A Projective Investigation: Darwin’s Air Defences · Were the air defences of Darwin in 1942 adequate to repel an attack from the air? Rationale This investigation uses a ‘what

A Projective Investigation: Darwin’s Air Defences

< www.nt.gov.au/defenceofdarwin> | Middle Years


Middle Years 1


Were the air defences of Darwin in 1942 adequate to repel an attack from the air?

Rationale This investigation uses a ‘what would have happened if….the historical facts of February 1942 to build student knowledge of the geographical and political position of Darwin in the problem based scenario to provide an opportunity for students to apply knowledge developed through the Defence of Darwin Experience and related internet based sources.

The scenario and subsequent questions require students to use knowledge meaningfully by engaging students in complex reasoning processes. These processes require students to decide on important information, organise and make decisions about aircraftThe classifying and comparison of Darwin based and attacking Japanese aircraft will bring students to the abstracting and inductive reasoning processes and develop conclusions about the effectiveness of the air defensive capabilities of Darwin in 1942.

The activity will also develop connectedness to the world outside the classroom through: decision making, problem solving, investigation and inquiry.

This investigation brings the possibility of working with students in an interdisciplinary mode by combining a number of discipline areas from the Mathematics, Geography and Science. However, the investigations can be discipline based depending on the class and school modes of curriculum organisation.

Year levels

This investigation is suitable for year 9/10 students.

Investigation

This investigation requires students to do more than simply gather information, or to go to one resource. Investigating in this context will require students to engage in a number of related tasks. The investigative activity focuses student activity through ‘key questions’. Each of these key questions will allow students to understand aspects of the fictitious scenario.

Key Questions

• What combat aircraft were in Darwin on February 1942?

• What Japanese combat aircraft were flying toward Darwin?

• What aircraft characteristics were aircraft?

What new knowledge? The key questions point students to the acquiring and integrating of new knowledge of the operational aircraft that will form the basis of decisions about aircraft’s offensive and defensive capabilities. Students will need to be guided in the organising and decisions of relevance of this new knowledge. They will extend and refine knowledge as they examine,

< www.nt.gov.au/defenceofdarwin>

ere the air defences of Darwin in 1942 adequate to repel an attack

what would have happened if….’ approach to engage students in the historical facts of February 1942 to build student knowledge of the geographical and political position of Darwin in the Asia-Pacific Theatre of World War 2. It uses a fictitious

ed scenario to provide an opportunity for students to apply knowledge developed through the Defence of Darwin Experience and related internet based sources.

The scenario and subsequent questions require students to use knowledge meaningfully by udents in complex reasoning processes. These processes require students to

decide on important information, organise and make decisions about aircraftand comparison of Darwin based and attacking Japanese aircraft will bring

tudents to the abstracting and inductive reasoning processes and develop conclusions about the effectiveness of the air defensive capabilities of Darwin in 1942.

The activity will also develop connectedness to the world outside the classroom through: ion making, problem solving, investigation and inquiry.

This investigation brings the possibility of working with students in an interdisciplinary mode by combining a number of discipline areas from the Australian Curriculum: History,

Geography and Science. However, the investigations can be discipline based depending on the class and school modes of curriculum organisation.

This investigation is suitable for year 9/10 students.

udents to do more than simply gather information, or to go to one resource. Investigating in this context will require students to engage in a number of related tasks. The investigative activity focuses student activity through ‘key questions’. Each

se key questions will allow students to understand aspects of the fictitious scenario.

What combat aircraft were in Darwin on February 1942?

What Japanese combat aircraft were flying toward Darwin?

What aircraft characteristics were important in offensive capabilities of the

The key questions point students to the acquiring and integrating of new knowledge of the operational aircraft that will form the basis of decisions about aircraft’s offensive and efensive capabilities. Students will need to be guided in the organising and decisions of

relevance of this new knowledge. They will extend and refine knowledge as they examine,

www.nt.gov.au/defenceofdarwin>I Middle Years 2

ere the air defences of Darwin in 1942 adequate to repel an attack

approach to engage students in the historical facts of February 1942 to build student knowledge of the geographical and

Pacific Theatre of World War 2. It uses a fictitious ed scenario to provide an opportunity for students to apply knowledge

developed through the Defence of Darwin Experience and related internet based sources.

