explain how a major scientific milestone revolutionized thinking in the scientific communities (e.g., explain how the contributions of Galileo, Descartes, and Newton increased our understanding of force and motion)
analyse why and how a particular technology was developed and improved over time (e.g., analyse technologies used to reduce sway in tall buildings due to high winds)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., describe examples such as a better understanding of Earth's upper atmosphere from the use of instrument-carrying rockets)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., analyse examples such as rocket launchers and seat belts)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., evaluate technologies such as airbags to reduce injury, and rotating space stations to create artificial gravity)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse braking systems)
analyse society's influence on scientific and technological endeavours (e.g., analyse the social pressure which led to the development of safety devices and procedures for transportation)
evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves (e.g., evaluate anti-lock braking systems)
design an experiment identifying and controlling major variables (e.g., design an experiment to measure the acceleration due to gravity)
carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., investigate the relationships between force, mass, and acceleration, and the relationships between distance, velocity, and time)
use instruments effectively and accurately for collecting data (e.g., collect data accurately, using photogates or stopwatches)
compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., organize data when investigating relationships between force, distance, and work)
identify a line of best fit on a scatter plot and interpolate or extrapolate based on the line of best fit (e.g., determine the line of best fit from data collected in displacement versus time experimentations)
interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., interpret and calculate relationships between displacement and time from data and graphs)
compare theoretical and empirical values and account for discrepancies (e.g., compare discrepancies between experimental and theoretical values of gravity)
identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty (e.g., explain sources of error when determining the experimental value of gravity)
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., use free body and vector diagrams to communicate results)
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., work cooperatively when determining the power output of a group-constructed machine)
use vectors to represent force, velocity, and acceleration
analyse quantitatively the horizontal and vertical motion of a projectile
identify the frame of reference for a given motion
apply Newton's laws of motion to explain inertia, the relationship between force, mass, and acceleration, and the interaction of forces between two objects
analyse quantitatively the relationships among force, distance, and work
analyse quantitatively the relationships among work, time, and power
analyse quantitatively two-dimensional motion in a horizontal plane and a vertical plane
describe uniform circular motion, using algebraic and vector analysis
explain quantitatively circular motion using Newton's laws
An understanding of forces and motion affects our lives whether we are driving a car or riding a roller coaster at an amusement park. Newton's laws of motion were revolutionary because they explained the behaviour of moving objects and systems on Earth and in the universe. Students should be provided with a variety of situations involving examples of Newton's laws. This illustrative example emphasizes the relationships between science and technology, and the unifying concept of change and constancy.
Students request specifications from manufacturers on the design and function of safety devices such as seat belts, infant car seats, and airbags. Using these specifications, students discuss how the safety devices counteract the effect of the forces developed during a collision.
The above exploration may lead to the following question:
What physics principles govern the design of safety devices like airbags?
Using the scenario of an automobile colliding with a wall, identify the forces that would act on the car and passengers, including different speeds at the time of the accident, the mass of the car, and the use or non-use of safety devices.
Students identify the scientific principles and assumptions about human behaviour that underlie the design of safety devices.
Students consider whether it is a good idea for manufacturers to allow airbags to be disabled, or to increase the airbag activation speed from the current 30 km/h to 55 km/h and lower the acceleration of air bag deployment from 300m/s to 210m/s.
Students suggest ways to increase the levels of compliance for the use of safety devices such as seat belts, infant car seats, and airbags.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 116-4, 116-7
Skills: 214-5, 214-10, 215-2
Knowledge: 325-5, 325-8
Attitudes: 445, 449
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify issues such as design, cost, and availability of injury prevention devices in sports)
explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions (e.g., use appropriate language related to energy and momentum when describing how seat belts protect the driver and passengers during an automobile accident)
distinguish between scientific questions and technological problems (e.g., distinguish between scientific questions such as "What is the law of conservation of energy?" and technological problems such as "How can we apply these concepts in the development of safety devices in cars?")
