SISTEMAS DE INFORMACION CONTABLE
Programa temático 2007
Unidad I
La actividad económica del hombre. Comercio. Acto de comercio. Comerciante.
Compra venta mercantil. Las Organizaciones. La empresa como una organización.
Clasificación de empresas. Sistema de información contable. El proceso contable. La
organización del sistema contable. Procesamiento de datos que se utilizan en la toma de
decisiones.
Unidad II
El patrimonio de una empresa. Activo, pasivo y patrimonio neto. Ecuación
patrimonial. Variaciones patrimoniales: clases. Cuentas: patrimoniales y de resultado, otras.
Principios de partida doble. Registros en dos columnas.
Documentos comerciales: características generales. Confección de los distintos
documentos. Registros contables en base a documentos.
Unidad III
Gestión empresarial. Libros de comercio. Sociedades comerciales. Estados
contables básicos. Hoja de trabajo. Ajuste de cuentas. Balance general.
Área / Espacio Curricular: “Aprendizaje-Servicio”
Curso: décimo.
Año: 2008

Expectativas de logro:
Que los alumnos logren:

Reconocer a la educación como un derecho.
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Valorar a la educación como un proceso de perfeccionamiento de lo
específicamente humano.

Comprender la complejidad del sistema educativo.

Conocer al sistema educativo Argentino.

Profundizar acerca de los elementos que integran el proceso de enseñanza –
aprendizaje (docente, alumno, contexto))

Valorar la estimulación en el proceso de enseñanza- aprendizaje.

Conocer diversos modelos didácticos.

Participar en la elaboración de un proyecto que responda a alguna necesidad sentida
por la escuela 11 del Delta
 Contenidos:
La educación en la Argentina
UNIDAD N°1
Concepto de educación: definición etimológica y semántica.
Educación sistemática y asistemática.
Institución: origen; tipología, recursos, estructuras.
La institución escolar: surgimiento; finalidad.
Modelos didácticos: tradicional, experiencial, constructivista, tecnisista.
Diferentes tipos de escuela
Tipos de gestión educativa.
UNIDAD Nº II
Elementos que participan en el proceso de enseñanza-aprendizaje: docente, alumno,
contexto.
Capitalización de las propias experiencias en la vida escolar.
La estimulación en el proceso de aprendizaje.
La escuela en la actualidad.
El sistema educativo vigente en la Argentina.
UNIDAD N° III
Proyecto en la escuela Nº 11 del Delta.
Evaluación:

