SNC2D – Science

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SNC2D – Science

mpm2d

Course Code: SNC2D

Course Type: University Preparation
Credit Value: 1.0

Format: Online School Course
Prerequisite:Science, Grade 9, Academic or Applied

Tuition Fee (CAD): $574

Course Description

This course, SNC2D – Science, helps students understand important ideas in biology, chemistry, earth and space science, and physics. Students will examine how science connects to technology, society, and the environment. Additionally, they will build their skills in scientific investigation. 

Through experiments and research, students will plan and carry out investigations. They will explore scientific theories about: 

  • How cells and systems connect in animals and plants.
  • Chemical reactions, especially acid-base reactions.
  • Forces that affect climate and climate change.
  • The way light and matter interact.

SNC2D offers students chances to improve their critical thinking and problem-solving skills. This course prepares them for future studies in science. It also helps them appreciate the important role that science plays in daily life.

Outline of Course Content

Unit

Titles and Descriptions

Time and Sequence

Unit 1

Biology

  • Plants and animals, including humans, are made of specialized cells, tissues, and organs that are organized into systems.
  • Developments in medicine and medical technology can have social and ethical implications.

26 hours

Unit 2

Chemistry

  • Chemicals react with each other in predictable ways.
  • Chemical reactions may have a negative impact on the environment, but they can also be used to address environmental challenges.

29 hours

Unit 3

Earth and Space Science

  • Earth’s climate is dynamic and is the result of interacting systems and processes.
  • Global climate change is influenced by both natural and human factors.
  • Climate change affects living things and natural systems in a variety of ways.
  • People have the responsibility to assess their impact on climate change and to identify effective courses of action to reduce this impact.

24 hours

Unit 4

Physics

  • Light has characteristics and properties that can be manipulated with mirrors and lenses for a range of uses.
  • Society has benefited from the development of a range of optical devices and technologies.

28 hours

Final Evaluation

The final assessment task is a three-hour exam worth 20% of the student’s final mark.

3 hours

Total

110 hours

It is important that students have opportunities to learn in a variety of ways:

  • individually and cooperatively;
  • independently and with teacher direction;
  • through hands-on activities and through the study of examples followed by practice;
  • all of which will be used throughout this course.

The expectations in this science course call for an active, experimental approach to learning, and require all students to participate 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 conduct research on a real scientific problem for which the results are unknown. Connections between science and technology and between science and the world beyond the school will be integrated into students’ learning of scientific concepts and skills. Where possible, concepts will be introduced in the context of real-world problems and issues. Students will also be provided with a variety of opportunities to broaden their understanding of scientific investigation. Many activities used in all the units are developing skills necessary for success in the final examination.

Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion-referenced so that feedback can be given that includes clearly expressed next steps for improvement.

The assessment will be based on the following processes that take place in the classroom:

Assessment FOR LearningAssessment AS LearningAssessment OF Learning

During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go.

During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them.

During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning.

ConversationConversationConversation

Classroom discussion Self-evaluation Peer assessment

Classroom discussion Small group discussion Post-lab conferencesPresentations of research Debates
ObservationObservationObservation
Drama workshops (taking direction) Steps in problem solvingGroup discussionsPresentations Group Presentations
Student ProductsStudent ProductsStudent Products
Reflection journals (to be kept throughout the duration of the course)
Check Lists
Success Criteria
Practice sheets
Socrative quizzes
Projects
Poster presentations Tests
In Class Presentations

Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.

anecdotal

tests

quizzes

culminating activities including:

labs/performance tasks

– labs/performance tasks

presentations

– research reports

research

– presentations

labs

– portfolios

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.

The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
  • 30% of the grade will be based on a final exam administered at the end of the course. The exam will contain a summary of information from the course and will consist of well-formulated multiple-choice questions. These will be evaluated using a checklist.
  •  

Unit

Description

Evaluation Weight

KICA

Unit 1

Strand 1: Scientific investigation skills and career exploration

Strand 2: Biology

Quiz 3%

Assignment 5%

Test 9.5%

Total 17.5%

25/25/25/25

Unit 2

Strand 1: Scientific investigation skills and career exploration

Strand 3: Chemistry

Quiz 3%

Assignment 5%

Test 9.5%

Total 17.5%

25/25/25/25

Unit 3

Strand 1: Scientific investigation skills and career exploration

Strand 4: Earth and Space Science

Quiz 3%

Assignment 5%

Test 9.5%

Total 17.5%

25/25/25/25

Unit 4

Strand 1: Scientific investigation skills and career exploration

Strand 5: Physics

Quiz 3%

Assignment 5%

Test 9.5%

Total 17.5%

25/25/25/25

 

Culminating activity

10%

25/25/25/25

 

Final Exam

20%

25/25/25/25

 

Total

100%

 

The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement charts and will be 70% of the overall grade for the course; the Final evaluations will be 30% of the overall grade, incorporating a student/teacher conference and final exam.

Percentage of the Mark

Categories of Mark Breakdown

70%

Assignments (20%)

Tests (38%)

Labs and Quiz (12%)

30%

Culminating Activity (5%) and In Class discussion and presentations (Observations and Conversation (5%)

Final Exam (20%)

Frequently Asked Questions (FAQ)​​

The Science Grade 10, Academic (SNC2D) course focuses on enhancing students’ understanding of biology, chemistry, earth and space science, and physics, along with their interrelationships with technology, society, and the environment.

Students must have completed Science, Grade 9, Academic (SNC1D) or Applied (SNC1P) to enroll in this course.

The course consists of four main units: Biology (26 hours), Chemistry (29 hours), Earth and Space Science (24 hours), and Physics (28 hours), culminating in a final exam.

Assessment methods include quizzes, assignments, tests, laboratory activities, and a final exam. Each unit contributes to the overall grade based on various evaluation weights.

Students will develop scientific investigation skills through hands-on activities, laboratory experiments, and inquiry-based learning, enhancing their ability to conduct research and analyze scientific concepts.