analyse why and how a particular technology was developed and improved over time (e.g., analyse how seat belts in cars have improved over time)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., describe examples such as bungee cords and impact-absorbing bumpers)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., describe technologies such as climbing ropes, airbags, and helmets)
analyse why scientific and technological activities take place in a variety of individual and group settings (e.g., analyse examples showing how police investigations of automobile accidents use the law of conservation of momentum)
distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot (e.g., distinguish between problems that can be solved by technology, such as the need for better injury-prevention devices in cars, and those that cannot, such as the need to eliminate car accidents)
propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability (e.g., propose a course of action that addresses the issue of eliminating speed limits on four-lane highways)
identify questions to investigate that arise from practical problems and issues (e.g., identify questions such as "How can we increase the efficiency of energy transformations?")
design an experiment identifying and controlling major variables (e.g., design an experiment to investigate the law of conservation of energy)
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making (e.g., select appropriate instruments when preparing an investigation related to the law of conservation of energy)
carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., control the major variables when conducting experiments to determine the relationships between kinetic and potential energies)
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots (e.g., create free body diagrams using appropriate software)
provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion (e.g., summarize findings from relevant investigations by linking the data and conclusion)
construct and test a prototype of a device or system and troubleshoot problems as they arise (e.g., test prototypes of devices in "egg-drop" activities)
evaluate a personally designed and constructed device on the basis of criteria they have developed themselves (e.g., develop criteria like use of appropriate materials and suitability of design for "egg drop"activity)
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., communicate the results of investigations demonstrating the law of conservation of energy or the relationship between kinetic and potential energies)
identify multiple perspectives that influence a science-related decision or issue (e.g., identify perspectives such as legislation versus cost and personal freedom with respect to safety devices such as seat belts and passive restraint systems)
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify issues such as design, cost, and availability of injury prevention devices in sports)
explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions (e.g., use appropriate language related to energy and momentum when describing how seat belts protect the driver and passengers during an automobile accident)
distinguish between scientific questions and technological problems (e.g., distinguish between scientific questions such as "What is the law of conservation of energy?" and technological problems such as "How can we apply these concepts in the development of safety devices in cars?")
analyse why and how a particular technology was developed and improved over time (e.g., analyse how seat belts in cars have improved over time)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., describe examples such as bungee cords and impact-absorbing bumpers)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., describe technologies such as climbing ropes, airbags, and helmets)
analyse why scientific and technological activities take place in a variety of individual and group settings (e.g., analyse examples showing how police investigations of automobile accidents use the law of conservation of momentum)
distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot (e.g., distinguish between problems that can be solved by technology, such as the need for better injury-prevention devices in cars, and those that cannot, such as the need to eliminate car accidents)
propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability (e.g., propose a course of action that addresses the issue of eliminating speed limits on four-lane highways)
identify questions to investigate that arise from practical problems and issues (e.g., identify questions such as "How can we increase the efficiency of energy transformations?")
design an experiment identifying and controlling major variables (e.g., design an experiment to investigate the law of conservation of energy)
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making (e.g., select appropriate instruments when preparing an investigation related to the law of conservation of energy)
carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., control the major variables when conducting experiments to determine the relationships between kinetic and potential energies)
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots (e.g., create free body diagrams using appropriate software)
provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion (e.g., summarize findings from relevant investigations by linking the data and conclusion)
construct and test a prototype of a device or system and troubleshoot problems as they arise (e.g., test prototypes of devices in "egg-drop" activities)
evaluate a personally designed and constructed device on the basis of criteria they have developed themselves (e.g., develop criteria like use of appropriate materials and suitability of design for "egg drop"activity)
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., communicate the results of investigations demonstrating the law of conservation of energy or the relationship between kinetic and potential energies)
identify multiple perspectives that influence a science-related decision or issue (e.g., identify perspectives such as legislation versus cost and personal freedom with respect to safety devices such as seat belts and passive restraint systems)
analyse quantitatively the relationships among mass, height, speed, and heat energy using the law of conservation of energy
apply quantitatively Newton's laws of motion to impulse and momentum
apply quantitively the laws of conservation of momentum to one- and two-dimensional collisions and explosions
determine which laws of conservation of energy or momentum are best used to solve particular real-life situations involving elastic and inelastic collisions
describe quantitatively mechanical energy as the sum of kinetic and potential energies
analyse quantitatively problems related to kinematics and dynamics using the mechanical energy concept
analyse common energy transformation situations using the work-energy theorem
determine the per cent efficiency of energy transformations
apply quantitatively the law of conservation of mass and energy, using Einstein's mass-energy equivalence
As a rite of passage into adulthood, the males of a Pacific Island would tie vines to their ankles and jump off platforms built on hillsides. Today, bungee jumping has become popular with thrill seekers the world over. Designing bungee ropes and determining a safe height for the platform are important considerations in reducing risk. Students should be able to apply the conservation laws of energy and momentum when analysing situations like bungee jumping. This illustrative example emphasizes the nature of science and technology.
