explain how a paradigm shift can change scientific world views (e.g., give examples such as the shift from a world view centred on humans to one focussed on interrelationships among all species, or the shift to the acknowledgment that all biotic and abiotic factors on Earth are interrelated)
describe the importance of peer review in the development of scientific knowledge (e.g., describe the importance of peer review in providing critical feedback on research related to the impact of atmospheric pollutants on an ecosystem)
identify examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., give examples such as how tests and techniques used to determine dissolved oxygen, phosphate, and nitrate levels have helped us to understand important changes in aquatic ecosystems, or how tracking collars have provided data on migration patterns and population numbers)
describe how Canadian research projects in science and technology are funded (e.g., provide examples such as funding by environmental groups, federal and provincial government departments, and resource and tourism industries)
compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology (e.g., compare the risks and benefits in examples such as the use of pesticides and fertilizers, the use of fishing nets, the protection of a particular species, or the introduction of a new species to an area)
defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives (e.g., present a brief for a public hearing and summarize the briefs of others on an issue related to a local environmental problem)
propose a course of action on social issues related to science and technology, taking into account human and environmental needs (e.g., organize a public hearing on an issue such as seasonal fishing quotas, or funding for public transportation)
state a prediction and a hypothesis based on available evidence and background information (e.g., predict the impact of fishing or harvesting resources such as seaweed, after examining an aquatic ecosystem; predict the impact on an ecosystem of supplying an excess of food for a particular organism)
formulate operational definitions of major variables (e.g., define operationally biotic factors, abiotic factors, biomass, and chemical concentration)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., search government publications and gather relevant information on sustainable development initiatives)
select and use apparatus and materials safely (e.g., select and use a Secchi disk, a pH meter, and sampling nets for collecting data in the study of an aquatic ecosystem)
describe and apply classification systems and nomenclature used in the sciences (e.g., use terms related to abiotic and biotic components in a report of an ecosystem study)
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., present statistical data in diagrams, tables, and graphs as part of a brief for a public hearing on proposed mineral exploration in an ecologically sensitive area)
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others (e.g., participate as a team member, during a simulated public hearing, in presenting the appropriate view of a particular stakeholder and respond to the views of others)
identify multiple perspectives that influence a science-related decision or issue (e.g., report on the perspectives presented by other participants in a public hearing)
illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen
describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumers at all trophic levels
explain why ecosystems with similar characteristics can exist in different geographical locations
explain why different ecosystems respond differently to short-term stresses and long-term changes
explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to the resource limits of an ecosystem
explain how the biodiversity of an ecosystem contributes to its sustainability
analyse the impact of external factors on an ecosystem
describe how soil composition and fertility can be altered and how these changes could affect an ecosystem
Students receive an abundance of conflicting information from media and literature on the need to protect the environment as well as the need to remain competitive in an increasingly technological world. A focus on the dynamic equilibrium within ecosystems provides students with opportunities to explore the interdependence of species and the relationships between organisms and their physical environment. As students develop these understandings, they are better able to make informed decisions about the sustainability of ecosystems. This illustrative example emphasizes social and environmental contexts of science and technology and the unifying concept of equilibrium.
Students research the nature of atmospheric pollutants to answer the question: what are the possible causes of acid rain?
Students watch a video on recent efforts to neutralize an acidic lake in Canada. They discuss the possible intended and unintended effects of this technology.
The above exploration may lead to the following question:
How are the soils and aquatic ecosystems in the proximity of industry affected by atmospheric pollutants?
Students interpret graphs that show the concurrent increase in acidic precipitation, industrialization, and use of fossil fuels. Discrepancies in data are interpreted and solutions to counter the tendency, along with their conflicting repercussions, are discussed open-mindedly.
Students investigate the effect of acids on different types of soils and soil combinations by monitoring the growth of plants in various media. From their results, students come to a consensus about the optimal soil composition for areas affected by acidic precipitation.
Students research a variety of sources from many countries to determine the feasibility of a process that would alter the pH of soils in areas affected by acid rain. Part of the feasibility study includes determining the short- and long-term risks of these changes to organisms living in the soil, and the benefits to humans and plants.
