10 to 12

By the end of grade 12

Learning outcomes by grade grouping

NATURE OF SCIENCE AND TECHNOLOGY

STSE

It is expected students will...

General learning outcome

114

describe and explain disciplinary and interdisciplinary processes used to enable us to understand natural phenomena and develop technological solutions

Specific learning outcomes

114-1

explain how a paradigm shift can change scientific world views

114-2

explain the roles of evidence, theories, and paradigms in the development of scientific knowledge

114-3

evaluate the role of continued testing in the development and improvement of technologies

114-4

identify various constraints that result in tradeoffs during the development and improvement of technologies

114-5

describe the importance of peer review in the development of scientific knowledge

114-6

relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary studies

114-7

compare processes used in science with those used in technology

114-8

describe the usefulness of scientific nomenclature systems

114-9

explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions

General learning outcome

115

distinguish between science and technology in terms of their respective goals, products, and values, and describe the development of scientific theories and technologies over time

Specific learning outcomes

115-1

distinguish between scientific questions and technological problems

115-2

illustrate how science attempts to explain natural phenomena

115-3

explain how a major scientific milestone revolutionized thinking in the scientific communities

115-4

describe the historical development of a technology

115-5

analyse why and how a particular technology was developed and improved over time

115-6

explain how scientific knowledge evolves as new evidence comes to light

115-7

explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced

RELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY

General learning outcome

116

analyse and explain how science and technology interact with and advance one another

Specific learning outcomes

116-1

identify examples where scientific understanding was enhanced or revised as a result of the invention of a technology

116-2

analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology

116-3

identify examples where technologies were developed based on scientific understanding

116-4

analyse and describe examples where technologies were developed based on scientific understanding

116-5

describe the functioning of domestic and industrial technologies, using scientific principles

116-6

describe and evaluate the design of technological solutions and the way they function, using scientific principles

116-7

analyse natural and technological systems to interpret and explain their structure and dynamics

SOCIAL AND ENVIRONMENTAL CONTEXTS OF SCIENCE AND TECHNOLOGY

General learning outcome

117

analyse how individuals, society, and the environment are interdependent with scientific and technological endeavours

Specific learning outcomes

117-1

compare examples of how society supports and influences science and technology

117-2

analyse society's influence on scientific and technological endeavours

117-3

describe how Canadian research projects in science and technology are funded

117-4

debate the merits of funding specific scientific or technological endeavours and not others

117-5

provide examples of how science and technology are an integral part of their lives and their community

117-6

analyse why scientific and technological activities take place in a variety of individual and group settings

117-7

identify and describe science- and technology-based careers related to the science they are studying

117-8

identify possible areas of further study related to science and technology

117-9

analyse the knowledge and skills acquired in their study of science, to identify areas of further study related to science and technology

117-10

describe examples of Canadian contributions to science and technology

117-11

analyse examples of Canadian contributions to science and technology

SOCIAL AND ENVIRONMENTAL CONTEXTS OF SCIENCE AND TECHNOLOGY

General learning outcome

118

evaluate social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a variety of perspectives

Specific learning outcomes

118-1

compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology

118-2

analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology

118-3

evaluate the design of a technology and the way it functions on the basis of identified criteria such as safety, cost, availability, and impact on everyday life and the environment

118-4

evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves

118-5

defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives

118-6

construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives

118-7

identify instances in which science and technology are limited in finding the answer to questions or the solution to problems

118-8

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

118-9

propose a course of action on social issues related to science and technology, taking into account human and environmental needs

118-10

propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability

INITIATING AND PLANNING

SKILLS

It is expected students will...