Students view, either directly or through the use of video, the sport of bungee jumping, and they note the sequence of events during a jump. After the video, they examine and note the properties of a bungee rope.
The above exploration may lead to the following question:
How can you redesign an existing bungee jump to accommodate jumpers of masses between 35 kg and 120 kg?
Students use the law of conservation of energy to determine the velocity a person would have at the end of the initial jump.
Students develop a design for a laboratory scale prototype of a bungee jump that can accommodate a range of masses.
Students build and test the bungee jump prototype using a variety of masses, and make adjustments as necessary.
Students compare theoretical data with data collected from prototype tests.
Students extrapolate findings from prototype tests to real conditions, taking into consideration such aspects as mass of jumper, height of jump platform, free-fall distance, spring constant, potential and kinetic energies, in mathematical and graphical forms.
Students identify tradeoffs in the design of a bungee jump.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-4, 115-5
Skills: 212-3, 213-2, 214-3, 214-11
Knowledge: 326-1, 326-5
Attitudes: 449
explain the roles of evidence, theories, and paradigms in the development of scientific knowledge (e.g., explain the role of evidence in the development of the particle-wave model of light and the Newton Huygens debate)
explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (e.g., explain how various experiments helped confirm the existence of the photon)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., provide examples such as the spectroscope, fibre optics, and X-rays)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., evaluate the design and function of microwave transmission towers and satellites for communications, and optical devices)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse the systems and components of a device that uses photoelectric cells to sense or monitor an event)
analyse society's influence on scientific and technological endeavours (e.g., analyse the health considerations that led to the development of sunscreen lotions)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., demonstrate an awareness that the study of light and sound can lead to a career as an optometrist or an audiologist)
analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology (e.g., analyse examples such as microwave ovens, cell phones, and the medical use of X-rays)
evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves (e.g., evaluate technologies such as photo radars, X-rays, satellites for weather prediction, and environmental and agricultural monitoring)
design an experiment identifying and controlling major variables (e.g., design an experiment to measure the sensitivity of certain living things to sound)
state a prediction and a hypothesis based on available evidence and background information (e.g., predict AM- and FM-radio reception patterns in urban and rural areas)
identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis (e.g., state predictions and hypotheses when investigating black body radiation and the photoelectric effect)
implement appropriate sampling procedures (e.g., implement appropriate procedures when measuring radiation emitted by microwave ovens or cellular phones)
use library and electronic research tools to collect information on a given topic (e.g., research acceptable levels of exposure to electromagnetic radiation)
apply and assess alternative theoretical models for interpreting knowledge in a given field (e.g., assess the wave model of light and the particle model of light)
214-8
evaluate the relevance, reliability, and adequacy of data and data collection methods (e.g., evaluate data obtained during a study of waves that used a ripple tank)
evaluate individual and group processes used in planning, problem solving and decision making, and completing a task (e.g., evaluate a group investigation of sound or noise pollution)
explain the roles of evidence, theories, and paradigms in the development of scientific knowledge (e.g., explain the role of evidence in the development of the particle-wave model of light and the Newton Huygens debate)
explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (e.g., explain how various experiments helped confirm the existence of the photon)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., provide examples such as the spectroscope, fibre optics, and X-rays)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., evaluate the design and function of microwave transmission towers and satellites for communications, and optical devices)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse the systems and components of a device that uses photoelectric cells to sense or monitor an event)
analyse society's influence on scientific and technological endeavours (e.g., analyse the health considerations that led to the development of sunscreen lotions)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., demonstrate an awareness that the study of light and sound can lead to a career as an optometrist or an audiologist)
analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology (e.g., analyse examples such as microwave ovens, cell phones, and the medical use of X-rays)
evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves (e.g., evaluate technologies such as photo radars, X-rays, satellites for weather prediction, and environmental and agricultural monitoring)
design an experiment identifying and controlling major variables (e.g., design an experiment to measure the sensitivity of certain living things to sound)
