middle and high school - The International School in Genoa

Transcript

2012-2018
ISG
MIDDLE AND HIGH SCHOOL
CURRICULUM | SCIENCE v1
This Curriculum Document was reviewed by:
Ms. Alice Careddu
Dr. Gerardina Galella
Mrs. Mauri Ulivi
Dr. Matteo Merlo
Mr. Samer Khoury
The International School in Genoa
Badia Benedettina della Castagna
11A, Via Romana della Castagna
16148 Genova
Italy
Phone: +39 – 010 – 386528
Fax: +39 – 010 – 398700
www.isgenoa.it
[email protected]
Last revision: April 10, 2013
2
TABLE OF CONTENTS
ISG MISSION STATEMENT ............................................................................................................................................................... 5
MIDDLE AND HIGH SCHOOL SCIENCE AT ISG .......................................................................................................................... 7
AIMS AND OBJECTIVES .................................................................................................................................................................... 9
AIMS….. .................................................................................................................................................................................................................... 9
OBJECTIVES ........................................................................................................................................................................................................... 9
KEY KNOWLEDGE AREAS ..............................................................................................................................................................11
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES .........................................................................................13
EVALUATION OF STUDENT PROGRESS ....................................................................................................................................15
ASSESSMENT POLICY ..................................................................................................................................................................................... 15
ASSESSMENT CRITERIA ................................................................................................................................................................................ 17
EDUCAZIONE TECNICA IN ITALIANO ........................................................................................................................................19
CURRICULUM REVISION POLICY ................................................................................................................................................21
REVISION PROCESS AND TIMETABLE ................................................................................................................................................... 21
SYLLABUS BY GRADE......................................................................................................................................................................23
GRADE 6 SCIENCE SYLLABUS .................................................................................................................................................................... 24
EDUCAZIONE TECNICA IN ITALIANO – GRADE 6 ............................................................................................................................. 27
EDUCAZIONE TECNICA IN ITALIANO – GRADE 8 ............................................................................................................................. 35
GRADE 10 SCIENCE SYLLABUS .................................................................................................................................................................. 39
SOURCES .............................................................................................................................................................................................45
3
ISG MISSION STATEMENT
OUR SCHOOL'S MISSION IS FOR EVERYONE TO DEMONSTRATE
THE ISG COMMUNITY THEMES OF
RESPECT,
RESPONSIBILITY AND
REACHING FOR EXCELLENCE
4
MIDDLE AND HIGH SCHOOL SCIENCE AT ISG
IN ESSENCE, SCIENCE IS A PERPETUAL SEARCH FOR AN INTELLIGENT AND
INTEGRATED COMPREHENSION OF THE WORLD WE LIVE IN.
CORNELIS VAN NIEL (1897−1985)
The vision of ISG Middle and High School Science (IMHSS) is to contribute to the development of students as
inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when
solving problems and making decisions about aspects affecting themselves, others and their social and natural
environments.
Science and its methods of investigation offer a way of learning that contributes to the development of an
analytical and critical way of thinking. Learning science relies on understanding and using the language of science,
which involves more than simply learning technical scientific terminology. IMHS science aims for students to
become competent and confident when accessing, using and communicating scientific information. Students are
expected to use scientific language correctly and select appropriate communication formats for oral and written
communication.
IMHS science aims to provide students with the opportunity to show their understanding of the main concepts
and processes of science, by applying these to solve problems in familiar and unfamiliar situations. Students
should demonstrate critical-thinking skills to analyse and evaluate information in order to make informed
judgments in a variety of contexts.
ISG Middle and High School (IMHS) Science is a school-based curriculum articulated over five years; it aims to
equip all students with the knowledge, understanding and intellectual capabilities to address further science
courses at the International Baccalaureate (IB) Diploma Programme (DP) level, as well as to prepare students to
use science in their workplace and life in general. It combines themes from the IB Middle Years and Diploma
Programmes, the requirements for the Italian national examination at the end of 8th grade, the International
General Certificate of Secondary Education (IGCSE) and tested practices developed at ISG over the years by the
science faculty.
The three main objectives of IMHS science support the IB learner profile, promoting the development of students
who are knowledgeable, inquirers, communicators and reflective learners.
Knowledge with understanding refers to enabling students to understand scientific knowledge (facts, ideas,
concepts, processes, laws, principles, models and theories), and to apply it to construct scientific explanations,
solve problems and formulate scientifically supported arguments.
Experimental skills and investigations refers to enabling students to develop intellectual and practical skills to
design and carry out scientific investigations independently and to evaluate the experimental design (method).
This extends to students’ ability to collect, process and interpret sufficient qualitative and/or quantitative data to
draw appropriate conclusions.
Communication in science refers to enabling students to use scientific language correctly and a variety of
communication modes and formats as appropriate, including an awareness of the importance of acknowledging
and appropriately referencing the work of others when communicating in science.
7
IMHS science builds on experiences in scientific learning that students have gained in their time in the
International Primary Curriculum (IPC). At the end of the five-year course, students continuing on to the IB
Diploma Programme will have acquired concepts and developed skills which they will be able to apply and extend
in further DP science courses. In particular, the IMHS science syllabus reflects the concepts and skills necessary
for a smooth transition into the DP courses of Biology, Chemistry and Physics.
The present document contains all the general information relevant to the teaching and learning of Middle and High
School science at the International School in Genoa. In it, ideas and concepts from the best educational programs
worldwide are adapted to the ISG context and background, and enriched to better match the needs of our learners.
Further information related to individual science courses and materials can be found in the Course Outlines published
each year and handed out to parents during Open House and to students at the beginning of September.
8
AIMS AND OBJECTIVES
AIMS…..
The aims state in a general way what the teacher may expect to teach or do, and what the student may expect to
experience or learn. In addition, they suggest how the student may be changed by the learning experience.
The aims of the teaching and study of IMHS science are to encourage and enable students to:








acquire an appreciation of the beauty of science and of its methods of inquiry
build a corpus of scientific knowledge with understanding
communicate effectively scientific ideas, arguments and practical experiences
learn investigative skills to design and carry out experimental investigations and to assess evidence to
draw a conclusion
form critical, creative and inquiring minds that ask questions, solve problems, build explanations, judge
arguments and make informed decisions in scientific contexts
understand the relationship between science and technology and their social consequences
observe safety rules and practices during scientific activities
engender an awareness of the need for and the value of effective collaboration during scientific activities,
both locally and internationally.
OBJECTIVES
The objectives state the specific targets and expected outcomes that are set for learning in the subject. They define
what the student will be able to accomplish as a result of studying the subject. These objectives relate directly to
the assessment criteria found in the EVALUATION OF STUDENT PROGRESS section.
Learning outcomes, in terms of acquired concepts and developed skills, are detailed in the SYLLABUS BY GRADE
and SYLLABUS BY KEY KNOWLEDGE AREA sections.
A Knowledge with understanding
IMHS science promotes learning scientific concepts and ideas with understanding, allowing students to construct
scientific explanations, solve problems and formulate scientifically supported arguments.
At the end of the course, students should be able to:



recall scientific knowledge and use scientific understanding to construct scientific explanations
apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
critically analyse and evaluate information to make judgments supported by scientific understanding.
9
B Experimental skills and investigations
IMHS science utilizes inquiry-based learning. This objective refers to enabling students to develop intellectual and
practical skills to design and carry out scientific investigations independently and to evaluate the experimental
design (method). Students are expected to be able to collect, process and interpret sufficient qualitative and/or
quantitative data to draw appropriate conclusions.









state a focused problem or research question to be tested by a scientific investigation
formulate a testable hypothesis and explain it using scientific reasoning
design and carry out scientific investigations that include variables and controls, material and/or
equipment needed, a method to be followed and the way in which the data is to be collected and
processed
evaluate the validity and reliability of the method
judge the validity of a hypothesis based on the outcome of the investigation
suggest improvements to the method or further inquiry, when relevant.
collect and record data using units of measurement as and when appropriate organize, transform and
present data using numerical and visual forms
analyse and interpret data
draw conclusions consistent with the data and supported by scientific reasoning.
C Communication in science
IMHS science encourages students to use the language of science and its different forms of representation, to
communicate their findings and reasoning effectively, both orally and in writing.





