Course Outline

Program Overview

Science programs provide opportunities for students to develop the knowledge, skills and attitudes they need to become productive and responsible members of society. The programs also allow students to explore interests and prepare for further education and careers. Students graduating from Alberta schools require the scientific and related technological knowledge and skills that will enable them to understand and interpret their world. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner.

To become scientifically literate, students need to develop a knowledge of science and its relationship to technologies and society. They also need to develop the broad-based skills required to identify and analyze problems; to explore and test solutions; and to seek, interpret and evaluate information. To ensure relevance to students as well as to societal needs, a science program must present science in a meaningful context—providing opportunities for students to explore the process of science, its applications and implications, and to examine related technological problems and issues. By doing so, students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society.

Topics & Objectives

This course is designed to prepare students for the IB world exam in Biology (Higher Level). A variety of laboratory work will be done to enhance the topics. The following topics are reviewed and addressed at an advanced level:

Unit A – Investigating Properties of Matter

Unit B – Understanding Energy Transfer Technologies

Unit C – Investigating Matter and Energy In Living Systems

Unit D – Investigating Matter and Energy In The Environment

Unit A – Matter and Chemical Change

Unit B – Energy Transformations

Unit C – Diseases can be communicable or non-communicable

Unit D – Safety in Transportation

Unit A – Energy And Matter in Chemical Change

Unit B – Energy Flow in Technological Systems

Unit C – Cycling of Matter in Living Systems

Unit D – Energy Flow in Global Systems

Unit A – Chemical Changes

Unit B – Changes in Motion

Unit C – The Changing Earth

Unit D – Changes in Living Systems

Unit A – Living Systems Respond to Their Environment

Unit B – Chemistry and the Environment

Unit C – Electromagnetic Energy

Unit D – Energy and the Environment

Unit A – Energy & Matter Exchange in the Biosphere

Unit B – Ecosystems & Population Change

Unit C – Photosynthesis and Cellular Respiration

Unit D – Human Systems

Unit A - Nervous & Endocrine Systems

Unit B - Reproduction and Development

Unit C - Cell Division, Genetics and Molecular Biology

Unit D - Population and Community Dynamics

Unit B – Forms of Matter: Gases

Unit A - Bonding

Unit D - Quantitative Relationships in Chemical Changes

Unit C - Matter as Solutions, Acids and Bases

Unit A - Thermochemical Change

Unit B – Electrochemical Change

Unit C – Chemical Changes of Organic Reactions

Unit D – Chemical Equilibrium Focusing on Acid-Base Systems

Unit A – Momentum and Impulse

Unit B – Forces and Fields

Unit C – Electromagnetic Radiation

Unit D – Atomic Physics

Unit A – Kinematics

Unit B – Dynamics

Unit C – Circular Motion, Work and Energy

Unit D – Oscillatory Motion and Mechanical Waves

Assessment

Formative assessment is the ongoing practice of learning to adjust instruction to focus on student understanding of the course material. Homework, note-taking, completion of formative practice assignments and quizzes are designed to gauge understanding and are examples of ‘for learning’ activities – these activities are not directly used by the teacher to determine a grade. Specific and descriptive feedback by teachers, shared in face to face discussions with students, is used to improve the quality of their work.

Upon completion of the unit formative assignment students will review the answer key and self-assess their learning within the unit. If there are further questions or difficulties with the material the student is recommended to meet with the teacher.

Summative assessment is the evidence used by the teacher to determine student achievement in relation to the curriculum outcomes as prescribed by Alberta Education; it is used to determine the student’s grade. Students may be provided multiple opportunities to demonstrate their understanding of course outcomes according to the process outlined in the Salisbury High assessment plan.

The student’s school-awarded grade will be determined by the teacher, using any summative assessments and the teacher’s professional judgment. Students are expected to complete all summative assessments prior to the determination of a final grade.

Students are required to complete a diploma exam for this course. This diploma exam is worth 30% of your grade.

Resources

PowerSchool

You can view your progress in this course on PowerSchool. Click on the double dash to view your progress.

IB Information

IB sections of this course may contain extra topics that are part of the IB syllabus. IB topics that are not part of the Alberta Program of Studies or an approved locally developed course will not be included in summative assessments.

Students enrolled in the IB program are required to participate in the “Group 4 Project”, to complete the IB “Internal Assessment” and to write the IB examinations in May of the Grade 12 year.