VC2S6H02

scientific knowledge, skills and data can be used by individuals and communities to identify problems, consider responses and make decisions

• examining how communities use knowledge of erosion processes to design landscape features that reduce erosion in fragile environments
• examining how knowledge of erosion is used by park rangers to design rules such as keeping to paths and not climbing sandstone, as well as built features such as channel drains on paths, railings and barriers to protect park environments and Aboriginal and/or Torres Strait Islander Peoples’ cultural sites
• researching the impacts of light pollution and exploring how communities have used scientific knowledge to reduce light pollution, such as by using covered light bulbs facing downwards in streetlights, automated systems to turn off streetlights, and motion sensors on outdoor lights in homes and in public places
• investigating how people use knowledge of conditions that reduce mould or bacterial growth when considering food packaging and storage
• investigating why underground power cables were developed and how local government authorities use scientific knowledge about power safety when considering converting to underground power
• exploring how communities consider the impact of reversible reactions when designing guidelines about the ability of materials to be recycled