General Panet High School Science Department
Course Outline - February 2011 Grade 9 Academic SNC 1D
Course Code: SNC 1D1 Credit Code: Equivalent to one science credit Course Type: Grade 9 Academic Teacher: Ms. McNamara Textbook(s): Nelson 9/Nelson 10 Period of Day: Period D (1:15 – 2:30)
Course Overview:
This course enables students to develop their understanding of basic concepts in biology, chemistry, earth and space science, and physics, and to relate science to technology, society, and the environment. Throughout the course, students will develop their skills in the processes of scientific investigation. Students will acquire an understanding of scientific theories and conduct investigations related to sustainable ecosystems; atomic and molecular structures and the properties of elements and compounds; the study of the universe and its properties and components; and the principles of electricity.
Contact Ms. McNamara at
[email protected] (w) 613-687-2095
Units of Study (Big Ideas):
Biology Ecosystems are dynamic and have the ability to respond to change, within limits, while maintaining their ecological balance. People have the responsibility to regulate their impact on the sustainability of ecosystems in order to preserve them for future generations.
Chemistry Elements and compounds have specific physical and chemical properties that determine their practical uses. The use of elements and compounds has both positive and negative effects on society and the environment.
Earth and Space Science Different types of celestial objects in the solar system and universe have distinct properties that can be investigated and quantified. People use observational evidence of the properties of the solar system and the universe to develop theories to explain their formation and evolution. Space exploration has generated valuable knowledge but at enormous cost.
Physics Electricity is a form of energy produced from a variety of non-renewable and renewable sources. The production and consumption of electrical energy has social, economic, and environmental implications. Static and current electricity have distinct properties that determine how they are used.
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SNC 1D Overall Expectations:
Throughout or by the end of this course, students will:
A. SCIENTIFIC INVESTIGATION SKILLS AND CAREER EXPLORATION 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.
B. BIOLOGY: SUSTAINABLE ECOSYSTEMS AND HUMAN ACTIVITY B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts; B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems; B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
C. CHEMISTRY: EXPLORING MATTER C1. assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties; C2. investigate, through inquiry, the physical and chemical properties of common elements and compounds; C3. demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.
D. EARTH AND SPACE SCIENCE: SPACE EXPLORATION D1. assess some of the costs, hazards, and benefits of space exploration and the contributions of Canadians to space research and technology; D2. investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky; D3. demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories.
E. PHYSICS: ELECTRICAL APPLICATIONS E1. assess some of the costs and benefits associated with the production of electrical energy from renewable and non-renewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home; E2. investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits; E3. demonstrate an understanding of the principles of static and current electricity.
Notes and Policy on Assessment and Evaluation
1. The primary purpose of assessment and evaluation is to improve student learning. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.
2. Assessment and evaluation will be based on the provincial curriculum expectations and the Achievement Chart: Science, Grades 9–12. The Achievement Chart identifies four categories of knowledge and skills in science. The Achievement Chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time. The purpose of the Achievement Chart is to provide various categories and criteria with which to assess and evaluate students’ learning. -3-
3. The report card provides a record of the learning skills demonstrated by the student in every course, in the following five categories: Works Independently, Teamwork, Organization, Work Habits, and Initiative. The learning skills are evaluated using a four-point scale (E–Excellent, G–Good, S– Satisfactory, N–Needs Improvement). The separate evaluation and reporting of the learning skills in these five areas reflects their critical role in students’ achievement of the curriculum expectations.
4. The final grade for each course will be determined as follows: Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. Thirty per cent of the grade will be based on a final evaluation 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.
5. Level 3 (70–79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course. A student whose achievement is below 50% at the end of the course will not obtain a credit for the course.
Homework:
A student will have work assignments almost everyday in class. Any incomplete work is to be completed as homework for the next class unless otherwise stated. Usually time is allotted in class, so students who use their time wisely and efficiently will have less work to do outside the classroom. Students who do not complete their daily assignments will be required to stay in class at lunch hour / after school to complete their work and/or complete additional work. If this becomes a chronic problem, parents/guardians will be called and administration notified. The reason for this is simply that students who complete their science work are successful at this level and subsequent levels while those who do not complete their work are not. If a student is having difficulties he/she should not hesitate to see the teacher about arranging time for extra help.
For Daily Assignments:
Copy all notes and examples from chalkboard or projector
When working from textbook, workbook, or handout, Attempt all answers Show all work Check your answers for Success! If incorrect, refer to your notes and try again, then possibly check with another student Draw an * beside the question and ask for help when homework is corrected
Text:
Each student will be assigned a textbook with a number in it. They are responsible for returning the textbook at the end of the course. Students who do not return their assigned textbook or return a textbook that is unreasonably defaced will be required to replace the text at the current publisher value.
Tests:
Advance notice is given and a review session is covered prior to each unit test. Students are required to have all UNIT TESTS signed by a parent/guardian.
I have read and am aware of the guidelines and expectations detailed in the above course outline. (To be signed and placed in Science Binder by second day of Classes)
______Parent/Guardian (Print Name) Parent / Guardian (Signature)