Year 10 Science. Resources A list of materials required for Year 10 science is attached to this course overview.

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1 Year 10 Science Achievement By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain the processes that underpin heredity and evolution. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review. Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory ation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes. Assessment Criteria An overall level of achievement in this subject is determined by the teacher s on-balance judgment of the evidence presented in students summative assessment across the following: Science Understanding Biological Sciences, Chemical Sciences, Earth and Space Sciences, Physical Sciences. Science as a Human Endeavour Nature and development of science, Use and influence of science. Science Inquiry Skills Questioning and predicting, Planning and conducting, Processing and analysing data and information, Evaluating, Communicating. Delivery (mode, time requirements, lessons) Students have access to a one hour scheduled lesson and a one hour tutorial each week. Lessons are delivered via Collaborate and teleconferencing. Students are also expected to undertake independent study to complete tasks and assessment in accordance with the Work Rate Calendar. Course materials can be accessed in Blackboard. Student Requirements Computer, access to internet, , printer, scanner, telephone or headset with microphone, exercise book, stationery. Resources A list of materials required for Year 10 science is attached to this course overview. Subject Fee $18.00 Science Starter Kit New Enrolments Only $24.00 Science Kit (Overseas enrolments not eligible)

2 Year 10 Science (Semester 1) Units and Learning Experiences, Summative Assessment, Criteria Assessed, Approximate timing/due date of summative assessment Unit 1: Life blueprints Students will explore genetics and heredity. They will examine the differences between DNA, genes and the physical characteristics of an organism. Students will analyse monohybrid crosses and use patterns and trends to predict genotypes and phenotypes of offspring. They will investigate DNA and explore genetic diseases. Students will track heritable conditions on pedigrees and debate the ethical issues surrounding genetic testing. They will analyse monohybrid multi-generation crosses and predict the genotypes and phenotypes of offspring. Term 1 Unit 2: Life evolves Students build on knowledge of genetics and inheritance gained in Unit 1. They develop an understanding of how the diversity of life of Earth can be explained by the theory of evolution by natural selection. Students will review models and mechanisms that have been developed and refined over time by a range of scientists to explain evolution and evaluate the evidence that supports these. They will assess representations of how the Earth s biological diversity has branched out from a single origin, and consider how technology and scientific knowledge has affected scientific research and people s lives through genetically modified foods. Students will critically analyse the validity of evolutionary evidence found in secondary sources and communicate their understanding of the theories and processed of evolution using scientific language, conventions and representations. Semester 1 Summative assessment, criteria assessed, approximate timing/due date: Life Blueprints exam (Biological sciences, Use and influence of science, Communicating) Week 5 Evolution Research Task (biological sciences, Nature and development of science, Evaluating and communicating) Week 9 Semester 1 Interim Reporting to parents Unit 3: Chemistry isn t magic Students will identify patterns in atomic structure that allow prediction of the products of chemical reactions and are reflected by the Periodic Table. They use scientific knowledge of an atom s electron arrangement to predict the formation of ions, and make predictions and draw conclusions form al data about the products of chemical reactions. Students will examine how scientific understanding of the atomic model has been refined over time and explain the role of technology in advancing this model. Term 2 4: Chemical reactions matter In this unit, students will explore the factors that affect through observation and ation. They will plan, conduct, evaluate and report upon an investigation into the reaction rate of a chemical process. Students will consider how the development of useful products and chemical processes such as polymers and pharmaceuticals have been driven by societal needs, and the impact this has had on society and the environment. Summative assessment, criteria assessed, approximate timing/due date: Chemistry isn't magic - exam (Chemical sciences, Nature and development of science, Communicating) Week 5 Investigating reaction rate (Chemical Sciences, Questioning and predicting, Planning and conducting, Processing and analysing data and information, Evaluating, Communicating) Week 10 Semester 1 Reporting to parents

