Australian Islamic College

Year 10
Science

COURSE OUTLINE
2024
Incorporating the key ideas of science

In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic
properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence
for different theories, such as the theory of natural selection.

Students develop their understanding of atomic theory to understand relationships within the periodic table.
They understand that motion and forces are related by applying physical laws. They learn about the relationships
between aspects of the living, physical and chemical world that are applied to systems on a local and global scale
and this enables them to predict how changes will affect equilibrium within these systems.

Year 10 Achievement Standard

By the end of Year 10, 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
particular 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.
Outcomes assessed in 2024
Outcome
Science understanding:
Biological Sciences
Science understanding:
Physical Sciences
Science as human endeavour
Nature and development of
science
Use and influence of science
Science inquiry skills
Elaboration
o Transmission of heritable characteristics from one
generation to the next involves DNA and
genes (ACSSU184)
o The theory of evolution by natural selection explains the
diversity of living things and is supported by a range of
scientific evidence (ACSSU185)
o Energy conservation in a system can be explained by
describing energy transfers and
transformations (ACSSU190)
o The motion of objects can be described and predicted
using the laws of physics (ACSSU229)
o Scientific understanding, including models and theories, is
contestable and is refined over time through a process of
review by the scientific community (ACSHE191)
o Advances in scientific understanding often rely on
technological advances and are often linked to scientific
discoveries (ACSHE192)
o People use scientific knowledge to evaluate whether they
accept claims, explanations or predictions, and advances in
science can affect people’s lives, including generating new
career opportunities (ACSHE194)
o Values and needs of contemporary society can influence
the focus of scientific research (ACSHE230)
Questioning and predicting
o Formulate questions or hypotheses that can be
investigated scientifically (ACSIS198)
Planning and conducting
o Plan, select and use appropriate investigation types,
including field work and laboratory experimentation, to
collect reliable data; assess risk and address ethical issues
associated with these methods (ACSIS199)
o Select and use appropriate equipment,
including digital technologies, to collect and record data
systematically and accurately (ACSIS200)
Processing and analysing data and information
o Analyse patterns and trends in data, including
o describing relationships between variables and identifying
inconsistencies (ACSIS203)
o Use knowledge of scientific concepts to draw conclusions
that are consistent with evidence (ACSIS204)

Evaluating
o Evaluate conclusions, including identifying sources of
uncertainty and possible alternative explanations, and
describe specific ways to improve the quality of
the data (ACSIS205)
o Critically analyse the validity of information in primary and
secondary sources, and evaluate the approaches
used to solve problems(ACSIS206)

