# Curriculum, evidence opportunities, rights and factual context ## Year2 Science · Term1 resource Weeks09–10 · sequence Days41–50 This is an original ten-session proposal after the accepted neighbouring sky/material/sound resources. Forty-week/ten-slot organisation is a planning partition; local calendars, holidays, lesson frequency and actual opportunity differ. It does not require five Science lessons every week or turn sequence slots into actual attendance dates. Earlier packs and an annual organiser are teaching resources, not evidence a child has learned their content. The fixed source inventory b8728185eee882f7526f89e0709efc756389807f has no full09–10Science bank. This proposal does not fill the rest of the year or certify an annual/all-state course. Full NATIONAL75 preserves exact whole introduction, ten descriptions,63 illustrative elaborations and full achievement standard, with complete original attributes/plaintext and all raw cell values. Its source remains the official29September2026 workbook acquisition recorded in that bank; no fresh download or revised framework is asserted. The verified retained2,049,917byte workbook has SHA256db446882d2c00cf7c085a03e250e2442fda6c44011fc114680c46c1dc7a822c3. The18,074,483byte canonical registry has SHA25615fbbef5283a4b48b8a8e00ae3c7c635377cea2175afc1f2f12d12f9d5453e60. All75 objects equal their full canonical objects. The retained native XML dimensions are Learning areas A1:L21725 (12 columns) and Achievement standards A1:F261 (6 columns). These74+1selected rows have894native-defined slots:376present keys,374nonempty values,2present empty stringsC236/D236 and518absent. The former1,412slot/1,036absent count is preserved inside RAW-NATIVE as an explicitly wider historical19/6chosen universe, with518positions outside the native-defined columns; it is not a native worksheet definition. Preferred RAW-NATIVE records actual native types, shared-string XML indices/literal values, decoded values and absent slots. Empty is not absent. NATIONAL75 remains90,103bytes/SHA256a905b04b00c81145ff15cc47ad01355e06166b7c5b45991d3f57ce0b48c4f6f8. ## Selected teaching contribution and limits Principal AC9S2U02 opportunity is an everyday sound-choice guide: varied safe action/source descriptions, distinct pitch/loudness language, carefully separated source/receiver concepts, guided comparison, faithful organisers and useful source-bounded choices. Physical sound-producing and receiver-effect evidence requires actual appropriate opportunities; supplied fiction and silent model construction cannot substitute for conducting. Every route records its own limits. This pack does not complete the fullU02 breadth: blowing/shaking/plucking instruments, independently demonstrated receiving-object effects, music-making, echo/echolocation and culturally authorised instrument learning need later selected opportunities. No real speaker/ear test is supplied or required. H01 andI01–I06 are partial opportunities, with guidance explicit forI05. Guided source reasoning is valuable, but not the same evidence as following procedures or making physical observations. Actual adult-approved trials record the student's planning/operation/support and only what really occurred. Informal counts of records are counts of records, not physical sound intensity. A planned repeated setting is not measured equality. Child can choose quiet/not-heard/unsure or decline a sound without losing access to the concept or being assigned a diagnosis. Different reports are retained without hearing ranking. U01 sky andU03 composition-preserving material changes are complete national references here; they are not completed by sound stories or unrelated follow-up teaching. Each record in OPPORTUNITY75 links its full meaning and exact raw record to a selected partial, conditional/future or reference-only opportunity. Elaborations are illustrations for selection; no all63 checklist or proof of mandatory timetable. Cross-curriculum/general capabilities can be useful contexts, not an extra unsupported attainment certificate. First Nations cultural/language opportunities require the relevant people's authority/consent, benefit sharing, attribution and integrity before adaptation or publication; no generic translation, invented ceremony, copied cultural instrument pattern or assumed local permission. No language translation is released by this proposal. ## Current Queensland primary review Fresh13October2026 indexed text reads are recorded separately from the historical workbook. [Year2 alignmentQ1](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr2_as_cd_alignment.pdf),2023,1page: full ten descriptions/full standard support the partial map; no selected-sound theme completes sky/materials or whole annual inquiry. [Year2 standards elaborationsQ2](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr2.pdf),November2023,5pages: teachers judge after opportunities to learn using an on-balance folio. WW represents the standard; AP/MC/EX/BA distinguish qualities of understanding and skills across knowledge, everyday science/prediction, questions/plans, observations/records, organisers, guided evaluation and communication. This proposal's32 local component checks are teaching decisions, not a summed official grade. Eligible first/later comparison states context/support/source familiarity and opportunities, not a universal improvement score. [Years1–2 conditionsQ3](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr1-2.pdf),October2023,3pages: experimental investigation, guided research and supervised response collect different evidence. Actual practical skills need observation. Spoken, signed, written, practical and multimodal responses, exact scribing and chunked opportunities can retain the purpose; length is not quality. Schools organise practical work under current safety guidance. Item-by-item supports are recorded without automatic lower judgement. Current reading was indexed