10
use appropriate scientific language
use appropriately different forms of scientific representation such as verbal (oral and written) and visual
(graphic and symbolic)
communicate a complete and coherent mathematical line of reasoning using different forms of
representation when investigating problems (lab reports, essays, presentations)
personal skills
acknowledge the work of others and the sources of information used by using a recognized referencing
system.
KEY KNOWLEDGE AREAS
PHYSICS
Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the
very smallest particles to the vast distances between galaxies.
Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics,
went a long way in deepening our understanding of the universe. From Newtonian mechanics came the idea of
predictability in which the universe is deterministic and knowable. Maxwell’s theory of electromagnetism
described the behavior of electric charge and unified light and electricity, while thermodynamics described the
relation between heat and work and described how all natural processes increase disorder in the universe.
Newtonian mechanics, though, failed when applied to the atom and has been superseded by quantum mechanics
and general relativity.
Despite the exciting and extraordinary development of ideas throughout the history of physics, certain things have
remained unchanged. Observations remain essential at the very core of physics. Models are developed to try to
understand the observations, and these themselves can become theories that attempt to explain the observations.
Theories are not directly derived from the observations but need to be created. These acts of creation can
sometimes compare to those in great art, literature and music, but differ in one aspect that is unique to science:
the predictions of these theories or ideas must be tested by careful experimentation.
CHEMISTRY
Chemistry is an experimental science that combines academic study with the acquisition of practical and
investigational skills. It is called the central science, as chemical principles underpin both the physical
environment in which we live and all biological systems. Apart from being a subject worthy of study in its own
right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science
and environmental science.
BIOLOGY
Biology is the study of life, which can be defined as a particular set of processes that result from the organization
of matter. Biology draws on chemistry, mathematics, geology, and physics for its foundation, and applies basic
physical natural laws to the study of living things. Besides classifications based on the category of organism being
studied, i.e. animals, plants, and microorganisms, biology contains many other specialized sub-disciplines. This
includes biochemistry, the interface between biology and chemistry; molecular biology, which looks at life on the
molecular level; cellular biology, which studies different types of cells and how they work; physiology, which looks
at organisms at the level of tissue and organs; ecology, which studies the interactions between organisms
themselves; ethology, which studies the behaviour of animals, especially complex animals; and genetics,
overlapping with molecular biology, which studies the code of life, DNA.
11
EARTH AND SPACE
Earth is a complex system made up of four interacting components — rocks, water, air and life — and is
surrounded by outer space. Earth and space science studies how rocks, water, air, space, and life interact with
each other to understand how the global system works. It explores the surface, interior, oceans, atmosphere, and
outer space environment of Earth, dealing with volcanoes and earthquakes, investigating how Earth's tectonic
plates collide to form mountain ranges and valleys, studying the motion of planets and moons in the solar system.
Due to its very nature, Earth and Space science brings together themes from physics, astronomy, biology,
chemistry and geology. Earth and Space science at ISG is taught in grades 6 through 8.
12
TEACHING METHODOLOGIES, MATERIALS AND RESOURCES
METHODOLOGIES
Teachers at ISG adopt a variety of teaching methodologies in order to cater for different learning styles. The
various approaches to learning are a means to provide students with the tools that will enable them to take
responsibility of their own learning. This involves articulating, organizing and teaching the skills, attitudes and
practices that students require to become successful learners.
Skills and
processes
Analysing
Classifying
Communicating
Controlling variables
Defining
Evaluating
Experimenting
Hypothesizing
Inferring
Inquiring
Interpreting data
Measuring
Modelling
Observing
Predicting
Recognizing patterns
Recording
Synthesizing
Using numbers
Using time–space
relationships
Explanation
Key words
Examining and breaking information into parts; identifying
patterns, relationships, causes, main ideas and errors
Ordering according to properties, characteristics or
relationships
Expressing information in a variety of forms: oral, written
accounts, visual representations such as graphs, diagrams,
equations, tables, presentations using ICT applications, etc.
Manipulating variables: changing one factor that may affect the
outcome while the other factors remain constant
Giving the precise meaning of a word, phrase or physical
quantity
Assessing the validity of information or quality of the work
based on criteria
Compare, contrast, examine, infer,
conclude
Sort, group, identify, decide, label,
compare, order, collect data, record
Record, present findings,
demonstrate, describe, explain,
report, show, outline
Demonstrating a theoretical concept, testing a hypothesis (at
the core of scientific investigation)
Stating a problem in the form of a statement, question,
prediction or scientific explanation that can be verified by a
process of experimentation
Making judgments based on observations and past experience
Formulating questions to clarify issues and understand
meaning
Observing information and offering explanations, organizing
data, drawing conclusions and predictions
Using appropriate instruments and techniques to collect and
record data on weight, mass, temperature, time, volume, etc.
Describing and explaining relationships between ideas using
simplified, often mathematical or diagrammatical,
representation
Using the senses and instruments to focus the perception on
some phenomenon, object or process
Offering statements, suggestions or hypotheses based on
observations, experience and knowledge to anticipate the
outcome of a situation
Articulating interrelationships between parts and components
Collecting, showing and presenting data, findings and
conclusions
Combining information in a different way to construct
meaning
Quantifying measurements, comparisons and classifications
Describing spatial relationships as affected by time
Experiment, fair test, control
Define, state. It can involve factors
such as appearance and function
Judge, assess, decide, prove,
support, appraise, defend, conclude
Explore, discover, check, identify
and control variables, investigate,
try, verify
Question, observe, predict, infer
Predict, explore, refine, discuss
Define problems, research,
question, ask questions, discuss
Explain, interpret, predict, conclude,
revise
Compare, match, estimate,
determine
Produce a model, provide a
physical, verbal or mental
representation of an idea (for
example, atomic model, DNA model,
solar system model)
Distinguish, recognize, look, feel,
touch
Interpret, construe, deduce, infer
Analyse, compare, contrast,
categorize, distinguish
relationships, examine, discover
Record, present, construct,
organize, draw
Combine, create, propose, adapt,
develop, infer, predict, elaborate,
restructure, improve
Count, divide, graph
Motion, direction, sequence,
symmetry
13
RESOURCES
Information and communication technologies (ICT) is used at ISG as an important means of expanding students’
knowledge of the world in which they live, gaining access to a broader range of resources and as a new channel for
developing skills. Such technologies provide a range of resources and applications for teachers to explore and
enhance the teaching and learning experience.
Some of the possible uses of ICT in IMHS science will typically include using:
 databases and spreadsheets to log and process data, detect trends and patterns, make predictions
and test hypotheses
 software to present and transform data and information in different ways (tables, graphs, charts)
 simulation software to allow students to gain experience of phenomena and experiments
 data logging (microcomputer-based laboratories) for data analysis and interpretation
 the internet to access, collect and process relevant information.
ISG offers several resources to facilitate student learning in science. They include:






