Course Outline Applied Science, Grade 10 (SNC 2P)

School Names
Date: January 2016
Department: Applied Sciences
Credit Value: 1.0

Teacher: Mr. Sissons

Department Head: R. Yanch
Prerequisite(s): None

Policy Documents
The Ontario Curriculum: Grades 9 and 10 Science (2010)
Ontario Secondary Schools 9 to 12 - Program and Diploma Requirements (1999)
Course Description
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 realworld 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.
Overall Curriculum Expectations and Summative Tasks
Strand: Science Investigation Skills and Career Exploration
By the end of this course, students will:
A1. 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);
A2. 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.
Strand: Biology: Tissues, organs and systems
By the end of this course, students will:
B1. analyze 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.
Strand: Chemistry: Chemical Reactions and their Practical Applications
By the end of this course, students will:
C1. analyze 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.
Strand: Earth and Space Science: Earths Dynamic Climate
By the end of this course, students will:
D1. analyze 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.

Strand: Physics: Light and Applications of Optics

By the end of this course, students will:
E1. analyze 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:
Literacy Review: B1, B2, B3, C1, C3, D1, D2, D3, E1, E3
Students will read course specific content and answer questions on the content. This literacy component will be
used as supplemental information to help determine their level of understanding and will help contribute to their
overall grade.
Learning Goal:

Title of Reading

-Students will be able to read course specific readings and answer related questions to it
- Students will be able to engage in a conversation about the readings that are provided
Expectations Involved

Feedback

Level

The Life of My Body

Learning Goal:
Learning Goals
Students will be able to explain how their body starts from one cell and moves through cell division and
specialization to form the bodys cells, tissues, and organs.
Students will be able to identify and explain how the cells, tissues and organs are endangered by
environmental and disease factors as well as how they are diagnosed, treated, and managed
Students will be able to explain how the body
Functions through the cooperation of various
Organ systems and identify and name main organ
systems

Task
Quiz 1: Cell Components
Quiz 2: Cell Cycle and
specialization
Quiz 3: Cells, Tissues, Organs
Continuum
Quiz 4: Organ systems
Disease Task (Skin Cancer, Lung
Cancer)
Organs Task
Frog Dissection

Expectations
B2.1
B2.1, B2.2, B3.1,
B3.2,
B2.1, 3.2, 3.3

Feedback

Level

B2.1, 3.2, 3.3, 3.4,

3.5
B1.1, B1.2 B2.1,
B2.6, B2.4, A1
B2.1, B3.3, B3.4,
B3.5, A1
B2.1, B2.5, B3.4,
B3.5, A1

My Earth, The Greenhouse

Learning Goals
Students will be able to do an investigation into earths atmospheric make up and the effect that the
greenhouse design has on our planet.
Students will learn through investigation what different factors of the earths surface, oceans and
atmosphere affect the global temperature.
Students will demonstrate the skills necessary to build, monitor and communicate results of a science
experiment
Task
Quiz 1: The Greenhouse Effect
Quiz 2: Heat Sinks and
Greehouse Gases
Quiz 3: Greenhouse Gasses and
how they get there
Quiz 4: Climate Change and its
Causes
Earth As a Greenhouse

Expectations
D2.1, D3.1, 3.2
D2.1, 3.3, 3.4
D2.1, 3.4, 3.5,
C2.1, C1.2
D2.1, 3.6, 3.7
D1.2, 2.1, 2.2,
2.3, 2.4, 2.6, 3.1,
3.2, 3.3, 3.7
E2.5, A1

Feedback

Level

Fossil Fuels, Photosynthesis, and Acids and Bases

Learning Goals
Students will be able to investigate chemical reactions safely and explain what is going on through the
process of reactants changing into products
Students will be able to demonstrate physical representations of molecules.
Students will be able to link chemistry to climate change, and their lives through analysis of safety,
benefit, and efficiency of chemical reactions
Task
Quiz 1: Chemical Formulae,
compositions, and compounds
Quiz 2: Balancing Reactions
Quiz 3: Neutralization
Quiz 4: Review and Revise
Acids and Bases Lab
Composition, Decomposition,
Displacement Activity
Make A molecule

Expectations
C2.1, C3.1, 3.2

Feedback

Level

C2.1, C3.3
C2.1, 3.4, 3.5
C2.1,
C2.1, 2.5, 2.6,
2.7, A1
C2.1, 2.4, D2.1,
D2.3, A1
C2.1, 2.2,

Light up my Life
Learning Goals
Students will be able to investigate and analyze how the properties of light are used and applied to
technologies and their impact on society
Students will be able to understand the properties of light and how they apply directly to their lives.
Task
Quiz 1: Light Emission and spectrum
Quiz 2: Reflection and Refraction and Ray
Diagrams
Quiz 3: Colour Math
Quiz 4: Why we see colour and Optical
Devices
My Light Device Task

Expectations
2.1, 3.1, 3.2
2.1, 3.3, 3.4

Feedback

Level

2.1, 3.5, 3.6,

2.1, 3.7, 3.8, 2.6
2.1, 2.2, 2.3,
2.4, 2.5, 2.7

30% Final Summative Assessment

Task
Exam
(15%)
My
Science
(15%)

Learning Goal
Students will demonstrate a knowledge base and an
understanding of how to apply and communicate
the use of concepts instructed within the course
Students will investigate how the course of science
applies directly to their lives through recreation,
Education and work in present and future

Expectations
E1, E3, D1, D3,
C1, C3, B1, B3
A2, B1, B3, C1,
C2, C3, D1, D2,
D3, E1,

Level Achieved

Note: the tasks listed above may change over the course of the semester to allow for teachers to
respond to evidence of student learning. Students will be notified in advance of any
changes to the summative assessment tasks. All summative tasks must be submitted before
a credit is granted.
Core Texts:

Science Links 10

Additional Resources: to be provided in class

Assessment and Evaluation Overview

1. Learning Skills and Work Habits Achievement:
Learning skills and work habits are instructed, assessed and evaluated separately from your academic
work. You will be assessed frequently on your level of achievement of the following six learning
skills and work habits (e.g. through conferences with your teacher; observation during class activities;
and completion of assignments where specific learning skills are addressed). Learning skills and work
habits will be evaluated at mid-term and again at the end of the semester with a letter grade
(E=excellent, G=good, S=satisfactory, N=needs improvement).