text, not native PDF layout. Q3's final indexed rights line ends midline; the whole current copyright notice was separately read rather than pretending missing text was visible. © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright))2023 for those three guidance documents. This is an original interpretation referencing them, not a reproduced official rubric or endorsement. QCAA information generallyCCBY4subject to item exceptions:arms/trademarks, thirdparty content, alternative notices, standalone student images, student mediaCCBYND, student work and glossary definitions. Item notices govern. Adapted QCAA text must be marked Modified from and linked; no QCAA affiliation/approval implied. ACARA inside QCAA keeps its own notice. Current QCAA copyright page was read13October; lastupdated23September2024. ## Narrow real-world science facts F1 [UNSW School of Physics, Physclips: Pitch, loudness and timbre](https://www.animations.physics.unsw.edu.au/jw/sound-pitch-loudness-timbre.htm),whole44indexedlines read13October. Pitch/loudness describe different properties, with perception and physical quantities interacting. The drawing-cycle/span model is an original manipulable illustration, not calibrated real sound or a guarantee about a listener. No UNSW sound/video/graph copied. The page shows a CreativeCommons link but this proposal does not rely on it to import assets; provider item/media rights remain separate. No publication/update date is shown in indexed body. F2 [NIH/NIDCD, How Do We Hear?](https://www.nidcd.nih.gov/health/how-do-we-hear),May2015/updated16March2022,whole35indexedlines read13October. Incoming sound waves can make the eardrum vibrate. That general reference is not an actual classroom receiver result, hearing test or medical claim about a child. No provider diagram/video copied. Our original factual connection card contains a narrow attributed paraphrase only. First guessed UNSW URLsound.html was inaccessible; it is a retained failed read, not a fact source. All other narrative events, report words, measurements/counts and reader situations in lessons/C20/cases/N32 are explicitly original supplied fiction or proposed unperformed tasks. A child can add an actual observation only by performing/seeing/reported-event recording with correct provenance. Models use authored drawing positions and illustration choices; they never produce measured frequency/level, listener experience, an actual sound trial or a cause conclusion. SoundDesk has no microphone, camera, sensor, audio, AI or network. Realworld connection is in useful purposes plus the attributed narrow general facts; no fictional local fact. ## Local facts teachers can update and review A manual LOCAL-FACT review card accompanies the source later. Empty fields: intended teaching use; exact provider/title/URL; source locator/quotedclaim or short paraphrase; source published/updated date; access date; actual event/observation date if different; locality/population; relevant conditions/units; primary evidence and independent corroboration or explicit gap; item rights/cultural permission; uncertain/changed details; reviewer/date; decision candidate/approved/hold; child-facing wording; expiry/recheck trigger. No automatic fetch or provider storage. Child personal location/voice/health data is unnecessary. Teacher steps: choose a genuinely relevant question (e.g. an official school activity time for a pretend guide, or approved local musician's publicly permitted explanation); obtain the current primary source; check original meaning/conditions/date and locality; cross-check a second primary source or label uncorroborated; verify reuse/consent; select only the supported fact; write concise linked wording; keep pending until reviewed. If current source fails or changes, keep as candidate or use the complete fictional card instead. Legal noise limits, health/hearing advice, safety certification or instruments with cultural authority are not automatically supplied by a generic local card. Reviewer determines whether reliable current specialist source/permission is needed before use. Example empty reviewed structure, not a real local fact: “Our job:____. Provider/locator/date:____. Supported local detail:____. Still unknown:____. Rights/reviewer:____.” Do not fill with invented council noise readings, school observations or reader success. Localising changes held sources into teaching until a genuinely fresh eligible assessment is planned. Keep previous original sources/rights and actual revisions; contributor submission sends a reviewed draft, not automatic public replacement. ## Original grants and external exceptions New original lessons, narratives, prompts, criteria, worked responses,32next accounts, paper labels, visual briefs/full alternatives and scripts: ©NeuroForge2026,CCBY4.0. Full official licence text is EDUCATION-LICENCE.txt, retained byte-identically from the accepted earlier original grant. New original constructor/check/control code: ©NeuroForge2026,Apache2.0, full SOFTWARE-LICENCE.txt byte-identical. These grants do not relicense external curriculum/provider works, logos/photographs/audio/video, cultural knowledge, children's work or contributor material without rights. ACARA core curriculum ©Australian Curriculum,Assessment and Reporting Authority2010to present unless otherwise indicated,CCBY4with [current terms](https://www.australiancurriculum.edu.au/copyright-and-terms-of-use). NATIONAL75 selected records retain original exact attributes/raw/plain text; the29September acquisition is historical. Our selection/rendering/opportunity commentary is modified presentation and clearly separated. Current13October terms review covers exceptions and ICIP; photographs/videos/implementation resources may have restrictive unaltered noncommercial educational use, logos/trademarks/site design/thirdparty/alternative notices are not blanketCCBY. No excluded media imported. Full current notice