Course Outline. Semester Digby Regional High School Phone:

Transcription

1 Grade 10 Science 10F ( Fr.Imm.) Course Outline Semester Digby Regional High School Phone: Teacher: Mr. Alain Saulnier Textbook: Science 10 Nouvelle-Écosse alain.saulnier@tcrsb.ca Teacher Webpage: 1. Course Description: The SCI-10F course aims at developing science literacy among students. Through a variety of activities, lab explorations, discussions, group and individual projects, students learn to be inquisitive about the world they live in, to solve problems, and to make decisions in response to given situations. In grade 10, students focus on four introductory units of study: 1) Weather Dynamics, 2) Chemical reactions, 3) Motion, and 4) Sustainability of Ecosystems. Textbook Title: (in French) «Science 10: McGraw-Hill Ryerson» (same textbook in English) Science 10 is a continuation of Science 9. Four units of study will be covered: chemistry, biology, physics and weather dynamics. The first half of the semester I will be working on the two units: weather and chemistry. Chemistry will be a continuation of the study of the periodic table and chemical reactions. Biology will focus on the interaction of living things and sustainability of the environment. The last half of the semester will teach physics, which will focus on motion. The goal of science education in Nova Scotia is to develop scientific literacy. Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities; to become life-long learners; and to maintain a sense of wonder about the world around them (Council of Ministers of Education, 1977). Essential Graduation Learnings (EGL s) are statements describing the knowledge, skills, and attitudes expected of all students who graduate from high school. They are: Aesthetic Expression, Citizenship, Communication, Problem Solving, Personal Development, and Technological Competence. Science, Technology, Society and the Environment (STSE): Students will develop an understanding of the nature of science and technology, of the relationship between science and technology and of the social and environmental contexts of science and technology. Skills (S): Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas, for working collaboratively and for making informed decisions. Knowledge (K): Students will construct knowledge and understandings of concepts in science and apply these understandings to interpret, integrate and extend their knowledge.

2 Attitudes (A): Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the benefit of self, society and the environment. Specific Curriculum Outcomes (SCO s) can be requested to be copied. They describe what students are expected to know and be able to do at each grade level i.e. they are the targets students need to hit in order to be successful. Detailed curriculum guides for most science courses are available at: UNIT 1: WEATHER DYNAMICS (4 weeks - September) 1- Inquiring about Weather 2- Weather forecasting UNIT 2: CHEMICAL REACTIONS (5 weeks - October/November) 3- Chemical names, formulas, and equations 4- Classifying compounds and chemical reactions UNIT 3: MOTION (4 weeks - November/December) 5- Investigating motion 6- Applied motion UNIT 4: SUSTAINABILITY OF ECOSYSTEMS (4 weeks - December/January) 7- Factors that affect sustainability 8- Shifting perspectives and ecosystems 2. Assessment: Students will be assessed on each unit as outlined in this document (pages 5 to 13) Quizzes will be given at various intervals during each unit. At the end of each unit a major test will be given consisting of material covered in the unit. Each unit will be worth 25% of their term mark. There will be a final exam for this course. Science courses require commitment and students must take responsibility for achieving the learning outcomes. Regular attendance is essential for success. Students who are absent for any reason are responsible for missed work and should consult with their teacher when they return to school.

3 Teachers will employ a variety of assessment activities to enable students to demonstrate they are achieving the outcomes prescribed by the N.S. Dept. of Education. In many cases an assessment activity will assess several general curriculum outcomes. Assessment may vary slightly from class to class depending on the style of both the teacher and students. Students and parents should consult with the classroom teacher if they have any questions. Science 10 F consists of four main units: Chemistry, Ecology, Motion and Weather. Tests and quizzes will be given at various intervals during each unit. At the end of each unit, a major test will be given consisting of all material covered in the unit. Each unit will run approximately 5 weeks. All the work that you do this year will serve as a foundation for your science studies in grades 11 and 12. Along with the content studied, we expect you to develop strong skills in scientific inquiry, relate this content to issues of science and technology, and to communicate your ideas, plans and results in appropriate formats. Good luck in the course and remember to seek help early if you encounter difficulties before they become insurmountable. 3. Student Expectations: Students are required to bring their materials to each class. Lateness will not be tolerated. Once the class begins, the door will be shut and you will be marked late or absent. It is then your responsibility to go to the office for disciplinary action. The student will be attentive to the teacher and to their peers. The student will raise their hand in order to speak. It is YOUR RESPONSIBILITY to ask the teacher about what you missed when you are absent. If you are having trouble with class material, it is your responsibility to schedule a time to meet with me and discuss it. 4. Learning Outcomes: (SEE ATTACHED DOCUMENT Titled YEARLY PLANNING CHART ) Document found on my website at

