Toronto District School Board

LESTER B. PEARSON

Course Title: Grade 10 Academic Science Course of Study

Course Code: SNC2P1

Department: SCIENCE

Assistant Curriculum Leaders: B. Simpson and A. Sukhram

TEXT: Science Links 10 (McGraw-Hill Ryerson)

COURSE OVERVIEW

This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics, and to apply their knowledge of science in real-world situations. Students are given opportunities to develop further practical skills in scientific investigation. Students will plan and conduct investigations into everyday problems and issues related to human cells and body systems; chemical reactions; factors affecting climate change; and the interaction of light and matter.

UNIT/STRANDCONTENT(Overall expectations)

Overall expectations are listed under each unit. Specific expectations for each unit are available on the Ontario Ministry of Education website:

Unit 1:Biology – Tissues, Organs and Systems

Time:Approximately 25-30 hours

Materials:Microscopes, slides, and cell models

Overall Expectations:

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.

Unit 2: Chemistry – Chemical Reactions and Their Practical Applications

Time:Approximately 25-30 hours

Materials:Periodic Table, various lab equipments and basic household chemicals like salt, baking soda etc...

Overall Expectations:

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.

Unit 3:Earth and Space Science – Earth's Dynamic Climate

Time:Approximately 25-30 hours

Materials:Handouts and probes

Overall Expectations:

D1. analyse 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.

Unit 4:Physics – Light and Applications of Optics

Time:Approximately 25-30 hours

Materials:Lens, mirrors, ray boxes etc...

Overall Expectations:

E1. analyse how properties of light and colour are applied in technology and the impact of these technologies on society;

E2. investigate, through inquiry, properties of light, and predict its behaviour in mirrors and as it passes through 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.

ASSESSMENT AND EVALUATION

The following Assessment and Evaluation points have been reproduced from Pearson’s Assessment and Evaluation Policy document.

Students will be given a numerical grade at the end of the course. The mark will be calculated according to the following breakdown:

70%Term Summative Evaluation:

Term Summative Evaluation is the assignment of a mark to the series of evaluation tasks based on the demonstration of a student’s knowledge of the overall expectationsof the course. This evaluation will always be preceded by practice and by assessment activities to show students how to improve. Examples of evaluation tasks include but are not limited to assignments, lab activities, tests and quizzes, independent projects. (Please see the “Evaluation Tasks and Achievement Chart Category Chart” below for specific tasks and their respective weightings and due dates. (These evaluations are completed throughout the semester and fall into the following categories:

Category / Weight
Knowledge and Understanding / ■Knowledge of the content (e.g., facts, terminology, definitions, safe use of equipment and materials)
■Understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes) / 25%
Thinking and Investigation / ■Use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses, selecting strategies and resources, developing plans)
■Use of processing skills and strategies (e.g., performing and recording, gathering evidence and data, observing, manipulating materials and using equipment safely, solving equations, proving)
■Use of critical/creative thinking processes, skills and strategies (e.g., analyzing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence) / 15%
Communication / ■Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual and/or written forms (e.g., diagrams, models)
■Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual and/or written forms
■Use of conventions, vocabulary and terminology of the discipline in oral, visual and written forms (e.g., symbols, formulae, scientific notation, SI units) / 15%
Application / ■Application of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific and investigation skills) in familiar contexts
■Transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific and investigation skills) to unfamiliar contexts
■Making connections between science, technology, society, and the environment (e.g., assessing the impact of science on technology, people and other living things, and the environment)
■Proposing courses of practical action to deal with problems relating to science, technology, society and the environment / 15%

30% Final Summative Evaluation:

Final Summative Evaluation is the assignment of a mark based on final evaluation task(s) in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course. These evaluations are completed in the final 3 - 4 weeks of the semester. There will be TWO parts to this evaluation:

PART 1:An IN CLASS lab skills and knowledge evaluation10%

PART 2:A written final examination in the exam timetable20%

Students MUST be present for BOTH parts of these evaluations. A doctor’s note or legal certificate is required for exemption from these evaluations.