a fully-equipped science lab
Vernier Logger Pro data-logging devices with a complete set of sensors for Biology, Chemistry and
Physics labs
a computer lab with 20+ laptops
free graphing and formatting software (Gnuplot, LaTeX, Padowan Graphing Software)
ActiveBoards
a library section with reference textbooks.
MATERIALS
During IMHS Science classes, all students are expected to have with them the following materials:





textbook
writing instruments
scientific calculator
notebook
ruler, compass, protractor
A Graphic display calculator (GDC) is required starting from 10th grade. The recommended model is Texas
Instruments (TI) 84 Plus.
More details on the required materials can be found in each teacher’s Course Outline.
14
EVALUATION OF STUDENT PROGRESS
ASSESSMENT POLICY
Assessment in IMHS Science is
1
designed so that students can
a.
demonstrate their learning of concepts in authentic contexts
b.
apply acquired skills to familiar and unfamiliar problems.
2
structured to examine the achievement levels in each of Objectives A, B, C.
3
meant to provide teachers with feedback that is used to adapt the teaching and learning strategies
with the aim of meeting each learner's needs.
4
criterion-referenced as opposed to norm-referenced. Please see the ASSESSMENT CRITERIA section
below.
Assessment tasks for science are divided into:
-
Informal assessment, consisting of class worksheets, homework, projects, investigations, presentations,
class participation, and laboratory reports.
-
Formal assessment, consisting of tests and quizzes under examination conditions.
This reflects the IB Diploma Programme division into Internal Assessment – student investigations developed
over the two-year course – and External Assessment – a series of externally set exams taken at the end of the
second IBDP year.
Assessment is carried out formatively throughout each course: the purpose of formative assessment is to provide
students, parents and teachers with objective and timely feedback on the learner’s progress. Formative
assessment tasks, both informal and formal, are graded on a percent scale based on the assessment criteria listed
in the next section. They contribute to quarter average grades according to the following weighting matrix. The IB
Diploma Programme percentages for Group 4 Subject Areas (Biology, Chemistry and Physics) are also shown for
comparison.
6th grade
7th grade
8th grade
9th grade
10th grade
IBDP
Informal
60%
50%
40%
30%
30%
Internal
24%
Formal
40%
50%
60%
70%
70%
External
76%
100%
100%
100%
100%
100%
100%
15
Quarter grades are then converted into IB grades according to the ISG Secondary School grading system below.
ISG Comment
Grade
Percent
Excellent work: the student consistently and almost faultlessly demonstrates sound understanding of
concepts and successful application of skills in a wide variety of contexts and consistently displays
independence, insight, autonomy and originality.
7
90-100
Very good work: the student consistently demonstrates sound understanding of concepts and successful
application of skills in a wide variety of contexts and generally displays independence, insight, autonomy and
originality.
6
80-89
Good work: the student consistently demonstrates sound understanding of concepts and successful
application of skills in a variety of contexts and occasionally displays independence, insight, autonomy and
originality.
5
70-79
Satisfactory performance: the student generally demonstrates understanding of concepts and successful
application of skills in normal contexts and occasionally displays independence, insight, autonomy and
originality.
4
60-69
Mediocre work (conditional pass): the student demonstrates a limited understanding of the required
concepts and only applies skills successfully in normal situations with support. Partial achievement against
most of the objectives.
3
50-59
Failing work: the student has difficulty in understanding the required concepts and is unable to apply skills
successfully in normal situations even with support. Very limited achievement against all the objectives.
2
20-49
1
0-19
Failing work: Minimal achievement in terms of the objectives.
High school students are also assessed summatively. Summative assessment consists of formal benchmarks at the
end of significant portions of each course – i.e. semester finals. A score out of 7 is given to all summative
assessment tasks.
Please see the document “Secondary school grading systems” for further clarification on the calculation of
semester and end-of-year averages and for GPA and letter grade conversions.
16
ASSESSMENT CRITERIA
The assessment criteria relate directly to the OBJECTIVES as listed in the previous sections.
The approximate weighting of the Objectives is listed below. For a coherent approach to assessment practices
over the entire programme, weights are adjusted from grade level to grade level to match the increased
expectations in terms of scientific maturity. This means for instance that the relative importance of
experimental and communicative skills grows with respect to pure factual knowledge and recall.
Objective
Typical assessment tasks
6th gr.
7th gr.
8th gr.
9th gr.
10th
gr.
A
Knowledge and
understanding
classroom tests, examinations, real-life problems,
projects, oral presentations, quality and clarity of
notes
75%
75%
65%
55%
50%
B
Experimental
skills and
investigations
lab reports, formal (e.g data collection and
processing, planning) and informal (manipulative
skills, personal skills) assessment of lab work
20%
20%
25%
30%
30%
C
Communication
in science
real-life problems, tests, examinations and
investigations designed to allow students to show
complete lines of reasoning using scientific
language both orally and in writing, lab reports
5%
5%
10%
15%
20%
100%
100%
100%
100%
100%
The IB Diploma Programme marking rubric shown below contains the level descriptors for the Design, Data
Collection and Processing, and Conclusion and Evaluation sections for lab reports. These descriptors reflect skills
that students progressively acquire in the course of their studies in IMHS Science and during the two years of
Diploma Programme.
Levels
Complete
Design
Partial
Not at all
Defining the problem and
selecting variables
Controlling variables
Developing a method for
collection of data
Formulates a focused
Develops a method that allows
Designs a method for the
problem/research question and
for the collection of sufficient
effective control of the variables.
identifies the relevant variables.
relevant data.
Formulates a problem/research
Designs a method that makes
question that is incomplete or
some attempt to control the
identifies only some relevant
variables.
variables
Develops a method that allows
for the collection of insufficient
relevant data.
Does not identify a
problem/research question and Designs a method that does not
does not identify any relevant
control the variables.
variables.
Develops a method that does not
allow for any relevant data to be
collected
17
Data Collection and Processing
Levels
Conclusion and Evaluation
Processing raw data
Presenting processed data
Complete
Records appropriate
quantitative and associated
qualitative raw data, including
units and uncertainties where
relevant
Processes the quantitative raw
data correctly.
Partial
Records appropriate
quantitative and associated
qualitative raw data, but with
some mistakes or omissions.
Processes quantitative raw data, Presents processed data
but with some mistakes and/or appropriately, but with some
omissions.
mistakes and/or omissions.
Not at all
Levels
18
Recording raw data
Complete
Partial
Not at all
Presents processed data
appropriately and, where
relevant, includes errors and
uncertainties.
No processing of quantitative
Does not record any appropriate
Presents processed data
raw data is carried out or major
quantitative raw data or raw
inappropriately or
mistakes are made in
data is incomprehensible
incomprehensibly.
processing.
Drawing conclusions
Evaluating procedure(s)
States a conclusion, with
justification, based on a
Evaluates weaknesses and
reasonable interpretation of the limitations.
data.
Improving the
investigation
Suggests realistic improvements
in respect of identified
weaknesses and limitations.
States a conclusion based on a
Identifies some weaknesses and
Suggests only superficial
reasonable interpretation of the limitations, but the evaluation is
improvements
data
weak or missing.
States no conclusion or the
conclusion is based on an
unreasonable interpretation of
the data.
Identifies irrelevant weaknesses Suggests unrealistic
and limitations
improvements
EDUCAZIONE TECNICA IN ITALIANO
Il programma di educazione tecnica nasce dall’esigenza di preparare gli studenti secondo le metodologie e i
programmi di studio delle scuole italiane, in vista degli esami di idoneità alla terza media.
I nostri programmi sono ministeriali, perciò validi in qualunque scuola italiana, e sono approvati da anni dalle
varie scuole statali italiane.
Il corso prevede anche una parte pratica di disegno tecnico e si articola in uno/due periodi a settimana.
Gli studenti dovranno impadronirsi dei concetti fondamentali, dovranno imparare a classificare i vari tipi di
materiali e le loro proprietà. Una parte del corso riguarda le regole dell’alimentazione umana, la produzione di
OGM e lo studio delle principali tecniche agro-alimentari. Inoltre, gli studenti dovranno imparare a spiegare
l’avvenimento di alcuni fenomeni fisici e il funzionamento di macchine e centrali. Dovranno inoltre approfondire
la storia delle invenzioni principali nel campo della tecnologia e dei mezzi di comunicazione.
Per quanto riguarda la parte di disegno, dovranno apprendere alcune tecniche basilari di squadratura del foglio, di
costruzioni con riga e compasso e proiezioni ortogonali.
Saranno valutati i disegni (precisione, puntualità di consegna e impegno), l’attenzione in classe, i test (sempre con
preavviso), le ricerche a casa (assegnate a gruppi ogni 2 o 3 mesi).
19
CURRICULUM REVISION POLICY
A curriculum revision process is established at ISG to ensure that the Science syllabus is



