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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.
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 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.
Key competencies: Thinking, Managing self, Using language,
symbols, and texts, Participating and contributing.
Values: Inquiry and curiosity, Excellence.
Approximate time required: 5 weeks
Unit Title: AS90943 (AS1.4 Science Internal) – Investigate
implications of heat for everyday life.
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 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.
Values: Inquiry and curiosity, Excellence. Approximate time required: 7 weeks
Unit Title: AS90954 (AS1.15 v3 Science Internal) – Demonstrate
understanding of the effects of astronomical cycles on planet Earth
Achievement objectives:
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.
Assessment tasks/method: Undertaking a Science Investigation (planning, collecting and
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.
Key competencies: Thinking, Managing self, Using language,
symbols, and texts, Participating and contributing.
Values: Inquiry and curiosity, Excellence. Approximate time required: 5 weeks
Unit Title: AS90946 (AS1.7 Science Internal) – Investigate the
implications of the properties of metals for their use in society
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 the properties of metals
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).
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.
Key competencies: Thinking, Managing self, Using language,
symbols, and texts, Participating and contributing.
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
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 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.
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)