In this post, we explain the differences between Biology, Chemistry, and Physics in the new syllabus starting 2019.
Join 75,893 students who already have a head start.
"*" indicates required fields
The new Year 11 & 12 (Stage 6) Biology, Chemistry and/or Physics Syllabus was introduced from the 2018 Year 11 cohort. The syllabus introduced new content not taught in the previous syllabus. In 2019, the Extension Science course was introduced and allowed Year 12 students to take an additional unit of science for the first time.
In this post, we answer some frequently asked questions from Year 10 students about choosing the right Science courses for Year 11.
Year 11 Science is the first year of Stage 6 Science. Stage 6 refers to years 11 and 12. Year 9 and 10 Science is known as Stage 5 Science.
Stage 6 Science offers three different science courses – Biology, Chemistry, and Physics. More details about Stage 6 can be found on the NSW Education Standards Authority (NESA) website.
Year 11 Biology, Chemistry and Physics courses are split into a skills component and four modules of study. The skills components will be covered within the four modules of study. The modules for the Year 11 curriculum are:
| Year 11 Biology | Year 11 Chemistry | Year 11 Physics | |
Skills |
Working Scientifically | Working Scientifically | Working Scientifically |
Module 1 |
Cells as the Basis of Life | Properties and Structure of Matter | Kinematics |
Module 2 |
Organisation of Living Things | Introduction to Quantitative Chemistry | Dynamics |
Module 3 |
Biological Diversity | Reactive Chemistry | Waves and Thermodynamics |
Module 4 |
Ecosystem Dynamics | Drivers of Reactions | Electricity and Magnetism |
Please note that Year 11 students at Matrix start the course one term ahead of school. This means Year 11 students will start their studies in October of the previous year (when they are in Year 10 at school). Learn more about Matrix Year 11 courses.
The Year 11 Science course structure is outlined in the table below:
| Biology | Chemistry | Physics | |
| Aim | Develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. | Develop an appreciation and understanding of materials and their properties, structures, interactions and related applications. | Develop an appreciation and understanding of the application of the principles of physics, and of the theories, laws, models, systems and structures of physics. |
| Objective | Develop knowledge and understanding of the structure and function of organisms and the Earth’s biodiversity and the effect of evolution | Develop knowledge and understanding of the fundamentals of chemistry and the trends and driving forces in chemical interactions | Develop knowledge and understanding of fundamental mechanics, electromagnetism, and energy. |
| Overview | A detailed study at all levels of organisation of life, spanning from organelles and cells in an organism to communities and ecosystems. | Chemistry is the study of matter and how it interacts. Year 11 chemistry establishes the fundamentals of chemistry. | Students develop an understanding of the conceptual foundations of physics – of mechanics, electromagnetism and energy.
They also develop logic and problem solving skills, including calculation skills. |
| Summary | Year 11 Biology begins by investigating cells as the basis of living things, and considering the structure and function of cells.
Students then examine how cells build into tissues, organs and organ systems, and how these different systems form individual plants and animals. Students then study how the individual fits into a community and ecosystem, and how environmental pressures can drive the evolution of living things through a handful of case studies. |
Year 11 Chemistry studies the fundamental concepts required to understand the properties of matter and chemical reactions.
Students first learn the about the structure of atoms and how this determines the reactivity of different elements, and how atoms are arranged in different compounds and mixtures. Students learn to make calculations relating to the amounts of matter involved in reactions, and gain a deeper understanding of why substances behave in certain ways in terms of their physical and chemical properties. |
Year 11 physics covers fundamental concepts from classical physics.
They study forces and motion and learn to use vector arithmetic and graphing methods. Students also learn about wave properties and motion, and how energy may be transferred by a wave or in the form of heat. Students learn how charged objects interact by covering electricity and magnetism. |
Students should consider the following when making a decision:
Through the Year 9 and 10 modules – The Living World, The Chemical World, and The Physical World – students will have sampled Biology, Chemistry and Physics. These modules form a basis for the Stage 6 syllabus, and enable students to determine which of the science subjects they are interested in. Students should also consider how they performed in each of the modules and how challenging they found them.
The different science courses may be recommended courses or assumed knowledge for certain university courses. The flowchart below shows the general progression from high school to university courses. More detailed information for specific university courses is provided in following sections.
