describe and explain disciplinary and interdisciplinary processes used to enable us to understand natural phenomena and develop technological solutions
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
analyse and explain how science and technology interact with and advance one another Social and environmental contexts of science and technology
analyse how individuals, society, and the environment are interdependent with scientific and technological endeavours
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
ask questions about observed relationships and plan investigations of questions, ideas, problems, and issues
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
analyse data and apply mathematical and conceptual models to develop and assess possible explanations
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
compare and contrast the reproduction and development of representative organisms
determine how cells use matter and energy to maintain organization necessary for life
demonstrate an understanding of the structure and function of genetic materials
analyse the patterns and products of evolution
compare and contrast mechanisms used by organisms to maintain homeostasis
evaluate relationships that affect the biodiversity and sustainability of life within the biosphere
identify and explain the diversity of organic compounds and their impact on the environment
demonstrate an understanding of the characteristics and interactions of acids and bases
illustrate and explain the various forces that hold structures together at the molecular level and relate the properties of matter to its structure
use the redox theory in a variety of contexts related to electrochemistry
demonstrate an understanding of solutions and stoichiometry in a variety of contexts
predict and explain energy transfers in chemical reactions
analyse and describe relationships between force and motion
analyse interactions within systems, using the laws of conservation of energy and momentum
predict and explain interactions between waves and with matter, using the characteristics of waves
explain the fundamental forces of nature, using the characteristics of gravitational, electric, and magnetic fields
analyse and describe different means of energy transmission and transformation
demonstrate an understanding of the nature and diversity of energy sources and matter in the universe
describe and predict the nature and effects of changes to terrestrial systems
demonstrate an understanding of the relationships among systems responsible for changes to Earth's surface
describe the nature of space and its components and the history of the observation of space
value the role and contribution of science and technology in our understanding of phenomena that are directly observable and those that are not
appreciate that the applications of science and technology can raise ethical dilemmas
value the contributions to scientific and technological development made by women and men from many societies and cultural backgrounds
Evident when students, for example:
consider the social and cultural contexts in which a theory developed
use a multi-perspective approach, considering scientific, technological, economic, cultural, political, and environmental factors, when formulating conclusions, solving problems, or making decisions on an STSE issue
recognize the usefulness of being skilled in mathematics and problem solving
appreciate how scientific problem solving and the development of new technologies are related
recognize the contribution of science and technology to the progress of civilizations
carefully research and openly discuss ethical dilemmas associated with the applications of science and technology
show support for the development of information technologies and science as they relate to human needs
recognize that western approaches to science are not the only ways of viewing the universe
consider the research of both men and women
show a continuing and more informed curiosity and interest in science and science-related issues
acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
consider further studies and careers in science- and technology-related fields
Evident when students, for example:
research the answers to their own questions
recognize that part-time jobs require science- and technology-related knowledge and skills
maintain interest or pursue further studies in science
recognize the importance of making connections between various science disciplines
explore and use a variety of methods and resources to increase their own knowledge and skills
are interested in science and technology topics not directly related to their formal studies
explore where further science- and technology-related studies can be pursued
are critical and constructive when considering new theories and techniques
use scientific vocabulary and principles in everyday discussions
readily investigate STSE issues
confidently evaluate evidence and consider alternative perspectives, ideas, and explanations
use factual information and rational explanations when analysing and evaluating
value the processes for drawing conclusions
Evident when students, for example:
insist on evidence before accepting a new idea or explanation
ask questions and do research to ensure they understand
criticize arguments based on the faulty, incomplete, or misleading use of numbers
recognize the importance of reviewing the basic assumptions from which a line of inquiry has arisen
expend the effort and time needed to make valid inferences
critically evaluate inferences and conclusions, cognizant of the many variables involved in experimentation
critically assess their opinion of the value of science and its applications
criticize arguments in which evidence, explanations, or positions do not reflect the diversity of perspectives that exist
insist that the critical assumptions behind any line of reasoning be made explicit so that the validity of the position taken can be judged
seek new models, explanations, and theories when confronted with discrepant events
work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas
Evident when students, for example:
willingly work with any classmate or group of individuals regardless of their age, gender, or physical and cultural characteristics
assume a variety of roles within a group, as required
accept responsibility for any task that helps the group complete an activity
provide the same attention and energy to the group's product as they would to a personal assignment
are attentive when others speak
are capable of suspending personal views when evaluating suggestions made by a group
seek the point of view of others and consider a multitude of perspectives
accept constructive criticism when sharing their ideas or points of view
criticize the ideas of their peers without criticizing the persons
evaluate the ideas of others objectively
encourage the use of procedures that enable everyone, regardless of gender or cultural background, to participate in decision making
participate with others in peaceful conflict resolution
encourage the use of a variety of communication strategies during group work
share the responsibility for errors made or difficulties encountered by the group
have a sense of personal and shared responsibility for maintaining a sustainable environment
project the personal, social, and environmental consequences of proposed action
want to take action for maintaining a sustainable environment
Evident when students, for example:
willingly evaluate the impact of their own choices or the choices scientists make when they carry out an investigation
assume part of the collective responsibility for the impact of humans on the environment
participate in civic activities related to the preservation and judicious use of the environment and its resources
encourage their peers or members of their community to participate in a project related to sustainability
consider all perspectives when addressing issues, weighing scientific, technological, and ecological factors
participate in the social and political systems that influence environmental policy in their community
discuss both the positive and negative effects on human beings and society of environmental changes caused by nature and by humans
willingly promote actions that are not injurious to the environment
make personal decisions based on a feeling of responsibility toward less privileged parts of the global community and toward future generations
are critical-minded regarding the short- and long-term consequences of sustainability
show concern for safety and accept the need for rules and regulations
be aware of the direct and indirect consequences of their actions
Evident when students, for example:
read the label on materials before using them, interpret the WHMIS symbols, and consult a reference document if safety symbols are not understood
criticize a procedure, a design, or materials that are not safe or that could have a negative impact on the environment
consider safety a positive limiting factor in scientific and technological endeavours
carefully manipulate materials, cognizant of the risks and consequences of their actions
write into a laboratory procedure safety and waste-disposal concerns
evaluate the long-term impact of safety and waste disposal on the environment and the quality of life of living organisms
use safety and waste disposal as criteria for evaluating an experiment
assume responsibility for the safety of all those who share a common working environment by cleaning up after an activity and disposing of materials in a safe place
seek assistance immediately for any first aid concerns like cuts, burns, or unusual reactions
keep the work station uncluttered, with only appropriate lab materials present
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