Evaluaciones escritas. Trabajos de investigación. Evaluación actitudinal consensuada al
finalizar cada trimestre.
 Bibliografía:
“La solidaridad como pedagogía. El aprendizaje Servicio en la escuela.”
María Nieves Tapia. Ed. .Ciudad Nueva.
“Educar para la Paz.” Ministerio de educación Ciencia y Tecnología.
Revistas “El Monitor de la educación” Ministerio de Educación Ciencia y Tecnología.
“Ley de educación Nacional.”
“La Constitución Nacional”
Tratados internacionales.
Selección y elaboración de textos realizado por el docente.
SUBJECT: COORDINATED SCIENCES-BIOLOGY
CLASS:
Y10
YEAR:
2008
ATTAINMENT TARGETS
1. Achieve an adequate level of knowledge and understanding of the curricular
contents.
2. Use acquired knowledge to solve unfamiliar situations.
3. Observe and measure precisely using different kinds of complex instruments.
4. Collect data clearly and systematically using tables, charts and graphs.
5. Draw consistent conclusions with the experimental evidence, using the acquired
contents.
6. Elaborate clear lab reports following an adequate layout.
7. Analyse and handle different variables in a problem.
8. Plan and carry out an experiment.
9. Participate actively in the classroom and laboratory.
10. Behave properly and safely in the classroom and laboratory.
11. Keep complete and organised folder.
12. Arrive punctually with all the necessary equipment.
13. Work individually and in groups.
14. Search, select and organise information from different sources.
CONTENTS
Unit 1 Coordination in plants and humans
-appreciate that external stimuli can be detected by organisms and may result in
responses which may increase the chances of the organisms' survival
-know the structure of a motor neurone and appreciate how its structure is related to its
function
-know that the human nervous system is made up of the central nervous system (brain
and spinal cord) and many nerves which carry messages from receptors or to effectors
-understand a spinal reflex arc and appreciate the value of rapid, automatic responses
(reflexes) to an organism
-know the structure of the human eye and understand how light is focused onto the retina
-understand accommodation and know the functions of rods and cones and their
distribution in the human retina
-appreciate that receptors, such as those in the retina of the eye, convert a stimulus into
an impulse in a nerve fibre which is carried to the central nervous system, which may then
send an impulse to an effector
-know that the shoot of a plant grows towards the light and appreciate that there must be a
receptor and an effector involved in this response
-be able to suggest a possible method by which auxin could be involved in the growth of
shoots towards the light
Unit 2 Reproduction in plants
-know that asexual reproduction produces offspring that are identical to the parent
-understand that sexual reproduction involves a mobile male gamete (e.g. sperm) fusing
with a stationary female gamete (e.g. egg)
-appreciate the significance of the differences between internal and external fertilisation in
animals
-know the reproductive parts of an insect-pollinated flower and understand their functioning
-understand the differences between pollination and fertilisation in flowering plants
-understand the differences in structure between insect- and wind-pollinated flowers
-be able to describe the growth of the pollen tube from style to ovule and the passage of
the male nucleus along it before fusion with the female nucleus to form a zygote
-understand the formation of seed and fruit from ovule and ovary
-understand the importance of seed dispersal and describe examples of animal- and winddispersed seeds or fruits
-know the structure of a bean seed (testa, micropyle, cotyledons, plumule and radicle only)
-understand the conditions needed for germination of seeds
Unit 3 Reproduction in humans
-know the structure and function of the male and female reproductive systems
-know that adolescence is controlled by hormones produced by the testes or ovaries; that
the male sex hormone is testosterone, while the female sex hormones are oestrogen and
progesterone
-appreciate the changes in the ovary and uterus throughout the menstrual cycle
-understand the biological aspects of sexual intercourse, fertilisation and implantation
-appreciate the protection given to the embryo by the amnion and the role of the placenta
in allowing transfer of materials to and from the foetus
-understand the process of birth
-understand the methods of transmission of the HIV virus and how the spread of AIDS
may be limited
-appreciate that the world population of humans is growing rapidly and that birth control
can help to limit this growth
Unit 4 Inheritance and cell division
-appreciate that variation shown by organisms is partly inherited and partly results from
environmental influences
-understand the differences between continuous and discontinuous variation and be able
to describe one example of each in humans
-know that chromosomes are found in the nucleus and that genes are carried on
chromosomes
-know that genes are 'coded instructions' for making proteins and that DNA is the chemical
which stores the coded instructions
-appreciate that gametes contain half the normal number of chromosomes and that
fertilisation restores the normal number