General learning outcome

212

ask questions about observed relationships and plan investigations of questions, ideas, problems, and issues

Specific learning outcomes

212-1

identify questions to investigate that arise from practical problems and issues

212-2

define and delimit problems to facilitate investigation

212-3

design an experiment identifying and controlling major variables

212-4

state a prediction and a hypothesis based on available evidence and background information

212-5

identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis

212-6

design an experiment and identify specific variables

212-7

formulate operational definitions of major variables

212-8

evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making

212-9

develop appropriate sampling procedures

PERFORMING AND RECORDING

General learning outcome

213

conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

Specific learning outcomes

213-1

implement appropriate sampling procedures

213-2

carry out procedures controlling the major variables and adapting or extending procedures where required

213-3

use instruments effectively and accurately for collecting data

213-4

estimate quantities

213-5

compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data

213-6

use library and electronic research tools to collect information on a given topic

213-7

select and integrate information from various print and electronic sources or from several parts of the same source

213-8

select and use apparatus and materials safely

213-9

demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for handling and disposing of lab materials

ANALYSING AND INTERPRETING

General learning outcome

214

analyse data and apply mathematical and conceptual models to develop and assess possible explanations

Specific learning outcomes

214-1

describe and apply classification systems and nomenclatures used in the sciences

214-2

identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies

214-3

compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots

214-4

identify a line of best fit on a scatter plot and interpolate or extrapolate based on the line of best fit

214-5

interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables

214-6

apply and assess alternative theoretical models for interpreting knowledge in a given field

214-7

compare theoretical and empirical values and account for discrepancies

214-8

evaluate the relevance, reliability, and adequacy of data and data collection methods

214-9

identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information

214-10

identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty

214-11

provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion

214-12

explain how data support or refute the hypothesis or prediction

214-13

identify and correct practical problems in the way a technological device or system functions

214-14

construct and test a prototype of a device or system and troubleshoot problems as they arise

214-15

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

214-16

evaluate a personally designed and constructed device on the basis of criteria they have developed themselves

214-17

identify new questions or problems that arise from what was learned

214-18

identify and evaluate potential applications of findings

COMMUNICATION AND TEAMWORK

General learning outcome

215

work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

Specific learning outcomes

215-1

communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others

215-2

select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results

215-3

synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information

215-4

identify multiple perspectives that influence a science-related decision or issue

215-5

develop, present, and defend a position or course of action, based on findings

215-6

work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise

215-7

evaluate individual and group processes used in planning, problem solving and decision making, and completing a task

Life SCIENCE

KNOWLEDGE

It is expected students will...

General learning outcome

313

compare and contrast the reproduction and development of representative organisms

Specific learning outcomes

313-1

analyse and explain the life cycle of a representative organism from each kingdom, including a representative virus

313-2

describe in detail mitosis and meiosis

313-3

analyse and describe the structure and function of female and male mammalian reproductive systems

313-4

explain the human reproductive cycle

313-5

explain current reproductive technologies for plants and animals

313-6

evaluate the use of reproductive technologies for humans

General learning outcome

314

determine how cells use matter and energy to maintain organization necessary for life

Specific learning outcomes

314-1

identify chemical elements and compounds that are commonly found in living systems

314-2

identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems

314-3

identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids

314-4

explain the critical role of enzymes in cellular metabolism

314-5

explain the cell theory

314-6

describe cell organelles visible with the light and electron microscopes

314-7

compare and contrast different types of procaryotic and eucaryotic cells

314-8

describe how organelles manage various cell processes such as ingestion, digestion, transportation, and excretion

314-9

compare and contrast matter and energy transformations associated with the processes of photosynthesis and aerobic respiration

General learning outcome

315

demonstrate an understanding of the structure and function of genetic material

Specific learning outcomes

315-1

summarize the main scientific discoveries that led to the modern concept of the gene

315-2

describe and illustrate the roles of chromosomes in the transmission of hereditary information from one cell to another

315-3

demonstrate an understanding of Mendelian genetics, including the concepts of dominance, co dominance, recessiveness, and independent assortment, and predict the outcome of various genetic crosses