adequate to current students’ needs
in line with current educational thinking
pursuant to the current IBDP Curriculum for Group 4 subjects and to the Italian State Examinations.
To this effect, the results of student assessment – both internal (e.g. ISG tests) and external (e.g. ISA testing, IBDP
scores) – will be carefully evaluated to identify areas of weakness and strength in the delivery of the curriculum.
After the initial phasing in, a four-year revision cycle is established for each curricular area on a rotation basis,
with two curricula revised each academic year.
REVISION PROCESS AND TIMETABLE
The present document will become effective at the beginning of the academic year 2012-2013. During its first year
of validity, it will be completed and updated in all its parts as a work-in-progress process. It will then be in place in
its definite form for the academic years 2013-2014 through 2016-2017. The next year will be a curriculum review
year, with the new document entering into effect by September 2018.
academic year
curriculum in place
action
2012-2013
Science 2012-2018 v1
(present document)
creation of
curriculum
update and
completion
2013-2014
none
2014-2015
none
2015-2016
none
2016-2017
none
2017-2018
curriculum review
2018-2019
update and
completion
2011-2012
next
cycle
21
SYLLABUS BY GRADE
The following section contains the details of the syllabus. Each grade level syllabus is split in the three key
knowledge areas and the corresponding sub-topics; concepts and skills are indicated, and possible
amplifications/extensions are highlighted in red.
Example:
sub-topic
extension
Electricity and magnetism
Charge and fields
Charge carriers
Conductors and insulators
Electric field
PHYSICS
Extension
Electrons
The structure of matter
Electric current and heat
Single charge, dipole, parallel
plate capacitor
The force on a charge in an
electric field
Solving simple problems
involving basic charge
distributions and motion of
charges in a field
Current and circuits
Charge and current
Potential difference
Resistance and Ohm’s laws
Circuits – series and parallel
The analogy with water
Work done on a charge moving in an electric
field
Factors affecting resistance
Simple circuits and circuit components –
cells, resistors, bulbs, switches, ammeters,
voltmeters
Solving circuits – finding voltages and
currents
concepts/
overarching questions
key knowledge area
skills
More information on the syllabus, including the sequence of topics, can be found in each teacher’s Course Outline.
23
GRADE 6 SCIENCE SYLLABUS
PHYSICS
EARTH AND
SPACE
Sound
Cycles of
matter
Light
Earth-MoonSun system
Plant
physiology
Matter
Living
organisms
Ecosystems
CHEMISTRY
Human body
systems
Respiratory
system
BIOLOGY
Circulatory
system
24
red=amplifications/extensions
Ecosystems and the cycles of matter
Biotic, Abiotic and Energy Interactions
Does the word static, dynamic of cyclic best describe ecosystems?
How are the components of ecosystems interdependent
What is matter and how can it change?
Identify the different roles of organisms in a food web (e.g., producer, consumer,
scavenger, herbivore, etc.).
Describe the interactions of living organisms.
Explain what happens to energy in an ecosystem and how that relates to food chains.
Identify ways matter can interact with living organisms given a cycle
of matter
Circulatory and Respiratory Systems
How do the circulatory and
respiratory systems work in
humans?
Describe the parts and functions
of the respiratory and circulatory
systems.
How do the contents of blood and the
lungs change?
Describe the contents of blood at the
different major points in its path through
the body.
Explain why cells need to obtain
oxygen and get rid of carbon dioxide,
heat, and other wastes.
What is my personal responsibility to
myself and to others regarding our
circulatory and respiratory systems?
Describe ways to maintain the health
of these two systems.
BIOLOGY
Cells and Living Organisms
25
What are cells and how do they
work?
How does photosynthesis work?
What is cellular respiration?
How do substances move in and out of
cells?
Identify the parts of a cell and
describe their function(s).
Compare and contrast photosynthesis
and cellular respiration.
Compare and contrast diffusion, osmosis
and active transport.
How are cells organized into
organisms?
How are organisms grouped?
Describe the kingdoms in the
classification of living organisms.
PHYSICS
Light and Sound
How do light and sound behave and why?
How are light and sound similar and different?
How do we know what we know about light and sound?
Explain what causes sound and how sound energy travels.
Compare and contrast sound and light energies/waves.
Explain reflection and refraction by applying them to common situations.
How do we hear?
How do we see?
Describe how the ear works.
Describe how the eye works.
Explain how corrective lenses work.
EARTH AND SPACE
Earth-Moon-Sun system
26
How do the earth, moon, and sun move with
respect to each other?
What are the periods of rotation, revolution,
day, and year for each of the earth, moon and
sun?
Describe and demonstrate the definitions of
rotation, revolution, day, and year.
What are eclipses? Why do they
occur?
Why does the moon seem to change
its shape?
Why do we have seasons?
Define and demonstrate solar and
lunar eclipses
Explain why the moon has phases.
Explain why we have seasons
EDUCAZIONE TECNICA IN ITALIANO – GRADE 6
SCIENZA DEI MATERIALI
Tipi di materiali
27
Classificazione
Proprietà
Legno
Carta
Metalli e leghe
Materiali naturali e artificiali.
Naturali: minerali (metalli e
non metalli) e biologici (legno,
gomma naturale, fibre tessili
naturali)
Artificiali: plastica, gomma
sintetica, fibre tessili
chimiche.
Proprietà fisiche e chimiche:
definizione ed esempi (colore,
temperatura di fusione...).
Proprietà meccaniche: definizione
ed esempi (durezza, resistenza
meccanica...)
Proprietà tecnologiche: definizione
ed esempi (malleabilità,
saldabilità...)
Composizione e struttura del
legno.
Procedimento per passare
dall’albero al legname.
Proprietà del legname.
Tipi di legno (noce, faggio...),
derivati del legno (compensati,
pannelli truciolari...)
Composizione della carta.
Fabbricazione industriale: fasi
della preparazione dell’impasto e
formazione del nastro di carta.
Proprietà della carta.
Tipi di carta.
Uso dei termini specifici,
conoscenza dei vari tipi di
materiali.
Saper definire tutte le proprietà di
un materiale, comprendere la
differenza tra proprietà fisiche e
chimiche, meccaniche e
tecnologiche.
Conoscere i diversi tipi di legno, la
struttura del legno e le fasi della
produzione del legname.
Conoscere le fasi di produzione
della carta e descrivere i diversi
tipi di carta.
Definizione di lega.
Metalli ferrosi: processo di
produzione della ghisa e
dell’acciaio. Acciai ordinari e
acciai speciali (acciaio al nichel,
al cromo, inossidabile...)
Metalli non ferrosi:
caratteristiche e impieghi dei
principali metalli non ferrosi
(rame, piombo, alluminio...) e
loro leghe.
Conoscere il significato di lega,
esempi di leghe. Saper produrre
esempi di metalli non ferrosi,
conoscere il processo di
produzione della ghisa e
dell’acciaio.
Materie plastiche
Vetro
Ceramica
Fibre tessili
Raccolta differenziata
Definizione di resine
sintetiche. Divisione in resine
termoplastiche e resine
termoindurenti.
Proprietà delle materie
plastiche.
Lavorazione: per iniezione,
per estrusione, per soffiature,
per laminazione, tecnica di
stampaggio per
compressione.
Gomma naturale.
Conoscere i tipi di resine, le
tecniche di lavorazione delle
plastiche e le caratteristiche
della gomma naturale.
Natura e composizione del vetro,
materie prime.
Produzione del vetro: miscuglio di
materie prime, riscaldamento e
fusione, raffreddamento,
foggiatura, ricottura.
Lavorazione del vetro:
modellazione, soffiatura,
stampaggio, laminazione, float
glass, filatura.
Tipi di vetro (comune, specchio...)
Materie prime per la produzione
della ceramica.
Ceramiche a pasta porosa e
ceramiche a pasta compatta.
Processo produttivo della
ceramica: estrazione e
preparazione dell’argilla,
formatura, essiccamento, cottura,
rivestimento e decorazione,
cottura.
Tipi di ceramica (terracotta,
maiolica...).
Conoscere i tipi di ceramiche e il
processo produttivo.
Fibre di origine vegetale (quali
sono, dove crescono, come si
lavorano): cotone, lino, canapa.
Fibre di origine animale (quali
sono, come si lavorano): lana,
seta.
Fibre artificiali: raion viscosa e
raion acetato.
Fibre sintetiche: vari tipi e
caratteristiche.
Produzione di filati e tessuti.
