Course Syllabus

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2020 - 2021Science 8 Syllabus

Faculty

Section Teacher
2A, 3A, 9A  Ms. K. Murray Hoenig
Y Ms. N. Liu
Z Mr. S. Scribani
Q Mr. P. Webster

Contacting Me

As the teacher for this course, I can be contacted in the following ways:

I am available for contact during these times: 8-4 on school days in person and via email in the evenings.

Course Description

Science 8 is an introductory and foundational course in Science. It introduces four of the major branches of Science (Biology, Chemistry, Physics, and Geology). The course is grounded in the fundamentals of the Scientific Method, providing them multiple opportunities to develop a range of laboratory skills and techniques. This is a “hands on” course that aims to keep the students’ engaged by keeping them as actively involved in their learning as possible.

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Workload

The workload of this course is expected to be: 20-30 minutes of revision or preparation each night for the following day's class.

Submitting work

Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

Instructional Aims

Based on the B.C. Ministry of Education curriculum, students will learn through the following experiences:

  • How to plan, conduct, analyse and share a complete scientific experiment
  • How to safely and effectively use a variety of laboratory equipment
  •  A survey of four of the key fields of science: Biology, Chemistry, Earth Science and Physics
  • How to communicate through writing scientific papers and laboratory reports
  • Life processes are performed at the cellular level.
  • The behaviour of matter can be explained by the kinetic molecular theory and atomic theory.
  • Energy can be transferred as both a particle and a wave.
  • The theory of plate tectonics is the unifying theory that explains Earth’s geological processes.

Learning Outcomes

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills:

  • 6% Questioning and Predicting: ○ Identify a scientific question or problem to solve through inquiry. Do research around question or problem to refine ideas. ○ Formulate an "if...then" hypothesis
  • 6% Planning and Conducting: Identify the variables (independent/dependent), and the groups (control/experimental); ○ Create an experimental procedure that is safe, fair, ethical, logical, and limits confounding variables ○ Create a good data collection method that maximizes accuracy and precision (and uses correct units!)
  • 7% Processing/Analyzing Information: ○ Be able to represent data by constructing a graph/table, or other models from data.○ Identify patterns/trends/connections/causal relationships in data.○ Draw conclusions from collected/refined data
  • 5% Evaluating: ○ Identify sources of error in their procedural and/or experimental methods ○ Acknowledge limitations or boundaries of an experiment ○ Demonstrate a skepticism of work (assumptions? bias? quality of evidence? social/ethical/environmental considerations?)
  • 5% Applying and Innovating:○ Apply learning to new situations
    ○ Be able to generate an idea or solution to a problem
  • 7% Communicating: ○ Use scientific language to communicate ideas and findings (good vocabulary use, sentence structure, idea phrasing)
    ○ Express and reflect on a variety of experiences, perspectives, worldviews, ways of knowing, and sources of information.
    ○ Be able to summarize, and analyze scientific text
  • 4%Electromagnetic radiation, Anatomy of a Wave, Behaviours of Light: ○ Describe the characteristics of the 7 types of radiation and their relative wavelengths and energy
    ○ Explain the positive and negative impacts/effects of radiation
    ○ Name common materials that are opaque, transparent, and transclucent and describe how light interacts with each type (absorbed/scattered/transmitted)
    ○ Can draw ray diagrams showing how light is scattered/absorbed/transmitted
    ○ Define and calculate: wavelength, frequency, amplitude
    ○ Discuss the relationship between frequency, wavelength, energy, and amplitude
  • 2% Properties of Light: acts like both a wave and a particle: ○ Can describe an experiment that shows how light has the property of a wave and has the property of a particle
    ○ Can draw diagrams that shows how light has the property of a wave and the property of a particle
  • 4% Properties of light: functions of FLAT mirrors and lenses: ○ Describe and demonstrate how light interacts with FLAT MIRRORS (including normal line, angle of incidence, incident ray, reflected ray)
    ○ Describe and demonstrate how light interacts with FLAT LENSES (including normal line, angle of incidence, incident ray, refracted ray)
  • 4% Properties of light: functions of CURVED mirrors and lenses: ○ Describe and demonstrate how light interacts with CURVED MIRRORS (including normal line, angle of incidence, incident ray, reflected ray)
    ○ Describe and demonstrate how light interacts with CURVED LENSES (including normal line, angle of incidence, incident ray, refracted ray)
  • 3% Cell Biology and features of living things: ○ List the 5 characteristics of living things
    ○ List the 3 tenants of the modern cell theory
  • 5% Cell Organelles: ○ List the Cell Organelles and describe their functions within the cell
    ○ Describe the photosynthetic and cell resp pathways
  • 7% Structure of the Human Immune System and Pandemics/Disease Control:○ Summarize the steps of the immune response to a pathogen in the body and create an analogy that describes the response pathway
    ○ Demonstrate an understanding on the role of antibiotics, vaccinations, and research in controlling the spread of infectious pathogens and disease
  • 6% Atomic theory and History & Parts of the Atom: ○ Illustrate the evidence and the history behind the development of the current model of the atom
    ○ Describe and draw the parts, positions, and placements of each subatomic particle (including: protons, neutrons, electrons, and quarks). Define how they affect elemental type, atomic mass, and charge
  • 7% KMT & Density: ○ Recall the 5 tenants of the Kinetic Molecular Theory
    ○ Explain (using the particle model) how matter changes states due to energy gain or loss using the Kinetic Molecualr Theory
    ○ Calculate density, given mass and volume (using proper units and measuring techniques).
  • 5% Earth Anatomy: ○ List layers of Earth and describe their composition, consistency, relative densities, and thickness
    ○ Describe the process of mantle convection drawing knowledge on the Kinetic Molecular Theory
  • 8% Plate Tectonics: ○ Articulate the 3 types of plate boundaries, their relative movements, and the geological features associated with each of the three types of boundaries
    ○ Describe the geological features and dangers associated with a shield and composite volcano and can deduce where on the map each type of volcano can be found
    ○ Describe the cause of an earthquake, globally map where earthquakes occur based on plate tectonic theory, and the 3 types of seismic waves that emanate from the epicentre. 