315-4

compare and contrast the structures of DNA and RNA and explain their roles in protein synthesis

315-5

explain the current model of DNA replication

315-6

describe factors that may lead to mutations in a cell's genetic information

315-7

predict the effects of mutations on protein synthesis, phenotypes, and heredity

315-8

explain circumstances that lead to genetic diseases

315-9

demonstrate an understanding of genetic engineering, using their knowledge of DNA

315-10

explain the importance of the Human Genome Project and summarize its major findings

General learning outcome

316

analyse the patterns and products of evolution

Specific learning outcomes

316-1

describe historical and cultural contexts that have changed evolutionary concepts

316-2

evaluate current evidence that supports the theory of evolution and that feeds the debate on gradualism and punctuated equilibrium

316-3

analyse evolutionary mechanisms such as natural selection, genetic variation, genetic drift, artificial selection, and biotechnology, and their effects on biodiversity and extinction

316-4

outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth

316-5

use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy

316-6

describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus

General learning outcome

317

compare and contrast mechanisms used by organisms to maintain homeostasis

Specific learning outcomes

317-1

explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis

317-2

analyse homoeostatic phenomena to identify the feedback mechanisms involved

317-3

explain the importance of nutrition and fitness to the maintenance of homeostasis

317-4

evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism's homeostasis

317-5

evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery, and chemotherapy

317-6

predict the impact of environmental factors such as allergens on homeostasis within an organism

317-7

describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis

317-8

explain how behaviours such as tropisms, instinct, and learned behaviour help to maintain homeostasis

General learning outcome

318

evaluate relationships that affect the biodiversity and sustainability of life within the biosphere

Specific learning outcomes

318-1

illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen

318-2

describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumers at all trophic levels

318-3

explain why ecosystems with similar characteristics can exist in different geographical locations

318-4

explain why different ecosystems respond differently to short-term stresses and long-term changes

318-5

explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to the resource limits of an ecosystem

318-6

explain how the biodiversity of an ecosystem contributes to its sustainability

318-7

compare Canadian biomes in terms of climate, vegetation, physical geography, and location

318-8

describe population growth and explain factors that influence population growth

318-9

analyse interactions within and between populations

318-10

evaluate Earth's carrying capacity, considering human population growth and its demands on natural resources

318-11

use the concept of the energy pyramid to explain the production, distribution, and use of food resources

CHEMISTRY

General learning outcome

319

identify and explain the diversity of organic compounds and their impact on the environment

Specific learning outcomes

319-1

name and write formulas for some common ionic and molecular compounds, using the periodic table and a list of ions

319-2

classify substances as acids, bases, or salts, based on their characteristics, name, and formula

319-3

illustrate, using chemical formulas, a wide variety of natural and synthetic compounds that contain carbon

319-4

explain the large number and diversity of organic compounds with reference to the unique nature of the carbon atom

319-5

write the formula and provide the IUPAC name for a variety of organic compounds

319-6

define isomers and illustrate the structural formulas for a variety of organic isomers

319-7

classify various organic compounds by determining to which families they belong, based on their names or structures

319-8

write and balance chemical equations to predict the reactions of selected organic compounds

319-9

describe processes of polymerization and identify some important natural and synthetic polymers

General learning outcome

320

demonstrate an understanding of the characteristics and interactions of acids and bases

Specific learning outcomes

320-1

describe various acid-base definitions up to the Brønsted-Lowry definition

320-2

predict products of acid-base reactions

320-3

compare strong and weak acids and bases using the concept of equilibrium

320-4

calculate the pH of an acid or a base given its concentration, and vice versa

320-5

describe the interactions between H+ ions and OH- ions using Le Châtelier's principle

320-6

determine the concentration of an acid or base solution using stoichiometry

320-7

explain how acid-base indicators function

General learning outcome

321

illustrate and explain the various forces that hold structures together at the molecular level, and relate the properties of matter to its structure