Necessità della raccolta
differenziata.
Utilità dei vari cassonetti e
tipologie.
Procedimento di riciclo di
alluminio, vetro, carta e plastica.
Saper distinguere tra fibre
naturali, artificiali e sintetiche.
Conoscere la produzione di filati
e tessuti e la differenza tra
questi due prodotti.
Spiegare la necessità e le
modalità della raccolta
differenziata.
Conoscere i tipi di vetro, la
produzione e le tecniche di
lavorazione.
AGRICOLTURA E ALIMENTAZIONE
Agricoltura e alimentazione
Tecnologie agrarie
Tecnologie alimentari
Alimentazione umana
O. G. M.
La preparazione del terreno.
La semina.
La concimazione.
L’irrigazione.
Interventi sulle piante: la riproduzione
delle piante, la rotazione delle colture.
La meccanizzazione agricola.
Le colture principali (riso, frumento,
olivo, vite...).
Funzione nutritiva degli alimenti (plastica,
energetica, regolatrice).
La conservazione degli alimenti: metodi che
utilizzano il freddo (surgelazione) e il caldo
(pastorizzazione).
Metodi chimici di conservazione.
La confezione degli alimenti.
L’industria alimentare: pane, pasta, carne,
pesce, latte, formaggio, burro.
I principi per una sana alimentazione.
Approfondimento sul fast food.
Conteggio delle calorie, indice di massa
corporea.
Da dove nascono gli organismi
geneticamente modificati, che cosa sono,
perchè esistono.
Comprendere le principali dinamiche
dell’agricoltura e delle varie colture.
Sapere in che condizioni climatiche e in
che tipo di paesaggi vengono coltivati i
vari prodotti.
Riconoscere gli additivi chimici alimentari,
leggere le etichette dei cibi comprati. Capire
e distinguere i metodi di conservazione, i
loro vantaggi e i loro svantaggi.
Riconoscere i principi di una sana
alimentazione, riconoscere il proprio peso
forma. Conoscere la dieta mediterranea.
Cenni sull’ingegneria genetica, leggi che
regolano la produzione degli OGM nei
vari paesi. Vantaggi e svantaggi.
DISEGNO
Disegno Tecnico
28
Costruzioni di base
Poligoni regolari
Altre tavole
Squadratura del foglio, perpendicolare ad un
segmento, rette parallele e perpendicolari. Bisettrice
di angoli.
Saper riprodurre da soli le costruzioni studiate.
Triangoli equilateri, quadrati, esagono e
dodecagono regolari.
Circonferenze concentriche, disegni colorati con riga e squadre,
poligoni stellati a 4, 5, 6, 8 punte.
PHYSICS
Heat and
temperature
CHEMISTRY
Matter
Convection
Chemical
reactions
Genetics
Atmosphere
Hydrosphere
Nutrition
Earth’s
uniqueness
Lithosphere
BIOLOGY
Reproductive
system
Digestive
system
EARTH AND
SPACE
29
Human body
systems
Solar
system
Endocrine
system
Excretory
system
The digestive and excretory systems
What are the parts and functions of the digestive
and excretory systems?
How are chemical reactions connected to my everyday
life?
What do enzymes do?
Why do I need a balanced diet?
How do I keep these systems healthy?
Describe the parts and functions of the digestive
and excretory systems.
Explain why cells need to obtain nutrients and excrete
wastes.
Relate chemical reactions to the digestive system.
Describe ways to keep these body systems healthy.
The reproductive & endocrine systems
How do humans reproduce?
What factors control human sexual development
and reproduction?
How does a foetus develop?
Compare and contrast female and
male reproductive systems.
Explain the general function of the endocrine
system.
Outline the development of an
infant from conception to birth.
How is reproduction in other
living organisms similar to and
different from that of humans?
Compare in brief reproduction in
other organisms.
BIOLOGY
Genetics
How do traits get passed from one generation to the next?
What is cloning and how does it work?
Explain genotype and phenotype; homozygous and heterozygous; haploid and diploid.
Describe Gregor Mendel’s contributions to genetics.
Work genetics problems using Punnett squares.
Compare and contrast cloning with sexual reproduction and
asexual reproduction
PHYSICS
Convection
30
How do convection cycles work in general? What convection cycles have been/are
present on earth?
How do temperature, pressure, density and states of matter relate to
convection cycles?
Describe convection and convection cycles and the impact of convection on our planet.
Describe the structure of the earth.
Describe the evidence that led to the Theory of Plate Tectonics.
Explain how temperature, pressure, density, and states of matter
change with regard to convection cycles.
CHEMISTRY
Chemical reactions
Atomic structure and the periodic table.
How do chemical reactions work?
How are chemical reactions connected to my everyday life?
Explain atomic structure and sketch it given relevant information.
Use the periodic table to obtain and then apply information about elements, including ions,
number of outer electrons, number of energy levels, electron arrangement, metal vs. non-metal.
Balance chemical equations.
Identify some common chemical reactions (digestion, rusting,
batteries, etc.)
EARTH AND SPACE
The solar system
31
How are the planets similar and different?
Are planets static or dynamic?
How did the solar system begin and how big is it?
Does it have an ‘edge’?
Describe in brief the planets in the solar system. Compare and
contrast the inner and outer planets.
Describe the origin of the sun and solar system.
Describe the dimensions of the solar system.
PHYSICS
Electromagnetism
Human immune
system
BIOLOGY
Levers
Diseases
Energy
Gravity
CHEMISTRY
Stars
Matter
EARTH AND
SPACE
32
Universe
Forces, energy & simple machines
Newton’s first, second and third laws.
What is a force?
What is motion?
What is work?
What is energy?
Explain the motion of objects with respect to forces using practical
examples or using a given situation (not student choice).
Describe energy and its
transformations.
What are the categories of simple machines?
What is that makes simple machines useful?
How do inclined planes work?
Fulcrum and effort.
Describe the types of simple machines and explain how they
work.
Work problems using
.
PHYSICS
Electricity & electromagnetism
33
How do electrical circuits work and how can I apply that knowledge?
Introduction to potential difference, current and resistance
Ohm’s law.
Explain how electrical circuits function.
Build and investigate simple electrical circuits.
Work problems involving Ohm’s law.
What does electromagnetism look like to an
electron?
What is electromagnetism and how does
it relate to my everyday life?
Identify practical applications of magnets.
Describe how magnets work.
Identify and explain the role of
electromagnetism in everyday life.
The scope and scale of the universe
How do we know what we know about the universe?
Describe when and how
the universe formed and
has evolved.
Explain how, when, and where elements are made.
Discuss the basic concepts of spectroscopy, red-shift, cosmic background
radiation.
Discuss the use of various types of satellites and telescopes.
EARTH AND
SPACE
How old is the universe?
What governs how objects move within the universe?
How far away are things in the universe?
Describe the dimensions of the universe and our
position in it.
Use scientific notation correctly.
BIOLOGY
The immune system and disease
34
What are the parts of the immune system and what are
their functions?
Can the body attack itself?
Explain how the immune system functions.
Describe autoimmunity.
Why are antibiotics starting not to
work anymore?
What is our responsibility in this?
Describe the major classifications of diseases (including
autoimmune diseases) and how diseases can be prevented.
Explain briefly how antibiotics
function and why they are becoming
less effective.
EDUCAZIONE TECNICA IN ITALIANO – GRADE 8
ELETTROMAGNETISMO
ENERGIA
Energia
35
Concetto di energia e fonti
Combustibili
Tipi di energia
Centrali elettriche
Concetto di energia.
Il sole come fonte primaria di energia.
Fonti rinnovabili e non rinnovabili.
Combustibili solidi: il carbone e le sue
forme.
Combustibili liquidi: il petrolio
(estrazione, trasporto, composizione).
Combustibili gassosi: il metano
(estrazione, trasporto, utilizzo).
Energia solare, energia eolica, energia
geotermica, energia idroelettrica,
energia nucleare: differenze, vantaggi,
svantaggi, utilizzi.
Centrali idroelettriche (a bacino e a
pompaggio), centrali solari
(termodinamiche e fotovoltaiche),
centrali eoliche, centrali
termoelettriche (a combustibili
fossili, geotermiche e termonucleari).
Conoscere il concetto di energia e saper distinguere
tra fonte di energia rinnovabile e non rinnovabile.
Conoscere le caratteristiche,
l’estrazione, l’utilizzo e il trasporto dei