takes precedence for each item. No product is endorsed, sponsored or approved by ACARA or QCAA. Users should assess current version and alignment to content descriptions and achievement standard; elaborations are illustrations. Platform/device curriculum refresh frequency is an explicit user review matter; this proposal uses a pinned historical workbook and cannot claim continuous automatic updates. SOURCE-NOTICE separates original grants, ACARA/QCAA/provider facts, cultural authority, contributor/student rights and modality/evidence boundaries. ## Honest release status This owner authors a full proposal only: no generated final lesson site,20SVG renders, recorded audio, translation validation, real Browser/assistive technology/native print/classroom test, reader success, hosted availability, publishing or annual curriculum completion. Current/solefresh reconstruct all proposal modules exactly. A different whole proposal critic must approve before source generation; later different whole source/art review and Root actual Browser/publication are independent. Any proposal checker checks actual literal reconstruction/couplings/namespace, not pedagogical quality or classroom effectiveness by itself. # Whole75 national meanings and individual opportunity limits ## Part 1 ### Code SCISCIY2 ### Id acara-v9:learning_areas:SCISCIY2 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18662 ### Record type level_description ### Specific opportunity limit Whole system/pattern/material/sky/sound/inquiry introduction retained; selected contribution does not complete the level. ### Status full level reference ### Whole meaning In Year 2 students build on their experiences of the natural and physical world to identify the components of simple systems. They appreciate that Earth is a planet in space and identify other celestial objects. They explore the ways components in a system interact, such as by using their bodies or combining and manipulating objects to make sounds. They build on their understanding of properties of materials to recognise that those properties stay the same when the material is changed physically. They continue to build their understanding of patterns by observing that some patterns, such as the changing positions of the sun, moon and stars, can only be observed over certain timescales. As they explore patterns and relationships, they use counting and informal measurements to make and compare observations and recognise that organising these observations in tables makes it easier to identify and represent patterns. They appreciate that science involves making and organising observations to identify patterns and relationships, and that these patterns and relationships are the basis of scientific predictions. Inquiry questions can help excite students’ curiosity and challenge their thinking. Following are examples of inquiry questions that could be used to prompt discussion and exploration: Who does science? How do we know Earth is round? How can we make and sense music? What’s the best material? Why? How does the sky change over time? ## Part 2 ### Code AC9S2U01 ### Id acara-v9:learning_areas:AC9S2U01 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18665 ### Record type content_description ### Specific opportunity limit Complete sky-object/pattern meaning retained; earlier packs separate, no sky attainment supplied here. ### Status reference only ### Whole meaning recognise Earth is a planet in the solar system and identify patterns in the changing position of the sun, moon, planets and stars in the sky ## Part 3 ### Code AC9S2U01_E1 ### Id acara-v9:learning_areas:AC9S2U01_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18666 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning identifying celestial objects that can be observed in space such as the sun, moon, stars and planets ## Part 4 ### Code AC9S2U01_E2 ### Id acara-v9:learning_areas:AC9S2U01_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18667 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning viewing images or video of Earth from space, describing the shape of Earth and discussing how the images or video were taken ## Part 5 ### Code AC9S2U01_E3 ### Id acara-v9:learning_areas:AC9S2U01_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18668 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning exploring representations of the solar system and identifying Earth and other planets ## Part 6 ### Code AC9S2U01_E4 ### Id acara-v9:learning_areas:AC9S2U01_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18669 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning observing that some phenomena in the sky are only visible during the day and others during the night ## Part 7 ### Code AC9S2U01_E5 ### Id acara-v9:learning_areas:AC9S2U01_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18670 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning investigating how shadow length changes with the changing position of the sun, identifying patterns and making predictions ## Part 8 ### Code AC9S2U01_E6 ### Id acara-v9:learning_areas:AC9S2U01_E6 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18671 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning creating a class moon diary across a month, identifying patterns in the changing shape of the moon and making predictions ## Part 9 ### Code AC9S2U01_E7 ### Id acara-v9:learning_areas:AC9S2U01_E7 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18672 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning viewing a time lapse video of the sun, moon, stars or a satellite’s movement across the sky ## Part 10 ### Code AC9S2U01_E8 ### Id acara-v9:learning_areas:AC9S2U01_E8 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18673 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning observing and describing short-term and longer-term patterns of events that occur in the sky, such as the appearance of