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Middle Years Science Program
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Aims: 1.
To provide an activity based course geared to the students’ everyday experience. 2.
To develop skills of observation, recording observations and using laboratory
apparatus. 3.
To relate science to every day activities. 4.
To introduce students to skills of learning, eg simple flow charts, simple graphs,
tables, etc. 5.
To familiarise students with some basic techniques used in industry. 6.
To introduce students to laboratory equipment and allow them to develop skills
in using it. 7.
To teach students the skills associated with working through a problem. 8.
To make students aware of the need to follow safety procedures in even the simplest
activity.
Course outline: The
following topics are used as vehicles to achieve the aims stated above. The attached numbers are purely to facilitate the interpretation of the table
which follows to indicate the order of coverage of the units for each of the classes
throughout the year [Semester 1 or Semester
2]:
1. Science is.. 2. Separating Mixtures 3. Solids, Liquids and Gases 4. Forces in Action 5. Seeing and Hearing 8.
Classification 9. Cells Time
allocation: Four
full classes per 6-day cycle.
Prescribed text: Science
Quest 1. Jacaranda. Test-maker. Teacher’s
Resource Books 1 & 2.
Yr
8 Science Course: Return
to Top Aims: 1.
To provide a Science course using activities to which students at this level can
relate. 2.
To provide an investigative approach where possible. 3.
To further develop skills in laboratory procedure. 4.
To extend laboratory work to issues in our Society. 5.
To extend laboratory work to investigate associated technology. 6.
To develop some research skills. 7.
To build on methods introduced in Year 7 to facilitate interpretation of data
and learning and understanding, eg. flow charts, graphical procedures, charts and summaries. 8. To widen the students’ experience through the investigation of a number of widely differing topics. 9.
To alert students to the need to care for and understand their own bodies and
issues associated with healthy living. 10
To investigate the chemistry of some substances in a consumer society and associated
issues.
Course outline: The
topics below are used as vehicles to achieve the aims listed above. The attached
numbers are purely to facilitate the interpretation of the table which follows
to indicate the order of coverage of the Units for each of the classes throughout
the year [Semester 1 or Semester
2]:
1. The Bits That Matter. 2. Chemical Reactions. 3. Electricity. 4. Forces at Work. 5. The Changing Earth. 6. The Night Sky. 8. Transport Highways. 9. Reproduction.
Time allocation: Four
full classes per 6-day cycle.
Prescribed text: Science
Quest 2. Jacaranda Test-maker Teacher’s
Resource Books 1 & 2
Yr
9 Science Course:
Return to Top Aims: 1.
To present Science as a pursuit which can develop the values and interest of a
student at this age. 2.
To provide the way for students to have some understanding of the scientific developments
which are happening around them. 3.
To alert students to the issues in society associated with the topics presented
and to provide opportunities for them to evaluate these. 4.
To relate the topics to health and to the environment where applicable. 5.
To relate the topics to modern technology. 6.
To further develop ideas of energy investigated at lower levels. 7. To extend investigations of the physical environment and of the living world around us. Course
outline: The
topics below are used to achieve the aims listed above. The attached numbers are
purely to facilitate the interpretation of the table which follows to indicate
the order of coverage of the Units for each of the classes throughout the year
[Semester 1 or Semester
2]:
2.
It’s a Material World 3.
Chemical Energy 4.
Electric Circuits 5.
Keeping an eye in light 6.
Beneath the Surface 7.
Following Orders 8.
The Energy of Life
Time allocation: Three
full classes per 6-day cycle.
Prescribed text: Science
Quest 3. Jacaranda Test-maker Teacher’s
Resource Books 3 & 4
Yr
10 Science Course:
Return to Top Aims: 1.
To encourage learning through experience and activity. 2.
To further develop research skills. 3.
To alert students to the applications of science and technology, and the associated
ethical aspects in the modern world. 4.
To place students in decision making and problem solving situations to a greater
degree than in Years 7 to 9. 5.
To encourage perseverance with tasks and concepts which may not be readily mastered
on first attempt. 6.
To develop more sophisticated observation, communication and manipulative skills
to a greater degree than in Years 7 to 9. 7.
To provide experiences in the three major physical sciences to aid students in
a meaningful subject selection and destination choice. 8.
To make students aware of the need to follow safety procedures in even the simplest
activity.
Course outline: The
following topics are used as vehicles to achieve the aims stated above.
The attached numbers are purely to facilitate the interpretation of the table
which follows to indicate the order of coverage of the Units for each of the classes
throughout the year. Units 1 to 3 are covered in Semester One and represent
the compulsory core element of science at Year 10. The rotation for these
Units is given in the table below. The Units a to e represent elective Units
which are offered in Semester 2 [Semester 1
or Semester 2]:
Core: 4.
Invisible Waves 7.
Getting into Genes Electives: a. Robolab b.
Life and Living c.
Let's Get Down to Earth d.
Looking Into Matter e.
Sparks will Fly Time
allocation: Three
full classes per 6-day cycle.
Prescribed text: Quest
Book 4. Jacaranda + Elective program. Test
Maker + Teacher’s Resource Kit | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