Students participate in a joint project with a school in a neighbouring province to monitor pH levels of precipitation during the entire school year and determine what could be responsible for significant changes. They accept various roles to ensure the success of the project.
Students organize and willingly participate in a mock public hearing to present a course of action for reducing the levels of pollution emission, taking into account the cost and funding sources for measures suggested as well as the short- and long-term needs of all living things sharing that environment.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 118-1, 118-5, 118-9
Skills: 213-7, 214-1, 215-1, 215-4
Knowledge: 331-6, 331-7
Attitudes: 440, 437, 444, 448
describe the usefulness of scientific nomenclature systems (e.g., explain that using SI units guards against misuse and improper combinations of chemicals that could result in unwanted products, and how IUPAC contributes to the efficient and coherent communication of chemical information by and for people in diverse settings)
identify examples where technologies were developed based on scientific understanding (e.g., identify examples such as plastics, the internal combustion engine, pharmaceuticals, rust-proofing compounds designed for vehicles, chemical heat pads, vegetable oil hydrogenation, aerosol sprays, latex paints, and photography)
describe the functioning of domestic and industrial technologies, using scientific principles (e.g., explain how acid rain is neutralized in lakes, how lemon juice can neutralize fish odours, why baking soda is used in baking and in refrigerators, how antacids can settle upset stomachs, and the importance of knowing the pH of hair shampoos and conditioners)
compare examples of how society supports and influences science and technology (e.g., compare examples such as the development of new pesticides by private industry with public research on the causes and effects of acid rain, and consider possible solutions)
provide examples of how science and technology are an integral part of their lives and their community (e.g., provide examples such as the combustion of fuels to heat buildings and power machinery, and the development and use of materials such as stainless steel, acrylics, and synthetic textiles)
identify and describe science- and technology-based careers related to the science they are studying (e.g., identify careers in areas such as biochemistry, medicine, pharmacology, and environmental science)
defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives (e.g., debate the merits of extensively using products such as gasoline, pesticides, plastics, road salt, hydrogen-based fuels, and coal)
design an experiment identifying and controlling major variables (e.g., design an experiment to test how varying the concentration of a reactant affects the rate of a reaction)
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making (e.g., evaluate the advantages of using indicator paper or pH meters in certain experiments)
carry out procedures controlling the major variables and adapting or extending procedures where required (e.g., control major variables when determining the effects of temperature, concentration of reactants, and surface area on a given reaction)
compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., name chemical formulas using appropriate nomenclature for metal and non-metal ions)
demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for handling and disposing of lab materials (e.g., use proper techniques for handling and disposing of acids and bases)
interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., determine the effect of increasing the concentration of a reactant on the rate of reaction)
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., develop a proposal for using an energy source such as gasoline, hydrogen-based fuel, or coal, and identify the strengths and weaknesses of the proposal)
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., develop and present a proposal that identifies the major advantages and disadvantages associated with having Canadians use hydrogen-based fuels rather than carbon-based fuels)
name and write formulas for some common ionic and molecular compounds, using the periodic table and a list of ions
classify substances as acids, bases, or salts, based on their characteristics, name, and formula
illustrate, using chemical formulas, a wide variety of natural and synthetic compounds that contain carbon
represent chemical reactions and the conservation of mass using molecular models, and balanced symbolic equations
describe how neutralization involves tempering the effects of an acid with a base or vice versa
illustrate how factors such as heat, concentration, light, and surface area can affect chemical reactions
After students have developed an understanding of atomic structure and the periodic table in grade 9, the study of chemical reactions provides them with an opportunity to apply their understanding of atomic structure to how chemicals interact. By naming and writing common compounds and balancing equations, students will begin to make connections to a variety of chemical examples in everyday life. This illustrative example emphasizes the social and environmental contexts of science and technology.
Observe and describe several examples of chemical reactions like hydrogen peroxide and platinum, or potassium oxide and lead nitrate.
Determine the presence of an acid, base, carbon dioxide, or water by performing a particular test.
The above exploration may lead to the following question:
How are chemical reactions an important part of our lives and community?
Use appropriate models to demonstrate correct molecular formulas for a variety of compounds.
