Science (SNC 2P)

Course Overview

Course Title: Science, Grade 10
Course Code: SNC 2P
Grade: 10
Course Type: Applied
Credit Value: 1.0
Prerequisite: Science, Grade 9 or 10, Academic or Applied
Department: Science
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 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 also 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.

Overall Curriculum Expectations

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
  • Analyse some current technologies or substances that have an impact on human tissues, organs, or systems, and evaluate their effects on human health;
  • Investigate cell division, cell specialization, and the organization of systems in animals, including humans, using various laboratory techniques;
  • Demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals, including humans.

Chemistry – Chemical Reactions
  • Analyse how chemical reactions are employed in common products and processes, and assess the safety and environmental hazards associated with them;
  • Investigate, through inquiry, the characteristics of simple chemical reactions;
  • Demonstrate an understanding of simple chemical reactions and the language and ways to represent them.
Earth and Space Science: Climate Change
  • Analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;
  • Investigate various natural and human factors that have an impact on climate change and global warming;
  • Demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.

Physics: Light and Geometric Optics
  • Analyse how properties of light and colour are applied in technology and the impact of these technologies on society;
  • Investigate, through inquiry, properties of light, and predict its behaviour in mirrors and as it passes through different media;
  • Demonstrate an understanding of characteristics and properties of light, particularly with respect to reflection and refraction and the addition and subtraction of colour.

Unit Overview

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 Hours110 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)

Materials Required

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