the moon and stars at different times of the month or year ## Part 11 ### Code AC9S2U01_E9 ### Id acara-v9:learning_areas:AC9S2U01_E9 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18674 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning distinguishing between regular events that occur in the sky, such as the appearance of a full moon, and irregular events such as ‘blue’, ‘blood’ or ‘super’ moons ## Part 12 ### Code AC9S2U01_E10 ### Id acara-v9:learning_areas:AC9S2U01_E10 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18675 ### Record type illustrative_elaboration ### Specific opportunity limit Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied. ### Status conditional national reference ### Whole meaning exploring how cultural stories of First Nations Peoples of Australia describe the patterns in the changing positions of the sun, moon and stars ## Part 13 ### Code AC9S2U02 ### Id acara-v9:learning_areas:AC9S2U02 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18677 ### Record type content_description ### Specific opportunity limit Days41–49 actions/variety/descriptions and source/receiver distinction. Real action observation optional; receiver concept source reference only, no actual receiving-object effect demonstrated. ### Status selected partial opportunity ### Whole meaning explore different actions to make sounds and how to make a variety of sounds, and recognise that sound energy causes objects to vibrate ## Part 14 ### Code AC9S2U02_E1 ### Id acara-v9:learning_areas:AC9S2U02_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18678 ### Record type illustrative_elaboration ### Specific opportunity limit Day43/heldC: pitch/loudness descriptions distinct; no required hearing/performance or calibrated values. ### Status selected partial ### Whole meaning building vocabulary for describing sound, such as loudness and pitch, and comparing sounds made by musical instruments ## Part 15 ### Code AC9S2U02_E2 ### Id acara-v9:learning_areas:AC9S2U02_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18679 ### Record type illustrative_elaboration ### Specific opportunity limit Day42 several gentle actions/source notes; tap/rub approved actual optional, other instrument actions not all performed. ### Status selected partial ### Whole meaning exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping, plucking and shaking ## Part 16 ### Code AC9S2U02_E3 ### Id acara-v9:learning_areas:AC9S2U02_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18680 ### Record type illustrative_elaboration ### Specific opportunity limit Relevant First Nations owners/consent/payment/credit/integrity before culturally-specific instrument work; none invented. ### Status conditional future ### Whole meaning exploring how traditional musical instruments used by First Nations Australians produce their characteristic sounds ## Part 17 ### Code AC9S2U02_E4 ### Id acara-v9:learning_areas:AC9S2U02_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18681 ### Record type illustrative_elaboration ### Specific opportunity limit No guess-speaker game/private voice data or hearing ranking required. ### Status reference only ### Whole meaning exploring how voices have a unique sound by playing games such as guess the speaker ## Part 18 ### Code AC9S2U02_E5 ### Id acara-v9:learning_areas:AC9S2U02_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18682 ### Record type illustrative_elaboration ### Specific opportunity limit No twanged rigid ruler trial. Broad strip model/observation is not completion of this exact example. ### Status reference only ### Whole meaning observing vibrations produced by a twanged ruler held on a desk and experimenting with different ways of holding or positioning the ruler to produce observably different vibrations and sounds ## Part 19 ### Code AC9S2U02_E6 ### Id acara-v9:learning_areas:AC9S2U02_E6 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18683 ### Record type illustrative_elaboration ### Specific opportunity limit Day44/F2 andD sources support receiver concept; no actual speaker/tuning-fork/ear experiment or receiving-object observation supplied. ### Status partial reference knowledge ### Whole meaning investigating how sound energy makes things vibrate such as when speaking, using tuning forks or observing music speakers ## Part 20 ### Code AC9S2U02_E7 ### Id acara-v9:learning_areas:AC9S2U02_E7 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18684 ### Record type illustrative_elaboration ### Specific opportunity limit Day48 actual optional gentle cover plan/notes; no best-all-material or measured reduction guarantee. ### Status selected partial ### Whole meaning investigating which materials best muffle sound ## Part 21 ### Code AC9S2U02_E8 ### Id acara-v9:learning_areas:AC9S2U02_E8 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18685 ### Record type illustrative_elaboration ### Specific opportunity limit Guide/model/pocket design is not an actual completed instrument-making trial. ### Status future opportunity ### Whole meaning designing and making instruments that produce different sounds, such as drums, rain makers, thongophones or box guitars ## Part 22 ### Code AC9S2U02_E9 ### Id acara-v9:learning_areas:AC9S2U02_E9 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18686 ### Record type illustrative_elaboration ### Specific opportunity limit No echo/echolocation account taught as new verified local knowledge. ### Status reference only ### Whole meaning discussing situations in which they have heard echoes and exploring how humans with vision impairment and other animals such as dolphins and bats use echolocation to locate objects in their environments ## Part 23 ### Code AC9S2U03 ### Id acara-v9:learning_areas:AC9S2U03 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18688 ### Record type content_description ### Specific opportunity limit Complete material-composition/change meaning retained; this