-understand the meaning of the terms dominant, recessive, phenotype, genotype, allele,
homozygote, heterozygote and mutation
-appreciate that mutation may occur naturally but that the chances of mutation are
increased by exposure to ionising radiation
-be able to calculate and predict the results of a simple cross involving 1 : 1 or 3 : 1 ratios
-understand that mutation in a body cell is likely to be harmless unless it leads to
uncontrolled division of the cell (cancer), but that a mutation in a gamete-forming cell may
be passed on to offspring
-know one example of an inherited disease (e.g. cystic fibrosis, thalassaemia or sickle-cell
anaemia)
-understand that modern cloning techniques, such as tissue culture, enable the production
of plants with identical genes
-appreciate that this can have benefits to agriculture
-appreciate that genetic engineering may involve the transfer of desirable genes into crop
plants or animals farmed for food and be able to discuss some of the possible problems
associated with genetic engineering (details of the techniques or processes involved are
not required)
Unit 5 Evolution and Molecular Genetics
-understand that organisms vary and that some variations give advantages over others in
the 'struggle for existence'
-understand that variations caused by genes can be passed on to offspring and that genes
conferring advantageous adaptations are more likely to be passed on than others
-know the term natural selection
-understand that, if the environment changes, different genes may become advantageous,
so leading to a change in the characteristics of a population or organisms
-know one example of natural selection (e.g. peppered moths in Britain)
-understand artificial selection, with reference to one type of crop plant or animal
Unit 5 Ecology and Human Impact
-know that the ecosystem is the habitat and the community considered together
-know that organisms are adapted to their environment
-know that the growth of a population of organisms may be limited by environmental
factors such as food supply or predation
-be able to interpret population growth curves with respect to one or more limiting
environmental factors
-understand that energy enters an ecosystem in sunlight, which is transferred to energy in
plants by photosynthesis and that this energy is then passed along food chains
-know the role of producers, consumers and decomposers in food chains and webs
-understand that energy losses occur along a food chain
-be able to interpret pyramids of numbers and biomass and relate these to the loss of
energy along food chains
-be able to discuss the advantages of eating plant products rather than animal products, in
terms of the amounts of energy available in a food chain
-understand the carbon cycle
-understand how deforestation and the burning of fossil fuels can increase the amount of
carbon dioxide in the atmosphere and appreciate that this may lead to global warming
-understand the nitrogen cycle, including nitrogen fixation, the importance of soil nitrates
and denitrification and why farmers may use nitrogen fertilisers
-be able to discuss the advantages and disadvantages of using nitrogen fertilisers
-understand how leaching of excess nitrogen fertilisers may damage aquatic ecosystems
and suggest alternatives to the use of nitrogen fertilisers
-understand the water cycle and how it may be affected by deforestation
-appreciate that farmers may need to use pesticides but that this may endanger other
living organisms
-be able to discuss the advantages and disadvantages of using pesticides
-know the harmful effects of one pesticide on other living organisms and be able to discuss
alternative methods of pest control, with reference to one example
-know that sulphur dioxide is produced by burning fossil fuels
-understand the harmful effects of sulphur dioxide on living organisms, including the
effects of acid rain
-appreciate the need to conserve endangered species and their natural habitats
ASSESSMENT:
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Written tasks set in class
Oral lessons
Participation in class
Written tests
Homework and oral presentations
Lab reports
Performance in the lab (individually and in team work)
BIBLIOGRAPHY
 Y10 booklet
 IGCSE Biology. International edition. Mary Jones and Geoff Jones. ©2002
Cambridge University Press
SUBJECT: CHEMISTRY
CLASS:
Y10
YEAR:
2008
ATTAINMENT TARGETS
1. Achieve an adequate level of knowledge and understanding of the curricular
contents.
2. Follow oral and written instructions and use the lab material properly and safely.
3. Observe and measure precisely using different kinds of complex instruments.
4. Collect data clearly and systematically using tables, charts and graphs.
5. Draw consistent conclusions with the experimental evidence, using the acquired
contents.
6. Elaborate clear lab reports following an adequate layout.
7. Analyse and handle different variables in a problem.
8. Plan an experiment.
9. Participate actively in the classroom and laboratory.
10. Behave properly and safely in the classroom and laboratory.
11. Keep complete and organised folder.
12. Arrive punctually with all the necessary equipment.
13. Use acquired knowledge to solve unfamiliar situations.
14. Work individually and in groups.
15. Search, select and organise information from different sources.
CONTENTS