principali combustibili fossili.
Saper distinguere i vari tipi di energia e
conoscere le loro caratteristiche
principali.
Saper distinguere i vari tipi di
centrale elettrica, conoscere il loro
funzionamento e i loro vantaggi.
Elettromagnetismo
Corrente elettrica
Effetti della corrente
I generatori di corrente
Concetto di corrente elettrica. Circuito elementare
(descrizione degli elementi, funzionamento).
Trasporto e distribuzione dell’energia elettrica,
risparmio energetico.
Circuiti in serie e in parallelo (differenza, vantaggi,
svantaggi).
Saper spiegare un circuito elettrico, i suoi elementi e
il suo funzionamento.
Effetto magnetico, effetto termico, effetto luminoso, effetto
chimico, effetto fisiologico.
La pila: che cos’è, a che cosa serve.
La pila di Volta: breve storia e composizione chimica.
La pila a secco: composizione.
Descrizione semplice dei vari effetti e alcuni esempi.
Funzione e utilizzo della pila. Composizione delle due pile
studiate.
MEZZI DI COMUNICAZIONE
Mezzi di comunicazione
Le telecomunicazioni
Vari mezzi di comunicazione
Sistemi unidirezionali e bidirezionali, telecomunicazioni via cavo e
via etere. Satelliti.
Differenza tra analogico e digitale.
Breve storia, funzionamento, elementi da cui sono composti e utilizzo nella storia di: radio, telefono, telefono
cellulare, fax, televisione, internet.
Conoscere le differenze tra i vari tipi di comunicazione.
Conoscere la storia, gli elementio principali e il funzionamento dei principali mezzi di telecomunicazione.
DISEGNO
Disegno Tecnico
36
Figure piane
Proiezioni ortogonali
Assonometrie
Tavole extra
Triangoli equilateri, quadrati, rombi,
esagoni, rettangoli.
Proiezione ortogonale di un
parallelepipedo, proiezione
ortogonale di una piramide a base
quadrata.
Assonometria cavaliera di un parallelepipedo e di
un prisma retto a base triangolare.
Assonometria monometrica e isometrica di uno
stesso cubo.
Saper riprodurre da soli le costruzioni
studiate.
studiate. Conoscere il significato di
proiezioni ortogonali.
Conoscere il significato di assonometria e
conoscere le differenze tra le varie assonometrie.
Composizione di linee parallele e
perpendicolari.
Centrali elettriche a confronto.
Sviluppo di cubo e cilindro.
Costruzione tridimensionale di cubo e
cilindro.
studiate. Conoscere il concetto di
sviluppo di un solido.
Characteristics and classification of living organisms
The variety of life and
organisms
The need to classify things
Classification keys
Five kingdoms
living
To appreciate the need for classification
and to understand the use of a key
To name the five kingdoms and describe
their distinguishing characteristics
Bacteria and viruses
Fungi and plants
Bacterial structure
Requirements of bacteria
The importance of bacteria
Viruses
Fungi: structure and reproduction
Parasitic fungi
The importance of fungi
Plants are autotrophs
Seed plants
Conifers
Angiosperms
To know the structure of fungi and
understand the method of nutrition
of fungi. To appreciate the impact of
fungi on the lives of humans
To understand that plants are
autotrophs and are able to absorb
light energy to drive photosynthesis
To know the structure of a typical
bacterial cell and a typical virus
To know the requirements for bacterial
growth, and bacteria reproduction
To understand why viruses do not fit into
the five kingdoms of living organisms
Invertebrate and vertebrate
animals
Invertebrate animals: four groups
Vertebrate animals: five classes
To know the difference between
vertebrates and invertebrate
animals
To know the characteristics of
vertebrates and the five classes of
vertebrates with examples of
each
BIOLOGY
Cells and Transport
37
Cell structure
Groups of cells
Plant cells and animal cells: the
parts of cells
Using a microscope
Plant cells and animal cells
Specialised cells combine to form tissues,
organs and systems in both plant and animal
world.
To know that the cell is the basic
unit of living organisms
To be able to distinguish between
plant and animal cells
To understand that the study of
cells requires the use of a
microscope
To understand that cells, tissues, organs and
systems represent increasing degrees of
organization in living organisms
To be able to give examples from plant and
animal organisms
Supplying cells:
movement in and out of cells
Movement in and out of cells
Diffusion and Osmosis
Plant/animal cells and osmosis
Active transport
To understand that the contents of
living cells must be kept separate from
its surroundings by its surface
membrane
To understand the principles of
diffusion, osmosis, active transport and
phagocytosis
Enzymes as biological
catalysts
Enzymes and cells: the control
of biochemical reactions in
living organisms
Enzyme experiments and the
scientific method
To understand how enzymes
act as biological catalysts
To explain the factors affecting
enzyme activity
To give examples of how
humans exploit enzymes
Chemical reactions in living organisms
Photosynthesis
BIOLOGY
Photosynthesis and plant nutrition
Rate of Photosynthesis
The leaf and photosynthesis
The control of photosynthesis
Photosynthesis and the
environment
The products of photosynthesis
38
To understand a quantitative
method of investigating
photosynthesis
To understand how plants can
make the most of light energy
To understand that photosynthesis
is affected by a number of factors
All living things are made up of organic
molecules
Organic molecules and basic biochemistry
- carbohydrates
- lipids
- proteins
- nucleic acids
Testing for biochemicals
Respiration
The circulatory system
Respiration a process which
occurs in all living cells
Respiration provides the energy
for life
To understand that the structures of living
things depend on the molecules that make
them up
To list the types of molecules found in
living organisms
To understand that the reaction
of respiration is the opposite of
the reaction of photosynthesis
To understand that respiration
releases energy from food
Cells need a supply of water, food and
oxygen
The human blood system
The heart is the pump for the circulatory
system
Coronary heart disease
Combating infection: blood and defence
against disease
To understand why animals need a
circulatory system
To know the structure and function of the
components of the blood
To recall what is meant by disease
To recall that disease can be caused by
pathogen
To understand that the body may be able
to defend itself against pathogens
States of matter
The atomic theory
Solids, liquids, gases
Characterisitics of solids, liquids and
gases
Relationship of phases and energy
Phases of matter
Pressure
Distinguish between the phases and
their relationship to energy
Separating substances
Mixing and dissolving substances
Mixtures, solutions and solvents
Pure substances and impurities
Distinguish between mixtures and
solutions
Distinguish between pure
substances and impure substances
Separation Methods
Filtering
Crystallization
Evaporation
Separation of 2 solids
Simple distillation
Fractional Distillation
Chromatography
Identify methods of separations
Use methods of separation in lab
Paper Chromatography
CHEMISTRY
Atoms and Elements
39
Atomic structure and the periodic table
Atomic structure
Organization of the periodic table
Isotopes and radioactivity
Isotopes
Nuclear changes
Use and apply information from the periodic
table to determine atomic structure, electron
arrangement, ion charge, type of element
Identify isotopes
Determine arrangement from
data
Identify types of nuclear
changes
Metals and non-metals
The Atom: a history
History of understanding
of atomic structure
Briefly outline history of
understanding of atomic
structure
Atoms combining
Compounds and chemical changes
Compounds
Chemical reactions / changes
Ions
Metals make cations
Nonmetals make anions
Bonding
Ionic bonds, Covalent bonds & Metallic bonds
Identify compounds
Determine formulae of compounds
Balance chemical reactions
Identify types of chemical reactions
Name ionic compounds
Determine ionic charge
suing periodic table
Determine ionic charge
using electron
arrangement
Define and distinguish between each type of bond
Atoms combining
Stoichiometry/Quantitative chemistry
The metallic bond
Names and formulae of compounds
Equations for reactions
Masses
of
molecules, ions
atoms,
CHEMISTRY
Stoichiometry
40
The mole
Mole concept
Use of mole
Gas reactions
Molar volume of a gas
Concentration of solutions
Empirical and final formulas
Yield and purity
Apply mole conceptually to reactions
Apply mole relationships
mathematically to reactions, with
support
Apply molar volume