sound guide does not complete it. ### Status reference only ### Whole meaning recognise that materials can be changed physically without changing their material composition and explore the effect of different actions on materials including bending, twisting, stretching and breaking into smaller pieces ## Part 24 ### Code AC9S2U03_E1 ### Id acara-v9:learning_areas:AC9S2U03_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18689 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning exploring how materials can be physically changed to suit a particular purpose, such as twisting strands of cotton or wool together to make the thread stronger, or folding paper to make it fly ## Part 25 ### Code AC9S2U03_E2 ### Id acara-v9:learning_areas:AC9S2U03_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18690 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning manipulating materials such as paper or fabric, and determining ways they can be physically changed by scrunching, twisting or bending, or broken into smaller pieces by cutting, tearing or crushing ## Part 26 ### Code AC9S2U03_E3 ### Id acara-v9:learning_areas:AC9S2U03_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18691 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning crushing a stick of chalk into a powder, comparing the properties of the stick and the powder, and discussing whether it is still the same material ## Part 27 ### Code AC9S2U03_E4 ### Id acara-v9:learning_areas:AC9S2U03_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18692 ### Record type illustrative_elaboration ### Specific opportunity limit Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied. ### Status conditional national reference ### Whole meaning exploring how First Nations Australians make physical changes to natural materials to produce objects such as bowls, baskets and various fibre crafts ## Part 28 ### Code AC9S2U03_E5 ### Id acara-v9:learning_areas:AC9S2U03_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18693 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning creating an ‘odd one out’ game by providing samples of the same material that has been physically changed in different ways, and one sample of a different material, and challenging other students to identify the odd one out ## Part 29 ### Code AC9S2H01 ### Id acara-v9:learning_areas:AC9S2H01 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18696 ### Record type content_description ### Specific opportunity limit Days41/47/49–50 everyday choices/pattern-based ideas; source-bound prediction/reader work, no complete range of daily science. ### Status selected partial opportunity ### Whole meaning describe how people use science in their daily lives, including using patterns to make scientific predictions ## Part 30 ### Code AC9S2H01_E1 ### Id acara-v9:learning_areas:AC9S2H01_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18697 ### Record type illustrative_elaboration ### Specific opportunity limit Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied. ### Status conditional national reference ### Whole meaning learning how First Nations Australians use observations of the night sky to assist with navigation ## Part 31 ### Code AC9S2H01_E2 ### Id acara-v9:learning_areas:AC9S2H01_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18698 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning recognising that astronomers use patterns of movement of celestial bodies in the sky, such as stars and comets, to make predictions about future appearances ## Part 32 ### Code AC9S2H01_E3 ### Id acara-v9:learning_areas:AC9S2H01_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18699 ### Record type illustrative_elaboration ### Specific opportunity limit Sound patterns can inform a job; no musician consultation/music performance supplied. ### Status partial/future ### Whole meaning listening to music and learning from musicians about how music can be understood as patterns of sounds and how they use their body or instruments to create music ## Part 33 ### Code AC9S2H01_E4 ### Id acara-v9:learning_areas:AC9S2H01_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18700 ### Record type illustrative_elaboration ### Specific opportunity limit Quiet choice/consideration of others inDays41/47/49; no noise-law or hearing-device claim. ### Status selected partial ### Whole meaning discussing how we manage sound at home to ensure that we do not disturb each other or our neighbours, such as quietly closing doors, turning down the volume, taking off shoes on wooden floors or using headphones ## Part 34 ### Code AC9S2H01_E5 ### Id acara-v9:learning_areas:AC9S2H01_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18701 ### Record type illustrative_elaboration ### Specific opportunity limit No voice-activated tool, speaker identity inference or AI enabled. ### Status reference only ### Whole meaning investigating toys and digital tools that are voice activated, and engaging in guided discussion about how some devices use voice patterns to recognise the unique features of an individual’s voice ## Part 35 ### Code AC9S2H01_E6 ### Id acara-v9:learning_areas:AC9S2H01_E6 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18702 ### Record type illustrative_elaboration ### Specific opportunity limit No voice assistance/device access performance claimed. ### Status reference only ### Whole meaning exploring how sound-activated and voice-activated tools help people manage daily activities such as turning on lights and communicating with others ## Part 36 ### Code AC9S2H01_E7 ### Id acara-v9:learning_areas:AC9S2H01_E7 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18703 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning learning from people who work with materials, such as woodworkers, product designers or artists such as fibre artists or sculptors, about how they learn about properties of materials and how they use creativity when