Science, Grade 10 Applied SNC 2P1 Course Outline
Course Details
The Ontario Curriculum: Science 2008
Victoria Park Collegiate Institute, TDSB
Revised: Fall 2011
Grade 10 Applied Science, SNC2P1, 1 credit
Resources: Nelson 10
Prerequisites: Science, Grade 9, Academic or Applied
Science Assistant Curriculum Leaders: K.Thorne, S. Reichling
Overall Goals
Curriculum Expectations
Scientific Investigation and Career Exploration:
Throughout this course, students will:
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.
Biology: Tissues, Organs and Systems
B1. analyse some current technologies or substances that have an impact on human tissues, organs, or systems, and evaluate their effects on human health
B2. investigate cell division, cell specialization, and the organization of systems in animals, including humans, using various laboratory techniques;
B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals, including humans.
Chemistry: Chemical Reactions
By the end of this course, students will:
C1. analyse how chemical reactions are employed in common products and processes, and assess the safety and environmental hazards associated with them
C2. investigate, through inquiry, the characteristics of simple chemical reactions
C3. demonstrate an understanding of simple chemical reactions and the language and ways to represent them
Earth and Space Science: Climate Change
By the end of this course, students will:
D1. analyse some of the effects of human activity on climate change, and effects of climate change on living things and natural systems;
D2. investigate various natural and human factors that have an impact on climate change and global warming;
D3. demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.
Physics: Light and Optics
By the end of this course, students will:
E1. analyse how properties of light and colour are applied in technology and the impact of these technologies on society;
E2. investigate, through inquiry, the properties of light, and predict its behaviour in mirrors and as it passes though different media
E3. demonstrate an understanding of characteristics and properties of light, particularly with respect to reflection and refraction and the addition and subtraction
of colour.
Course Description
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 living systems; 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
Course Content:
Biology: Tissues, Organs and Systems
28 hours*
Chemistry: Chemical Reaction
28 hours*
Earth and Space Science: Climate Change
28 hours*
Physics: Light and Optics
28 hours*
*Times listed are approximate. Order of instruction may vary.
Learning Skills
Students will be assessed on the following Six Learning Skills with the use of a checklist;
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation
Teaching/Assessment and Evaluation Strategies
A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction, experiential
learning and independent study. Students are given opportunities to learn and be assessed before evaluations. Summative evaluation for this course is based on a
final written exam.
Achievement Chart
Knowledge and Understanding – K & U (30%)
Evaluation may include quizzes, homework checks, tests, problem sets, assignments, facts, terms, concepts, applications, etc.
Communication – C (25%)
Evaluation may be based on laboratory reports, written reports, essays, oral presentations, in-class questions and answers, terminology,
student-teacher conferences, etc.
Thinking and Investigation - T& I (25%)
Evaluation may include application of scientific inquiry, applications of technical skills, use of tools and equipment, open ended test
questions, concept maps, formulating questions, etc.
Application – A (20%)
Evaluation may include research papers, projects, debates, interviews, analyzing issues, assessing impacts and proposing courses of action,
understanding connections among Science, Technology, Society and the Environment, etc.
70% Grade on Course Work**
Biology: Tissues, Organs and Systems of Living Things
Task
Technology overview assignment
Biology Quiz
Inquiry: Systems
Unit Test
Achievement Chart Focus
K&U
T&I
C
A
x
x
x
x
x
x
x
x
x
Time of Assessment
x
x
Chemistry: Chemical Reactions
Task
Chemical Reactions Lab
Chemistry Quiz
Research of a Chemical Process/Product
Unit Test
Achievement Chart Focus
K&U
T&I
C
x
x
x
x
x
x
x
A
x
Time of Assessment
x
x
Earth and Space Science: Climate Change
Task
Climate Change Investigation
Climate Change Quiz
Climate Change Analysis
Achievement Chart Focus
K&U
T&I
C
A
x
x
x
x
x
x
x
x
Time of Assessment
Physics: Optics
Task
Light Quiz
Property of Light Inquiry
Technology using optics assignment
Unit Test
Achievement Chart Focus
K&U
T&I
C
x
x
x
x
x
x
x
x
x
x
A
Time of Assessment
x
x
x
30% Grade Based on Course-Culminating Activities
All students will write a final exam (15%) and perform a culminating activity (15
Term Grades for Provincial Reports throughout the Year
The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course, and will be preliminary and
tentative. They will be based on the most consistent level of achievement to that time, but some of the overall expectations, strands, end units, will not
have been addressed. The students’ grades may change when all work is evaluated by the end of the course.
Midterm reports will be sent home with the students approximately half way through the semester.
The Research Process:
For every research-based assignment, students will be expected to use the TDSB student research guide, Research @ Your Library with the 4 stage
model of the research process incorporated into these assignments either in part or in whole. Students will receive instruction and be assessed /
evaluated on various aspects of the research process by either their teacher or one of the teacher-librarians. These lessons may include, but are not
limited to the development of research questions, note-taking, adherence to a specific documentation style, facility with a variety of resources, etc.
Accommodations
Accommodations refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and
demonstrate learning. Students who have an IEP are entitled to the accommodations specified in their plans.
Communication
First of all … KNOW that we want you to succeed.
The science office is in room 221. You are encouraged to make an appointment with your teacher if you would like extra help, or if you wish to
see/discuss your marks. Do not hesitate to ask for help.
Parents/guardians may contact the teacher at any time with comments and/or concerns at
416 – 395 – 3310 ext. 20095. Parents/guardians may also schedule an interview during Parent/Teacher interview time.
The teacher will contact parents/guardians as necessary.