Communicating
o Communicate scientific ideas and information for a
particular purpose, including constructing evidence-based
arguments and using appropriate scientific language,
conventions and representations (ACSIS208)
Term 1, 2024 (10weeks)
Week Topic
1-2 2 DNA AND GENETICS
2.1 Introduction to genetics and DNA
▪ Define genetics and explain the importance of
the development of technology to improve
understanding.
▪ Describe the role of DNA.
▪ Identify and describe the structure of DNA.
▪ The link between DNA and proteins
(transcription and translation)
3-4 2.2 Passing on genetic information
▪ Describe the importance of reproduction.
▪ Distinguish between sexual and asexual
reproduction.
▪ Describe the processes involved in the two
types of cell division, mitosis and meiosis
▪ Compare and contrast the two types of cell
division.
▪ Describe how genetic information from both
parents is passed on to offspring by
fertilisation.
▪ Describe the role of gametes in sexual
reproduction.
▪ Explain how sex/gender is determined in
humans.
5 Extended response
BIOLOGICAL SCIENCES
Activities/skills/resources Assessment
• Science by Doing – Evolution and heredity
https://www.sciencebydoing.edu.au/teacher/evolution-and-heredity
• National Geographic – Genetics 101 | National Geographic
https://www.youtube.com/watch?v=v8tJGlicgp8.
• Exploratorium – The DNA Files Workshop Series
https://www.exploratorium.edu/dnafiles/series.html
• Learn Genetics – Genetic Science Learning Centre
• https://learn.genetics.utah.edu/content/labs/extraction/howto/
• Amoeba sisters: Asexual and sexual reproduction
https://youtu.be/fcGDUcGjcyk
• BBC Bitesize: Reproduction in humans – Fertilisation
https://www.bbc.co.uk/bitesize/guides/z7mbkqt/revision/4.
• Science by doing – Evolution and hereditary
https://www.sciencebydoing.edu.au/teacher/evolution-and-heredity
Activity 4.1 Making babies (digital and student guide)
Activity 4.2 Making sex cells with meiosis (digital and student guide)
Activity 4.3 Why are we all different? (digital and student guide)
Activity 4.4 Boy or girl? (digital and student guide)
• Danielle Gonsoulin – Mitosis stop motion
https://youtu.be/0DAu46jC8xQ.
Students complete a graphic organiser, such as four-square notes, on the main Extended
concepts relating to sex-linked inheritance. An example of this template can be response
found at the following site: Validation
Midterm test
5%
Term 1, 2024 (10weeks)
Week Topic
6-9 2.3 Patterns of inheritance
▪ Describe how genetic information is passed
on to offspring from both parents by
meiosis.
▪ Explain the process of inheritance.
▪ Describe the difference between dominant
and recessive characteristics.
▪ Explain and interpret representations to
predict between autosomal alleles.
▪ Construct representations to predict
outcomes of interactions between
autosomal alleles.
▪ Predict simple ratios (using Punnett
squares) of offspring genotypes in crosses
involving dominant and recessive gene pairs
or in genes that are sex-linked.
▪ Explain the process of inheritance.
▪ Construct representations to predict
outcomes of interactions between sex-
linked alleles. Analyse simple pedigrees to
determine individual phenotypes and
genotypes.
▪ Explain and interpret representations to predict
between sex-linked alleles.
▪ Represent patterns of inheritance of a simple
dominant recessive characteristic through
generations of a family.
▪ Predict simple ratios of offspring genotypes in crosses
involving dominant and recessive gene pairs or in
genes that are sex-linked.
BIOLOGICAL SCIENCES
Activities/skills/resources Assessment
• BioNinja – Pedigree charts.
https://ib.bioninja.com.au/standard-level/topic-3-genetics/34-
inheritance/pedigree-charts.html
• Learn Genetics – Karyotype
https://learn.genetics.utah.edu/content/basics/karyotype/
• Project Zero (Harvard) – See, Think, Wonder
https://pz.harvard.edu/resources/see-think-wonder.
• Science By Doing – Evolution and heredity
• https://www.sciencebydoing.edu.au/teacher/evolution-and-heredity
Activity 4.5 Dominant and recessive genes (Digital and student guide)
Activity 4.6 Heredity – What’s the chance? (Digital and student guide).
• Amoeba sisters: Punnett squares and sex-linked traits
https://youtu.be/h2xufrHWG3E.
• Amoeba sisters – Pedigrees
https://youtu.be/Gd09V2AkZv4
The following two activities may be used as formative assessments:
• Australian Science Teachers Association (ESTA): Investigating patterns of
inheritance – Year 10 CLE
https://assist.asta.edu.au/resource/3199/investigating-patterns-
inheritance-year-10-cle?search-id=4826f62
All or parts of the fair test investigation template, located in Appendix A,
may be used for this activity.
• Australian Science Teachers Association (ESTA): Genetics investigation
https://assist.asta.edu.au/resource/2287/genetics-
investigation?search-id=9faab16
Week Topic Activities/skills/resources Assessment
10 2.4 Changes in DNA ▪ Practice Test Week 10 Test 2 Cambridge
▪ Define mutations and outline the factors that ▪ Education Perfect chapter 2 (2.1-2.4)
contribute to causing mutations. 15%
▪ Investigate the applications of gene technologies,
such as gene therapy and genetic engineering.
Term 2, 2024 (11 weeks) CHEMICAL SCIENCES
Week Topic Activities and skills Assessment

