Year 10 Student Outcomes 2023.docx

Coming and Going - Physics | Student Outcomes 2023 Part 1: Semester 1 By the end of this unit students should be able to:  Use examples to describe the difference between vector and scalar quantities. Distinguish between distance and displacement in linear (straight line) motion Distinguish between...

Coming and Going - Physics | Student Outcomes 2023 Part 1: Semester 1 By the end of this unit students should be able to:  Use examples to describe the difference between vector and scalar quantities. Distinguish between distance and displacement in linear (straight line) motion Distinguish between speed and velocity. Calculate the velocity and speed of moving objects (use v = s / t to perform calculations) Compare instantaneous and average speed (or velocity) of a moving object Perform an experiment to calculate the average speed of a moving object Define acceleration as being a change in either speed or direction in a given time. Use the acceleration formula to calculate acceleration. (a = v –u /t) Use the expression (v =u + a t) to determine initial and final speeds (or velocities), acceleration and time. Prepare and interpret distance vs time and speed vs time graphs (including the use of gradients and the area under a vs t graph) Perform an investigation to calculate acceleration of a moving object. Identify examples of accelerated motion (both positive and negative acceleration) from everyday experience. Part 2: Semester 2 By the end of this unit students should be able to:  (Revision of Yr7) explain the differences between mass and weight Use the expression w = m g to calculate the weight of various objects. Define the term inertia and relate it to everyday situations. State Newton’s first law and link it with inertia. Qualitatively describe Newton’s second law. Distinguish between balanced and unbalanced forces and the need for a net (resultant) force to cause acceleration. Describe and use quantitatively the relationship between force, mass and acceleration. (F = ma ) Describe Newton’s Third Law and give examples of its application. Use Newton’s Laws to describe how seat belts and other devices such as air bags and crumple zones aid car safety. Model the effects of collisions with and without seat belts. Define kinetic energy and perform calculations using KE =½ m v2 Define gravitational potential energy and perform calculations using GPE = mgh State the law of conservation of energy. Describe examples of where kinetic energy and gravitational potential energy transfers occur Perform calculations to show the transfer of energy between KE and GPE. NOTE: It is expected that students: Can express their answers using correct units. Know that standard metric units (such as metres, second, kilogram, m/s etc are used for all quantities in this topic) and can carry out any necessary metric conversions. Demonstrate the good practice of rounding off answers to a sensible number of decimal places. Past and Future - Biology | Student Outcomes 2023 Part 1: Semester 1 By the end of this unit students should be able to:  Human Reproduction & Cell Division Relate the organs involved in the human reproductive systems to their functions Identify that during reproduction the transmission of inheritable characteristics from one generation to the next involves genes Identify the role of mitosis and cell differentiation during the production of new cells for growth and replacement of damaged cells Explain how sex is determined in humans Identify the role of meiosis in producing gametes for reproduction Explain how the process of meiosis and fertilisation account for the variation within offspring Compare and contrast mitosis and meiosis Structure and Function of DNA and Biotechnology Describe the structure of DNA and label the parts of a DNA model Explain the role of DNA in controlling cellular activity Describe the contribution of different scientists to our understanding of DNA Distinguish between genes, DNA and chromosomes Outline how DNA replicates using complimentary base pairing Outline how changes to genes and chromosomes can lead to mutations in offspring Describe TWO applications of biotechnology, this may include: genetically modified organisms, cloning, the use of genetics in medicine, DNA fingerprinting and stem cell research and discuss the ethical implications of your chosen example. Part 2: Semester 2 By the end of this unit students should be able to:  Inheritance Examine the experimental work of Mendel and outline his findings and their contribution to the study of Genetics Identify that alleles can be dominant or recessive and that individuals can be described as homozygous or heterozygous Construct Punnett squares and use them to determine the genotype and phenotype of individuals Explain how some genetic diseases can be sex-linked, using colour blindness as an example Construct pedigree diagrams and use these to determine the genotypes of individuals Evolution and Natural Selection Describe scientific evidence that present-day organisms have evolved from organisms in the past, including transitional forms (fossils), homologous structures, embryonic development, geographic distribution of animals and plants and biochemistry. Examine early theories of evolution such as those proposed by Jean Baptist Lamarck Identify the causes of variation within species Identify the 5 steps involved in Darwin’s Theory of Natural Selection Using specific examples, explain how species have changed over time by Natural Selection Perform an experiment that models Natural Selection Examine the interplay that genes and environmental factors can have in determining the phenotype of organisms Earth and