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2016 De La Salle College SCI103 YEAR PLANNER

2016 Course Outline – Y11 General Science (SCI103)

Subject: General Science NCEA Level: One

Entry Requirements: No entry requirements

Number of credits gained: 23

Method of assessment:

Internal assessments only

Internal assessments are given after a series of mock practice runs

Practical and written components

No external examinations

Looking Ahead:

Level 2 and 3 General Science and Earth & Space Science

Trades, diplomas and certificate level tertiary study

A diverse range of careers stem from Biology, Chemistry, Physics, Agriculture

and Horticulture, and the Earth Sciences:

e.g. biosecurity officer, builder, mechanic, electrician, ecologist, landscaper,

arborist (this is just a fraction of what is possible!).

Course Description

Course aims:

This course is aimed at those students who have completed Year 10 Science and

who have an interest in Science. This course is not suited to students who intend to

study pure sciences at University.

The course consists of units from the separate Level One Science and Agriculture

and Horticulture subjects and provides a sound preparation for Level 2 General

Science and Level 2 Earth and Space Science.

Students who complete this course will not be eligible to enter into Level 2 Physics,

Chemistry or Biology.

The Science component covers: extreme earth events, astronomical cycles, heat

transfer, metallurgy, life processes. The Agriculture and Horticulture component

covers: landscaping.

Students will not be granted extensions for assignments. Extensions will be granted

at the discretion of the teacher in charge, and only under truly exceptional

circumstances and when an application for extension form has been submitted.

Course learning outcomes:

To be able to carry out a practical investigation about the implications of heat for everyday life

To develop knowledge of life processes and the environmental factors that affect them

To develop fundamental knowledge and understanding of the effects of astronomical cycles on planet Earth

To be able to explain an Earth science event

To develop fundamental understanding of landscape design and the implications of designs for everyday life

2016 Course Assessment Statement – Y11 General Science (SCI103)

HOW WILL I BE ASSESSED IN THIS SUBJECT?

Achievement

Standard

Level

and

Credit

Value

Internal or

External

Assessment

Brief Description My grade

for prelims

My final

grade for

internals

SCI AS1.4

(90943)

Investigate

implications of

heat for

everyday life

Level 1

4 Credits

Numeracy

INTERNAL Students will investigate how

heat transfer occurs and the

various components that affect

heat transfer. Students will

design and scientifically

examine an insulation system.

SCI AS1.7

(90946)

Investigate the

implications of

the properties of

metals for their

use in society

Level 1

4 Credits

INTERNAL Students will use observations

to explain the physical and

chemical properties of metals.

Students will discuss how these

properties determine the uses

of metals in society.

SCI AS1.10 (90949) Investigate life

processes and

environmental

factors that

affect them

Level 1

4 Credits

INTERNAL Students will use observations

or findings about the structure,

function and environmental

factors related to life processes

of the organism.

SCI AS1.15

(90954)

Demonstrate

understanding of

the effects of

astronomical

cycles on planet

Earth

Level 1

4 Credits

INTERNAL Students will investigate the

astronomical cycles that effect

Earth and explain the

importance of each of these

cycles on life on Earth.

SCI AS1.16

(90955)

Investigate an

astronomical or

Earth science

event

Level 1

4 Credits

INTERNAL Students will investigate the

causes and effects of

Earthquakes. Students will

apply their knowledge to the

Christchurch earthquake and

evaluate the cause and effects

of the event.

AGH AS1.8

(90922)

Design a

landscape plan

that reflects user

requirements

Level 1

3 Credits

INTERNAL Students will analyse a design

brief and apply landscaping

techniques to design a plan.

Note: Depending on class ability. Extra internal assessments might be added if

required and if the challenge and time is warranted.

De La Salle College - General Science SCI103 - Year Planner 2016

Subject: 11 General Science Teacher in charge: Ms. Ashford Year Level: 11 Curriculum Levels: 6

Unit Title: AS90955 (AS1.16 Science Internal) – Investigate an

astronomical or earth science event.

Achievement objectives:

To investigate involves showing awareness of how science is involved in an issue that students encounter in their everyday lives. This requires at least one of the following:

the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue

the collection of secondary data and the identification of the scientific theory relevant to the issue under investigation.