The scenario and subsequent questions require students to use knowledge meaningfully by udents in complex reasoning processes. These processes require students to

decide on important information, organise and make decisions about aircraft capabilities. and comparison of Darwin based and attacking Japanese aircraft will bring

tudents to the abstracting and inductive reasoning processes and develop conclusions

The activity will also develop connectedness to the world outside the classroom through:

This investigation brings the possibility of working with students in an interdisciplinary mode Curriculum: History,

Geography and Science. However, the investigations can be discipline based

udents to do more than simply gather information, or to go to one resource. Investigating in this context will require students to engage in a number of related tasks. The investigative activity focuses student activity through ‘key questions’. Each

se key questions will allow students to understand aspects of the fictitious scenario.

important in offensive capabilities of the

The key questions point students to the acquiring and integrating of new knowledge of the operational aircraft that will form the basis of decisions about aircraft’s offensive and efensive capabilities. Students will need to be guided in the organising and decisions of

relevance of this new knowledge. They will extend and refine knowledge as they examine,

compare and analyse knowledge and information about the aircraft in a way thatmake new connections, gain new insights, and clarify the importance of the types and characteristics of the offensive capabilities of the planes. Focusing questions in the table below have been organised to represent the complex reasoning processes (CRP).

CRP Dimensions

DECISION MAKING, generating and applying criteria to selected characteristics of to solve a problem. CLASSIFYING, the process of grouping things into definable categories on the basis of their attributes.

COMPARING, the process of identifying and articulating similarities and differences between the weapons: it is the process of describing how things are the same and different.

ABSTRACTING, identifying and articulating the underlying theme or general pattern of information. It is the process of finding and explaining general patterns in specific information and/or situations.

INDUCTIVE REASONING, process of inferring unknown generalizations or principles from the analysis of information or observations. Stated more simply, it is the process of making general conclusions from specific information or observations. CONSTRUCTING SUPPORT, the process of building systems of support for assertions.


compare and analyse knowledge and information about the aircraft in a way thatmake new connections, gain new insights, and clarify the importance of the types and

ive capabilities of the planes.

Focusing questions in the table below have been organised to represent the complex

FOCUSING QUESTIONS

What are the important offensive capabilities of the aircraft? What knowledge needs to be acquired?What criteria are important for making decisions about the effectiveness of the defensive capabilities of the Darwin based planes or the incoming Japanese planes?

CLASSIFYING, the process of grouping things into definable

What characteristics must be classified?What characteristics of the defensive and/or offensive capabilities are alike and can or should they be grouped together?

COMPARING, the process of

etween the weapons: it is the

What types of planes were in Darwin and what characteristics were important to the defence of Darwin?What types of Japanese planes attacked Darwin and what characteristics were important to the attack on Darwin?What characteristics are needed to compare the different aircraft capabilities, what are the important criteria?How are they the same? How are the different?

g the underlying

information. It is the process

information and/or situations.

What is the theme or pattern evident in the Darwin based aircraft? What is the theme or pattern evident in the offensive capabilities of Japanese aircraft?

process of inferring unknown generalizations or principles

information or observations. Stated more simply, it is the

information or observations.

What specific information has been collected? Where are the knowledge gaps? What other information might be needed? What are the connections or patterns evident between the different aircraft capabilities? What are the conclusions or predictions that can be made that are relevant to this fictitious scenario?

