SNC2D

SCIENCE 10 (SNC2D)

 

COURSE OUTLINE

 

School: Academy of Distance Education

 

Course Title: Science 10

 

Course Code: SNC2D

 

Grade: 10
Course Type: Academic
Credit Value: 1.0
Curriculum Policy Document: The Ontario Curriculum, Science,

 

Grades ,9 and 10, 2008 (Revised)                                                             
Department: Science
Course Developer:  ADE Mathematics Department
Development Date:
2010

 

Prerequisite: SNC1D or SNC1P

 

 

 

GRADE 10 SCIENCE ACADEMIC (SNC2D) COURSE OUTLINE

 

Course Origin

 

This course has been developed by the Academy of Distance Education in accordance with/based on the Ontario curriculum document: “ Ontario Curriculum, Grades 9 and 10, Science , 2008 (Revised)

 

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 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 IN THE GRADE 10 SCIENCE ACADEMIC CURRICULUM

 

 

 

The expectations are organized in five strands, the first four representing the major content areas in the science curriculum and the last one focusing on scientific investigation skills designed to be taught in conjunction with the other strands. The five strands are as follows:

 

 

 

 

 

Strand 1/Unit1: SCIENTIFIC INVESTIGATION SKILLS AND CAREER EXPLORATION

OVERALL EXPECTATIONS

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, analyzing 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.

Strand2/Unit2

 

A. Biology: Tissues, Organs, and Systems of Living Things

 

Overall Expectations

By the end of this strand, students will:

A1. Evaluate the importance of medical and other technological developments related to systems biology, and analyze their societal and ethical implications;

A2. Investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

A3. Demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.

 

Strand2/Unit2

B. Chemistry: Chemical Reactions

Overall Expectations

By the end of this strand, students will:

B1. Analyze 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;

B2. Investigate, through inquiry, the characteristics of chemical reactions;

B3. Demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.

 

Strand3/Unit3

C. Earth and Space Science: Climate Change

Overall Expectations

By the end of this strand, students will:

C1. 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;

C2. Investigate various natural and human factors that influence Earth’s climate and climate change;

C3. Demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

 

Strand4/Unit4

D. Physics: Light and Geometric Optics

Overall Expectations

By the end of this strand, students will:

D1. Evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits;

D2. 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;

D3. Demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses.

 

Strand5/Unit5

E. Scientific Investigation Skills and Career Exploration

Overall Expectations

Throughout this strand, students will:

E1. Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);

E2. 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.

Course content/time allocation

Total: 110 hours

Unit 1 Biology: Tissues, Organs, and Systems of Living Things 27 hours
Unit 2 Chemistry: Chemical Reactions 27 hours
Unit 3 Earth and Space Science: Climate Change 19 hours
Unit 4 Physics: Light and Geometric Optics
27 hours
Unit 5 Scientific Investigation Skills and Career Exploration 10 hours

Teaching and Learning Strategies and Tools

As the nature of the teaching strategies of this, like all other courses offered by ADE,  is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

 

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

 

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

 

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

 

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change.   Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and  peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

 

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

 

Assessment Strategies: The actual assessment instruments used as the  process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences  (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics  (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

The Final Grade of the course:

Evaluating the student’s achievement in this course is based on the student’s achievement of the curriculum expectations. The student’s overall achievement is represented by a percentage grade which reflects the corresponding level of achievement as described in the Achievement chart (below) for this discipline. When the final percentage awarded is 50% or more a credit will be granted. The final grade for this course will be determined as follows:

70% of the grade will be based upon assessment tasks completed throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to the most recent evidence of achievement.

30% of the grade will be based on a final assessment task that occurs at or near the end of the course. In the case of this course, this final assessment task will take the form of a final examination. The exam is worth 30% of the student’s final mark in the course. This assessment is conducted only in a site supervised by a proctor

Overall Term and course Assessment/Evaluation

·      Tests & Quizzes:                                          40 %

·      Assignments and Presentations:                    30 %

·      Final Examination:                                       30 %

Strand/Unit specific evaluations

 

Strand1/Unit1

Biology: Tissues, Organs, and Systems of Living Things

Quizzes                                  5%

Assignments                         3%

Presentations                        3%

Unit Test                                5%

Total for unit:                      17.5%

 

 

Strand2/Unit2

 

Chemistry: Chemical Reactions

Quizzes                                  5%

Assignments                         3%

Presentations                        3%

Unit Test                               6.5%

Total for unit:                       17.5%

 

Strand3/Unit3

 

Earth and Space Science: Climate Change

Quizzes                                  5%

Assignments                           3%

Presentations                         3%

Unit Test                               6.5 5%

Total for unit:                      17.5%

 

 

Strand4/Unit4

Physics: Light and Geometric Optics

Quizzes                                  5%

Assignments                         3%

Presentations                        3%

Unit Test                              6.5%

Total for the unit:            17.5%

 

Strand4/Unit4

 

 

 

 

 

+ Final Exam (30%) = 100%

 

 

 

 

Resources:

  • Text book: Nelson Science
  • ADE developed “Resource for Teachers & Students”
  • Computer/laptop
  • VGA projector
  • Overhead projector
  • DVD’s, VHS
  • Online educational activities
  • Scientific articles