state a prediction and a hypothesis based on available evidence and background information (e.g., predict AM- and FM-radio reception patterns in urban and rural areas)
identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis (e.g., state predictions and hypotheses when investigating black body radiation and the photoelectric effect)
implement appropriate sampling procedures (e.g., implement appropriate procedures when measuring radiation emitted by microwave ovens or cellular phones)
use library and electronic research tools to collect information on a given topic (e.g., research acceptable levels of exposure to electromagnetic radiation)
apply and assess alternative theoretical models for interpreting knowledge in a given field (e.g., assess the wave model of light and the particle model of light)
evaluate the relevance, reliability, and adequacy of data and data collection methods (e.g., evaluate data obtained during a study of waves that used a ripple tank)
evaluate individual and group processes used in planning, problem solving and decision making, and completing a task (e.g., evaluate a group investigation of sound or noise pollution)
describe the characteristics of longitudinal and transverse waves
apply the wave equation to explain and predict the behaviour of waves
explain quantitatively the relationships between displacement, velocity, time, and acceleration for simple harmonic motion
explain quantitatively the relationship between potential and kinetic energies of a mass in simple harmonic motion
compare and describe the properties of electromagnetic radiation and sound
describe how sound and electromagnetic radiation, as forms of energy, are produced and transmitted
apply the laws of reflection and the laws of refraction to predict wave behaviour
explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction, and the Doppler-Fizeau effect
describe how the quantum energy concept explains black-body radiation and the photoelectric effect
explain qualitatively and quantitatively the photoelectric effect
summarize the evidence for the wave and particle models of light
Understanding mechanical waves such as sound has artistic and aesthetic implications. For example, computers equipped with sound cards can produce musical sounds that are similar to the sounds produced by conventional musical instruments. The problem for software designers is to make the computer generate a realistic reproduction of the sound of a musical instrument. It is important to make students aware of the basic principles of sound and to encourage students to explore these phenomena through the use of concrete materials. This illustrative example emphasizes the relationships between science and technology and the unifying concepts of constancy and change.
Students use a variety of instruments to produce the note middle-C. For example, students could listen to pure middle-C and middle-C sounds produced using a computer sound card.
They then describe each sound produced.
The above exploration could lead to the following question:
How can you make a computer produce a middle-C sound that is indistinguishable from that produced by a grand piano?
Students use terms such as "pitch," "tone," "frequency," and "frequency mixing" to describe the similarities and differences between the sounds produced by the different instruments.
Students use the computer sound card to produce different sounds through the process of mixing a middle-C frequency with other frequencies.
Students use the oscilloscope to produce graphs of the sounds produced by different instruments.
Students use the method of trial and error in the mixing process to make the computer produce the same graphs produced by the grand piano for middle-C.
Students create sound profiles for different instruments, using the appropriate technology.
Students use the computer to create printouts of musical notation that correspond to sounds produced by the sound card.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 116-6, 116-7
Skills: 213-1, 214-8, 215-7
Knowledge: 327-1, 327-2, 327-4
Attitudes: 441, 445
explain the roles of evidence, theories, and paradigms in the development of scientific knowledge (e.g., explain the role of evidence and theories in the concept of fields)
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify issues such as the cost and availability of more efficient electric motors for automobiles)
describe the importance of peer review in the development of scientific knowledge (e.g., describe examples such as criticism of the published works of Coulomb, Cavendish, Gilbert, and Franklin)
explain how a major scientific milestone revolutionized thinking in the scientific communities (e.g., explain how field theory helped scientists understand the motion of celestial bodies and the role of particles in electromagnetic fields)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., describe examples such as how the equipment used by Coulomb and Cavendish enhanced our scientific understanding)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse systems such as motors and generators, battery-charging systems in cars, photocopiers, and electrostatic air cleaners)
analyse society's influence on scientific and technological endeavours (e.g., analyse the need to protect humans from electric and magnetic fields)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., demonstrate an awareness that advanced studies can lead to careers in radiology, geology, and electrical engineering)
construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives (e.g., decide whether a new housing development should be permitted near a high voltage power line)