Learning outcomes/skills: To be able to describe the implications of astronomical events or

earth science events in everyday life relating to issues involving individuals, groups of people, society in general, the environment, or natural phenomena.

Assessment tasks/method: Undertaking a Science Investigation (planning, collecting and

processing data, interpreting, reporting, template and

instructions).

Aspects of the astronomical event or earth science event may

be chosen from, but are not limited to: earthquakes, volcanoes,

tsunamis, hurricanes and cyclones, flooding, climate change,

greenhouse effect, discovery or exploration etc.

Events may be historical or recent.

Final written report.

Key competencies: Thinking, Managing self, Using language,

symbols, and texts, Participating and contributing.

Values: Inquiry and curiosity, Excellence. Approximate time required: 6 weeks

Unit Title: AS90949 (AS1.10 Biology Internal) – Investigate life

processes and environmental factors that affect them.





Learning outcomes/skills: To develop a report that involves using observations or findings, and

biological ideas to make significant links between the structure,

function and environmental factors related to life processes of the

organism, including the implications for the organism.

Assessment tasks/method: Students will carry out an investigation choosing life processes selected

from: support and movement, reproduction, sensitivity, growth, excretion,

nutrition, and gas exchange. At least two of these processes must be

selected. Environmental factors that affect life processes may be

internal or external factors and may include: temperature, pH, light

intensity, photoperiod, moisture levels, concentration of gases, hormone

levels, and nutrient supply.

Biological ideas relating to a life process include the following:

• structural features of the organism such as its organ system or tissues

as appropriate to the organism

• functioning of the components of any organ system or tissues

• identifying the biological processes carried out by the organ system or

tissues

• environmental factors that affect the life process.



Values: Inquiry and curiosity, Excellence.

Approximate time required: 5 weeks

Unit Title: AS90943 (AS1.4 Science Internal) – Investigate

implications of heat for everyday life.





Learning outcomes/skills: To be able to describe the implications of heat in everyday

life relating to issues involving individuals, groups of people, society in general, the environment, or natural phenomena.

Assessment tasks/method: Undertaking a Science Investigation (planning, collecting

and processing data, interpreting, reporting, template and

instructions).

Contexts for heat implications will involve the insulation

requirements of a home

Students will be provided with equipment to measure the

insulation properties of 2 or more materials. Students will

work in groups to gather data.

Students will conduct further research independently, and

explain their results using knowledge of the physical

theory of heat transfer methods and the implications of

this in society.

Final written report.

Key competencies: Thinking, Managing self, Using

language, symbols, and texts, Participating and contributing.


Unit Title: AS90954 (AS1.15 v3 Science Internal) – Demonstrate

understanding of the effects of astronomical cycles on planet Earth


explaining thoroughly links between astronomical cycles and the effects on planet Earth

using information which could include visual representations and data present well-reasoned, complete reports supported by relevant data in ways, and forms, appropriate to nominated audiences.

Learning outcomes/skills: To be able to describe the implications of astronomical events or

earth science events in everyday life relating to issues involving individuals, groups of people, society in general, the environment, or natural phenomena.


processing data, interpreting, reporting, template and

instructions).

Astronomical cycles may include: spin of the Earth, orbit of the

Earth around the Sun, orbit of the Moon around the Earth, effect

of the tile of the Earth and the heating effect of the Sun.

Effects on the earth: day and night; seasons; changes of

temperature during day and night; changes of temperature with

seasons at North and South Poles, the Tropics of Cancer and

Capricorn, and the equator; formation and direction of winds in

southern hemisphere; direction of surface ocean current flows in

the Pacific Ocean; phases of the Moon; formation of tides; neap

and spring tides.

Students will produce a visual resource which may include but is

not limited to a poster, PowerPoint, brochure or blog. Images

and diagrams, are to be accompanied by written notes, to

demonstrate understanding.




Unit Title: AS90946 (AS1.7 Science Internal) – Investigate the

implications of the properties of metals for their use in society





Learning outcomes/skills: To be able to describe the implications of the properties of metals

relating to issues involving individuals, groups of people, society in general, the environment, or natural phenomena.


processing data, interpreting, reporting, template and instructions).