CHEMICALS FROM PLANTS

SOLVENTS AND SOLUTIONS

COLLOIDS

IONS AND ELECTROLYSIS

IDENTIFICATION TESTS

MATERIALS AND STRUCTURES

BATTERIES

REACTING AMOUNTS

FERTILISERS

FUELS

DYES AND DRUGS

SOILS, ROCKS AND RATES
ASSESSMENT:

Written tasks set in class

Oral lessons

Participation in class

Written tests

Homework and oral presentations

Lab reports

Performance in the lab (individually and in team work)
BIBLIOGRAPHY

Y10 booklet

IGCSE Chemistry
Subject: ENGLISH LANGUAGE
Teacher: VALERY GLASTRA
Class: Year 10
Year: 2008
AIMS
The aims are to:
1) enable students to communicate accurately, appropriately and
and writing;
effectively in speech
2) enable students to understand and respond appropriately to what they hear, read and
experience;
3) encourage students to enjoy and appreciate variety of language;
4) complement students' other areas of study by developing skills of a more general
application (e.g.analysis, synthesis, drawing of inferences);
5)promote students' personal development and an understanding of themselves and others.
STUDENTS´ BIBLIOGRAPHY: booklet
TEACHER´S BIBLIOGRAPHY:
“Developing Composition Skills” (Mary Ruetten)
“Integrated English”
ATTAINMENT TARGETS
For their promotion students should be able to:
READING
1) Understand and collate explicit meanings
2) Understand, explain and collate implicit meanings and attitudes
3) Select, analyse and evaluate what is relevant to specific purposes
4) Understand how writers achieve effects
WRITING
1) Articulate experience and express what is thought, felt and imagined
2) Order and present facts, ideas and opinions
3) Understand and use a range of appropriate vocabulary
4) Use language and register appropriate to audience and context
5) Make accurate and effective use of paragraphs, grammatical structures, sentences,
punctuation and spelling
SPEAKING AND LISTENING
1) Understand, order and present facts, ideas and opinions
2) Articulate experience and express what is thought, felt and imagined
3) Communicate clearly and fluently
4) Use language and register appropriate to audience and context
5) Listen to and respond appropriately to the contributions of others
SYLLABUS
UNIT 1
NARRATIVE WRITING
How to write narrative texts with properly structured plots after analyzing the following
genre:
a) the short story
b) science fiction
c) an account
UNIT 2
DESCRIPTIVE WRITING
How to write descriptions of:
a) places
b) events and rituals
c) people
UNIT 3
ARGUMENTATIVE WRITING
How to write essays:
a) stating a personal point of view
b) discussing the pros and cons of a motion
UNIT 4
DIRECTED WRITING
a) separating fact from opinion
b) understanding and explaining different points of view
c) empathy writing
d) writing letters, reports, diary entries
e) summary writing
SUBJECT: ENVIRONMENTAL MANAGEMENT
CLASS:
Y10
YEAR:
2008
ATTAINMENT TARGETS
A) be able to demonstrate knowledge and understanding in relation to:
1. the wide range of processes contributing to the functioning of the Earth’s
natural geophysical and ecological systems, the human development within the
natural system and the impact of activity on the whole environment;
2. the concept of environmental interdependence, with the ability to place local
questions in an international or global setting;
3. the implications of unequal distribution of resources and of the unequal patterns
of human development;
4. the concept and practice of sustainable development.
B) be able (using written, symbolic, graphical and numerical data or material) to:
1. plan and carry out an enquiry;
2. select and use suitable basic techniques to observe, record and classify
relevant primary data and extract relevant secondary data from appropriate
sources;
3. analyse data to recognise patterns and deduce relationships and draw
reasoned conclusions;
4. organise and present their findings in a logical and concise manner, and in a
clear coherent form, using appropriate techniques that include graphs,
diagrams, maps and tables.
C) Students must also be able to evaluate, make judgements and decisions. They
should know how to:
1. recognise that cultural, economic, social and political factors influence the
different ways in which people perceive, value, use and make decisions about
the environment;
2. evaluate the choices available to decision makers and the influences and
constraints within which they operate;
3. evaluate strategies for sustainable development;
4. make reasoned judgements about environmental issues.
CONTENTS: The Biosphere