3 Year 10 Science (Semester 2) Units and Learning Experiences, Summative Assessment, Criteria Assessed, Approximate timing/due date of summative assessment Unit 5: Moving along In this unit, students explore and apply Newton s three laws of motion to predict, describe and calculate the effect of forces on the motion of objects. They plan and conduct a range of investigations, involving formulation of hypotheses, assessment of risks and selection and use of appropriate methods. Students will draw conclusions using their knowledge of Newton s three laws of motion, identify sources of uncertainty and describe ways to alter al methods to improve data quality. Term 3 Unit 6: Energy of motion In this unit students will investigate the impact of forces and energy on the motion of objects. They use the laws of Motion and Conservation of Energy to predict, describe and explain the consequences of the rapid changes in forces and energy acting during collisions. Students will evaluate the effectiveness of safety features to minimise the impact of collisions. They will use their scientific understanding to design a device and investigate the effectiveness of this design to minimise the consequences of impact. Semester 2 Summative assessment, criteria assessed, approximate timing/due date: Calculating due to the force of gravity (Physical Sciences, Skills) Week 4 Investigation and scientific report: (Science Understanding, Science Inquiry Skills) Week 9 Semester 2 Interim Reporting to parents Unit 7: Global systems In this unit students will explore how the Earth is composed of four interacting and dynamic spheres within which the global systems and cycles operate. They will consider how matter cycles within and between these spheres, such as the carbon cycle and the water cycle, and use scientific knowledge to evaluate how humans have influenced these systems. Students will design and conduct reliable and fair fieldwork investigations to collect, analyse and evaluate data related to carbon emissions produced by traffic and the potential of carbon offsetting from trees. Term 4 Unit 8: The Universe In this unit, students explore features of the universe and how the Big Bang theory is used to explain the formation of the universe. They will consider how theories have changed over time in line with technological advances and are continuing to be refined. They will see how secondary data is analysed to describe astronomical phenomena. Summative assessment, criteria assessed, approximate timing/due date: Theories of the universe - Research task (Earth and Space Sciences, Nature and Development of Science, Evaluating, Communicating) Week 7 Semester 2 Reporting to parents

4 Science Kits Explanatory Notes 1 What are they? Science kits have been provided by Cairns SDE to enable specialist science equipment to be made available to all students regardless of their geographical location. 2 Who is eligible to receive a science kit? All Australian-based students are automatically billed for a science kit, the contents of which can be found in the course overviews. 3 Starter Kit A starter kit contains basic items students in every year level will use at some point. Upon enrolment, one kit will be automatically invoiced to each family. If you need to order an additional starter kit or you have misplaced any of the items in this kit, please place an order through the school administration. 4 Year level kit Contents of this kit are found in the course overviews for science for each year level. There are separate lists for materials provided in the kit and materials you must purchase. Specialist items are generally provided by Cairns SDE but you will also be required to purchase some items from your local supermarket or chemist. Course overviews are provided in Term 4 of every year so that you can begin collecting items you need for science. It is generally a good idea to have a "science" box available where you keep all of the items required. 5 Items to purchase Start a science box or science cupboard to keep all of the supplies you need for science. At the start of the year materials should be collected for use throughout the year. At the end of any given year these resources can simply be added to next year's resources. Over time you should build up a good bank of science resources which can be used to do s throughout your school years. Also, many of the same materials are used in a variety of year levels so it saves you having to purchase these materials again. 6 When are they provided? Materials are mailed out with resources for Term 1. We endeavour to get the materials required to you as soon as possible after enrolment, however, please allow up to four weeks processing time. 7 Who should I contact if I have not received a science kit? Please contact your child's science teacher in the first instance. They will begin the process to check on the whereabouts of your kit. 8 Who should I contact if I am unable to complete an for science? There are often alternative s that can be conducted for the same outcome or video links that can be provided. Always contact your child's science teacher if you are having any problems with the s in the kit. They will be able to find a solution that fits you or your circumstances.

