Thursday, January 05, 2012
Monday, November 28, 2011
Tuesday, November 15, 2011
Wednesday, October 12, 2011
Tuesday, October 04, 2011
Tuesday, September 27, 2011
Friday, September 23, 2011
Wednesday, September 21, 2011
Monday, October 02, 2006
Course Description:
This course develops fundamental concepts in each of the four major content areas: Life Science, Earth and Space Science, Chemistry, and Physics. It is intended to provide a broad scientific background and help students prepare for other optional high school science courses.
Course consists of four units of approximately equal length and value.
Unit 1: Life Science: Sustainability of Ecosystems: This unit extends the concepts gained by analysing habitats and ecosystems to the issue of sustainability. The learners are challenged to think about large-scale systems and the flow of matter and energy within those systems. It is intended that students recognize the Earth as essentially a closed system, which means sustainable use of resources becomes a major concern.
Unit 2: Physical Science: Motion: This unit offers the first opportunity for students to observe, measure, and describe motion in a mathematical fashion. Analysis is restricted to one dimension only with uniform (constant) motion and uniformly accelerated motion. As the unit develops, direction becomes important with vector notation being introduced. The learning outcomes encourage a study of motion in contexts which are familiar to students in this age group.
Unit 3: Earth and Space Science: Weather Dynamics: This unit is designed to guide the learner to understand major concepts associated with atmospheric conditions that produce our weather. Students may construct weather data collection instruments and collect, analyse, and interpret their data, as well as those from a variety of other sources. The influence of matter and energy exchanges on weather system development is central to the unit. Students are also encouraged to attempt weather forecasting and consider how weather affects our society.
Unit 4: Physical Science: Chemical Reactions: This unit builds on the previous study of atomic structure and the significance of the periodic table by asking students to observe some chemical reactions. How these reactions are initiated and proceed, and what products result are considered. In preparation for later chemistry courses, these investigations require students to name and write formulas and to begin representing chemical reactions in symbolic form.
Textbook:
Science 10 by Ritter et al.
Published by Nelson Thomson Learning
Other Resources:
http://www.cdli.ca/
http://www.ed.gov.nl.ca/edu/sp/sci_1206.htm
(curriculum guide)
http://www.ed.gov.nl.ca/edu/science_ref/sci1206.htm
(supplementary resources)
Evaluation:
Tests - 20%
Assignments/Labs - 20%
Mid-Term Exam - 20%
Final Exam - 40% (comprehensive exam)
This course develops fundamental concepts in each of the four major content areas: Life Science, Earth and Space Science, Chemistry, and Physics. It is intended to provide a broad scientific background and help students prepare for other optional high school science courses.
Course consists of four units of approximately equal length and value.
Unit 1: Life Science: Sustainability of Ecosystems: This unit extends the concepts gained by analysing habitats and ecosystems to the issue of sustainability. The learners are challenged to think about large-scale systems and the flow of matter and energy within those systems. It is intended that students recognize the Earth as essentially a closed system, which means sustainable use of resources becomes a major concern.
Unit 2: Physical Science: Motion: This unit offers the first opportunity for students to observe, measure, and describe motion in a mathematical fashion. Analysis is restricted to one dimension only with uniform (constant) motion and uniformly accelerated motion. As the unit develops, direction becomes important with vector notation being introduced. The learning outcomes encourage a study of motion in contexts which are familiar to students in this age group.
Unit 3: Earth and Space Science: Weather Dynamics: This unit is designed to guide the learner to understand major concepts associated with atmospheric conditions that produce our weather. Students may construct weather data collection instruments and collect, analyse, and interpret their data, as well as those from a variety of other sources. The influence of matter and energy exchanges on weather system development is central to the unit. Students are also encouraged to attempt weather forecasting and consider how weather affects our society.
Unit 4: Physical Science: Chemical Reactions: This unit builds on the previous study of atomic structure and the significance of the periodic table by asking students to observe some chemical reactions. How these reactions are initiated and proceed, and what products result are considered. In preparation for later chemistry courses, these investigations require students to name and write formulas and to begin representing chemical reactions in symbolic form.
Textbook:
Science 10 by Ritter et al.
Published by Nelson Thomson Learning
Other Resources:
http://www.cdli.ca/
http://www.ed.gov.nl.ca/edu/sp/sci_1206.htm
(curriculum guide)
http://www.ed.gov.nl.ca/edu/science_ref/sci1206.htm
(supplementary resources)
Evaluation:
Tests - 20%
Assignments/Labs - 20%
Mid-Term Exam - 20%
Final Exam - 40% (comprehensive exam)
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