In Year 10 Science, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.
Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.
The following topics provide the framework for learning in Year 10 Science:
Students are assessed through a range of tests, assignments and practical reports.
In the Physics unit, practical activities may include measuring the speed and acceleration of moving objects and the relationship between mass and acceleration. Assignments include interpreting distance/time and speed/time graphs; using appropriate formulas to calculate displacement, velocity, and acceleration; and investigating the application of Newton’s Laws of Motion to the woomera (an Aboriginal spear-throwing device).
In the Chemistry unit, practical activities include testing the conductivity and reactivity of various metals. Assignments involve investigating how the Periodic Table has changed over time as new elements and knowledge has come to light, and how industrial chemicals are made.
In the Biology unit, students investigate the structure of DNA relating to the concept of inheritance, mendelian genetics, variation and frequency of traits, mutations and modern biotechnologies. Students then apply their knowledge of the Genetics topic to the topic of Evolution and further explore theories of evolution, adaptations, natural selection, human impact and intervention.
In the Earth Sciences unit, students investigate interactions between the lithosphere, atmosphere, biosphere and hydrosphere and how humans can affect these cycles. They research how knowledge of the universe has changed over time and the effects of global warming. They discuss whether the universe will continue to expand forever.
Students are assessed against the IB MYP Science assessment criteria:
Criteria A: Knowledge and Understanding
Criteria B: Inquiring and Designing
Criteria C: Processing and Evaluating
Criteria D: Reflection on the Impact of Science
CARE • COMMITMENT • CO-OPERATION • RESPECT