Specific learning outcomes

321-1

represent chemical reactions and the conservation of mass, using molecular models and balanced symbolic equations

321-2

describe how neutralization involves tempering the effects of an acid with a base or vice versa

321-3

illustrate how factors such as heat, concentration, light, and surface area can affect chemical reactions

321-4

illustrate and explain the formation of ionic, covalent, and metallic bonds

321-5

illustrate and explain hydrogen bonds and van der Waals' forces

321-6

write and name the formulas of ionic and molecular compounds, following simple IUPAC rules

321-7

identify and describe the properties of ionic and molecular compounds and metallic substances

321-8

describe how intermolecular forces account for the properties of ionic and molecular compounds and metallic substances

321-9

classify ionic, molecular, and metallic substances according to their properties

321-10

relate the properties of a substance to its structural model

321-11

explain the structural model of a substance in terms of the various bonds that define it

General learning outcome

322

use the redox theory in a variety of contexts related to electrochemistry

Specific learning outcomes

322-1

define oxidation and reduction experimentally and theoretically

322-2

write and balance half reactions and net reactions

322-3

compare oxidation-reduction reactions with other kinds of reactions

322-4

illustrate and label the parts of electrochemical and electrolytic cells and explain how they work

322-5

predict whether oxidation-reduction reactions are spontaneous based on their reduction potentials

322-6

predict the voltage of various electrochemical cells

322-7

compare electrochemical and electrolytic cells in terms of energy efficiency, electron flow/transfer, and chemical change

322-8

explain the processes of electrolysis and electroplating

322-9

explain how electrical energy is produced in a hydrogen fuel cell

General learning outcome

323

develop an understanding of solutions and stoichiometry in a variety of contexts

Specific learning outcomes

323-1

define molar mass and perform mole-mass interconversions for pure substances

323-2

describe the process of dissolving, using concepts of intramolecular and intermolecular forces

323-3

define the concept of equilibrium as it pertains to solutions

323-4

explain solubility, using the concept of equilibrium

323-5

explain how different factors affect solubility, using the concept of equilibrium

323-6

determine the molar solubility of a pure substance in water

323-7

explain the variations in the solubility of various pure substances, given the same solvent

323-8

use the solubility generalizations to predict the formation of precipitates

323-9

explain the effect of solutes on the melting point of solid water, using intermolecular forces

323-10

identify mole ratios of reactants and products from balanced chemical equations

323-11

perform stoichiometric calculations related to chemical equations

323-12

identify various stoichiometric applications

323-13

predict how the yield of a particular chemical process can be maximized

General learning outcome

324

predict and explain energy transfers in chemical reactions

Specific learning outcomes

324-1

write and balance chemical equations for combustion reactions of alkanes

324-2

define endothermic reaction, exothermic reaction, specific heat, enthalpy, bond energy, heat of reaction, and molar enthalpy

324-3

calculate and compare the energy involved in changes of state and that in chemical reactions

324-4

calculate the changes in energy of various chemical reactions using bond energy, heat of formation, and Hess's law

324-5

illustrate changes in energy of various chemical reactions, using potential energy diagrams

324-6

determine experimentally the changes in energy of various chemical reactions

324-7

compare the molar enthalpies of several combustion reactions involving organic compounds

PHYSICS

General learning outcome

325

analyse and describe relationships between force and motion

Specific learning outcomes

325-1

describe quantitatively the relationship among displacement, time, and velocity

325-2

analyse graphically and mathematically the relationship among displacement, velocity, and time

325-3

distinguish between instantaneous and average velocity

325-4

describe quantitatively the relationship among velocity, time, and acceleration

325-5

use vectors to represent force, velocity, and acceleration

325-6

analyse quantitatively the horizontal and vertical motion of a projectile

325-7

identify the frame of reference for a given motion

325-8

apply Newton's laws of motion to explain inertia, the relationship between force, mass, and acceleration, and the interaction of forces between two objects