Responsibility (e.g. fulfils responsibilities and commitments within the

learning environment, completes and submits class work, homework, and
assignments according to agreed-upon timelines; takes responsibility for managing
own behaviour)

Organization (e.g. devises and follows a plan for completing work and
tasks; establishes priorities and manages time to complete tasks and achieve goals;
identifies, gathers, evaluates and uses information, technology and resources to
complete tasks)

Independent Work (e.g. independently monitors, assesses, and revises

plans to complete tasks and meet goals; uses class time appropriately to complete
tasks; follows instructions with minimal supervision)

Collaboration (e.g. accepts various roles and an equitable share of work

in a group; responds positively to the ideas, values, opinions and traditions of other;
builds healthy peer-to-peer relationships through personal and media-assisted
interactions; works with others to resolve conflicts and build consensus to achieve
group goals; shares information, resources, and expertise, and promotes critical
thinking to solve problems and make decisions)

Initiative (e.g. looks for and acts on new ideas and opportunities for
learning; demonstrates the capacity for innovation and a willingness to take risks;
demonstrates curiosity and interest in learning; approaches new tasks with a positive
attitude; recognizes and advocates appropriately for the rights of self and others)

Self-regulation (e.g. sets own individual goals and monitors progress

towards achieving them; seeks clarification or assistance when needed; assesses and
thinks critically on own strengths, needs and interests; identifies learning
opportunities, choices, and strategies to meet personal needs and achieve goals;
perseveres and makes an effort when responding to challenges)

2. Achievement of Overall Course Expectations:

Diagnostic and Formative Assessment Tasks will be used throughout the course and may
include quizzes, assignments, activities and investigations. Feedback will be used to help
students and teachers to determine next steps to achieve the provincial standard on the overall
expectations. These assessment tasks will not be used in the determination of grades.
Summative Assessment Tasks will usually be administered at or near the end of a period of
learning and may include performance tasks, portfolios of student work, and projects, and
unit tests. Summative assessment tasks will be used to evaluate student learning in relation to
the overall expectations of the course. Evaluation of the summative assessment tasks will be
used to determine the term grade and will be worth seventy percent (70%) of the final grade
for the course. The mid-term grade will be derived from evaluation of the summative
assessment tasks completed up until that point. As students progress through the course, their
grades will represent the students most consistent levels of achievement of overall
expectations. Where overall expectations are evaluated more than once during the term,
evidence of growth will be considered in determining the final grade.
Final Summative Tasks will be administered at or near the end of the course. Thirty percent
(30%) of the final grade will be based on the evaluation of final summative tasks in the form
of an examination and/or other culminating activities. The tasks will be based on overall
expectations from all strands and across the categories of knowledge and understanding,
thinking, application and communication.
Late or Missing Assignments
Students are expected to submit assignments by the agreed-upon due dates. It is important
that all summative assessment tasks be completed so that there is sufficient evidence of
achievement of the overall expectations for a credit to be granted. For this reason, missed due
dates will result in action on behalf of the school to collect the missing evidence at the
earliest opportunity, in accordance with LDSB procedures included in the student agenda. All
final summative tasks must be completed before a credit is granted.
Academic Honesty
Academic honesty is a fundamental cornerstone in student learning. A breach of academic
honesty is the theft of intellectual property and is treated with the utmost seriousness. All
breaches of academic honesty will be reported to the school administration and a plan of
action will be implemented in accordance with LDSB procedures included in the student
agenda.
Attendance and Punctuality
Regular attendance and punctuality are expected, as they contribute to success at school and
are important requirements in the workplace. It is essential that you contact your teacher
when you know you will be absent. Following an absence, it is critical that you work
diligently to catch up on missed work. Attendance and punctuality are reported on the
provincial report card. Please refer to the student agenda for further details.
Teaching and Learning Strategies:
The expectations in science courses call for an active, experimental approach to learning,
with all students participating regularly in laboratory activities. Laboratory activities can
reinforce the learning of scientific concepts and promote the development of the skills of
scientific investigation and communication.Where opportunity allows, students might be
required, as part of their laboratory activities, to design and research a real scientific problem
for which the results are unknown.

Education for Exceptional Students:

All students require support from teachers, classmates, family, and friends in order to thrive
and to gain full benefit from their school experience. Some students have special needs that
require supports beyond those ordinarily received in the school setting. These needs may be
met through accommodations. Accommodations to meet the needs of exceptional students
are set out in their Individual Education Plans. There are three types of accommodations.
Instructional accommodations are changes in teaching strategies, including styles of
presentation, methods of organization, or use of technology and multimedia. Environmental
accommodations are changes that the student may require in the classroom and/or school
environment, such as preferential seating or special lighting. Assessment accommodations
are changes in assessment procedures that enable the student to demonstrate his or her
learning, such as allowing additional time to complete tests or assignment, or permitting oral
responses to test questions.