Natural resources: ecosystems. Biomes. Soils. Problems and management.

Development: Population. Human impact on land: urbanisation. Managing
people and resources.

Development: Agriculture. Types, problems and management.

Impact on land: desertification, deforestation. Problems and management.

REVISION and exam practice: Lithosphere, Atmosphere, Hydrosphere &
Biosphere. Uses, problems & management.
ASSESSMENT

Written tests and oral lessons

Reading before lessons

Participation in class, individually and in groups

Oral and written presentations

Punctuality and correct presentation of written tasks
BIBLIOGRAPHY
Y10 Booklet + any IGCSE Geography and Biology books, such as:

Biology, Mary Jones and Geoff Jones, International Edition, Cambridge
University Press

IGCSE Biology, International Edition, D.G. Mackean, John Murray publishers.

Tomorrow’s Geography / Mike Harcourt & Stephen Warren / Ed. Edexcel

Geography: An Integrated Approach / David Vaugh / Ed. Nelson

Environment and People: An Integrated Course / Michael Wither / Ed. Stanley
Thornes

Environmental Management – a core text for GCSE / david Vaugh / Nelson
Área / Espacio Curricular: Filosofía y FEC
Curso: 10º
Año: 2008
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Expectativas de logro:
consolidar, modificar y/o descartar sus ideas previas al confrontarlas con los nuevos
conocimientos y/o con las ideas de los otros integrantes del grupo;
reconocer la construcción social de valores y cuestionar su pretendida universalidad y
naturalidad;
introducir los contenidos y los aportes de la disciplina en el proceso de construcción de
sus identidades, individuales y colectivas;
reflexionar acerca de ellos mismos y su lugar en la sociedad;
exponer y confrontar sus ideas y opiniones dentro de un marco pluralista y respetuoso
de las diferencias;
expresar en forma ordenada, fluida y coherente sus ideas, oralmente y por escrito;
distinguir y realizar distintos tipos de producciones escritas: ensayos, informes,
monografías;
analizar críticamente los diversos materiales utilizados en clase;
utilizar el vocabulario especifico de la disciplina;
discutir, reelaborar y respetar los marcos normativos y las pautas de trabajo y
convivencia;
generar una actitud reflexiva y critica acerca de la producción social de conocimiento;
pensar y poner en práctica una ética del saber;
distinguir entre explicaciones mítico-religiosas, filosóficas y científicas de los
fenómenos naturales y sociales;
comprender qué es la ética, poder explicar cuándo y por qué nos enfrentamos a
problemas éticos y asumir las trascendencia de la reflexión ética como rasgo distintivo
de la humanidad;
comprender y ser capaces de explicar las diversas teorías sobre el origen de la
sociedad y poder relacionarlas con el contexto histórico en el que fueron generadas.
comprender la noción de "derechos humanos", su surgimiento histórico y sus
características
 Contenidos:
Unidad Nº 1: Introducción a la filosofía.
- Hacia una definición de la Filosofía. Las preguntas filosóficas.
-Caracterización del pensamiento filosófico. Ramas de la Filosofía.
- Surgimiento y desarrollo de la Filosofía. El arjé.
- Similitudes y diferencias entre explicaciones filosóficas, científicas y religiosas de la
realidad.
- Interés y sentido actual de la Filosofía. - Una historia de la Filosofía “occidental”.
Unidad Nº 2: Ética.
-Moral y ética. Problemas éticos.
-Los valores como construcciones socioculturales.
-¿Qué es lo bueno? La felicidad desde una perspectiva filosófica: Aristóteles, Mill, Kant.
-Los condicionamientos socioeconómicos como límites de la moral: discusión.
-Un estudio de caso: Estado nacionalsocialista, terrorismo de Estado y genocidio.
-El perdón.
Unidad Nº 3: Derechos Humanos.
-Los Derechos Humanos. Fundamentación, historia y características.
- Clasificación de los derechos humanos.
-Los derechos humanos en la Constitución argentina.
-Las garantías legales para la defensa de los derechos humanos. Los mecanismos para la
difusión y defensa de los derechos humanos.
-La responsabilidad de los particulares. La responsabilidad del estado.
-Situación de los derechos humanos en la Argentina y el mundo. Estudios de caso..