CONSTRUCTING SUPPORT, What is needed to support the conclusions about the Darwin based aircraft in repelling the incoming Japanese aircraft? What specific evidence, facts or examples will need to be provided to support the argument?


compare and analyse knowledge and information about the aircraft in a way that helps them make new connections, gain new insights, and clarify the importance of the types and

Focusing questions in the table below have been organised to represent the complex

FOCUSING QUESTIONS

What are the important offensive capabilities of the What knowledge needs to be acquired?

criteria are important for making decisions about the effectiveness of the defensive capabilities of the Darwin based planes or the incoming Japanese planes? What characteristics must be classified? What characteristics of the defensive and/or offensive capabilities are alike and can or should they be grouped

What types of planes were in Darwin and what characteristics were important to the defence of Darwin? What types of Japanese planes attacked Darwin and what characteristics were important to the attack on Darwin? What characteristics are needed to compare the different aircraft capabilities, what are the important criteria? How are they the same? How are the different?

What is the theme or pattern evident in the Darwin based

rn evident in the offensive

What specific information has been collected? Where are the knowledge gaps? What other information might be

What are the connections or patterns evident between the

What are the conclusions or predictions that can be made that are relevant to this fictitious scenario?

What is needed to support the conclusions about the Darwin based aircraft in repelling the incoming Japanese

What specific evidence, facts or examples will need to be

Resources, pointers and hints

Aircraft in the sky over Darwin in February 1942

• Types, characteristics and positions for student consideration

• Useful characteristics suggestions: range, top speed, ceiling (how high can they fly), power/weight ratio, rate of climb, flight range, pilot combat experience, number of planes in service, and the number of planes or could in the air.

• Using a map of Darwin that also showopportunities for students to plot predicted positions of the different aircraft.

Example: The Royal Australian Air Force (RAAF) Wirraway

The air forces stationed in and near Darwin comprised No. 12 Squadron RAAF, which was equipped with CAC Wirraway advanced trainers (which had been pfighters) and No. 13 Squadron

No. 12 Squadron Wirraways at Darwin in January 1941(Source: Australian War Museum)

General Characteristics Crew: 2 Length: 8.48 m Wingspan: 13.11 m Height: 2.66 m Wing area: 23.76 m² Empty weight: 1,810 kg Max. takeoff weight: 2,991 kgEngine: 1 × Pratt & Whitney R1340 radial engine, 450 kW


esources, pointers and hints

the sky over Darwin in February 1942

Types, characteristics and positions for student consideration:

Useful characteristics suggestions: range, top speed, ceiling (how high can they fly), power/weight ratio, rate of climb, flight range, pilot combat

rience, number of planes in service, and the number of planes or could

Using a map of Darwin that also shows the Tiwi Islands providesopportunities for students to plot predicted positions of the different aircraft.

Example: The Royal Australian Air Force (RAAF) Wirraway

The air forces stationed in and near Darwin comprised No. 12 Squadron RAAF, which was equipped with CAC Wirraway advanced trainers (which had been pressed into service as

and No. 13 Squadron which operated Lockheed Hudson light bombers.


Performance Armaments

2,991 kg 1 × Pratt & Whitney R-

Maximum speed: 350 km/h Cruise speed: 250 km/h Range: 1,200 km Service ceiling: 7,010 m Rate of climb: 9.9 m/s

Guns: 2 × 7.62 mm Vickers Mk V machine guns synchronised to fire through the propeller and 1 × 7.62 mm Vickers GO machine gun on a flexible mount in the rear cockpit. Later versions had no Vickers Mk V guns, but had provision for 2 × 7.62 mm Browning ANguns mounted outer wing panels.


Useful characteristics suggestions: range, top speed, ceiling (how high can they fly), power/weight ratio, rate of climb, flight range, pilot combat

rience, number of planes in service, and the number of planes or could

provides opportunities for students to plot predicted positions of the different aircraft.

The air forces stationed in and near Darwin comprised No. 12 Squadron RAAF, which was ressed into service as

which operated Lockheed Hudson light bombers.


Armaments 2 × 7.62 mm

ers Mk V machine guns synchronised to fire through the propeller and 1 × 7.62 mm Vickers GO machine gun on a flexible mount in the rear cockpit. Later versions had no Vickers Mk V guns, but had provision for 2 × 7.62 mm Browning AN-M2 machine guns mounted under the outer wing panels.