explain the roles of evidence, theories, and paradigms in the development of scientific knowledge (e.g., explain the role of evidence and theories in the concept of fields)
identify various constraints that result in tradeoffs during the development and improvement of technologies (e.g., identify issues such as the cost and availability of more efficient electric motors for automobiles)
describe the importance of peer review in the development of scientific knowledge (e.g., describe examples such as criticism of the published works of Coulomb, Cavendish, Gilbert, and Franklin)
explain how a major scientific milestone revolutionized thinking in the scientific communities (e.g., explain how field theory helped scientists understand the motion of celestial bodies and the role of particles in electromagnetic fields)
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., describe examples such as how the equipment used by Coulomb and Cavendish enhanced our scientific understanding)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse systems such as motors and generators, battery-charging systems in cars, photocopiers, and electrostatic air cleaners)
analyse society's influence on scientific and technological endeavours (e.g., analyse the need to protect humans from electric and magnetic fields)
analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology (e.g., demonstrate an awareness that advanced studies can lead to careers in radiology, geology, and electrical engineering)
construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives (e.g., decide whether a new housing development should be permitted near a high voltage power line)
define and delimit problems to facilitate investigation (e.g., study the relationship between electrical force and charge using only two charges)
design an experiment and identify specific variables (e.g., design an experiment to study electrical force using a current balance)
estimate quantities (e.g., estimate quantities when measuring electrical and magnetic fields)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., research the latest technological breakthroughs associated with electric cars)
interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., interpret trends in experimental data while verifying the inverse-square law)
identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information (e.g., apply criteria to assess the quality of information on the harmful effects of electromagnetic fields)
identify and correct practical problems in the way a technological device or system functions (e.g., perform appropriate adjustments to ensure a properly functioning current balance)
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others (e.g., debate the feasibility of electric cars)
synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information (e.g., synthesize studies on shielding computer systems from electric and magnetic fields)
describe gravitational, electric, and magnetic fields as regions of space that affect mass and charge
describe gravitational, electric, and magnetic fields by illustrating the source and directions of the lines of force
describe electric fields in terms of like and unlike charges, and magnetic fields in terms of poles
compare Newton's universal law of gravitation and Coulomb's law, and apply both laws quantitatively
analyse, qualitatively and quantitatively, the forces acting on a moving charge and on an electric current in a uniform magnetic field
describe the magnetic field produced by current in both a solenoid and a long, straight conductor
develop and compare expressions used when measuring gravitational, electric, and magnetic fields and forces
compare the way a motor and a generator function, using the principles of electromagnetism
Television is used in conjunction with video cameras, video discs, and VCRs for a wide variety of purposes, including entertainment, education, engineering, and medicine. These electrical devices use the principles of electromagneism and energy to produce an image on a screen. Students should be able to apply these principles to the functioning of TV picture tubes. This illustrative example emphasizes the nature of science and technology and the unifying concepts of energy.
Using a DC power source, wire, solenoid, and a compass, investigate the characteristics of magnetic fields; and, using an electron tube, observe the effects of a magnet on the electron beam.
Use print and electronic sources to investigate the development of television technology.
The above exploration may lead to the following question:
Is the quality of the image produced by a 27" television set better than that produced by a 54" set?
Students analyse both qualitatively and quantitatively the forces produced as a result of electric current flowing through a wire. They determine what factors are responsible for increasing and decreasing the force on the moving charge.
Develop a plan to compare the quality of the picture for smaller and larger picture tubes by identifying specific major variables and criteria.
List the design difficulties involved in manufacturing a 54" TV set compared to those involved for a 27" set, as well as the changes that would need to be made to the design if the quality of the picture for a 54" set were to match that of a 27" set.
Determine whether it is in a buyer's best interests if the TV sets manufactured for North America renewed the color screen 25 times a second rather than the current 30 times per second, and if the electron beam traced 625 lines on screen, rather than the current standard of 525 lines.