4 Science 10F (French Immersion) Course Contract STUDENT RESPONSIBILITY: I agree to the above requirements of the course outline, and look forward to this structure freeing up the class environment for the maximum teaching/learning experience. Mr. Alain G. Saulnier Teacher: Mr. Alain G. Saulnier Student (Print Legibly) Parent or Guardian Date: Class: Time: TEACHER S COPY PLEASE SIGN AND DATE Must be turned in before September 12th, 2014

5 Science 10 Course Outline Unit Curriculum Outcomes Assessment Events Evaluation Weather Dynamics Weather: Observations and Measurements use weather instruments effectively and accurately Heat capacity lab Heat of fusion lab Relative humidity lab 8 8 for collecting local weather data and collect and 4 integrate weather data from regional and national weather observational networks Weather data project Weather map assignment identify questions and analyse meteorological data 4 4 for a given time span and predict future weather In class assignment on video Quiz conditions, using appropriate technologies Water Cycle Heat capacity assignment 4 using scientific theory, identify questions, illustrate, 8

6 and explain heat energy transfers that occur in the 4 water cycle El Nino assignment Sea Breeze reflection Radiation balance Quiz describe how the atmosphere and hydrosphere act as heat sinks in the water cycle Quiz Weather Dynamics: Heat and Energy 4 use weather data to describe and explain heat transfers in the hydrosphere and atmosphere showing how these affect air and water currents Satellites and Radar assignment illustrate and display how science attempts to explain seasonal changes and variations in weather patterns for a given location Reflection 4 Weather Forecasting

7 describe examples of Canadian contributions to weather forecasting and satellite imaging, showing Severe weather assignment how scientific knowledge evolves 2 identify and report the impact of accurate weather forecasting from the personal to the global point of 4 view analyse and report on the risks, benefits, and limitations of society's responses to weather forecasting Unit test 30 Total = 100 Physical Science: Motion Investigate Velocity use instruments Constant velocity lab 6

8 effectively and accurately for collecting data in various experiments Acceleration lab Quiz on language of motion 8 describe the relationship among distance, time, and average speed of an object's linear motion analyse through experiments, graphically and quantitatively, the relationship among Constant velocity lab Quiz on motion formula and positiontime graphs Position time graph assignments ( 2 3) displacement, time, and velocity Quiz 12 distinguish between instantaneous and average Velocity Period of a pendulum lab or Speed of a lab cart down an incline 4 Assignments (2 3)

9 Velocity, Time, and Acceleration design and perform experiments, predicting and 8 hypothesising, identifying variables, estimating quantities, sources of errors, and uncertainty in measurements Timeline assignment describe, interpret, and evaluate graphically and Timeline assignment 8 quantitatively, the relationship among velocity, time, and acceleration Reflection STSE and Motion describe and evaluate the design and functions of 6 motion technology using relevant research on motion, identify further 2

10 questions and multidisciplinary studies that could be investigated describe examples of Canadian contributions to 2 science and technology in the area of motion Unit test 30 Total = 100 Life Science: Sustainability of Ecosystems Sustainability question and analyse how a paradigm shift in Journal responses (2) 1 sustainability can change society's views Sustainability of an Ecosystem Journal responses (8-10) Assignments (4-6) Alien Species Project Quizzes (2) 2 distinguish between biotic and abiotic factors determining the impact on the consumers at all trophic levels due to bioaccumulation, variability, and diversity

11 describe how the classification involved in the biodiversity of an ecosystem is responsible for its sustainability predict and analyse the impact of external factors on the sustainability of an ecosystem, using a variety of formats diagnose and report the ecosystem's response to short-term stress and long-term change STSE and Sustainable Development Journal responses (4-6) Assignments (3-5) Quiz (1) describe how different geographical locations can sustain similar ecosystems 5 2 identify, investigate, and defend a course of action 20 on a multi-perspective social issue identify and describe peer review, Canadian

12 research, and global projects where science and technology impact sustainable development Unit test 30 Total = 100 Physical Science: Chemical Reactions Investigating Chemical Reactions investigate chemical reactions while applying Labs (2) Assignments (2) Quiz (1) WHMIS standards, using proper techniques for handling and disposing of materials perform experiments, using appropriate instruments and procedures, to identify substances as acids, bases, or salts, based on their characteristic properties describe how neutralization involves tempering the effects of an acid with a base or vice-versa

13 Formula Writing name and write formulae for common ionic compounds and molecular compounds and describe the usefulness of the IUPAC nomenclature system Labs (1) Assignments (6) Quizzes (1) classify simple acids, bases, and salts based on their name and formula Chemical Reactions Labs (2) Assignments (1) Quiz (1) represent chemical reactions and the conservation of mass using balanced symbolic equations design and carry out experiments, controlling variables and interpreting patterns, to 3

14 illustrate how factors can affect chemical reactions Assignment (1) STSE Connections investigate and collaborate to describe science and technology relationships and their functions Unit test 30 Total = 100 Final mark = average of four unit marks