of gases
mathematically, with
support
Apply calculations involving
moles, volume and concentration,
including to reactions, with
support
Determine empirical and final
formulas, with support
Determine percent
yield and purity
mathematically
Redox reactions
Oxidation and reduction
Voltaic cells and Electrolysis
Oxidation state
Reducing agents
Distinguish between oxidation and
reduction
Identify oxidation and reduction
processes within reactions
Distinguish between voltaic cells
and electrolytic cells
List applications of both
Relate both to reactivity series
Determine the oxidation state of elements
Idientify reducing agents and
oxidizing agents within
reactions
Speed of reactions
Rates of reaction
Changing the rate of reaction
Kinetic / Collision theory
Applications
Catalysts and the collision theory
Describe the kinetic theory
Determine how changes in concentration,
pressure, temperature, catalysts, etc. will affect
the speed of a reaction
Describe the Haber process in detail with respect
to kinetic theory
CHEMISTRY
Acids and bases
41
Acids and alkalis
Properties of acids and
bases
Ionic and Bronsted-Lowry
definitions of acids and
bases
Strong and weak acids
and bases
Identify and distinguish
between properties of
acids and bases, Ionic vs.
B_L acids and bases, and
strong vs. weak acids and
bases
pH scale
pH Scale
Titration
titration
Define pH
Use the pH scale to identify
acids and bases and their
relative concentrations
Perform basic titration
technique and do calculations
with support
The realm of physics
Measurements and units
Physical quantities
Units and prefixes
Scientific notation
SI units
Vectors and scalars
Vectors
Components
Algebra of vectors (addition, subtraction, scalar product, vector product)
Identifying physical quantities – mass, time, length, etc.
Working with correct SI units – kilogram, second, meter, etc.
Converting between derived and fundamental units
Conversion using prefixes e.g. mm to km, etc.
Switching between powers of ten and prefixes
Differentiating between vector and scalar quantities
Setting up a reference frame
Finding components of a vector
Summing vectors using heat-to-tail addition and components
The cosine rule and the scalar product
The direction and magnitude of the vector product
PHYSICS
Mechanics
42
Kinematics
Position, velocity, acceleration
Graphs
Motion
Uniform linear motion
Uniformly accelerated motion – free
fall, air resistance
Uniform circular motion
Dynamics
Forces
Newton’s laws
Hooke’s law
Defining average and instantaneous
quantities
Speed vs. velocity
Performing simple motion calculations
Graphing motion (position, velocity,
acceleration vs. time)
Slope and area
Equations of motion for ULM
Equations of motion for UAM
Qualitative discussion of air
resistance
Semi-quantitative discussion of UCM
Setting up and solving of problems
What equations shall I use?
Newton’s first law – free motion,
equilibrium
Newton’s second law – linking force and
acceleration through inertial mass
Gravity and gravitational mass
Free fall revisited
Newton’s third law – isolated systems,
action and reaction
Setting up and solving problems
Linking forces and kinematics via
Newton’s second law
Work and energy
Work done by a force
Kinetic energy
Potential energies
Conservation of energy
Power and efficiency
Using the correct units for
force, work, power
Energy and motion
Motion in a conservative field
(gravitation)
Rate of change of energy
Efficiency of an engine
Performing simple energy
calculations
Thermal physics
Temperature
Matter and its phases
Atomic theory
Celsius and Kelvin scale
Expansion and thermometry
Solids, liquids and gases – basic properties
Linking temperature and average kinetic energy
How to build a thermometer
Heat
Conduction
Convection
Radiation
Specific heat capacity
Phase transitions and latent heat
Calculations on heat absorbed/given off
Heating different substances
Energy/power and heat
Temperature-time graphs
Measuring SHC
Ideal gases
Pressure, volume and temperature
The equation of ideal gases
Simple problems on gas transformations
The p-V diagram
PHYSICS
Waves
43
Wave properties
Transverse and longitudinal waves
Travelling and standing waves
Frequency, period, amplitude, wavelength
The wave equation
Wave phenomena
Reflection, refraction, diffraction,
interference
Snell’s laws for light
Total internal reflection and optic fibres
Electromagnetic waves
The electromagnetic
spectrum
Polarization
Malus’ law
Brewster’s law
Characteristics of a wave – how to recognise them
Disturbance-time and disturbance-space graphs
Linking wavelength and frequency through wave velocity
Crests and troughs
Finding the direction of a wave in a medium
Index of refraction
Speed of light in media
Dispersion and Newton’s prism
The critical angle
Knowing the terminology
and use of various parts of
the e.m. spectrum
Simple calculations
on
polarizers/analyzers
Electricity and magnetism
Charge and fields
Charge carriers
Conductors and insulators
Electric field
Electrons
The structure of matter
Electric current and heat
Single charge, dipole, parallel plate
capacitor
The force on a charge in an electric
field
Solving simple problems involving
basic charge distributions and
motion of charges in a field
Current and circuits
Charge and current
Potential difference
Resistance and Ohm’s laws
Circuits – series and parallel
The analogy with water
Work done on a charge moving in
an electric field
Factors affecting resistance
Simple circuits and circuit
components – cells, resistors,
bulbs, switches, ammeters,
voltmeters
Solving circuits – finding voltages
and currents
Energy and power
Electrical power
Power dissipated
Joule effect
Solving problems on heat
and power
Magnets
Natural magnets
Magnetic field
Magnets and currents
Electromagnets
The dipole nature of magnetic
fields
The Earth’s magnetic field
Magnetic field of coils and
solenoids
The effect of fields on moving
charges and on wires with
current
The definition of the Ampere
Currents as sources of the
magnetic field
Solving problems on the
magnetic force
Lorentz’s formula
Induction
Electromagnetic
induction
AC generators
Transformers
The flux of the
magnetic field
through a surface
Faraday-NeumannLenz’s law
Induced currents
and potential
differences
Experimental techniques
Measurements
Uncertainties
Variables
Planning a lab
Measuring data: the use of instruments
Recording data with appropriate accuracy
Dependent, independent and controlled
variables
The research process
Data processing
Graphical techniques
Error propagation
Best-fit lines
Errors on quantities calculated via
addition, subtraction, multiplication,
division
PHYSICS
Organization and safety
Safety in the lab
The lab notebook
Lab reports
Hazards in the physics lab
Using a notebook for data keeping
The structure of a lab report
LaTeX
44
SOURCES
The present series of IMHS Curriculum Documents draws on a number of existing documents that we
acknowledge in the following list. All rights belong to the respective owners.
Documents published by the International Baccalaureate Organization are used under the following
conditions (Rules and policy for use of IB intellectual property, Copyright materials, IB World
Schools, Guidelines for permitted acts):
“b) IB teachers with authorized access to the online curriculum centre (OCC) may download to a
computer and save any IB files that are published there as programme documentation. They, or a
designated department of the school on their behalf, may then print a copy (or copies) in part or
whole. They may also extract sections from that file, for using independently or inserting into another
work for information or teaching purposes within the school community.”
Documents published by the NGA Center for Best Practices and the Council of Chief State Officers are
used under the following conditions (Public License, License grant):
“The NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officers
(CCSSO) hereby grant a limited, non-exclusive, royalty-free license to copy, publish, distribute, and
display the Common Core State Standards for purposes that support the Common Core State
Standards Initiative. These uses may involve the Common Core State Standards as a whole or selected
excerpts or portions.”
Documents published by the Council of Europe are used under the following conditions (Copyright
Information):
“The Common European Framework of Reference for Languages is protected by copyright. Extracts
may be reproduced for non-commercial purposes provided that the source is fully acknowledged.”
LANGUAGE A:




