Course Title: Science, Grade 10
Course Code: SNC 2D
Course Type: Academic
Credit Value: 1.0
Prerequisite: SNC 1D, Science, Grade 9, Academic
Tuition Fee (CAD): $549
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.
By the end of the course, students will gain proficiency in the following areas:
Scientific Investigation Skills and Career Exploration
- 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);
- 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 of Living Things
- Evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;
- Investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;
- Demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.
Chemistry – Chemical Reactions
- Analyse 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;
- Investigate, through inquiry, the characteristics of chemical reactions;
- Demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.
Earth and Space Science: Climate Change
- 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;
- Investigate various natural and human factors that influence Earth’s climate and climate change;
- Demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.
Physics: Light and Geometric Optics
- Evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits;
- 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;
- Demonstrate an understanding of various characteristics and properties of light, particularly with
- Respect to reflection in mirrors and reflection and refraction in lenses.
|Unit 1: Earth and Space Science: Climate Change In this unit, you will investigate the principal effect of Earth’s climate system, heat transfer, and the role of carbon and nitrogen compounds. You will learn the difference between the natural and anthropogenic greenhouse effect and the principal sources and sinks of carbon. The identification of natural phenomena, as well as the identification of the indicators of climate change, will also be part of the unit study. Finally, you will be able to determine the role of governments in climate change and determine the role that you, as an individual, have in the future of the planet Earth.||25 hours|
|Unit 2: Biology – Tissues, Organs and The System of Living Things In this unit you will be investigating the importance and mechanisms of cell division, the links between specialized cells, tissues, organs, and organ systems, the societal and ethical impact of controversial issues surrounding stem cell research, cloning, organ transplants, and transgenic transplants. You will also be investigating the role that the government has taken in public health in developing strategies to improve the overall health of all Canadians and the role it has taken in ensuring fair and equal access to medical imaging technologies.||25 hours|
|Unit 3: Chemistry- Chemical Reactions In this unit you will explore concepts such as the classification of matter based on its properties and characteristics. You will also be apply the concepts of chemical bonding to the types of molecules and compounds formed by elements of the periodic table. You will visualize and interact with models of chemical compounds, gain an introduction to different chemical reactions, and explore how to balance chemical equations using the multimedia elements provided in this unit of study. You will explore the many properties and useful household and industrial applications of acids, bases, and neutralization reactions through lab investigations, media activities, and visual demonstrations. Specific types of reactions such as synthesis, decomposition, combustion, and displacement reactions are further investigated through various interactive media elements.||25 hours|
|Unit 4: Physics – Light and Geometric Optics In this unit you will be learning about the principles and theories of light, how mirrors and lenses produce various types of images and how you can predict the characteristics of the images produced. You will also be learning about the practical applications of mirrors and lenses and about many devices that make use of or produce light. There are various interactive media elements within this unit that will make learning about light interesting, easy to visualize, and fun.||20 hours|
|Unit 5: Culminating This final unit of study is a series of activities designed to investigate the issues and topics that focus on the environmental and societal impacts of each of the four academic units of this course. You will submit performance tasks for each unit of the course. Each performance task offers a variety of topics and presentation styles from which to choose. The final culminating task is a final exam based on all the content pages and assignments from each activity of every unit. Make sure to allocate enough review time to prepare for the final examination.||15 hours|
|Total Hours||110 hours|
Teaching and Learning Strategies
Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.
Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.
Individualized Accommodations for Students
Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning. For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents. A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations; Assessment accommodations are changes in procedures that enable the student to demonstrate his or her learning. These may include: visual supports to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate his or her learning. If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP. For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Ministry Policy Guidance
Standard Computer Requirements for all courses: -Processor speed of 2 GHz or faster -Memory of 4 GB RAM or greater -A high speed internet connection with a connection speed of 10 MB/s or better. -Monitor and video card with 1024×768 or greater resolution -Keyboard and Mouse is recommended -Speakers/Headphones