Science
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.
Register now- Department: Science
- Course Developer: The Educators Academy
- Development Date:
- Revision Date: 2017
- Course Title: Science
- Course Reviser: Anila Shakeel
- Grade: Grade 10
- Course Type: Academic
- Ministry Course Code: SNC2D
- Credit Value: 01
- Prerequisite: SNC1P or SNC1D
- Ministry Curriculum Policy Document: The Ontario Curriculum, grades 9 and 10, 2008(Revised)
Overall Curriculum Expectations
Scientific Investigation Skills and Career Exploration
-
i. 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);
ii. 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
-
i. analyse some current technologies or substances that have an impact on human tissues, organs, or systems, and evaluate their effects on human health;
ii. investigate cell division, cell specialization, and the organization of systems in animals, including humans, using various laboratory techniques;
iii. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals, including humans.
Chemistry: Chemical Reactions and Their Practical Applications
-
i. analyse how chemical reactions are employed in common products and processes, and assess the safety and environmental hazards associated with them;
ii. investigate, through inquiry, the characteristics of simple chemical reactions;
iii. demonstrate an understanding of simple chemical reactions and the language and ways to represent them.
Earth and Space Science: Earths’ Dynamic Climate
-
i. analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;
ii. investigate various natural and human factors that have an impact on climate change and global warming;
iii. demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.
Physics: Light and Application of the Optics
-
i. analyse how properties of light and colour are applied in technology and the impact of these technologies on society;
ii. investigate, through inquiry, properties of light, and predict its behaviour in mirrors and as it passes through different media;
iii. demonstrate an understanding of characteristics and properties of light, particularly with respect to reflection and refraction and the addition and subtraction of colour.
Scientific Investigation Skills and Career Exploration
-
i. 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);
ii. 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
-
i. analyse some current technologies or substances that have an impact on human tissues, organs, or systems, and evaluate their effects on human health;
ii. investigate cell division, cell specialization, and the organization of systems in animals, including humans, using various laboratory techniques;
iii. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals, including humans.
Chemistry: Chemical Reactions and Their Practical Applications
-
i. analyse how chemical reactions are employed in common products and processes, and assess the safety and environmental hazards associated with them;
ii. investigate, through inquiry, the characteristics of simple chemical reactions;
iii. demonstrate an understanding of simple chemical reactions and the language and ways to represent them.
Earth and Space Science: Earths’ Dynamic Climate
-
i. analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;
ii. investigate various natural and human factors that have an impact on climate change and global warming;
iii. demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.
Physics: Light and Application of the Optics
-
i. analyse how properties of light and colour are applied in technology and the impact of these technologies on society;
ii. investigate, through inquiry, properties of light, and predict its behaviour in mirrors and as it passes through different media;
iii. demonstrate an understanding of characteristics and properties of light, particularly with respect to reflection and refraction and the addition and subtraction of colour.
Unit Outline
# | Unit | Approx. Time |
---|---|---|
1 | Tissues, Organs and Systems | 27 Hours |
2 | Chemical Reactions and Their Practical Applications | 27 Hours |
3 | Earths’ Dynamic Climate | 27 Hours |
4 | Light and Application of the Optics | 27 Hours |
5 | Final Examination | 02 Hours |
Total | 110 Hours |
Unit Description
Tissues, Organs and Systems
In this unit, students will demonstrate an understanding of hierarchies in biology, from intracellular to organ system levels of organization. Through processes of inquiry and independent investigation, they will use the scientific method and other skills of criticism and appraisal to apprehend cell division, specialization, and structure and function of tissues, organs and organ systems in plant and animal kingdoms. They will consider social, ethical and ecological implications of biological and biomedical advancements in this multidisciplinary field of study.
Chemical Reactions and Their Practical Applications
In this unit, students will demonstrate an understanding of general principles of chemical reactions. They will develop ways of communicating these reactions and other chemical phenomena. Through processes of inquiry and independent investigation, they will use the scientific method and other skills of criticism and appraisal to determine characteristics of chemical reactions. They will apply this knowledge to a variety of safety and environmental issues associated with chemical reactions, and discuss ways in which chemical reactions can be applied to address environmental challenges.