Students perform a lab experiment to show that mass is conserved in a chemical reaction. Possible sources of error could be discussed.
Using four or five stations in the room, students produce a wide variety of chemical reactions to observe different characteristics such as the production of gases, precipitates, and heat. Students then create a collaborative summary to classify the reactions as to type, and write balanced equations where appropriate. The use of subscripts for the different phases of the reactions should be introduced.
Students are presented with a fictional problem of having to increase production of a particular product. Their task is to prepare a report outlining the most cost-effective method of increasing the reaction rate. The report should include experimental evidence to support their recommendation.
Identify a particular organic compound such as an insecticide, food additive, beauty product, or medical drug, and create a hypertext document on the compound's structure and uses, and its impact on the environment and humans.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 117-1, 117-5, 118-5
Skills: 212-3, 213-9, 214-5, 215-6
Knowledge: 319-1, 319-3, 321-1
Attitudes: 437, 440, 447, 449
evaluate the role of continued testing in the development and improvement of technologies (e.g., explain how automobiles are improved through continual testing for reliability, safety, and environmental impact)
relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary studies (e.g., relate automobile design to studies in kinematics, aerodynamics, mathematics, ergonomics, and environmental science)
distinguish between scientific questions and technological problems (e.g., distinguish between questions such as "What is the effect of a head wind on the velocity of a vehicle?" and "How could the design of a vehicle be modified to take into account a head wind?")
describe the historical development of a technology (e.g., describe the development of vehicles such as bicycles, snowmobiles, automobiles, and motorcycles)
analyse natural and technological systems to interpret and explain their structure and dynamics (e.g., analyse the drive train of an automobile or the gears of a bicycle)
identify possible areas of further study related to science and technology (e.g., suggest areas such as sports training, mechanical engineering, aerodynamics, and ballistics)
describe examples of Canadian contributions to science and technology (e.g., describe examples such as Bombardier's contributions to the development of a variety of vehicles including snowmobiles, trains, and airplanes)
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 (e.g., evaluate the design of an automobile in relation to safety and cost; evaluate the safety of an ultralight airplane)
state a prediction and a hypothesis based on available evidence and background information (e.g., predict how far a vehicle will travel based on an understanding of the displacement, time, and velocity relationship)
design an experiment and identify specific variables (e.g., design an experiment to measure the acceleration of a toy or model car)
formulate operational definitions of major variables (e.g., provide operational definitions for velocity, acceleration, and displacement)
develop appropriate sampling procedures (e.g., determine the time or distance intervals at which measurements will be taken to determine the velocity of a bicycle rider)
use instruments effectively and accurately for collecting data (e.g., use instruments such as stopwatches or photogates to collect data in velocity or acceleration investigations)
estimate quantities (e.g., estimate the time required to travel a certain distance given an approximate velocity)
compare theoretical and empirical values and account for discrepancies (e.g., determine experimentally the value of acceleration due to gravity, compare this value with the accepted value, and explain the difference)
evaluate the relevance, reliability, and adequacy of data and data collection methods (e.g., evaluate and suggest possible improvements to data collection methods while determining the velocity of a bicycle rider)
identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty (e.g., identify potential sources of error in collecting data on an accelerating object)
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results (e.g., present a graph showing an object's velocity, ensuring that the variables are on the appropriate axes)
describe quantitatively the relationship among displacement, time, and velocity
analyse graphically and mathematically the relationship among displacement, velocity, and time
distinguish between instantaneous and average velocity
describe quantitatively the relationship among velocity, time, and acceleration
the concept of motion becomes of great interest to students as they take their test to receive a driver's licence. Students should be provided with opportunities to investigate the principles of kinematics in everyday situations. If students are provided with a variety of examples of motion to investigate, they will begin to develop an understanding of the concepts of displacement, velocity, and acceleration. This illustrative example emphasizes the nature of science and technology.
Using the school field, students determine the average velocities of their classmates running across the school field at different rates. Discuss possible sources of error in taking the measurements.
Produce a class displacement-over-time graph of all students' average velocities. Then determine the relationship between the slope of each line and the average velocity of each student.
The above exploration may lead to the following question:
What are the acceleration characteristics of different transportation vehicles?