EVALUATION TASK AND ACHIEVEMENT CHART CATEGORY CHART

KU – Knowledge and Understanding; TI – Thinking and Inquiry; C – Communication; A – Application

30% Final Evaluations

Task / Achievement Chart Focus / Weighting
Final Written Exam / KU, TI, C, A / 20%
Performance Task / TI, C / 10%

70% Course Work

Task / Achievement Chart Focus
Lab Work / TI, A, C
Assignments / KU, TI, C, A
Projects / KU, TI, C, A
Quizzes / KU, TI, C, A
Tests / KU, TI, C, A

There are FOUR (4) units in this course and each unit focuses on the following three parts:

Relating Science to Technology, Society and the Environment / Application
Developing Skills of Investigation and Communication / Thinking and Inquiry
Understanding Basic Concepts / Knowledge and Understanding

Unit 1: Biology – Biology – Tissues, Organs and Systems

Task / Achievement Chart Focus

Unit 2: Chemistry – Chemical Reactions and Their Practical Applications

Task / Achievement Chart Focus

Unit 3: Earth and Space Science – Earth's Dynamic Climate

Task / Achievement Chart Focus

Unit 4: Physics – Light and Applications of Optics

Task / Achievement Chart Focus

LEARNING SKILLS

Students will also have the SIX (6) Learning Skills evaluated:

Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation

ATTENDANCE / MISSED EVALUATIONS

EXAMPLE:

  • Classroom attendance and punctuality are of the utmost importance. There is a lot of material to cover and any late arrivals or poor attendance will certainly hinder performance in this course. If you know that you are going to miss a class, please let the teacher know as early as possible.
  • It is up to YOU to come to class prepared with writing, utensils, notebooks, textbooks, course handouts, calculators etc....
  • A SKIP is any UNEXPLAINED absence. YOU MUST bring a note, from your parent/guardian, explaining your absence to school THE DAY YOU RETURN. Alternatively, your parent/guardian may call the MAIN OFFICE. NO NOTE OR PHONE CALL MEANS AN UNEXPLAINED ABSENCE...... WHICH MEANS YOU HAVE SKIPPED CLASS.
  • Tests, assignments and other assessment activities that are skipped are awarded ZERO.
  • YOU are responsible for obtaining and completing any notes, tests, quizzes, assignments and any other classroom activities missed during ANY absences from class. If you miss a test or quiz, it is up to YOU to go out of your way to find the teacher to “make up” for the missed opportunity. Missed activities will be written/performed dependent on teacher availability.
  • Where it is known that the student will be away for a test, the student will arrange WELL IN ADVANCE (at least two days) with the teacher to “make up” this evaluation.
  • Any assignment handed to the teacher after the class set has been marked and returned will receive a mark of ZERO. When the circumstances are appropriate (example: illness) an alternative assignment will be provided.
  • Any student that plagiarizes submitted work or allows their submitted work to be copied, will receive a mark of ZERO for that activity.

LATE WORK POLICY

Refer to the Pearson Assessment and Evaluation Policy, P. 5 and 6 for definitions.

Mark Deduction:

  • For each evaluation, the teacher will inform students of the due date.
  • If students are unable to meet the due date (due to compelling and extenuating circumstances, for example: illness or bereavement) the student shouldapproach their teacher and negotiate the opportunity for an extended time line prior to the assignment due date.
  • Teachers may request documentation from parent/guardian that a need exists for extension of due date.
  • In the event that some students do not meet the due date, a reasonable, ultimate deadline shall be set at the teacher’s discretion. It shall be clearly communicated to the students who are affected. For example, the ultimate deadline could be the date a marked assignment is returned to the class, if the viewing of a marked assignment will benefit a student who has yet to hand it in.
  • Students should not be deducted for late work. However,the policy for Lester B. Pearson, supported by the TDSB documents, is as follows: as a last resort, after the due date for an assignment has been missed, a teacher may deduct a maximum of 10% from the value of the assignment when submitted by the ultimate deadline.

ACADEMIC HONESTY

(Consequences of Academic Dishonesty/Plagiarism)

Refer to page 7 and 8 of Pearson’s Assessment and Evaluation Policy.

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