Explain the synchronization of the cathode-ray tube with TV cameras and TV sets.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-4
Skills: 212-2, 212-6, 213-7
Knowledge: 328-3, 328-5, 320-6
Attitudes: 441, 443
compare processes used in science with those used in technology (e.g., compare the process used in developing the Bohr model of the atom with those used in developing the light meter in cameras)
explain how a major scientific milestone revolutionized thinking in the scientific communities (e.g., explain the impact on modern physics of Planck's theory of quantization of energy)
analyse why and how a particular technology was developed and improved over time (e.g., analyse the design of nuclear reactors to meet both energy needs and safety requirements)
explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced (e.g., explain how the atomic theory was developed on the basis of new evidence)
analyse and describe examples where technologies were developed based on scientific understanding (e.g., analyse and describe examples such as the invention of semiconductors and electron microscopes)
describe and evaluate the design of technological solutions and the way they function, using scientific principles (e.g., describe examples such as cobalt therapy for cancer treatment, and smoke detectors)
provide examples of how science and technology are an integral part of their lives and their community (e.g., provide examples related to the use of radiation in various medical technologies)
analyse examples of Canadian contributions to science and technology (e.g., analyse examples such as the development of CANDU nuclear reactor technology)
distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot (e.g., distinguish between questions that can be answered by science, such as "What are the scientific principles behind carbon dating?" and those that cannot, such as "Can carbon dating provide us with complete information about the past?")
formulate operational definitions of major variables (e.g., provide an operational definition of half-life)
develop appropriate sampling procedures (e.g., develop sampling procedures to detect radon in the basements of houses)
select and use apparatus and materials safely (e.g., safely handle radioactive substances)
demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for handling and disposing of lab materials (e.g., demonstrate a knowledge of WHMIS standards when handling radioactive materials)
explain how data support or refute the hypothesis or prediction (e.g., analyse data on radioactive decay to predict half-life)
propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan (e.g., propose alternative solutions for the storage of radioactive waste)
identify new questions or problems that arise from what was learned (e.g., identify questions such as "What is the origin of life?" and "How old is the Earth?")
identify and evaluate potential applications of findings (e.g., examine alternative solutions for monitoring the disposal of radioactive wastes)
Communication and teamwork
identify multiple perspectives that influence a science-related decision or issue (e.g., identify multiple perspectives that should be addressed when building a nuclear reactor in a community to provide it with electrical energy)
develop, present, and defend a position or course of action, based on findings (e.g., defend a position on the appropriate use and storage of nuclear warheads or spent nuclear fuel)
explain quantitatively the Compton effect and the de Broglie hypothesis, using the laws of mechanics, the conservation of momentum, and the nature of light
explain quantitatively the Bohr atomic model as a synthesis of classical and quantum concepts
explain the relationship between the energy levels in Bohr's model, the energy difference between the levels, and the energy of the emitted photons
describe the products of radioactive decay and the characteristics of alpha, beta, and gamma radiation
describe sources of radioactivity in the natural and constructed environments
compare and contrast qualitatively and quantitatively nuclear fission and fusion
use the quantum mechanical model to explain natural luminous phenomena
In their daily lives, humans are exposed to radiation from a variety of sources. In some situations radiation like an X-ray is beneficial, and in other situations radiation like that from the sun is potentially harmful. Students should assess the risks and benefits of exposure to radiation from natural and artificial sources. This illustrative example emphasizes social and environmental contexts of science and technology and the unifying concepts of energy and change and constancy.
Students perform an activity using readily available materials like coins, coloured chips, and candies to demonstrate half-life, and draw a graph. This graph can then be related to decay curves, taken from reference sources, for other radioactive substances.
Students work collaboratively to develop a plan for appropriate sampling procedures to determine the levels of radiation at home or school.
The above exploration may lead to the following question:
How much radiation are humans exposed to in daily life, and what risks and benefits are involved?
Students use a Geiger counter to measure radioactivity from sources such as smoke detectors and radon gas in basements.
Students use print and electronic resources to locate and summarize information such as common sources of radiation and half-lives, exposure levels of radiation per annum, and then they determine how much radiation they are exposed to.
Students compare the causes of death from radiation with other causes of death, such as traffic accidents and smoking, and with deaths that occur in certain occupations and recreational activities.
Students complete a risk-benefit analysis of exposure to artificial sources of radiation or to sources used for biomedical diagnoses and treatments like radioactive tracers and cobalt therapies.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-7, 118-8
Skills: 212-7, 212-9, 215-4, 215-5
Knowledge: 329-4, 329-5
Attitudes: 436, 437, 442, 447
Framework table of contents or Learning outcomes presented by grade or Next section or Title page