Year 9 Science (One Semester only)

Transcription

1 Year 9 Science (One Semester only) Important note Students are only eligible for the one semester offering of Year 9 Science if they are attending a full time dance school and have completed a Flexible Arrangement form. Enrolment will be in either semester one or semester two. Students enrolling in the one semester offering will only be able to study either History or Geography. Achievement By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people s lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences. 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, Physical Sciences. Science as a Human Endeavor 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 9 science is attached to this overview. Subject Fee $18.00 Science Starter Kit New Enrolments $22.00 Science Kit (Overseas enrolments not eligible)

2 Year 9 Science (Semester 1) Units and Learning Experiences, Summative Assessment, Criteria Assessed, Approximate timing/due date of summative assessment Unit 1 Physical Sciences: Energy on the move Students examine, enquire and explain ways in which energy can be transferred through different mediums using the particle model. They will have opportunities to form hypotheses and investigate quantitative and qualitative data and information on the transfer of electrical energy and heat energy. Students will use their findings, scientific knowledge and prior understanding to form and support conclusions. They will make informed decisions about the influence of science and technology on agricultural practices. Term 1 Unit 2 Physical sciences: Making waves In this unit students build on their knowledge of energy transfer to include the wave-based model of energy transfer by considering sound and light energy types. They investigate wave motion and the variations to sound and light transfer caused by differing materials. Students explore ways in which humans have used and controlled sound and light energy transfer for practical purposes. They design investigations using available materials to transmit a form of energy through a medium. Semester 1 Task Soil salinity and electrical conductivity (Use and influence of science, Processing and analysing, Communicating) Week 6 Exam - The transfer of light and sound (Physical sciences, Planning and conducting, Processing and analysing data and information, Communicating ) Week 10 Semester 1 Interim Reporting to parents Unit 3 Chemical sciences: It s elementary Students will explore the development of scientific ideas about atoms and the subatomic particles; electrons, neutrons and protons. They will investigate isotopes and their uses and consider the process of radioactive decay and its products including radiation and half-life. Term 2 Unit 5 Biological sciences: My life in balance Students identify human body systems and the ways in which they work together in balance to support life. The outline how essential requirements for life are provided internally through a coordinated approach./ Students analyse and predict the effects of the environment on body systems, and discuss the body s response to diseases. They research the positive and negative aspects of vaccination and use evidence to justify decisions related to vaccination. Students consider current and future developments in vaccine technology and reflect on how the needs of society influence the focus of scientific research. Research task on radioisotopes (Chemical sciences, Use and influence of science, Processing and analysing data and information, Communicating) Week 5 Exam/Test Body systems, vaccines and immunity (Biological sciences, Nature and development of science, Use and influence of science, Communicating) Week 10 Semester 1 Reporting to parents

3 Year 9 Science (Semester 2) Units and Learning Experiences, Summative Assessment, Criteria Assessed, Approximate timing/due date of summative assessment Unit 1 Physical Sciences: Energy on the move Students examine, enquire and explain ways in which energy can be transferred through different mediums using the particle model. They will have opportunities to form hypotheses and investigate quantitative and qualitative data and information on the transfer of electrical energy and heat energy. Students will use their findings, scientific knowledge and prior understanding to form and support conclusions. They will make informed decisions about the influence of science and technology on agricultural practices. Term 3 Unit 2 Physical sciences: Making waves In this unit students build on their knowledge of energy transfer to include the wave-based model of energy transfer by considering sound and light energy types. They investigate wave motion and the variations to sound and light transfer caused by differing materials. Students explore ways in which humans have used and controlled sound and light energy transfer for practical purposes. They design investigations using available materials to transmit a form of energy through a medium. Semester 2 Exam/Test Body systems, vaccines and immunity (Biological sciences, Nature and development of science, Use and influence of science, Communicating) Week 4 Assignment/Project Evaluating the impact of change on an ecosystem (Biological sciences, Questioning and predicting, Planning and conducting, Processing and analysing data, Communicating) Week 8 Semester 2 Interim Reporting to parents Unit 3 Chemical sciences: It s elementary Students will explore the development of scientific ideas about atoms and the subatomic particles; electrons, neutrons and protons. They will investigate isotopes and their uses and consider the process of radioactive decay and its products including radiation and half-life. Term 4 Unit 5 Biological sciences: My life in balance Students identify human body systems and the ways in which they work together in balance to support life. The outline how essential requirements for life are provided internally through a coordinated approach./ Students analyse and predict the effects of the environment on body systems, and discuss the body s response to diseases. They research the positive and negative aspects of vaccination and use evidence to justify decisions related to vaccination. Students consider current and future developments in vaccine technology and reflect on how the needs of society influence the focus of scientific research. Research task on radioisotopes (Chemical sciences, Use and influence of science, Processing and analysing data and information, Communicating) Week 2 Exam/Test Body systems, vaccines and immunity (Biological sciences, Nature and development of science, Use and influence of science, 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 experiments 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 experiment for science? There are often alternative experiments 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 experiments 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 Electrical leads with alligator clips 4 U1L9 Electrical circuits Battery holder 1 U1L10 Electrical circuits 2 Bulb 1 U1L10 Electrical circuits Ear plugs (pair) 1 U2L2 Investigating sound Concave lens 1 U2L8 Investigating refraction Convex lens 1 U2L8 Investigating refraction triangular prism 1 U2L7 Investigating refraction Teachers to provide a simulation of what happens when light travels through a rectangular prism Plane mirror 1 U2L7 investigating reflection ph paper and indicator chart 10 U3L6 Investigating acids

6 3 Materials to be purchased and kept on hand for science experiments Item Quantity When is it needed Purpose Substitute/suggestions Apron 1 U1L6 Safety hot liquids Balloons 3 U1L9 Batteries AA size 2 U1L9 black can 1 U1L6 Broom handle 1 U1L9 Copper wire (20cm) 1 U1L9 desk lamp 1 U1L6 Disposable gloves (box) 1 All units Drinking straw 10 U1L5 Funnel 1 U1L6 Glass jar (small) 3 U1L11 Heatproof mat 1 U1 Heat proof trivet or wooden shopping board Magnet 1 U1L9 Measuring jug 250mL 1 U1L3 Metal ruler 1 U1L4 metal spoon Musical instrument 3 U2L4 sound experiment Equipment to make a musical instrument, such as hose, foam cup, cardboard, rubber bands etc). Paper (A4) 1 U1L9 Pencil 1 U1L11 Plastic hair comb 1 U1L9 Plastic ruler 1 U1L11 salt (1/4 cup) 1 U1L11 electrical conductivity experiment Sea water Saucepan 1 U1L3 Silver can 1 U1L6 Stopwatch 1 U1L6 string (m) 2 U1L9, U2L1 Torch 1 U1L9 White can 1 U1L6 Wooden ruler 1 U1L4 wooden chopstick Wool 1 U1L9

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