Metals will be limited to: Lead, Copper, Zinc, Aluminium,

Magnesium, and Calcium

The physical and chemical properties investigated are: reactivity

with oxygen and dilute hydrochloric acid, relative conductivity, lustre,

and density.

Students may choose how the format for the processing of data,

such as a portfolio or logbook. Other options for the final

presentation could include a wall chart, poster, PowerPoint

presentation, blog, wiki, or other format that allows for sufficiently

comprehensive answers. Students must also hand in any notes,

worksheets, and draft materials created in earlier work. Final written

report.



Values: Inquiry and curiosity, Excellence. Approximate time required: 6-7 weeks

Unit Title: AS90922 (AS1.8Av3 Agriculture and Horticulture

Science Internal) – Design a landscape plan that reflects user requirements





Learning outcomes/skills: To be able to design a landscape plan that reflects the

user requirements relating to issues involving individuals, groups of people, society in general, the environment, or natural phenomena.

Assessment tasks/method: Students will be given a brief and must redesign the area

(eg. Park, playground, school) to reflect the user

requirements. Students need to draw a plan for the site,

and justify how the redesigned site comprehensively

meets the requirements of the user.

Students will undertake a Science Investigation (planning,

collecting and processing data, interpreting, reporting,

template and instructions).

User requirements could include but are not limited to:

access; privacy; shelter; shade; aesthetics; recreation;

entertainment; and utility.

Students need to investigate and assess potential

environmental factors impacting on the site and the use of

hard and soft features

Students will submit their design plan and accompanying

explanatory notes

Key competencies: Thinking, Managing self, Using

language, symbols, and texts, Participating and contributing.

Values: Inquiry and curiosity, Excellence. Approximate time required: 5-6 weeks

2016 General Science (SCI103) – Student Guide to Bibliographies / Referencing

Plagiarism includes using another person’s ideas and presenting them as your own AND paraphrasing

(rewording) without acknowledging who those ideas came from.

You must reference using APA format.

You need to include in-text citations and a bibliography. In-text citations must be placed at the end of the

sentence, which includes information from that source. This sentence, however, must be written in your

own words.

A bibliography is the ‘trail’ of reading that you did to inform your thinking for your essay or assignment. A

bibliography is organised alphabetically by the author’s last name. Different sources of information need to

be referenced in a different format in your bibliography– eg. Books, websites, journal articles. The

following link gives you clear examples of how to format using APA referencing.

http://www.cite.auckland.ac.nz/index.php?p=quickcite Students who fail to correctly reference or who plagiarise will automatically be awarded a Not Achieved grade.

http://www.cite.auckland.ac.nz/index.php?p=quickcite

De La Salle College 2016

Assessment Result Appeal Form

Name: ___________________ Class: __________________ Name/number of standard being appealed: ____________________________ Subject: _________________ Teacher who marked work: ____________ Grade awarded for standard: __________ Date work returned to student: _______________ Date of appeal:__________ Reason for appeal: Student signature: _______________ Caregiver’s signature: ____________ _______________________________________________________________________ OFFICE USE ONLY Teacher response: HOF response: Principal’s Nominee response:

Final decision:

De La Salle College 2016

Absence From Internal Assessment

Application for Extension

Student: ___________________________ Class: ______________

Subject: ___________________________ Teacher: ___________________

Assessment title: ______________________________________________________

Standard number: ___________________

Type of assessment activity (test, practical, assignment etc).

Date of assessment or due date: ________________________

Reason for application:

Illness or injury: medical certificate or a letter from parent / caregiver must be attached.

Family / personal trauma: documentation must be attached (eg. a letter from parent / caregiver,

counsellor or Dean).

School activity (sporting or cultural) _______________________________________

Signature of the teacher-in-charge of the activity: _______________________________

Decision by Principal’s Nominee:

Extension granted, new due date: _____________________________

New assessment granted, new date: ___________________________

Compassionate consideration will be used to determine a grade. HOD / TIC to attach

documentation of evidence used to determine the grade and the grade awarded.

Application denied. Comment: _______________________________________________

_________________________________________________________________________

The reason for this has been explained to me and I accept the decision.

Signed: ______________________ (Student) ______________________ (Teacher)

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