manipulating materials ## Part 37 ### Code AC9S2H01_E8 ### Id acara-v9:learning_areas:AC9S2H01_E8 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18704 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning exploring how physically changing materials helps us to re-use them in a variety of ways, and decrease waste ## Part 38 ### Code AC9S2H01_E9 ### Id acara-v9:learning_areas:AC9S2H01_E9 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18705 ### Record type illustrative_elaboration ### Specific opportunity limit Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied. ### Status conditional national reference ### Whole meaning considering how First Nations Australians use scientific practices such as sorting, classification and estimation to make predictions ## Part 39 ### Code AC9S2I01 ### Id acara-v9:learning_areas:AC9S2I01 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18708 ### Record type content_description ### Specific opportunity limit Days41/43/46/48 new questions/predictions based on available experiences, actual or supplied provenance recorded. ### Status selected partial opportunity ### Whole meaning pose questions to explore observed simple patterns and relationships and make predictions based on experiences ## Part 40 ### Code AC9S2I01_E1 ### Id acara-v9:learning_areas:AC9S2I01_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18709 ### Record type illustrative_elaboration ### Specific opportunity limit Day43/48 questions about descriptions/new sound-related evidence, result open. ### Status selected partial ### Whole meaning posing questions about how to make sounds with different instruments, such as: ‘If I do this, will it always produce a higher pitched sound?’ ## Part 41 ### Code AC9S2I01_E2 ### Id acara-v9:learning_areas:AC9S2I01_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18710 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning posing questions about the appearance or position of celestial objects in space across time, such as: ‘I wonder if the moon will look the same tomorrow or next week, as it does today?’ ## Part 42 ### Code AC9S2I01_E3 ### Id acara-v9:learning_areas:AC9S2I01_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18711 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning making predictions about what might occur when materials such as playdough or tissue paper are pulled with different strengths ## Part 43 ### Code AC9S2I01_E4 ### Id acara-v9:learning_areas:AC9S2I01_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18712 ### Record type illustrative_elaboration ### Specific opportunity limit No harder/louder test prescribed. Force explicitly unmeasured; no universal force/pitch/loudness conclusion. ### Status reference only ### Whole meaning making predictions about the relationship between vibration and sound, such as: ‘I think that if a ruler is twanged harder, it will make a louder sound’ ## Part 44 ### Code AC9S2I01_E5 ### Id acara-v9:learning_areas:AC9S2I01_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18713 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning making predictions about future appearances of phenomena in the sky at certain times of the week, month or year, such as the moon or satellites ## Part 45 ### Code AC9S2I02 ### Id acara-v9:learning_areas:AC9S2I02 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18715 ### Record type content_description ### Specific opportunity limit Physical routes approved suggestion/following if actually performed. Quiet source critique/model construction differs from practical conducting. ### Status selected mode-dependent partial opportunity ### Whole meaning suggest and follow safe procedures to investigate questions and test predictions ## Part 46 ### Code AC9S2I02_E1 ### Id acara-v9:learning_areas:AC9S2I02_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18716 ### Record type illustrative_elaboration ### Specific opportunity limit Approved objects/stop signal/procedure suggestions and following observed only where actually performed. ### Status selected optional actual ### Whole meaning showing appropriate use of materials and equipment to others such as teachers, students or trusted adults and making suggestions about how to make an investigation safe or safer ## Part 47 ### Code AC9S2I02_E2 ### Id acara-v9:learning_areas:AC9S2I02_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18717 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning discussing ways they could conduct observations of the sun in a safe way ## Part 48 ### Code AC9S2I02_E3 ### Id acara-v9:learning_areas:AC9S2I02_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18718 ### Record type illustrative_elaboration ### Specific opportunity limit Paper models/steps followed if chosen; no completed musical-instrument construction inferred. ### Status partial/future ### Whole meaning following visual or verbal steps to construct a musical instrument or manipulate a material ## Part 49 ### Code AC9S2I02_E4 ### Id acara-v9:learning_areas:AC9S2I02_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18719 ### Record type illustrative_elaboration ### Specific opportunity limit Child can suggest safe approved manipulation; actual action/help recorded, quiet plan distinct. ### Status selected optional actual ### Whole meaning suggesting ways they could manipulate materials and tools they could use ## Part 50 ### Code AC9S2I03 ### Id acara-v9:learning_areas:AC9S2I03 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18720 ### Record type content_description ### Specific opportunity limit Actual observations/records only for performed routes; supplied-note/model records distinct. Counts represent events/records, not sound-level measurements. ### Status selected mode-dependent partial opportunity ### Whole meaning make and record observations, including informal measurements, using digital tools as appropriate ## Part 51 ### Code AC9S2I03_E1 ### Id acara-v9:learning_areas:AC9S2I03_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18721 ### Record type illustrative_elaboration ### Specific opportunity limit Draw/text/exact scribing observations as actually available; no voice/photo/video required. ### Status selected mode-dependent ### Whole meaning recording observations through text, drawing, counts, digital photography or video ## Part 52 ### Code AC9S2I03_E2 ### Id acara-v9:learning_areas:AC9S2I03_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18722 ### Record type illustrative_elaboration ### Specific opportunity limit Day46 meaningful fair-comparison discussion; not calibrated equal force. ### Status selected with guidance ### Whole meaning engaging in a guided discussion about how to measure something in a fair way ## Part 53 ### Code AC9S2I03_E3 ### Id acara-v9:learning_areas:AC9S2I03_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18723 ### Record type illustrative_elaboration ### Specific opportunity limit Record counts are not units of physical acoustic measurement; broader informal measurement remains later opportunity. ### Status reference/future ### Whole meaning using familiar units of measurement such as cups, handspans, walking paces, blocks or pencil lengths ## Part 54 ### Code AC9S2I03_E4 ### Id acara-v9:learning_areas:AC9S2I03_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18724 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning representing informal measurements with concrete objects, such as drawing chalk lines and using lengths of string to measure shadows ## Part 55 ### Code AC9S2I03_E5 ### Id acara-v9:learning_areas:AC9S2I03_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18725 ### Record type illustrative_elaboration ### Specific opportunity limit Silent drawing model is not real sensor/clap-o-meter/time-lapse/slow-motion footage. ### Status reference only ### Whole meaning exploring how digital tools can be used to make observations, such as simple clap-o-meter apps that measure sound volume, time lapse digital photography for observing apparent movement of celestial objects or slow-motion videos for observing a vibrating ruler ## Part 56 ### Code AC9S2I04 ### Id acara-v9:learning_areas:AC9S2I04 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18727 ### Record type content_description ### Specific opportunity limit Days42/43/45 organisers and silent physical/visual models with meaning/count limits. No annual organiser attainment inferred. ### Status selected partial opportunity ### Whole meaning sort and order data and information and represent patterns, including with provided tables and visual or physical models ## Part 57 ### Code AC9S2I04_E1 ### Id acara-v9:learning_areas:AC9S2I04_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18728 ### Record type illustrative_elaboration ### Specific opportunity limit Label source/action/model with correct evidence kind; not complete all material cases. ### Status selected partial ### Whole meaning adding labels to a drawing or digital photograph to indicate key features, such as properties of materials that stay the same when changed physically, or to indicate how sound is produced by an instrument ## Part 58 ### Code AC9S2I04_E2 ### Id acara-v9:learning_areas:AC9S2I04_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18729 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning ordering images of the changing appearance of the moon to show a monthly cycle ## Part 59 ### Code AC9S2I04_E3 ### Id acara-v9:learning_areas:AC9S2I04_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18730 ### Record type illustrative_elaboration ### Specific opportunity limit Action/report organisers inDays42/45; general everyday prop action, not cultural-instrument catalogue. ### Status selected partial ### Whole meaning using a graphic organiser to sort images of musical instruments and the actions used to produce their sound ## Part 60 ### Code AC9S2I04_E4 ### Id acara-v9:learning_areas:AC9S2I04_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18731 ### Record type illustrative_elaboration ### Specific opportunity limit Counted note/event tokens/table with guidance; no universal sounding-versus-silent-object count from missing report. ### Status selected partial ### Whole meaning constructing simple column graphs and picture graphs with guidance to represent class investigations, such as recording objects that produce or do not produce sound ## Part 61 ### Code AC9S2I04_E5 ### Id acara-v9:learning_areas:AC9S2I04_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18732 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning completing a table to record the number of ways different materials can be changed physically ## Part 62 ### Code AC9S2I05 ### Id acara-v9:learning_areas:AC9S2I05 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18734 ### Record type content_description ### Specific opportunity limit Days46–48 predictions/reports/fairness/further questions with guidance explicitly permitted; actual investigating evidence kept separate. ### Status selected with-guidance partial opportunity ### Whole meaning compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance ## Part 63 ### Code AC9S2I05_E1 ### Id acara-v9:learning_areas:AC9S2I05_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18735 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning comparing their observations of changing shadow length across the day with their predictions and the patterns observed by others ## Part 64 ### Code AC9S2I05_E2 ### Id acara-v9:learning_areas:AC9S2I05_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18736 ### Record type illustrative_elaboration ### Specific opportunity limit Day47 different reporters/unknowns preserved; no diagnostic test. ### Status selected partial ### Whole meaning comparing observations of sounds with those of others and considering if we all sense sound