Listed below are the minimum ATAR results needed for domestic students to have been accepted into some popular university courses in 2017, and each course’s assumed knowledge and recommended subjects. Students who do not satisfy the assumed knowledge requirements should undertake a bridging course prior to the commencement of their degree. (Bridging courses are intensive courses that attempt to cover large portions of the Stage 6 syllabus over short periods of approximately 10 days.)
| Course Name | 2018 ATAR Cut Off | Assumed Knowledge | Recommended Subjects |
| Actuarial Studies | 97.30 | Mathematics Extension 1 | English Advanced, Mathematics Extension 2 |
| Aerospace Engineering | 92.00 | Mathematics Extension 1, Physics | Chemistry, Engineering Studies, Mathematics Extension 2, Information Processes and Technology, Software Design and Development |
| Architectural Studies | 95.60 | None | English Advanced, Ancient History, Modern History, Design and Technology, Visual Arts |
| Commerce | 96.30 | Mathematics | English Advanced, Mathematics Extension 1 |
| Electrical Engineering | 91.00 | Mathematics Extension 1, Physics | Mathematics Extension 2, Chemistry, Biology, Engineering Studies, Software Design and Development, Information Processes and Technology |
| Medical Studies/Doctor of Medicine | 96.00* | English Standard (Band 4) | Chemistry |
| Course Name | 2018 ATAR Cut Off | Assumed Knowledge | Recommended Subjects |
| Commerce (Liberal Studies) | 95.00 | Mathematics | None |
| B Advanced Computing | New Degree | Mathematics Extension 1 | None |
| Medical Science | 90.00 | Mathematics, Chemistry plus Biology or Physics. | None |
| Oral Health | 83.00* | Chemistry | None |
| Pharmacy | 90.00 | Mathematics, Chemistry | Biology, Physics |
| Veterinary Biology/ Doctor of Veterinary Medicine |
* | Mathematics, Chemistry, Physics | Biology |
| Science/ Law | 99.50 | Mathematics | None |
| Advanced Science | New Degree | Mathematics | None |
| Course Name | 2018 ATAR Cut Off | Assumed Knowledge | Recommended Subjects |
| Actuarial Studies | 97.00 | Mathematics Extension 1 (Band E4) | Mathematics Extension 2 |
| Arts – Psychology/Laws | 96.70 | None | Mathematics |
| Course Name | 2018 ATAR Cut Off | Assumed Knowledge | Recommended Subjects |
| Design in Architecture/Creative Intelligence and Innovation | 96.10 | English (any 2 units)Mathematics | Visual Arts, Design and Technology, History (any 2 units) |
| Engineering (Hons) Civil, Diploma in Engineering Practice | 92.00 | English Standard, Mathematics Extension 1, Physics | English Advanced |
* ATAR + additional selection criteria
Scaling is the process of converting HSC marks into scaled marks for comparison across different subjects. This is required as students undertake different courses, and a certain mark in one course may not equate to the same mark in another course, e.g. if courses differ in difficulty. Essentially, comparing the marks of students studying different science courses is not accurate in terms of comparing students to one another.
A different level of scaling is applied to each subject, as this reflects the different demands of the subject.
As a general rule, the “harder” the unit of study, the better the scaling it receives.
Chemistry and Physics scales better than Biology.
For example,
Please note that students should not be choosing subjects based on scaling. Instead, scaling graphs should be used as the tool for determining your required position/rank in the state for you to obtain your desired ATAR. The scaling graph should tell you how well you would need to do in a certain subject, which can be considered along with the student’s abilities and workload. Consider the following examples:
Scaling is a complex idea. If you would like to know more you should read All About ATAR Scaling
Chemistry and Physics both appeal to students with stronger logical thinking as both subjects involve calculations, conceptual understanding and explanations of processes. However, is there really any overlap between the two? The short answer is no.
Whilst there is some small overlap in the Stage 6 content such as energy transfer and the structure of atoms, the details, context, approach and emphasis differ between Chemistry and Physics.
Some students take multiple science subjects depending on their interests, strengths and future plans. Here are popular subject combinations undertaken at Matrix:
| Biology | Chemistry | Physics |
| 42% of Biology students also studied Chemistry | 12% of Chemistry students also studied Biology | 11% of Physics students also studied Biology |
| 15% of Biology students also studied Physics | 39% of Chemistry students also studied Physics | 56% of Physics students also studied Chemistry |
Extension Science has been available as an option to Year 12 students since 2019. It is a 1-unit course and can be taken in Biology, Chemistry or Physics in addition to the regular courses.
The extension unit is not like traditional courses. Whilst it contains some theory content (mostly based on analysing data and statistics) it is instead more like a research project. Students must perform their own research or data analysis and write a research report that reviews the scientific literature and also their own results. The investigation can be in collaboration with a university research group, depending on what arrangements the student/school are able to make. Students can refer to the NESA website for more information.
Matrix offers term and holiday courses for Biology, Chemisty, and Physics to help you refine your knowledge and understand complex issues. Our science courses run one term ahead of school to give you the edge in class. Book a free trial lesson and find out how Matrix helps thousands of students each year!
Written by DJ Kim
DJ is the founder of Matrix Education and has over 20 years of HSC Physics teaching experience. He is the co-author of the Matrix Science program, course materials and assessments. He is also renowned for his ATAR & Scaling seminars and development of the first ATAR Calculator.
© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.