Evaluación:

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Participaciones en clase (solicitadas y espontáneas);
Trabajos prácticos escritos individuales y grupales, presenciales y domiciliarios;
Exposiciones orales individuales y grupales;
Evaluaciones escritas individuales, presenciales y domiciliarias;
Búsqueda, relevamiento y análisis de los materiales de trabajo y/o investigación
solicitados;
Confección de materiales especiales (láminas, cuadros sinópticos, imágenes);
Evaluación escrita individual final.
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Bibliografía:
Cuadernillo de FiIosofía
Art Spiegelmam, Maus. Buenos Aires, Emecé.
Simon Wiesenthal, Los límites del perdón. Buenos Aires, Paidós.
Clase/Class: 1º Polimodal (10º)
Espacio Curricular/Subject: Historia Mundial Contemporánea
Año/Year: 2008
Profesor/Teacher: Ariel J. Morrone
EXPECTATIVAS DE LOGRO
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Dar cuenta de las líneas directrices de la Historia Americana desde el período prehispánico
tardío hasta mediados del siglo XIX, en función de sus cambios y sus continuidades.
Participación activa para lograr un desarrollo productivo y significativo del proceso de
enseñanza-aprendizaje.
Introducción y avance en el manejo del vocabulario específico de la disciplina histórica,
trabajando constantemente en la reformulación de las intervenciones de los estudiantes para
que puedan así perfeccionar e incrementar su terminología.
Manejo racional y razonable de la cronología y de la geografía, buscando situar en tiempo y
espacio los procesos históricos analizados.
Seguimiento de las lecturas asignadas para cada clase, resolución de las actividades
diseñadas por el docente y manifestar una actitud favorable al trabajo grupal e individual.
Desarrollo de actitudes valorativas de respeto frente a “lo otro diferente”, de solidaridad con el
trabajo grupal, de conciencia y compromiso social, reconociéndose a sí mismos como sujetos
activos de la transformación social.
CONTENIDOS CONCEPTUALES
UNIDAD 1: El orden colonial en América Hispánica (siglos XVI-XVIII)
Panorama general de las sociedades nativas prehispánicas. Los imperios coloniales europeos en
América. Características básicas del sistema colonial hispánico. La encomienda. Principales
actividades económicas: minería, ganadería, agricultura. Formas de explotación de la tierra y de la
mano de obra: mita, yanaconazgo y esclavitud; haciendas y plantaciones. El monopolio y el
comercio directo. La sociedad colonial: españoles, criollos, mestizos, indígenas y esclavos. La elite
colonial. La organización del poder colonial: virreinatos, audiencias, corregidores de indios,
cabildos.
UNIDAD 2: Reestructuración y crisis del orden colonial en América Hispánica (17501820)
Las reformas borbónicas: aspectos económicos, sociales y administrativos. La creación
del virreinato del Río de la Plata. Reorientación atlántica de la economía colonial. Causas
y consecuencias de la independencia latinoamericana: crisis de la monarquía ibérica,
vacancia del trono, hegemonía económica inglesa y conflictos internos entre criollos y
peninsulares. Guerra y revolución en el Río de la Plata. Desarticulación del territorio
virreinal y estancamiento de la economía rioplatense. Análisis comparativo: la situación
mexicana.
UNIDAD 3: Autonomías provinciales y cambios en la economía internacional
(1820-1862)
Autonomías provinciales. Unitarismo, federalismo y confederación. Economías regionales.
La expansión de la frontera bonaerense. Criollos, mestizos e indígenas. Las relaciones
interétnicas. El período rosista. Reestructuración de la economía: saladeros, estancias y
la incipiente inserción de la economía rioplatense en el mercado capitalista mundial. Mano
de obra, acceso a la tierra y capitales. De la sociedad patricia a la sociedad burguesa. La
Segunda Revolución Industrial en Europa Occidental. Formación del mercado mundial.
Países centrales y países periféricos. Transformaciones en la estructura productiva
latinoamericana. Flujos comerciales y financieros.
CONTENIDOS PROCEDIMENTALES (Transversales a todas las Unidades)
Exposición oral. Definición y aplicación de conceptos. Establecimiento de relaciones entre
conceptos. Lectura y análisis de fuentes. Vinculación de fuentes con el contexto histórico
de producción. Trabajo con manuales y bibliografía especializada. Resumen y síntesis.
Confección de líneas de tiempo y mapas históricos. Reflexión teórica. Comparación de
procesos históricos.
CONTENIDOS ACTITUDINALES (Transversales a todas las Unidades)
Respeto por la posición del otro. Participación activa en clase. Interés en la superación personal.
Fomento del trabajo grupal. Reconocer y valorar el concepto de “independencia” en sus alcances y
limitaciones. Solidaridad, acción social y conciencia participativa. Respeto por las diferencias de
clase, género, religión, identificación étnica y cultural.
EVALUACIÓN
La evaluación forma parte del proceso de enseñanza-aprendizaje y, por tanto, es constante. Los
elementos a tener en cuenta para la evaluación serán, entre otros, la calidad de las participaciones,
la coherencia de las argumentaciones, la predisposición al trabajo, el cumplimiento de las tareas
asignadas, el nivel de tolerancia en el desarrollo cotidiano de las actividades, la iniciativa personal
y los aportes a los debates en función del aprendizaje grupal. Se tomarán exámenes escritos de
carácter integrador, que podrán complementarse con formas alternativas (como trabajos prácticos
y/o en el aula o domiciliarios, debates, elaboración de guías de estudio y cuestionarios por parte de
los propios estudiantes, etc).
BIBLIOGRAFÍA
El profesor hará una selección de material bibliográfico y documental a partir de diferentes
propuestas para manejar múltiples perspectivas. Dicha selección circulará en forma de
cuadernillo (booklet) y se utilizará tanto en clase como en casa. Será obligatorio llevar el
cuadernillo a las clases para poder realizar las lecturas correspondientes.
Subject: MATHEMATICS
Class: Y10
Year: 2008
Attainment Targets
1.- Identify and describe transformations of the plane using matrices
2.- Solve and factorise quadratic equations and polynomials
3.- Recognise and use spatial relationships and properties in two and three dimensions to
solve problems
4.- Recognise and use properties of vectors
5.- Solve linear programming problems
6.- Calculate areas under graphs
7.- Perform calculations with real numbers using properties
8.- Estimate, approximate and work to degrees of accuracy appropriate to the context
9.- Work independently in problem solving
Units and Contents:
Matrices and transformations