Resources

• Defence of Darwin Experience (

• The characteristics of the Japanese planes on the video touch screen at the wing span, weight, maxflight range, ceiling, armament, and bomb loads. Characteristics such as: power/weight ratio, rate of climb, and manoeuvrability can be sourced from the internet. Comments evident in a number of display sections.

• The Australian and American aircraft characteristics will need to be sourceon the internet.

• Photographs of all aspects of the aircraft are available at the War Mushttp://www.awm.gov.au/search/collections/need to type your query into the search field.gives you:

Aircraft in the air (and could have been)

Wikipedia provides much of the basic information on aircraft characteristics, however there are many sites that can provide information about thbelow:

• Australian:

CAC Wirraway:http://www.airforce.gov.au/raafmuseum/research/aircraft/series2/A20.htm


Defence of Darwin Experience (http://www.defenceofdarwin.nt.gov.au/)

ristics of the Japanese planes that attacked Darwin can be found on the video touch screen at the Bombing of Darwin display. For wing span, weight, maximum weight (take-off), maximum speed, power plant, flight range, ceiling, armament, and bomb loads. Characteristics such as: power/weight ratio, rate of climb, and manoeuvrability can be sourced from the internet. Comments about the Japanese pilot combat experience are evident in a number of display sections.

The Australian and American aircraft characteristics will need to be sourceon the internet.

Photographs of all aspects of the aircraft are available at the War Mushttp://www.awm.gov.au/search/collections/ . This is the search engine; you will

query into the search field. For example: Lockheed Hudson

Lockheed Hudson aircraft in flight

Aircraft in the air (and could have been) over Darwin on February 1942

Wikipedia provides much of the basic information on aircraft characteristics, however there are many sites that can provide information about the planes, so are outlined

CAC Wirraway: http://en.wikipedia.org/wiki/CAC_Wirrawayhttp://www.airforce.gov.au/raafmuseum/research/aircraft/series2/A20.htm


http://www.defenceofdarwin.nt.gov.au/)

that attacked Darwin can be found display. For example:

speed, power plant, flight range, ceiling, armament, and bomb loads. Characteristics such as: power/weight ratio, rate of climb, and manoeuvrability can be sourced from

about the Japanese pilot combat experience are

The Australian and American aircraft characteristics will need to be sourced

Photographs of all aspects of the aircraft are available at the War Museum: This is the search engine; you will For example: Lockheed Hudson

over Darwin on February 1942

Wikipedia provides much of the basic information on aircraft characteristics, however e planes, so are outlined

http://en.wikipedia.org/wiki/CAC_Wirraway , http://www.airforce.gov.au/raafmuseum/research/aircraft/series2/A20.htm

http://www.adfplane pictured (A20service.

Lockheed Hudson:http://www.aviationmuseum.com.au/aircraft_colection/hudson/index.html

• American:

Curtiss P-40 KittyHawkhttp://www.wwiivehicles.com/usa/aircraft/fighter/curtiss

Curtiss P40 Kitt

Consolidated PBY Catalina:http://en.wikipedia.org/wiki/Consolidated_PBY_Catalina

• Japanese Aircraft Carrier Launched: 'Zero'(Fighter), Aichi D3A1 'Val' (dive bomber), Nakajima B5N2 'Kate'(Torpedo Bomber), these may also be sourced from the internet.


http://www.adf-serials.com/2a20-101.shtml provides the history of the pictured (A20-130) and all other Wirraways that were in World War 2

Lockheed Hudson: http://en.wikipedia.org/wiki/Lockheed_Hudsonhttp://www.aviationmuseum.com.au/aircraft_colection/hudson/index.html

40 KittyHawk: http://en.wikipedia.org/wiki/Curtiss_Phttp://www.wwiivehicles.com/usa/aircraft/fighter/curtiss-p-40

Curtiss P40 Kittyhawk fighter aircraft (Source: Australian War Museum)