MYP GUIDE Published January 2009
DP GUIDE Published February 2011
Common core standards “© Copyright 2010. National Governors Association Center for Best
Practices and Council of Chief State School Officers. All rights reserved.”
MIUR, Ministero dell’Istruzione, dell’Università e della Ricerca, “Piani Specifici di
Apprendimento – Scuola Secondaria di I grado”
LANGUAGE B :



MYP GUIDE Published March 2012
DP GUIDE Published March 2011
CEFR various documents © Council of Europe 2011
45
SOCIAL STUDIES :


MYP GUIDE Published August 2009, Published February 2012
DP GUIDE – HISTORY Published March 2008
SCIENCE:


MYP GUIDE Published February 2010
DP GUIDE – BIOLOGY, CHEMISTRY, PHYSICS Published March 2007
MATHEMATICS :


MYP GUIDE Published January 2011
DP GUIDE Published September 2006
ARTS
 MYP GUIDE Published August 2008
PE and IT
46


MYP GUIDE PE Published August 2009
MYP GUIDE TECHNOLOGY Published August 2008



https://sites.google.com/a/westlakeacademy.org/teachers/Home/MYPtechnologycourseinfo
http://www.wuxitaihuinternationalschool.org/technology.html#4
http://www.isparis.edu/page.cfm?p=406)
47
END OF DOCUMENT
Last revision: April 10, 2013

middle and high school - The International School in Genoa

Transcript

Documenti analoghi

Issue 136 - Rome International School

alcatel-lucent campus - vimercate, italy

3 Equipollenza titoli - Trinity College London

Newsletter n° 33 - International School of Europe

Cambia acconciatura in un click

Newsletter n° 32 - International School of Europe

3B SCIENTIFIC® PHYSICS

L`I.C. “CENA” è un centro accreditato Trinity College London.

Supply List for Middle Schoolers – Sixth, Seventh and Eighth

Siti istituzionali sulle droghe

Hyundai i30