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revision of isometric transformations and enlargement
shear and one-way stretch: characteristics and invariants under these
transformations
application to figures on a Cartesian diagram
use of the transformations and their combinations
identification and precise description of transformations using coordinates and
matrices
Factorisation
 solution of quadratic equations by factorisation
 solution of quadratic equations by formula
 expansion of products of algebraic expressions
 factorisation of the following forms:
-common factor
-grouping
-difference of two squares
-perfect square
-quadratic equation
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use factorisation where necessary
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solve problems with quadratic equations
Trigonometry
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three-figure bearings
Pythagoras’s theorem
sine, cosine and tangent ratios for acute angles
sine and cosine rules
trigonometrical formula for area of triangle
solution of trigonometrical problems in two dimensions involving angles of
elevation and depression, sine and cosine rules for any triangle.
solution of simple trigonometrical problems in three dimensions including angle
between a line and a plane
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Vectors
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addition of vectors; parallelogram rule
multiplication of a vector by a scalar
magnitude of a vector
use of the sum and difference of two vectors to express given vectors in terms of
two coplanar vectors
Inequalities and linear programming
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simple linear inequalities
graphical representation of inequalities
linear programming problems
graphical representation and use of inequalities in the solution of simple linear
programming problems
Areas under graphs
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graphs in practical situations
distance-time and speed-time graphs
acceleration and deceleration
areas under graphs
analyse graphs in practical situations
calculation of distance travelled as area under a linear speed-time graph
Past papers
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revision, integration and questions from past papers (including all topics from the
IGCSE syllabus 2008).
Assessment
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contribution to group discussion and participation in class
compliance with deadlines and quality of work
class-work, written and oral tests, research-work and projects
attitude towards work, his/her peers and teacher
Bibliography
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Y10 Mathematics workbook. Produced by St. Gregory´s Mathematics department, 2005.
Pimentel Ric; Wall Terry. IGCSE Mathematics. London, John Murray (Publishers), 1997reprinted 1999.
Rayner D. General Mathematics: Revision and Practice. Oxford, Oxford University press,
1988- reprinted 1996.
SUBJECT: PHYSICS
CLASS:
Y10
YEAR:
2008
ATTAINMENT TARGETS
1. Achieve an adequate level of knowledge and understanding of the curricular
contents.
2. Use acquired knowledge to solve unfamiliar situations.
3. Observe and measure precisely using different kinds of complex instruments.
4. Collect data clearly and systematically using tables, charts and graphs.
5. Draw consistent conclusions with the experimental evidence, using the acquired
contents.
6. Elaborate clear lab reports following an adequate layout.
7. Analyse and handle different variables in a problem.
8. Plan and carry out an experiment.
9. Participate actively in the classroom and laboratory.
10. Behave properly and safely in the classroom and laboratory.
11. Keep complete and organised folder.
12. Arrive punctually with all the necessary equipment.
13. Work individually and in groups.
14. Search, select and organise information from different sources.
CONTENTS
USING ELECTRICITY
-appreciate the need for a complete circuit when making use of electricity
-appreciate that energy can be transferred by an electric current and that the current can
be read by an ammeter
-be able to explain how ammeters are used in circuits and what they measure
-be aware of the dangers of electricity and state the hazards of poor insulation,
overloading and damp conditions
-know that an electric current is a flow of electric charge
-understand that the readings on ammeters in simple and branching circuits conform to the
idea that the behaviour of electricity in a circuit is analogous to the behaviour of, for
example, currents of liquids in pipes
-know that electric charge is measured in coulombs and that a flow rate of one coulomb
per second is called one ampere
-appreciate that electric charge produced by friction is the same charge which, moving
around a circuit, produces an electric current
ENERGY AND ELECTRICITY
-be able to apply the idea of voltage numerically to circuits containing more than one
component and apply correctly the term potential difference
-know that a potential difference of one volt is equivalent to an energy difference of one
joule per coulomb of charge
-understand that the 'voltage' of an electrical supply is a measure of the energy it can
transfer from an electrical supply elsewhere and that it can be measured with a voltmeter
-be able to explain how voltmeters are used in circuits and what they measure
-be able to use the relationship power = voltage x current
-understand the meaning of the term electrical resistance and know that the resistance of
a component (in ohms) = voltage across component / current through component
-appreciate the experimental evidence leading to Ohm's Law
-be able to work out the combined resistance of two resistors in series
-be able to work out the combined resistance of two resistors in parallel
-appreciate the factors affecting the resistance of a component: length of wire, temperature
of wire and cross section of wire
MAGNETISM AND ELECTRICITY
-know that magnetic materials have the ability to attract some materials but to attract and
repel each other
-understand the meaning of the term magnetic field and know that the Earth is surrounded
by one
-know that forces can act on an electric current when in a magnetic field
-understand that an electric current can be induced in a wire moving relative to a magnetic
field
-be able to apply this idea to understand the working of dynamos and alternators
-know that the force on an electric current in a magnetic field is at right angles to the
direction of the current and the field
-be able to apply these ideas in understanding how an electric motor works