Consolidated PBY Catalina: http://en.wikipedia.org/wiki/Consolidated_PBY_Catalina

Japanese Aircraft Carrier Launched: Mitsubishi A6M 2, Model 21 'Zero'(Fighter), Aichi D3A1 'Val' (dive bomber), Nakajima B5N2 'Kate'(Torpedo Bomber), these may also be sourced from the internet.


des the history of the 130) and all other Wirraways that were in World War 2

http://en.wikipedia.org/wiki/Lockheed_Hudson http://www.aviationmuseum.com.au/aircraft_colection/hudson/index.html

http://en.wikipedia.org/wiki/Curtiss_P-40_Warhawk 40-c-warhawk.asp

yhawk fighter aircraft (Source: Australian War Museum)

A6M 2, Model 21 'Zero'(Fighter), Aichi D3A1 'Val' (dive bomber), Nakajima B5N2 'Kate'(Torpedo Bomber), these may also be sourced from the internet.

Two Japanese Aichi D3A 'Val' (Source: Australian War Museum)

• Japanese land based: 'Betty'(bomber),

Mitsubishi G4M 1



Japanese land based: Mitsubishi G3M2 'Nell' (bomber), Mitsubishi G4M 1 'Betty'(bomber),

Mitsubishi G4M 1 'Betty' (Source: Australian War Museum)



(bomber), Mitsubishi G4M 1

m)

Associated Activities of Interest: Acquiring, Integrating and Extending New knowledge

1. And another ‘What if’ aircraft Spitfire squadrons had been flying in Great Britain since the middle of 1941. Squadrons 452 and 457 had been formed as Commonwealth squadrons operating within the Royal Air Force (RAF).

General Characteristics

Crew: one pilot Length: 9.12 m Wingspan: 11.23 m Empty weight:2,309 kgLoaded weight: 3,000 kgMax. takeoff weight:Engine: 1 × Rolls-Royce Merlin 45 supercharged V12 engine, 1,096 kW At 2,820 m

(From:

Considering these characteristic the sky over Darwin have made any difference to the bombing?

2. Make your own board game:

students could develop to match the planes and geography of the Darwin area can be found at: http://www.juniorgeneral.org/air/ww2dogfight.html

3. How do planes fly?

changes in motion of aircraft can be found at: http://phys23p.sl.psu.edu/phys_anim/mech/indexer_mech.html

4. Paper Planes: Students can test different plane designs to gain an appreciation

of plane manoeuvrability. http://www.funpaperairplanes.com/

5. How do the planes hit the target?

interesting look at the relative motion of the bomb and the plane, as the bombs path in a curve to the target. So, if the pilot drops the bomb over the target, then it will miss, as it needs to be dropped before the targeprove an insight for students, especially the YouTube video of a science class modelling bomber physics.

The links:

http://www.youtube.com/watch?v=yyaE6CEIfkQhttp://wn.com/Physics_Bomber__Physics_with_Mr_Martinezhttp://www.cosmolearning.com/videos/aircrafthttp://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=166.0


Associated Activities of Interest: Acquiring, Integrating and Extending New

And another ‘What if’ aircraft the Supermarine Spitfire. Two Spitfire squadrons had been flying in Great Britain since the middle of 1941. Squadrons 452 and 457 had been formed as Commonwealth squadrons operating within the Royal Air Force (RAF).

Supermarine Spitfire

General Characteristics Performance

2,309 kg

3,000 kg Max. takeoff weight: 3,071 kg

Royce Merlin 45 supercharged V12

Maximum speed: 605 km/h Combat radius: 760 km Service ceiling: 11,300 m Rate of climb: 13.5 m/s Power/mass: 0.36 kW/kg

Guns:mm) Browning machine guns

Bombs:bombs

(From: http://en.wikipedia.org/wiki/Supermarine_Spitfire)

Considering these characteristics, would the presence of a number of Spitfiresthe sky over Darwin have made any difference to the bombing?