Space | Student Outcomes 2023 Part 1: Semester 1 (Earth Science and Plate Tectonic Theory) By the end of this unit students should be able to:  Outline the Theory of Continental Drift as proposed by Wegener in 1915. Describe main pieces of evidence used by Wegener to support his theory including the jigsaw fit of the continents AND the same fossil species found on different continents. Identify Pangea and Gondwana as supercontinents that have separated into modern day continents. Explain how technological developments led to the accumulation of new evidence and how this evidence enabled scientists to provide a more accurate scientific explanation about the nature of the ocean floors. Eg HMS Challenger, magnetometers, sonar Outline how the evidence of provides support for the Theory of Sea Floor Spreading. (eg magnetic reversal) Describe the Theory of Plate Tectonics and how it relates to the structure of the earth. Recall the structure of the earth including the core, mantle and crust. Explain how convection currents in the mantle drive plate motion. Describe convergent, divergent and transform plate boundaries. Identify one example of each on the earth. (eg convergent – pacific plate and Asian plate – Japan, divergent – mid-Atlantic Ridge, transform – San Andres fault). Compare volcanoes and their eruptions at convergent and divergent plate boundaries. Identify features of shield volcanoes and stratovolcanoes. Explain how earthquakes occur using the plate tectonic model. Describe the disasters associated with earthquakes including tsunamis. Part 2: Semester 2 (Space) By the end of this unit students should be able to:  Identify the major features and main types of galaxies, stars, solar systems and nebulae. Describe the life-cycle of a small and a large mass star. Compare the relative sizes of galaxies, stars, solar systems and nebulae Describe the relative distances between galaxies, stars and solar systems including light years Describe how ground based telescopes and satellite telescopes have advanced our understanding about the universe (including radio telescopes, Hubble and James Webb) Give one example of a low Earth orbit satellite and one example of a geostationary satellite and discuss the implications for society of their use. Identify that all objects in space exert a force due to gravity on all other objects. Explain how the Big Bang theory can be used to explain the origin of the universe and its age. Describe the Doppler Effect and the cosmic microwave background (CMB) as evidence for the Big Bang theory. Explain what the Red shift is and how it provides evidence for the Big Bang theory. (extension: Hubble’s Law) Describe the models of the solar system and universe proposed by Ptolemy (geocentric), Copernicus (heliocentric), Kepler (elliptical orbits) and Galileo (heliocentric – telescope evidence). Explain the reasoning for the changing ideas about the universe, including changes in technology such as the invention of the telescope. Ext Describe the main aims of The Large Hadron Collider as they relate to our understanding of the universe. Assess the value of spending money and resources on projects such as the LHC (not examinable) Chemistry for Life | Student Outcomes 2023 Part 1: Semester 1 By the end of this unit students should be able to:  Atomic Structure  Use the periodic table to identify an element’s atomic number and relative atomic mass and relate this to an element’s nucleus structure and configuration of electrons Draw Bohr diagrams of atoms including the correct number of protons, neutrons and electrons. Interpret, analyse and solve problems using information from the periodic table Chemical Formulae, Equations and Atomic Bonding Communicate effectively using chemical symbols and nomenclature Describe how ions form, determine the charge of ions and how ionic bonds are formed. Describe how covalent bonds form through the sharing of electrons between atoms. Distinguish between the formation of ionic and covalent bonds using Bohr diagrams Balance chemical equations – atoms are rearranged, not created or destroyed Chemical Reactions Describe the reactions and products of the following reactions: Acid + Metal Acid + Carbonate Combustion Decomposition Corrosion Precipitation Neutralisation Construct balanced equations from observations and written descriptions of all reactions encountered in this unit Part 2: Semester 2 By the end of this unit students should be able to:  Energy  Identify that chemical reactions involve energy transfer and can be exothermic or endothermic Identify observations which can explain exothermic and endothermic reactions Create simple energy profiles using relative positions of reactants and products which can explain exothermic and endothermic reactions Compare combustion and respiration as types of chemical reactions that release energy but occur at different rates Identify some examples of important chemical reactions that occur in living systems and involve energy transfer, including respiration and photosynthesis, and reactions involving acids such as occur during digestion   Rates Of Reaction  Define rate of reaction Identify and explain the effects of temperature, concentration, surface area and catalysts on the rate of some common chemical reactions.  Measure rates of reactions experimentally Chemistry and society Discuss the development of new materials e.g., plastics, nanotechnology, green chemistry Discuss any social, ethical and environment considerations involved in the development of materials (e.g. plastics) Discuss how the development of materials or inventions have changed people’s lives (e.g., nylon, plastics, petrol, graphene, CFCs, green chemistry)