1 Start Term 2 program -Chemistry (STEP-UP) EES HHW Validation test 15%

▪ Describe atoms as the building blocks of elements

▪ Describe the structure of atoms in terms of –
electrons, protons and neutrons
▪ Describe an atom on the basis of its – atomic
number, mass number and electronic
configuration
▪ Describe that atoms ‘bond’ with other atoms to
form molecules or lattices to achieve stable
electronic configuration
▪ Discuss atoms that do not bond – remain inert
(noble gases) have stable electron configuration
Term 2, 2024 (11 weeks) CHEMICAL SCIENCES
Week Topic Activities and skills Assessment
2-3 12.1 Bonding ▪ Review questions
▪ Describe the three main types of bonding: ▪ Scientific literacy/glossary
o Metallic: describe the bond & explain the properties ▪ ICT – videos - characteristics
o Ionic: describe the bond & explain the properties and properties of covalent
compounds on the basis of
▪ Naming ionic compounds and formula writing covalent bonding
▪ Polyatomic ions – hydroxide, sulphate, ethanoate, carbonate, ▪ Cambridge Section 4.3 Text
hydrogen carbonate, nitrate and phosphate (pg. 155-157) Section 4.3
▪ Describe the formation of covalent bonding: Qs. P 157
o Covalent: describe the bond & explain the properties
o Covalent molecular substances: small molecules, e.g., Introductory Chemistry Study
methane, carbon dioxide. Guide
o Physical and chemical properties of covalent molecular Chapter 3 Bonding
compounds
Checkpoint 3.1 P 17
Checkpoint 3.2 P 17 Chemical Ion’s quiz
Review Q Set 3 P 18 3%
Review Q Set 4 P 18
Chapter 4- Writing correct
Formula
Checkpoint 4.1, 4.2, 4.3 P 21
Checkpoint 4.4 P 22
Checkpoint 4.5, 4.6 P 23
Checkpoint 4.7 P 24
Checkpoint 4.8 P 25
Checkpoint 4.9 P 26
Review Q Set 5 P 27
Review Q Set 6 P 28
4 6.4 Rates of chemical reactions
▪ Describe the rate of chemical reactions in terms of how fast or ▪ Review questions
slow they occur ▪ Teacher demo – agitation
▪ Discuss examples of fast chemical reactions – explosions and and reaction rate
combustion ▪ Practical – surface area and
▪ Discuss examples of slow chemical reactions – corrosion and reaction rate
respiration ▪ Literacy – science glossary
▪ Describe the factors that affect the rate of a chemical reaction: Cambridge Section 5.3
o Temperature Rates of chemical reactions
▪ Section 5.3 Questions P 208
o Concentration of reactants
▪ Power point 5.3
o Surface area (chunks or powder)
▪ Worksheet 5.3.1
o Agitation (mixing and stirring) Quick Check 5.11-5.13
o Catalyst (biological catalysts: enzymes) Cambridge Interactive Textbook
▪ Explain how the factors affect the rate of chemical reactions Page 203 5.3 Quiz Q& A
using the collision theory of particles
▪ Graphing rate of reaction. Cambridge Section 5.4 Text Factors
affecting reaction rates.
Section 5.4 Questions P 223
Power point 5.4
Worksheet 5.4.1 with ans Rates of reaction Practical
Worksheet 5.4.2 with ans 5%
Worksheet 5.4.3 with ans
Quick Check 5.14-5.20
Cambridge Interactive Textbook
Page 211 5.4 Quiz Q& A
Term 2, 2024 (11 Weeks) CHEMICAL SCIENCES
Week Topic Activities and skills Assessment
5 ▪ Stoichiometry Refer to the
o Define a mole. Introductory Chemistry study guide
o Define Relative atomic mass. Chapter 8
o Define Relative molecular mass.
Checkpoint 8.1-8.5 P 52-56
o Define Relative formula mass.
o Calculate relative masses. Set 12,13 and 14 P 57-59
o Mass/mole calculation n = m/M Chapter 9
o Mass conversations Checkpoint 9.1-9.10 P 62-68
Set 15-20 P 69-74