Make your own board game: A very interesting combat board game that students could develop to match the planes and geography of the Darwin area

http://www.juniorgeneral.org/air/ww2dogfight.html

do planes fly? Students may be interested in the aerodynamic forces and changes in motion of aircraft can be found at: http://phys23p.sl.psu.edu/phys_anim/mech/indexer_mech.html

Students can test different plane designs to gain an appreciation of plane manoeuvrability. Download designs from: http://www.funpaperairplanes.com/.

How do the planes hit the target? The physics of bombing provides an interesting look at the relative motion of the bomb and the plane, as the bombs path in a curve to the target. So, if the pilot drops the bomb over the target, then it will miss, as it needs to be dropped before the target. The following links

an insight for students, especially the YouTube video of a science class modelling bomber physics.

http://www.youtube.com/watch?v=yyaE6CEIfkQ http://wn.com/Physics_Bomber__Physics_with_Mr_Martinezhttp://www.cosmolearning.com/videos/aircraft-dropping-a-bombhttp://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=166.0


Associated Activities of Interest: Acquiring, Integrating and Extending New

Two Australian Spitfire squadrons had been flying in Great Britain since the middle of 1941. Squadrons 452 and 457 had been formed as Commonwealth squadrons

Armaments

Guns: 8 × 0.303 in (7.7 mm) Browning machine

Bombs: 2 × 113 kg bombs

, would the presence of a number of Spitfires in

A very interesting combat board game that students could develop to match the planes and geography of the Darwin area

http://www.juniorgeneral.org/air/ww2dogfight.html

Students may be interested in the aerodynamic forces and

http://phys23p.sl.psu.edu/phys_anim/mech/indexer_mech.html

Students can test different plane designs to gain an appreciation

The physics of bombing provides an interesting look at the relative motion of the bomb and the plane, as the bombs path in a curve to the target. So, if the pilot drops the bomb over the target, then it

t. The following links may an insight for students, especially the YouTube video of a science class

http://wn.com/Physics_Bomber__Physics_with_Mr_Martinez bomb-on-target/

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=166.0

And an interactive gameDarwin’, may be of interest

http://www.nma.gov.au/interactives/ahm/darwin/darwin_v1.html


And an interactive game from the National Museum of Australia ‘The Bombing of may be of interest.

http://www.nma.gov.au/interactives/ahm/darwin/darwin_v1.html


‘The Bombing of

AUSTRALIAN

This investigation brings the possibility of working with students in an interdisciplinary mode by combining a number of discipline areas from the Mathematics, Geography and Science. However, the investigations can be discipdepending on the class and school modes of curriculum organisation. The following identifies aspect of the

SUB-STRANDQuestioning andpredicting

Planning and conducting

Processing and analysing data and information

Evaluating


AUSTRALIAN CURRICULUM LINKS

This investigation brings the possibility of working with students in an interdisciplinary mode by combining a number of discipline areas from the Australian Curriculum: History, Mathematics, Geography and Science. However, the investigations can be discipdepending on the class and school modes of curriculum organisation.

The following identifies aspect of the Australian Curriculum relevant to these investigations.

Science Inquiry Skills

SCIENCE

STRAND DESCRIPTION YEAR 09/10Questioning and Formulate questions or

hypotheses that can be investigated scientifically

Planning and conducting Plan, select and use appropriate investigation methods, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods

Processing and analysing data and information

Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies

Use knowledge of scientific concepts to draw conclusions that are consistent with evidence Evaluate conclusions, including identifying sources of uncertainty and possible alternative explanations, and describe specific ways to improve the quality of the data

Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems


This investigation brings the possibility of working with students in an interdisciplinary mode Curriculum: History,

Mathematics, Geography and Science. However, the investigations can be discipline based

Curriculum relevant to these investigations.

DESCRIPTION YEAR 09/10

methods, including field work

risk and

Analyse patterns and trends in data, including describing

ic concepts to draw conclusions

including identifying sources

alternative explanations, and

analyse the validity of information in secondary

Communicating

Science provides an empirical way of answering interesting and important questions about physical and technological world.