Assessment and Evaluation

A student's final mark will be determined by evaluation of their ability to demonstrate proficiency in these skills and learning these concepts.

Major assessments for this course include:

Quizzes, unit tests, Canvas submissions, lab activities.

Skills

  •  Bouncy Ball lab (Sept/Oct)
  •  Bacteria lab report (Jan/Feb)
  •  Plant growth lab (April/May)

Content

  •  Pandemic research project (Jan/Feb)
  •  Kopenjord Box (Earth Science exploration) (Mar/April)
  •  End of unit assessments

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:

  • being reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
  • recognizing the consequences of one’s actions and taking responsibility for them
  • realizing that science is embedded in memory, history, and story
  • ultimately supporting the well-being of the self, the family, the community, and the land. The spirits and the ancestors will only me mentioned.
  • being aware that science has often been told through a particular lens and has prioritized some ways of knowing as being more important or valid than others and looking at ways that traditional knowledge is as valued in particular contexts

Literacy/Numeracy

This course makes literacy/numeracy visible by using the following comprehension tasks and strategies:

  • how to write a complete lab report with particular focus on how to write a clear hypothesis, procedure, and discussion using scientific conventions
  • how to read and interpret other lab reports in order to obtain and understand what the author is trying to share
  • focuses on the generation of graphs and data tables 
  • how to use and analyse numerical data in writing 
  • reading scientific articles and journals to be able to find information to inform and support an argument
  • writing science content for a particular scientific audience and adjusting the language accordingly - peers vs other scientists vs general public
  • using graphics, posters, drawings, graphs, and tables to share their understanding of science content in a visual manner

Learning Resources

All resources in Science 8 will be posted to Canvas. This should be considered a student's home base for things course related.

Extension Resources

All resources in Science 8 will be posted to Canvas. This should be considered a student's home base for things course related.

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

St. George's School Student Code of Conduct

St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.

The purpose of the Student Code of Conduct is to ensure that

  1. A safe, caring, and productive teaching and learning environment exists.
  2. We maintain appropriate balances among individual and collective interests and responsibilities.
  3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
  4. We encourage and practice environmental stewardship.

The core values which provide the foundation for the Student Code of Conduct are:

  • Empathy
  • Humility
  • Integrity
  • Respect
  • Responsibility
  • Resilience

Conduct Expectations

  1. I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
  2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
  3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
  4. I understand, accept, and will respect all of my school-related commitments and responsibilities.
    • I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
    • I will obtain necessary permission to leave class or school.
  5. I will take pride in my personal appearance.
    • I will be dressed appropriately at all times for all events as outlined by the School.
    • I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
  6. I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
    • I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
    • I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
    • I will care for all property, whether it is public or a peer’s personal possessions.
    • I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
    • I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
    • I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
  7. I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.

Academic Integrity

Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.

Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.

  • Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
    • Copying any part of an assessment;
    • Allowing others to copy any part of an assessment;
    • Improperly giving or receiving assessment information;
    • Using unauthorized resources for or during an assessment;
    • Submission of the same assessment more than once; and/or
    • Skipping classes to avoid an assessment.
  • Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include: 
    • Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
    • Alteration or falsification of academic reports or other academic records for any purpose;
    • Submission of false credentials;
    • Making false representation on an application for admission; and/or
    • Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
  • Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
    • Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
    • A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
  • Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
    • Unauthorized access to, use of, or alteration of computer data and information;
    • Gaining academic advantage by using technology that inhibits the use of the resources by others;
    • Damage to or destruction of library or laboratory resources; and/or
    • Willful or negligent damage to the academic work of a fellow student and/or teacher.

Academic Supports

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

  • Faculty support
  • 5th Block
  • Head of Grade
  • Student Success Centre
  • Personal Counselling

Bullying

St. George’s School does not tolerate bullying. Students are prohibited from bullying.

Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:

  • Physical violence such as hitting, pushing or spitting at another student;
  • Interfering with another student’s property, such as by stealing, hiding, or damaging it;
  • Using offensive names when addressing another student;
  • Teasing or spreading rumours about another student or their family;
  • Belittling another student’s abilities and achievements;
  • Writing offensive notes or graffiti about another student;
  • Unreasonably excluding another student from a group activity;
  • Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
  • Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.

Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.

Students are required to:

  • Refrain from engaging in any kind of bullying;
  • Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
  • Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.

 

Course Summary:

Date Details Due