325-9

analyse quantitatively the relationships among force, distance, and work

325-10

analyse quantitatively the relationships among work, time, and power

325-11

analyse quantitatively two-dimensional motion in a horizontal plane and a vertical plane

325-12

describe uniform circular motion, using algebraic and vector analysis

325-13

explain quantitatively circular motion, using Newton's laws

General learning outcome

326

analyse interactions within systems, using the laws of conservation of energy and momentum

Specific learning outcomes

326-1

analyse quantitatively the relationships among mass, height, speed, and heat energy, using the law of conservation of energy

326-2

apply quantitatively Newton's laws of motion to impulse and momentum

326-3

apply quantitively the laws of conservation of momentum to one- and two-dimensional collisions and explosions

326-4

determine which laws of conservation of energy or momentum are best used to solve particular real-life situations involving elastic and inelastic collisions

326-5

describe quantitatively mechanical energy as the sum of kinetic and potential energies

326-6

analyse quantitatively problems related to kinematics and dynamics using the mechanical energy concept

326-7

analyse common energy transformation situations using the work-energy theorem

326-8

determine the per cent efficiency of energy transformations

326-9

apply quantitatively the law of conservation of mass and energy, using Einstein's mass-energy equivalence

General learning outcome

327

predict and explain interactions between waves and with matter, using the characteristics of waves

Specific learning outcomes

327-1

describe the characteristics of longitudinal and transverse waves

327-2

apply the wave equation to explain and predict the behaviour of waves

327-3

explain quantitatively the relationships between displacement, velocity, time, and acceleration for simple harmonic motion

327-4

explain quantitatively the relationship between potential and kinetic energies of a mass in simple harmonic motion

327-5

compare and describe the properties of electromagnetic radiation and sound

327-6

describe how sound and electromagnetic radiation, as forms of energy, are produced and transmitted

327-7

apply the laws of reflection and the laws of refraction to predict wave behaviour

327-8

explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction, and the Doppler-Fizeau effect

327-9

describe how the quantum energy concept explains black-body radiation and the photoelectric effect

327-10

explain qualitatively and quantitatively the photoelectric effect

327-11

summarize the evidence for the wave and particle models of light

General learning outcome

328

explain the fundamental forces of nature, using the characteristics of gravitational, electric, and magnetic fields

Specific learning outcomes

328-1

describe gravitational, electric, and magnetic fields as regions of space that affect mass and charge

328-2

describe gravitational, electric, and magnetic fields by illustrating the source and directions of the lines of force

328-3

describe electric fields in terms of like and unlike charges, and magnetic fields in terms of poles

328-4

compare Newton's universal law of gravitation and Coulomb's law, and apply both laws quantitatively

328-5

analyse, qualitatively and quantitatively, the forces acting on a moving charge and on an electric current in a uniform magnetic field

328-6

describe the magnetic field produced by current in both a solenoid and a long, straight conductor

328-7

analyse, qualitatively and quantitatively, electromagnetic induction by both a changing magnetic flux and a moving conductor

328-8

develop and compare expressions used when measuring gravitational, electric, and magnetic fields and forces

328-9

compare the way a motor and a generator function, using the principles of electromagnetism

General learning outcome

329

analyse and describe different means of energy transmission and transformation

Specific learning outcomes

329-1

explain quantitatively the Compton effect and the de Broglie hypothesis, using the laws of mechanics, the conservation of momentum, and the nature of light

329-2

explain quantitatively the Bohr atomic model as a synthesis of classical and quantum concepts

329-3

explain the relationship between the energy levels in Bohr's model, the energy difference between the levels, and the energy of the emitted photons

329-4

describe the products of radioactive decay and the characteristics of alpha, beta, and gamma radiation