Students determine the acceleration of a bicycle rider over a short distance, and compare this value to the acceleration of a car and an airplane.
Students graph the data from the bicycle acceleration experiment and determine where the highest instantaneous velocity occurred. They could suggest possible reasons for why the velocity was highest at that point.
In research teams, students select a mode and vehicle of transportation and develop a consumer report on the characteristics of the particular vehicle chosen. The report should include performance ratings like acceleration and braking characteristics.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 114-3, 116-7, 117-8
Skills: 212-6, 212-9, 213-3, 214-7
Knowledge: 325-2, 325-4
Attitudes: 440, 443, 444, 449
relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary studies (e.g., relate measuring weather phenomena to meteorology, and evaluating wind speed, wind chill, pressure fronts, and rates of evaporation to chemistry and physics)
illustrate how science attempts to explain natural phenomena (e.g., provide examples such as tornado research, meteorological predictions, and the effects on weather of distant ocean currents like El Niño in the Pacific or volcanic eruptions like Mount St. Helens)
explain how scientific knowledge evolves as new evidence comes to light (e.g., explain how our understanding of global warming has changed as new evidence accumulates)
identify examples where scientific understanding was enhanced or revised as a result of the invention of a technology (e.g., identify examples such as satellite imaging, which provided global heat maps; airborne meteorological observation stations, which informed scientists on atmospheric phenomena; and barometers, thermometers, and hygrometers, which gave rise to quantitative weather record keeping)
analyse why scientific and technological activities take place in a variety of individual and group settings (e.g., analyse how the accuracy of weather predictions is enhanced when data from several places and people are combined)
describe examples of Canadian contributions to science and technology (e.g., describe examples such as satellite observation and imaging, and cold climate meteorology)
identify questions to investigate that arise from practical problems and issues (e.g., develop questions related to the effect of heat energy transfer within the hydrosphere)
use library and electronic research tools to collect information on a given topic (e.g., use the library to collect information related to the types of airborne pollutants present in the atmosphere)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., collect weather data, both historic and current, from local weather stations, newspapers, and the Internet)
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., use satellite pictures, both paper and electronic, as a basis for predicting weather)
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 possible sources of error when interpreting a satellite picture used for predicting weather)
provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion (e.g., using appropriate software simulations or data from a research project, show the effects of increasing the concentration of a particular airborne pollutant on the environment)
identify new questions or problems that arise from what was learned (e.g., discuss possible changes in weather conditions due to changes in heat energy transfer within the hydrosphere and atmosphere)
develop, present, and defend a position or course of action, based on findings (e.g., use historical and current weather data to support a position on future weather patterns)
describe and explain heat transfer within the water cycle
describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents
describe how the hydrosphere and atmosphere act as heat sinks within the water cycle
describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems
analyse meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies
Global climate is controlled by conditions that affect the absorption of radiation from the sun. An introduction to global weather dynamics is an opportunity for students to understand the relationships between weather patterns and heat transfer between the hydrosphere and atmosphere. As students develop these understandings, they can begin to appreciate the complexity of factors affecting global weather dynamics. This illustrative example emphasizes the nature of science and technology and the unifying concept of energy.
Students identify situations where airborne contaminants have been classified as greenhouse gases. In each situation students should discuss the potential impact specific airborne contaminants could have on global weather dynamics.
Students research various regional weather patterns over the past 100 years to map trends or occurrences of weather phenomena.
The above exploration may lead to the following question:
How are airborne pollutants affecting global weather systems?
To investigate the heat-absorption rates of various chemicals, students research types of airborne pollutants that currently exist and assess their potential impact on global warming.
Students make predictions on the effects of specific airborne pollutants and use appropriate simulation software programs to test their hypotheses and to illustrate potential changes in global weather dynamics.
Students investigate the effects of changes to the concentration of greenhouse gases and the potential impact on regional weather dynamics.
Students research teams use a variety of resources to report on greenhouse gases, their heat capacity, and their potential effects on global weather patterns.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 115-2, 115-6
Skills: 212-1, 213-6, 214-3, 214-17
Knowledge: 331-2, 331-3, 331-4
Attitudes: 445, 448, 450
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