Cambridge Section 5.5 Chemistry

calculations. Text
Section 5.5 Questions P 230
Worksheet 5.5.1 with ans
Worksheet 5.5.2 with ans
Worksheet 5.5.3 with ans
Quick Check 5.21-5.23
Cambridge Interactive Textbook
Page 224 5.5 Quiz Q& A
Term 2, 2024 (11 weeks) CHEMICAL SCIENCES
Week Topic Activities and skills Assessment
6 6 CHEMICAL REACTIONS ▪ Review questions
6.1 Chemical equations ▪ Practical – to investigate
▪ Describe a chemical reaction as rearrangement of atoms conservation of mass in a
▪ Discuss the representation of chemical reaction using chemical reaction
equations – word and chemical ▪ Skill – balancing chemical
▪ Identifying reactants and products in equations reaction
▪ Construct word equation for chemical reactions ▪ ICT – law of conservation of
▪ Write chemical equations using word equations mass
▪ Explain the law of conservation of mass in terms of same ▪ Literacy – science glossary
number of atoms on reactant and product side ▪ Education Perfect
▪ Balancing chemical equations ▪ Introductory Chemistry
Study Guide- Chapter 5
Chemical Reactions
Checkpoint 5.1 P 31
Checkpoint 5.2, 5.3 P 32
Review Qs Set 7 P 33
Review Qs Set 8 P 34

7 6.3 Classifying chemical reactions ▪ Review questions

▪ Classify chemical reactions as: ▪ Practical – to investigate
o Decomposition reactions conservation of mass in a
o Thermal decompositions: chemical reaction
o Combination reactions: ▪ Skill – writing word and
o Precipitation reactions: balanced chemical equation
o Reactions with acids: for chemical reactions
▪ Identify and predict the outcome of a chemical reactions using ▪ Skill – predicting
a word and a chemical equation precipitation reactions
▪ Use solubility rules to predict the outcome of precipitation ▪ Literacy – science glossary
reactions forming ‘precipitates’ ▪ Education Perfect
▪ Reaction with acids: (only hydrochloric acid, sulfuric acid, nitric ▪ Introductory Chemistry
acid and ethanoic acid) Study Guide
Term 2, 2024 (11 weeks) CHEMICAL SCIENCES

Week Topic Activities and skills Assessment

8 6.3 Classifying chemical reactions ▪ Review questions
▪ Identify and predict the outcome of reaction with an acid using ▪ Teacher demo – acid metal
a word and a chemical equation reaction, producing
▪ Neutralisation reaction/acid base reaction: hydrogen gas
o Acid + base → salt + water ▪ Practical – heating metal
▪ Acid and carbonate/hydrogen carbonate reaction: carbonates
o Acid + metal carbonate → salt + water + carbon dioxide ▪ Education Perfect
o Acid + metal hydrogen carbonate → salt + water + Introductory Chemistry Study
carbon dioxide Guide
▪ Acid and metal reaction: Chapter 7
o Acid + metal → salt + hydrogen gas Checkpoint 7.1-7.6 P 40-46
Set 10 and 11 P 47-48

9 Revision and Semester 1 Exam Sem 1 Exam – 22%

Semester 1 Exam
(Chemistry 17% Biology 5%)

10-11 Earth and Space Task Earth and Space Task Part B-
10%
Term 3, 2024 (8 weeks) PHYSICAL SCIENCES

