Science Department
IONA CATHOLIC SECONDARY SCHOOL
Course Code: SNC 2D1
Course Name: Grade 10 Academic Science
Course Overview:
The overall aim of the secondary science program is to ensure scientific literacy for every secondary school graduate. This aim
can be
achieved byof
meeting
three overall
for everyExpectations
student. The secondaryinclude:
program, from Grade 9 through Grade 12, is
Strands
Study
and goals
Overall
designed to promote these goals:
- to understand the basic concepts of science
- to develop the skills, strategies and habits of mind required for scientific inquiry;
- to relate science to technology, society and the environment
Course Expectations:
This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and
physics, and of the interrelationships between science, technology, society, and the environment. Students are also given
opportunities to further develop their scientific investigation skills. Students will plan and conduct investigations and develop
their understanding of scientific theories related to the connections between cells and systems in animals and plants; chemical
reactions, with a particular focus on acid–base reactions; forces that affect climate and climate change; and the interaction of
light and matter.
Prerequisite: Science, Grade 9, Academic or Applied
Strands of Study and Overall Expectations include:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and
recording, analysing and interpreting, and communicating);
A2. identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made
contributions to those fields.
B1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical
implications;
B2. investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various
laboratory techniques;
B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.
C1. analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be
applied to address environmental challenges;
C2. investigate, through inquiry, the characteristics of chemical reactions;
C3. demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.
D1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of
climate change;
D2. investigate various natural and human factors that influence Earth’s climate and climate change;
D3. demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to
climate change.
E1. evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits;
E2. investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors
and refraction in converging lenses;
E3. demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and
refraction in lenses.
Efforts will be made to meet the individual learning needs of students in order to ensure these
expectations are being met.
Course Breakdown
Resources:
The course will use a variety of resources including
video, CD-ROM, Internet Applications and a variety of
print sources. The textbook will be distributed to
students during the first week of the course. The text
and all other resources assigned to students are the
responsibility of the student. Any damage incurred will
result in payment for replacement. Replacement cost
for the text will be posted in the classroom.
UNITS OF STUDY:
Biology – Tissues, Organs and Systems of Living Things
Chemistry – Chemical Reactions
Physics – Light and Geometric Optics
Earth and Space Science – Climate Change
Evaluation Structure::
Knowledge & Understanding
Thinking & Investigation
Communications
Application
TEXTS AND RESOURCES:
Nelson Science Perspectives 10
25 %
35 %
15 %
25 %
The above is reflected both in the term work (worth
70% of the final mark) and the summative work
(worth 30% of the final mark). Summative work
consists of the Final Exam (20 %) and a Culminating
Activity (10 %).
Evaluation Policy
Students will be assessed & evaluated according to the work produced & skills displayed. Methods of providing feedback will include assessing work in process &
evaluating completed assignments, tests, co-operative learning activities, simulations and presentations. Peer & self-evaluations will also be utilized. Student
marks will be determined by evaluating process & product according to 4 categories & 4 levels. Please see the chart below for specific skills and key words used to
determine student competency in the different categories.
Category
Knowledge/Understanding: Knowledge of
content and understanding of content.
Level 1:
Level 2:
Level 3:
Level 4:
50-59%
60-69%
70-79%
80-100%
Limited display of:
knowledge of content
Some success in:
knowledge of content
Considerable display of:
knowledge of content
Thorough understanding of:
knowledge of content
uses creative thinking
initiating, processing
and planning skills
and strategies with
limited effectiveness
uses creative thinking
initiating, processing
and planning skills and
strategies with some
effectiveness
uses creative thinking
initiating, processing and
planning skills and
strategies with considerable effectiveness
uses creative thinking
initiating, processing and
planning skills and
strategies with a high degree
of effectiveness
Communication: Expression and organization
of ideas and information and use of conventions
vocabulary, and terminology of the discipline in
oral, graphic, and written forms.
communicates, uses
conventions and
terminology,
organizes ideas and
information with
limited effectiveness
communicates, uses
conventions and
terminology, organizes
ideas and information
with some
effectiveness
communicates, uses
conventions and
terminology, organizes
ideas and information
with considerable
effectiveness
communicates, uses
conventions and
terminology, organizes ideas
and information with a high
degree of effectiveness
Application: Application and transfer of
knowledge and skills; Making connections
between science, technology, society, and
the environment.
transfers and applies
knowledge and skills
to unfamiliar contexts
and proposes courses
of practical action
with limited
effectiveness
transfers and applies
knowledge and skills
to unfamiliar contexts
and proposes courses
of practical action
with some
effectiveness
transfers and applies
knowledge and skills to
unfamiliar contexts and
proposes courses of
practical action with
considerable
effectiveness
Thinking: Use of planning skills, processing
skills and critical/creative thinking skill.
transfers and applies
knowledge and skills to
unfamiliar contexts and
proposes courses of
practical action with a high
degree of effectiveness
Feedback will also be provided for student learning skills. Skills like RESPONSIBILITY, ORGANIZATION, INDEPENDENT WORK, COLLABORATION,
INITIATIVE, and SELF-REGULATION are assessed independently from student achievement and will be conducted through the use of a rubric indicating
specific criteria to be achieved to receive each of the following letter grades:
E –Excellent
G – Good
S – Satisfactory
N - Needs Improvement
Other Evaluation Issues
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LATE ASSIGNMENTS The due dates for major assignments will be clearly articulated by the teacher when the task is assigned. The teacher will
establish a deadline and each day late after this date an appropriate penalty will be established. The exact conditions and penalties can be
obtained from the school handbook.
INCOMPLETE ASSSIGNMENTS Assignments will be graded according to the extent with which they meet the criteria established in the rubric
or evaluation structure.
MISSED TESTS . Teachers will give the class ample notice for up-coming tests/evaluations. It is the responsibility of the student to make
arrangements for an alternative assessment date (which may not be during class time) with the teacher before the scheduled time for the
test/evaluation. If a test is missed due to a legitimate reason, verification (note only to be handed in on the day of the student’s return) from a
parent/guardian must be given to the subject teacher indicating that the parents are aware the student has missed a test. If a test is missed as
a result of truancy, a mark of zero will be assigned with no opportunity for a re-write.
PLAGIARISM in any form reflects academic dishonesty and will result in a mark that is determined by the administration in collaboration with the
classroom teacher. Further information can be obtained from the school handbook.
ATTENDANCE It is the responsibility of each student to be punctual and in attendance, with proper materials, at all classes and scheduled
activities. Students who miss classes may put their credit in jeopardy. It is the student’s responsibility to catch up on missed work when
absent.