Earths’ Dynamic Climate
In this unit, students will demonstrate an understanding of factors that influence Earth's climate and contribute to climate change or stability. They will independently investigate and evaluate the validity of evidence of climate change and those natural and human factors involved. They will 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. They will report their findings in manners conventionally accepted in the scientific community.
Light and Application of the Optics
In this unit, students will demonstrate an understanding of various characteristics and properties of light, with particular attention to reflection and refraction. They will develop ways of communicating predictions and observed results mathematically, verbally and graphically. Through processes of inquiry and independent investigation, they will use the scientific method and other skills of criticism and appraisal to determine properties of light and predict its behaviour on and through various media, including various reflective shapes and lenses. They will discuss the technological devices and procedures designed to make use of light, and appraise the social implications of these innovations.
Program Considerations
Assessment and Evaluation
Teaching & Learning Strategies
A Summary Description of
Achievement in Each Percentage Grade Range
and Corresponding Level of Achievement |
||
Percentage Grade Range
|
Achievement Level
|
Summary Description
|
80-100%
|
Level
4
|
A very high to outstanding level of achievement.
Achievement is above the
provincial standard.
|
70-79%
|
Level
3
|
A high level of achievement. Achievement is at the provincial standard.
|
60-69%
|
Level
2
|
A moderate level of achievement. Achievement is below, but approaching, the provincial
standard.
|
50-59%
|
Level
1
|
A passable level of achievement. Achievement is below the provincial standard.
|
below
50%
|
Level
R
|
Insufficient achievement of curriculum expectations. A
credit will not be granted.
|
Categories
|
50–59%
(Level 1)
|
60–69%
(Level 2)
|
70–79%
(Level 3)
|
80–100%
(Level 4)
|
Knowledge and
Understanding
|
The student:
|
|
|
|
Knowledge
of content (e.g.,
facts, terminology,
definitions, safe use of equipment and materials)
|
demonstrates
limited
knowledge
of
content
|
demonstrates
some
knowledge
of
content
|
demonstrates
considerable
knowledge
of
content
|
demonstrates
thorough
knowledge
of
content
|
Understanding
of content (e.g.,
concepts, ideas, theories, principles,
procedures, processes)
|
demonstrates
limited
understanding
of
content
|
demonstrates
some
understanding
of
content
|
demonstrates
considerable
understanding
of
content
|
demonstrates
thorough
understanding
of
content
|
Categories
|
50–59%
(Level 1)
|
60–69%
(Level 2)
|
70–79%
(Level 3)
|
80–100%
(Level 4)
|
Thinking/ Inquiry
|
The student:
|
|
|
|
Use
of initiating and planning skills and strategies (e.g.,
formulating
questions, identifying the
problem, developing
hypotheses, selecting
strategies and resources,
developing
plans)
|
uses
initiating
and
planning
skills
and
strategies
with
limited
effectiveness
|
uses
initiating
and
planning
skills
and
strategies
with
some
effectiveness
|
uses
initiating
and
planning
skills
and
strategies
with
considerable
effectiveness
|
uses
initiating and
planning
skills
and
strategies
with
a high
degree
of
effectiveness
|
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, conclusion)
|
uses
processing
skills
and
strategies
with
limited
effectiveness
|
uses
processing
skills
and
strategies
with
some
effectiveness
|
uses
processing
skills
and
strategies
with
considerable
effectiveness
|
uses
processing
skills
and
strategies
with a
high
degree of
effectiveness
|
Use
of critical/creative
thinking
processes, skills, and strategies (e.g., analysing,
interpreting, problem
solving, evaluating, forming and justifying conclusions on the basis of
evidence)
|
uses
critical/
creative
thinking
processes,
skills,
and
strategies
with
limited
effectiveness
|
uses
critical/
creative
thinking
processes,
skills,
and
strategies
with
some
effectiveness
|
uses
critical/
creative
