAGEREF _Toc46150380 \\h \u001438\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc46150381\" \u0014Appendix 5: Measuring the period of oscillation of a pendulum\t\u0013 PAGEREF _Toc46150381 \\h \u001440\u0015\u0015\n\u0015 \u0004\n\u000f\nTeaching the Year 12 Modules\nThe new Stage 6 Investigating Science course was implemented in NSW schools in 2018-2019. This syllabus incorporates new content and learning activities such as Depth Studies. The syllabus is designed around inquiry questions and formal assessment tasks emphasise the skills for working scientifically.\nThe Year 12 course builds on the skills and concepts learnt in Year 11 with students conducting their own scientific investigations and communicating their findings in scientific reports. Students are provided with the opportunity to examine the interdependent relationship between science and technology and apply their knowledge, understanding and skills to scientifically examine a claim. The course concludes with studen","cbCaivwuJSkwR7Gb","https://ap.wps.com/l/cbCaivwuJSkwR7Gb","docx",291690,44,"English","# Teaching the Year 12 Modules\n## Module summary\n## Relationship to other modules\n## Big ideas\n## Core concepts\n## How scientific investigations begin\n## Scientific method vs scientific process\n## The integrity of scientific investigations\n## Scientific reports\n## Opportunities for extended concepts\n## Alternative conceptions and misconceptions\n## Conceptual difficulties\n## Suggested teaching strategies\n## Depth studies\n## Practical activities\n## Resources\n## Appendices\n## Appendix 1: Evaluating scientific investigations\n## Appendix 2: Errors and uncertainties of measurement\n## Appendix 3: Understanding the peer-reviewed scientific paper\n## Appendix 4: Teaching experimental design\n## Appendix 5: Measuring the period of oscillation of a pendulum","[{\"question\":\"What inquiry questions does Module 5 cover?\",\"answer\":\"Module 5’s inquiry questions address what initiates an investigation, which methodology suits it, how integrity is judged, and the structure of an investigative report.\"},{\"question\":\"How does Module 5 distinguish scientific method from scientific process?\",\"answer\":\"Module 5 contrasts the scientific method with the broader scientific process to clarify how investigations unfold and are carried out in practice.\"},{\"question\":\"What does the module teach about scientific reports?\",\"answer\":\"Students learn the structure of an investigative report and how findings are communicated in a way that supports scientific understanding and evaluation.\"}]","Investigating Science Module 5 - Scientific investigations | DOCX"]