5 1 Science Starter Kit Item Quantity When is it needed Purpose Safety glasses 1 Personal Protective Equipment (PPE) Measuring tape 1 General use Magnifying lens 1 General use Thermometer 1 General use Science kit provided by school Item Quantity Unit numbers / lessons Purpose Substitute/suggestion ph indicator paper and colour wheel 10 U3, L3 various 2 3 Test tube 3 U1 Extracting DNA Spring balance, 20N 1 U5 Investigating Alligator clips and leads 2 U5 Investigating motion Battery holder 1 U3, L2 Electrical Light bulb 1 U3, L2 Electrical Materials to be purchased and kept on hand for science s Item Quantity When is it needed Purpose Substitute/suggestions Acetone (nail polish remover containing acetone may be used) 50mL U4 Investigating Adhesive tape 1 Various Aluminium foil 10 cm x 10 cm Various Electrical

6 Ammonium carbonate powder 1 g U3 Investigating Antacid tablets 4 U4 Investigating Balloons. water 1 Packet U6 Assessing learning: forces Barium Chloride powder 1 g U3 Investigating Battery (AA size) 2 U3, L2 Electrical Beaker 1 U1 DNA extraction Calculator/torch 1 Various Chalk 1 Various Clinometer (you will need a protractor) 1 U7 Calculating carbon storage Coins (10c) 10 U5 Investigating Coloured pencils 1 Various Copper(II) sulfate 1 g U3 Investigating Dark plastic container 1 U3 Investigating Detergent 100mL Various Digital camera 1 U5 Disposable 3 ml pipette or eye dropper 5 Various DNA extraction Distilled/demineralised water 150ml U1 DNA extraction Egg cartons/ Boxes / Bubble wrap Several U6 Assessing learning: forces Teacher will provide instructions on how to make a clinometer

7 Elastic (20mm size, 1m of) 1 U8 Calculating carbon storage Electronic balance 1 U6 Filter paper 5 U2 DNA extraction Fishing line 3m Various Investigating Fishing sinker 1 bag U3 Electrical Flask or empty soft drink bottle 1 U1 DNA extraction Fruit (kiwifruit, strawberries, tomato) 1 U1 DNA extraction Funnel 1 U1 DNA extraction Graphite from a lead pencil some U3 Electrical Hairdryer with low temperature setting 1 U7 understanding interations: climate and bioshpere Hammer 1 U3 Electrical Hot melt glue gun 1 U3 Making a spectroscope Hot melt glue stick 1 U3 Making a spectroscope Hydrochloric acid 100 ml Various or Hydrogen peroxide solution (5%) 200mL U4 Investigating Index cards 2 U3 Making a spectroscope Iron (III) chloride 1g U4 Investigating

8 Iron Nail 1 U3 Electrical Kitchen scales 1 Various Lightweight black bin liner 1 U7 understanding interations: climate and bioshpere Manganese dioxide 1g U4 Investigating Marker pen 1 Various Matches 5 U3 Electrical Measuring cylinder 1 U3 or measuring cylinder 1 U4 Investigating Meat tenderiser 6g U4 Investigating Meat tenderiser (container) 1 U1 DNA extraction Metal samples (magnesium, iron, copper, zinc) 1 U3 or methylated spirit 100 ml U1 DNA extraction modelling clay 1 U5 Investigating Nail (metal) 50 mm U4 Investigating Old CD 5 U3 Making a spectroscope Oven mitt 1 U3 or

9 Paper clips 8 U5 Investigating Pegs, or bulldog clips 1 U8 Calculating carbon storage Plastic cup / polystyrene cups 1 Various Plastic teaspoon 1 bag U3 Investigating Protective gloves 4 Various Resealable bag (medium size) 1 box U1 DNA extraction Rope or twine 2m U7 Calculating carbon storage Ruler with mm units 1 Various Salt 1/2 U1 DNA extraction teaspoon Scissors 1 U3 Making a spectroscope Sewing needle or pin 1 U5 Investigating Shampoo (must contain the chemical EDTA) 10ml U1 DNA extraction Sieve 1 U3 or Small clean mixing containers 3 U3 Investigating Sodium bicarbonate (bicarbonate Soda) (packet) 1 U4 Investigating Steel wool (piece) 1 U3 or Stopwatch 1 Various String 2m U1 DNA extraction

10 Tile (heatproof mat) 1 U3 or Toothpicks 1 U5 Investigating Tweezers or tongs 1 Various