Science 10 Ms. Mile

What will we study this year? Biology Main concept: Genes are the foundation for the diversity of living things. DNA: structure, function, and the role it plays on a cellular level. Genes and chromosomes Patterns of inheritance, mutations, natural and artificial genetic selection Applications of genetics and ethical considerations. What do you know, or what do you want to know about these topics?

Chemistry Main concept: Chemical processes require energy change as atoms are rearranged. Rearrangement of atoms in chemical reactions acid-base chemistry law of conservation of mass energy change due to chemical reactions practical applications and implications of chemical processes including First People’s perspectives What do you know, or what do you want to know about these topics?

Physics Main concept: Energy is conserved and it’s transformation can affect living things and the environment law of conservation of energy transformation of potential and kinetic energy local and global impacts of energy transformations from technology First People’s perspective on energy nuclear energy and radiation (fission, fusion, technologies, applications and implications) What do you know, or what do you want to know about these topics?

Earth Science Main concept: The formation of the universe can be explained by the big bang theory. formation of the universe (big bang theory, components of the universe over time, astronomical data and collection methods) What do you know, or what do you want to know about these topics?

Introduction to IB How will you be assessed?

Criterion A: Knowing and Understanding Achievement level Level descriptor The student does not reach a standard described by any of the descriptors below. 1–2 The student is able to: i. select scientific knowledge ii. select scientific knowledge and understanding to suggest solutions to problems set in familiar situations iii. apply information to make judgments, with limited success. 3–4 i. recall scientific knowledge ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations iii. apply information to make judgments. 5–6 i. state scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations iii. apply information to make scientifically supported judgments. 7–8 i. outline scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. interpret information to make scientifically supported judgments.

Criterion B: Inquiring and Designing Achievement level Level descriptor The student does not reach a standard described by any of the descriptors below. 1–2 The student is able to: i. select a problem or question to be tested by a scientific investigation ii. select a testable prediction iii. state a variable iv. design a method with limited success. 3–4 i. state a problem or question to be tested by a scientific investigation ii. state a testable prediction iii. state how to manipulate the variables, and state how data will be collected iv. design a safe method in which he or she selects materials and equipment. 5–6 ii. outline a testable prediction iii. outline how to manipulate the variables, and state how relevant data will be collected iv. design a complete and safe method in which he or she selects appropriate materials and equipment. 7–8 i. outline a problem or question to be tested by a scientific investigation ii. outline a testable prediction using scientific reasoning iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.

Criterion C: Processing and Evaluating Achievement level Level descriptor The student does not reach a standard described by any of the descriptors below. 1–2 The student is able to: i. collect and present data in numerical and/or visual forms ii. interpret data iii. state the validity of a prediction based on the outcome of a scientific investigation, with limited success iv. state the validity of the method based on the outcome of a scientific investigation, with limited success v. state improvements or extensions to the method that would benefit the scientific investigation, with limited success. 3–4 i. correctly collect and present data in numerical and/or visual forms ii. accurately interpret data and outline results iii. state the validity of a prediction based on the outcome of a scientific investigation iv. state the validity of the method based on the outcome of a scientific investigation v. state improvements or extensions to the method that would benefit the scientific investigation.

5–6 The student is able to: i. correctly collect, organize and present data in numerical and/or visual forms ii. accurately interpret data and outline results using scientific reasoning iii. outline the validity of a prediction based on the outcome of a scientific investigation iv. outline the validity of the method based on the outcome of a scientific investigation v. outline improvements or extensions to the method that would benefit the scientific investigation. 7-8 i. correctly collect, organize, transform and present data in numerical and/ or visual forms ii. accurately interpret data and outline results using correct scientific reasoning iii. discuss the validity of a prediction based on the outcome of a scientific investigation iv. discuss the validity of the method based on the outcome of a scientific investigation v. describe improvements or extensions to the method that would benefit the scientific investigation.

Criterion D: Reflecting on the Impacts of Science Achievement level Level descriptor The student does not reach a standard described by any of the descriptors below. 1–2 The student is able to, with limited success: i. state the ways in which science is used to address a specific problem or issue ii. state the implications of using science to solve a specific problem or issue, interacting with a factor iii. apply scientific language to communicate understanding iv. document sources. 3-4 The student is able to: iii. sometimes apply scientific language to communicate understanding iv. sometimes document sources correctly.

5-6 The student is able to: i. outline the ways in which science is used to address a specific problem or issue ii. outline the implications of using science to solve a specific problem or issue, interacting with a factor iii. usually apply scientific language to communicate understanding clearly and precisely iv. usually document sources correctly. 7-8 i. summarize the ways in which science is applied and used to address a specific problem or issue ii. describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor iii. consistently apply scientific language to communicate understanding clearly and precisely iv. document sources completely.

Expectations in the classroom 1) Arrive to class on time with your science binder, a pencil and be in your seat when the bell rings. 2) IF you are late, come in and wait at the back of the classroom so as to not disturb the class. I’ll invite you to sit down when there is chance of the least disruption. 3) If you are going to be absent from class a doctor’s note or note/email from your parent is required. The same goes if you need to leave class early. 4) Unexplained absences/lates will be recorded and parents/guardians will be notified. 5) When attendance is called use your voice to indicate that you are here. (present, morning, hi, etc) 6) Cell phones and other handheld electronic devices are not allowed to be used in class unless permission is given by the teacher. 7) If rule #6 is broken, I will take away the electronic. Repeat offenders will have it sent to the office and parents/guardians must pick it up at the end of the school day.

I expect that you will be safe and responsible both in the classroom and when experiments are conducted. If I am giving safety instructions I expect that you will listen and follow them carefully I expect you will have questions through the year, always feel free to ask them to fellow students or the class. I expect you to be independent and search out new ways to do, think and see things I expect that you will have a wonderful year!

What are some things you expect from this year?

Missed a class? It is YOUR responsibility to find out what you missed in class and collect any missed assignments or notes. Talk to/text/call a student in your class to find out what you missed. Check my website for what we covered in class that day and any work that may be assigned. I post each day so it will be up to date.

Extra help? If you would like extra help outside of class time, email me to set up an appointment: smile@sd44.ca My email/website is also on the carson graham website: www.carsongraham.ca under the tab “Staff Info” and click on my name Ms. Mile My website also has online quizes, games and videos that you can use to review material we cover in class.