in the same way ## Part 65 ### Code AC9S2I05_E3 ### Id acara-v9:learning_areas:AC9S2I05_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18737 ### Record type illustrative_elaboration ### Specific opportunity limit Day46 planned same source/action/spot as relevant; actual equality not assumed. ### Status selected with guidance ### Whole meaning proposing ways to ensure that the same sound is produced in an investigation in order to keep the investigation fair ## Part 66 ### Code AC9S2I05_E4 ### Id acara-v9:learning_areas:AC9S2I05_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18738 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning comparing findings from investigations about physically changing a material, such as cutting and folding, and exploring questions that investigate similar changes to different materials ## Part 67 ### Code AC9S2I06 ### Id acara-v9:learning_areas:AC9S2I06 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection learning_areas #### Row 18740 ### Record type content_description ### Specific opportunity limit Children create useful guide/record texts in own mode with everyday/science words; scripts/parent help do not automatically prove independent communication. ### Status selected partial opportunity ### Whole meaning write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary ## Part 68 ### Code AC9S2I06_E1 ### Id acara-v9:learning_areas:AC9S2I06_E1 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18741 ### Record type illustrative_elaboration ### Specific opportunity limit Exact source-qualified vocabulary and sequence texts/guide in chosen response mode. ### Status selected partial ### Whole meaning using learnt scientific vocabulary and structuring texts to sequence events, processes or ideas ## Part 69 ### Code AC9S2I06_E2 ### Id acara-v9:learning_areas:AC9S2I06_E2 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18742 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning creating and narrating a short animation to show the changing position of the sun across the day and using terms such as ‘sunrise’, ‘sunset’ and ‘horizon’ ## Part 70 ### Code AC9S2I06_E3 ### Id acara-v9:learning_areas:AC9S2I06_E3 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18743 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning creating a class model of the solar system and naming the sun and planets ## Part 71 ### Code AC9S2I06_E4 ### Id acara-v9:learning_areas:AC9S2I06_E4 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18744 ### Record type illustrative_elaboration ### Specific opportunity limit This full illustrative example is retained for future teacher selection; not completed by the sound guide or supported unrelated transfer stories. ### Status national reference only ### Whole meaning making a collage to represent and display all the ways a material can be physically changed ## Part 72 ### Code AC9S2I06_E5 ### Id acara-v9:learning_areas:AC9S2I06_E5 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18745 ### Record type illustrative_elaboration ### Specific opportunity limit No mandatory singing/dancing/instrument performance; guide explanation does not substitute for all this example. ### Status future/optional ### Whole meaning presenting and sharing musical instruments, through dance and song, to show what is vibrating to make the sound ## Part 73 ### Code AC9S2I06_E6 ### Id acara-v9:learning_areas:AC9S2I06_E6 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18746 ### Record type illustrative_elaboration ### Specific opportunity limit Own guide/organiser/optional display/read-aloud, with actual authorship/support recorded. ### Status selected partial ### Whole meaning presenting findings of investigations using charts, read-alouds, slideshows or displays using everyday and scientific vocabulary ## Part 74 ### Code AC9S2I06_E7 ### Id acara-v9:learning_areas:AC9S2I06_E7 ### Not mandatory elaboration checklist True ### Raw row identity #### Collection learning_areas #### Row 18747 ### Record type illustrative_elaboration ### Specific opportunity limit Full illustrative meaning retained; relevant cultural owners must authorise a future chosen opportunity before use/adaptation, no local cultural content supplied. ### Status conditional national reference ### Whole meaning acknowledging and learning about First Nations Australians’ ways of sharing astronomical knowledge across generations through oral traditions that include cultural accounts, stories, song and dance ## Part 75 ### Code Not supplied. ### Id acara-v9:achievement_standards:114fdb8bfd47ac95 ### Not mandatory elaboration checklist False ### Raw row identity #### Collection achievement_standards #### Row 236 ### Record type achievement_standard ### Specific opportunity limit All knowledge/inquiry clauses retained. This fortnight/source practice is not a full-year folio or on-balance official judgement. ### Status full annual reference, partial evidence only ### Whole meaning By the end of Year 2 students identify celestial objects and describe patterns they observe in the sky. They demonstrate how different sounds can be produced and describe the effect of sound energy on objects. They identify ways to change materials without changing their material composition. They describe how people use science in their daily lives and how people use patterns to make scientific predictions. Students pose questions to explore observed patterns or relationships and make predictions based on experience. They suggest steps to be followed in an investigation and follow safe procedures to make and record observations. They use provided tables and organisers to sort and order data and represent patterns in data. With guidance, they compare their observations with those of others, identify whether their investigation was fair and identify further questions. They use everyday and scientific vocabulary to communicate observations, findings and ideas.