Week Topic Activities and skills Assessment

1–2 9 MOTION AND ENERGY ▪ Review questions
Scientificliteracy/glossary
9.1 Describing motion ▪ Skill – calculating speed,
distance and time
▪ Describing motion in terms of distance covered and ▪ Skill – drawing and analysing
displacement from original position motion graphs - distance–
▪ Calculating distance and displacement of an object time, displacement– time
▪ Speed – average and instantaneous speed and speed–time
▪ Measuring speed – ticker timer ▪ Education Perfect
▪ Speed and driving – reaction distance Cambridge Section 9.1 Text
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑐𝑜𝑣𝑒𝑟𝑒𝑑 𝑑 9.1 Questions P 373
▪ 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 = 𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
𝑜𝑟 𝑣 = 𝑡
Power point 9.1
▪ Rearranging formula to calculate ‘d’ and ‘t’
Worksheet 9.1.1 with ans
▪ Converting units of speed 𝑘𝑚⁄ℎ to 𝑚⁄𝑠 and vice versa Worksheet 9.1.2 with ans
▪ Graphing motion – distance–time graphs, displacement– time Quick Check 9.1-9.4
graphs and speed–time graphs Cambridge Interactive Textbook
Page 360 9.1 Quiz Q& A

3-4 9.2 Changes in speed ▪ Review questions Investigation / practical

▪ Skill – calculating 5%
▪ Acceleration – changes in speed acceleration, initial and final
▪ Calculating acceleration – velocity and time
o 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 =
𝑓𝑖𝑛𝑎𝑙 𝑠𝑝𝑒𝑒𝑑−𝑖𝑛𝑖𝑡𝑖𝑎𝑙 𝑠𝑝𝑒𝑒𝑑
or ▪ Skill – interpreting speed–
𝑡𝑖𝑚𝑒
𝑣−𝑢 time graphs
o 𝑎= or final speed = 𝑣 = 𝑢 + 𝑎𝑡
𝑡 ▪ Education Perfect
▪ Acceleration due to gravity – air resistance and terminal Cambridge Section 9.2 Text
velocity ▪ 9.2 Questions P 383
▪ Interpreting speed–time graphs ▪ Power point 9.2
▪ Worksheet 9.2.1 with ans
▪ Worksheet 9.2.2 with ans
Quick Check 9.5-9.7
Cambridge Interactive Textbook
Page 374 9.2 Quiz Q& A
Term 2, 2024 (8 weeks) PHYSICAL SCIENCES

Week Topic Activities and skills Assessment

5-6 9.3 Newtons laws of motion ▪ Review questions
▪ Newton’s 1st law of motion – law of inertia ▪ Skill – calculating force,
▪ Examples and application of Newton’s 1st law in daily life mass and acceleration
▪ Newton’s 2nd law of motion – Fnet = m x a based on 2nd law
▪ Calculate force, mass and acceleration by rearranging ▪ Calculating, drawing, and
formulae. identifying forces acting on
▪ Calculating forces acting on a body using free body diagrams a body using free body
▪ Newton’s 3rd law of motion - examples and application of diagrams
Newton’s 3rd law in daily life – action and reaction force ▪ Education Perfect
Cambridge Section 9.3 Text
▪ 9.3 Questions P 394
▪ Power point 9.3
▪ Worksheet 9.3.1 with ans
▪ Worksheet 9.3.2 with ans
Quick Check 9.8
Cambridge Interactive Textbook
Page 385 9.3 Quiz Q& A

▪ Chapter Review P 395

▪ Chapter 9 Test 1
▪ Chapter 9 Test 2

7 Catch up and revision

8 Semester 2 Exam Semester 2 exam- 20%

(Physics 20%)
Assessment outline 2024 Year 10

Semester 1 &2 Year Weighting

Content
(%)

Task 1: Biological Sciences Extended response 5

Task 2: Biological Sciences Test 15

Task 3: Earth and Space Sciences Earth and Space Extended Response Part A 15
(End of Term 1 HHW)
Task 4: Chemical Sciences Ions quiz 3

Task 5: Chemical Sciences Rates of reaction practical 5

Task 6: Biological and Chemical Semester 1 Exam 22

Sciences (Chemistry 17% Biology 5%)
Task 7: Earth and Space Sciences Earth and Space Extended Response Part B 10

Task 8: Physical Sciences Investigation/practical 5

Task 9: Physical Sciences Semester 2 Exam 20

(Physics 20%)

Total 100