Science as a Human Endeavour

Year 9/10

SUB-STRAND

Nature and development of science

Use and influence of science

Year 10 Content Descriptions

Physical sciences

Energy conservation in a systemtransformations. The motion of objects can be described and predicted using the

Learning mathematics creates opportunities for and enriches the lives of all Australians. The Australian Curriculum: Mathematics provides students with essential mathematical skills and knowledge in Number and AlgebraProbability. Year 9 Linear and non-linear relationshipsFind the distance between two points located on a Cartesian plane using a range of strategies, including graphing software Pythagoras and trigonometryYear 9 Investigate Pythagoras's theorem right angled triangles.


Communicating Communicate evidence-based arguments and use appropriate scientific conventions, and representations of scientific ideas and information for a particular purpose

Science provides an empirical way of answering interesting and important questions about physical and technological world.

Science as a Human Endeavour

Descriptors

Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries

People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions

Year 10 Content Descriptions

system can be explained by describing energy transfers and

The motion of objects can be described and predicted using the laws of physics

MATHEMATICS

Learning mathematics creates opportunities for and enriches the lives of all Australians. The um: Mathematics provides students with essential mathematical skills and

Number and Algebra, Measurement and Geometry, and Statistics and

linear relationships Find the distance between two points located on a Cartesian plane using a range of strategies, including graphing software

Pythagoras and trigonometry

Pythagoras's theorem and its application to solving simple problems involving


representations of scientific

Science provides an empirical way of answering interesting and important questions about

Advances in scientific understanding often rely on developments in technology and technological advances

People can use scientific knowledge to evaluate whether claims, explanations or predictions

y transfers and

of physics

Learning mathematics creates opportunities for and enriches the lives of all Australians. The um: Mathematics provides students with essential mathematical skills and

Statistics and

Find the distance between two points located on a Cartesian plane using a range of

and its application to solving simple problems involving

Use similarity to investigate the constancy of the angle in right-angled trianglesApply trigonometry to solve right Year 10 Establish the sine, cosine. Solve simple trigonometric equationsApply Pythagoras's theorem and trigonometry to solving threeangled triangles.

The Geography National Curriculum Shaping Paper suggests that geography will be structured to produce knowledge and understanding in Years 5and their origins (link with Year 6 Hresources. This provides an opportunity to teach geomorphology through the study of a particular landscape, such as a coast, a mountain area or a major valley. Landscapes can also be studied as a combination olayers that evolve over time, providing a way of integrating several aspects of geography.


to investigate the constancy of the sine, cosine and tangent ratios for a given angled triangles.

Apply trigonometry to solve right-angled triangle problems.

Solve simple trigonometric equations. Apply Pythagoras's theorem and trigonometry to solving three-dimensional problems i

GEOGRAPHY

The Geography National Curriculum Shaping Paper suggests that geography will be structured to produce knowledge and understanding in Years 5–6 could to include people

heir origins (link with Year 6 History). In Year 9 the focus is on landscapes and resources. This provides an opportunity to teach geomorphology through the study of a particular landscape, such as a coast, a mountain area or a major valley. Landscapes can also be studied as a combination of geological, geomorphologic, biological and cultural layers that evolve over time, providing a way of integrating several aspects of geography.


and tangent ratios for a given

dimensional problems in right-

The Geography National Curriculum Shaping Paper suggests that geography will be 6 could to include people

ory). In Year 9 the focus is on landscapes and resources. This provides an opportunity to teach geomorphology through the study of a particular landscape, such as a coast, a mountain area or a major valley. Landscapes can

f geological, geomorphologic, biological and cultural layers that evolve over time, providing a way of integrating several aspects of geography.

Documents

A Projective Investigation: Darwin’s Air Defences · Were the air defences of Darwin in 1942 adequate to repel an attack from the air? Rationale This investigation uses a ‘what