thinking
processes,
skills,
and
strategies
with
considerable
effectiveness
|
uses
critical/
creative
thinking
processes,
skills,
and
strategies
with
a high
degree
of
effectiveness
|
Categories
|
50–59%
(Level 1)
|
60–69%
(Level 2)
|
70–79%
(Level 3)
|
80–100%
(Level 4)
|
Communication
|
The student:
|
|
|
|
Expression
and
organization
of ideas and information (e.g., clear expression,
logical organization) in oral, visual, and/or written forms (e.g.,
diagrams,
models)
|
expresses
and
organizes
ideas
and
information
with
limited
effectiveness
|
expresses
and
organizes
ideas
and
information
with
some
effectiveness
|
expresses
and
organizes
ideas
and
information
with
considerable
effectiveness
|
expresses
and
organizes
ideas
and
information
with
a high
degree
of
effectiveness
|
Communication
for
different
audiences (e.g., peers, adults) and purposes
(e.g., to inform, to
persuade)
in
oral, visual, and/ or written forms
|
communicates
for
different
audiences
and
purposes
with
limited
effectiveness
|
communicates
for
different
audiences
and
purposes
with
some
effectiveness
|
communicates
for
different
audiences
and
purposes
with
considerable
effectiveness
|
communicates
for
different
audiences
and
purposes
with a
high
degree of
effectiveness
|
Use
of conventions,
vocabulary,
and
terminology
of the
discipline
in oral, visual, and/or written forms (e.g.,
symbols, formulae,
scientific notation, SI
units)
|
uses
conventions,
vocabulary,
and
terminology
of
the
discipline
with
limited
effectiveness
|
uses
conventions,
vocabulary,
and
terminology
of
the
discipline
with
some
effectiveness
|
uses
conventions,
vocabulary,
and
terminology
of
the
discipline
with
considerable
effectiveness
|
uses
conventions,
vocabulary,
and
terminology
of
the
discipline
with
a high
degree
of
effectiveness
|
Categories
|
50–59%
(Level 1)
|
60–69%
(Level 2)
|
70–79%
(Level 3)
|
80–100%
(Level 4)
|
Application
|
The student:
|
|
|
|
Application
of knowledge
and
skills (e.g., concepts and
processes, safe use of
equipment, scientific
investigation skills) in familiar contexts
|
applies
knowledge
and
skills
in familiar
contexts
with
limited
effectiveness
|
applies
knowledge
and
skills
in familiar
contexts
with
some
effectiveness
|
applies
knowledge
and
skills
in familiar
contexts
with
considerable
effectiveness
|
applies
knowledge
and
skills
in familiar
contexts
with a
high
degree of
effectiveness
|
Transfer
of knowledge
and
skills (e.g., concepts and
processes, safe use of
equipment, scientific
investigation skills) to unfamiliar contexts
|
transfers
knowledge
and
skills
to unfamiliar
contexts
with
limited
effectiveness
|
transfers
knowledge
and
skills
to unfamiliar
contexts
with
some
effectiveness
|
transfers
knowledge
and
skills
to unfamiliar
contexts
with
considerable
effectiveness
|
transfers
knowledge
and
skills
to unfamiliar
contexts
with a
high
degree of
effectiveness
|
use of
equipment, materials and technology
|
uses
equipment, materials and technology safely and correctly only with
supervision
|
uses
equipment, materials and technology safely and correctly with some
supervision
|
uses
equipment, materials and technology safely and correctly
|
demonstrates
and promotes the safe and correct
uses
of equipment, materials and technology
|
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)
|
makes
connections
between
science,
technology,
society,
and the
environment
with
limited
effectiveness
|
makes
connections
between
science,
technology,
society,
and the
environment
with
some
effectiveness
|
makes
connections
between
science,
technology,
society,
and the
environment
with
considerable
effectiveness
|
makes
connections
between
science,
technology,
society,
and the
environment
with
a
high degree of
effectiveness
|
Proposing
courses
of
practical action to deal with problems relating to science,
technology,
society, and the environment
|
proposes
courses
of
practical
action
of limited
effectiveness
|
proposes
courses
of
practical
action
of some
effectiveness
|
proposes
courses
of
practical action
of
considerable
effectiveness
|
proposes
highly
effective
courses
of
practical action
|