329-5

describe sources of radioactivity in the natural and constructed environments

329-6

compare and contrast qualitatively and quantitatively nuclear fission and fusion

329-7

use the quantum mechanical model to explain natural luminous phenomena

EARTH AND SPACE SCIENCE

General learning outcome

330

demonstrate an understanding of the nature and diversity of energy sources and matter in the universe

Specific learning outcomes

330-1

describe theories and evaluate the limits of our understanding of Earth's internal structure

330-2

classify rocks according to their structure, chemical composition, and method of formation

330-3

classify common minerals according to their physical and chemical characteristics

330-4

analyse the interactions between the atmosphere and human activities

330-5

describe the composition and structure of the atmosphere

330-6

describe the dominant factors that produce seasonal weather phenomena

330-7

describe the characteristics of Canada's three oceans

330-8

describe the importance of minerals and mineral exploration at the local, provincial, national, and global levels

330-9

describe the historical evolution of extraction and of the use of several resources obtained from the lithosphere

330-10

describe the processes and technologies involved in developing an Earth resource, from exploration to extraction to refining

330-11

identify factors involved in responsibly developing Earth's resources

330-12

use appropriate evidence to describe the geologic history of an area

General learning outcome

331

describe and predict the nature and effects of changes to terrestrial systems

Specific learning outcomes

331-1

describe and explain heat transfer within the water cycle

331-2

describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents

331-3

describe how the hydrosphere and atmosphere act as heat sinks within the water cycle

331-4

describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems

331-5

analyse meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies

331-6

analyse the impact of external factors on an ecosystem

331-7

describe how soil composition and fertility can be altered and how these changes could affect an ecosystem

331-8

describe the evidence used to determine the age of Earth, and the historical evolution of establishing Earth's chronology

331-9

describe methods of monitoring and predicting earthquakes, volcanic eruptions, and plate interactions

General learning outcome

332

demonstrate an understanding of the relationships among systems responsible for changes to Earth's surface

Specific learning outcomes

332-1

describe interactions of components of the hydrosphere, including the cryosphere

332-2

analyse energy and matter transfer in the water cycle

332-3

describe major interactions among the hydrosphere, lithosphere, and atmosphere

332-4

illustrate the geologic time scale and compare to human time scales

332-5

compare and contrast the principles of uniformitarianism and of catastrophism in historical geology

332-6

explain the appropriate applications of absolute and relative dating

332-7

describe geological evidence that suggests life forms, climate, continental positions, and Earth's crust have changed over time

332-8

analyse evidence for plate tectonics theory

332-9

relate plate tectonics to the processes that change Earth's surface

General learning outcome

333

describe the nature of space and its components and the history of the observation of space

Specific learning outcomes

333-1

compare and contrast a variety of theories for the origin of the universe

333-2

describe tools and methods used to observe and measure the universe

333-3

identify and compare various components of the universe

333-4

compare characteristics of various galaxies

333-5

describe the life cycles of stars

333-6

compare the composition of stars at different stages of their life cycles

From grade 10 through grade 12

ATTITUDES*

It is expected that students will be encouraged to...

General learning outcomes

436

value the role and contribution of science and technology in our understanding of phenomena that are directly observable and those that are not

437

appreciate that the applications of science and technology can raise ethical dilemmas

438

value the contributions to scientific and technological development made by women and men from many societies and cultural backgrounds

439

show a continuing and more informed curiosity and interest in science and science-related issues

440

acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research

441

consider further studies and careers in science- and technology-related fields

442

confidently evaluate evidence and consider alternative perspectives, ideas, and explanations

443

use factual information and rational explanations when analysing and evaluating

444

value the processes for drawing conclusions

445

work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas

446

have a sense of personal and shared responsibility for maintaining a sustainable environment

447

project the personal, social, and environmental consequences of proposed action

448

want to take action for maintaining a sustainable environment

449

show concern for safety and accept the need for rules and regulations

450

be aware of the direct and indirect consequences of their actions

* Because of the nature of the attitudes foundation, no specific learning outcomes have been identified.

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