-appreciate that an electric current itself has a magnetic field and that this can be applied
to the design of electromagnets and relays
COMMUNICATION
-understand how, historically, the use of light greatly increased the speed of
communication but that this required the use of a code
-understand the difference between analogue signals and digital signals and recognise
that the latter require an extension of the idea of a code for transmitting information
-understand how the use of electrical signals has improved long-distance, high speed
communication even further
-understand the benefits of digital coding for transmitting information
-be able to describe the operation of the microphone and earphone and relate their
operation to basic physical principles
-be able to compare the operation of the telephone system with radio communication,
including the need for modulation of a carrier wave
ELECTRONS
-appreciate that the behaviour of the thermionic diode can be interpreted in terms of
negatively-charged particles given off from a heated tungsten wire
-recognise that the electron, as a basic component of the atom, could be the particle
carrying an electric current in a thermionic diode and also the particle responsible for
carrying charge round an electric circuit
-appreciate that a flow of negatively charged particles (electrons) is the best solution in
explaining the behaviour of a thermionic diode
-understand how charges produced by friction can be understood in terms of an electron
transfer
-understand how the production of electrons from a heated wire has led to the cathode-ray
oscilloscope and the possibility of television
ENERGY RESOURCES
-understand the meaning of the term efficiency when it is applied to energy transfer
processes
-appreciate the necessity of finding an alternative to fossil fuels in the near future
-understand how energy may be released from the nuclei of atoms by both nuclear fission
and nuclear fusion
-appreciate some of the problems involved in the use of nuclear fission as an energy
resource
-understand that there are alternative (renewable) energy resources, but understand that
no single renewable energy source is likely to act as a total replacement for present
energy resources
-appreciate that greater efficiency in the use of energy can be as helpful as finding
alternative sources
ENERGY DISTRIBUTION
-understand that energy can be transferred from fuels to electricity by dynamos
-appreciate the problems involved in the electrical transmission of energy
-understand the importance of transformers in the electrical transmission of energy
-be able to describe the work of a transformer in terms of the currents induced by changing
magnetic fields
-be able to use the equation Vp / Vs = Np / Ns
-appreciate the possible advantages of other methods of distributing energy, including the
use of petrol for cars and the use of hydraulics
ELECTRONICS
-understand that electronics is an extension of the study of electricity
-appreciate that knowledge of changes in resistance can be used to produce detectors
which can respond to changes in the environment
-appreciate how electronics can be used to solve simple problems in everyday life
-appreciate that integrated circuits, called microprocessors, are the control units of many
devices in everyday use
-appreciate how AND, NOT and OR gates are used
ASSESSMENT:
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Written tasks set in class
Oral lessons
Participation in class
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Written tests
Homework and oral presentations
Lab reports
Performance in the lab (individually and in team work)
BIBLIOGRAPHY
 Y10 booklet Physics Matters
COLEGIO SAN GREGORIO – 1er. AÑO Polimodal
PROGRAMA ESPACIO CURRICULAR LENGUA Y LITERATURA
CURSO LECTIVO: 2008
PROFESORA: Laura A. Gastaldello.
UNIDAD O
Diagnóstico
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Acentuación, ortografía y puntuación.
El texto expositivo – informativo. Características. Fenómenos de coherencia y cohesión:
referencia, sustitución, elipsis, antonimia, palabras generalizadoras, series ordenadas,
repetición. Relaciones temporales y lógicas. Conectores. Relaciones funcionales.
El texto argumentativo. Estructura. Estrategias argumentativas. Marcadores textuales.
Comprensión lectora.
Las modificaciones del lenguaje.
UNIDAD 1
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Discurso epistolar. Carta informal: características. Carta formal: carat de lectores, solicitud,
carta comercial y protocolar. Lenguaje y formato. Estructura: las partes de una carta.
Fórmulas fijas. Modelo tipo de carta formal.
Análisis literario de Final del juego, de Julio Cortázar.
Producción de cartas.
UNIDAD 2
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Preparación para IGCSE. Información general acerca del examen y sus características.
Prácticos con el formato del examen.
Textos expositivos, de divulgación científica, periodísticos, argumentativos. Características
gramaticales y léxicas. Distribución de la información.
UNIDAD 3
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Género dramático: conceptos básicos. El hecho teatral. Sus componentes. Acotación
escénica, texto teatral y representación.
Relación de la literatura con el arte y la sociedad.
Orígenes del teatro. El teatro griego clásico; su función social y política. Visión panorámica
del arte griego clásico. Tragedia y comedia. Héroe, protagonista y antagonista, mito. El
conflicto moral: conceptos de hybris y catarsis. Edipo Rey y Antígona de Sófocles. La
intertextualidad. Antígona Vélez de Leopoldo Marechal.
Producción: un hecho teatral de creación colectiva. (Video) Redacción creativa a partir de
“Edipo, Rey de Tebas”, de Les Luthiers.
UNIDAD 4
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Introducción al estudio de la literatura. El canon literario y las literaturas alternativas. La
noción de género y su funcionalidad: planteo teórico. Criterios clasificatorios. Criterio
tradicional. Los actos de habla y el surgimiento de los géneros. Los cruces y las hibridaciones
de las categorías genéricas.
TALLER DE ESCRITURA
A partir de los conocimientos adquiridos respecto a diversos géneros, producir variedades de
textos durante el ciclo lectivo.
ACTIVIDAD INTERDISCIPLINARIA
Salida educativa a confirmar.
(Arte- Lengua)
LECTURAS
Final del juego, de Julio Cortázar.
Edipo Rey y Antígona, de Sófocles.
Antígona Vélez, de Leopoldo Marechal. Editorial Colihue.
LECTURA DE INVIERNO
Se brindará un listado con obras pertenecientes a distintos géneros y con diferentes temáticas. Un
libro a elección.
LECTURA DE VERANO
Cien años de soledad, de Gabriel García Márquez. Editorial Sudamericana. Bs. As., 1999.