explain the importance of choosing words that are scientifically or technologically appropriate (e.g., explain that it is important to use proper terms like "cell membrane" and "cell wall" to help distinguish between types of cells)
distinguish between ideas used in the past and theories used today to explain natural phenomena (e.g., compare the early idea that living organisms were made of air, fire, and water with the modern cell theory)
illustrate examples of conflicting evidence for similar scientific questions (e.g., provide examples such as the nature versus nurture debate, the risks of cancer associated with certain substances, and the possibility of the regeneration of nerve cells)
describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems (e.g., describe how the knowledge of diffusion and solutions is important in the design of the dialysis machine, or how the knowledge of pumps, pressure, and the functioning of the heart are applied in the construction of artificial hearts)
describe how a community's needs can lead to developments in science and technology (e.g., describe how the need for blood for transfusions led to the establishment of blood banks, or how lifestyle changes have led to the development of fitness equipment and the establishment of fitness centres)
provide examples of science- and technology-based careers in their province or territory (e.g., provide examples such as lab and X-ray technicians, physiotherapists, nutritionists, and public health nurses)
make informed decisions about applications of science and technology, taking into account personal and social advantages and disadvantages (e.g., decide to exercise or stop smoking based on data from scientific research; sign an organ-donor card)
rephrase questions in a testable form and clearly define practical problems (e.g., rephrase a question such as "Does lifestyle have an effect on physical fitness?" to "How does a smoker's lung capacity compare to that of a nonsmoker?")
estimate measurements (e.g., estimate the number of cells in a petri dish or in a colony, based on samples taken from the total population)
use instruments effectively and accurately for collecting data (e.g., use a microscope appropriately to produce a clear image of cells)
organize data using a format that is appropriate to the task or experiment (e.g., present on the same graph the theoretical results and the estimated actual results of cell division over time)
identify, and suggest explanations for, discrepancies in data (e.g., explain variations in the heart rate or blood pressure of the same individual at different times during the day)
evaluate individual and group processes used in planning, problem solving, decision making, and completing a task (e.g., evaluate the group processes involved in designing and developing a pamphlet that describes the proper functioning of an organ or system)
illustrate and explain that the cell is a living system that exhibits all the characteristics of life
distinguish between plant and animal cells
explain that growth and reproduction depend on cell division
explain structural and functional relationships between and among cells, tissues, organs, and systems in the human body
relate the needs and functions of various cells and organs to the needs and functions of the human organism as a whole
describe the basic factors that affect the functions and efficiency of the human respiratory, circulatory, digestive, excretory, and nervous systems
describe examples of the interdependence of various systems of the human body
In previous explorations of living things, students will have encountered the cell as a basic building block and functional unit of life. At this level, these notions are expanded in a more rigorous fashion to ensure that students understand the cell's critical importance to all life. These new understandings allow students to study the human organism from a holistic perspective. The following illustrative example emphasizes the nature of science and technology and the social and environmental contexts of science and technology in a combined fashion, as well as the unifying concept of systems and interactions.
Students are asked to brainstorm collectively about the fundamental needs of living things, and encouraged to reflect on their past studies of various types of life forms.
Students imagine and explain what would be the most essential parts of a robot that seeks to do everything a human being does. Within groups, various diagrams of robot bodies could be constructively critiqued, and inferences about the essential functions of a human being could be summarized.
The above exploration may lead to the following question:
How can a microorganism or a tree be as "alive" as a human being?
Students prepare a Venn diagram to illustrate the similarities and differences in the structure and physiology of a single cell and a multicellular organism. Videos, animated presentations, or software could assist students in developing their diagrams.
Given hypothetical cell size, rate of cellular division, and cellular mortality, students calculate how much tissue one cell can generate in a specified period of time. This type of mathematical problem can be repeated with increasing complexity, to demonstrate variability in tissue growth or to familiarize students with the consequenses of cancer.
A group of students showcase a play they have researched and authored themselves on various key moments in the development of modern cell theory and its medical consequences. The audience could be their classmates, to challenge the creators to make the play relevant to their audience.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 109-13, 112-10
Skills: 208-1, 209-2, 209-4, 211-4
Knowledge: 304-4
Attitudes: 422, 428, 430
describe how technologies develop as a systematic trial-and-error process that is constrained by the properties of materials and the laws of nature (e.g., describe the development of technologies such as microscopes, telescopes, reading glasses, and contact lenses)
relate personal activities in formal and informal settings to specific science disciplines (e.g., relate specific activities to scientific disciplines, such as observing stars with a telescope to the study of optics, and using a short wave radio to the study of physics)
explain the importance of choosing words that are scientifically or technologically appropriate (e.g., show the consequences of not using proper terms like "incidence," "reflection," "wavelength," and "frequency")
provide examples of technologies that have enabled scientific research (e.g., provide examples such as lasers, which have enabled research in the fields of medicine and electronics; microscopes, which have enabled research in medicine, forensics, and microbiology; and fibre optics and the endoscope, which have facilitated medical research)
provide examples to illustrate that scientific and technological activities take place in a variety of individual or group settings (e.g., provide examples such as lens makers who work alone and astronomers who work in teams)
describe possible positive and negative effects of a particular scientific or technological development, and explain how different groups in society may have different needs and desires in relation to it (e.g., describe effects such as the impact on the speed of communication and on eyesight of using computers, and compare how businesses and students use computers)
analyse the design of a technology and the way it functions on the basis of identified criteria such as cost and impact on daily life and the community (e.g., analyse the design of microwave ovens or sun tanning lamps, and the way they function, based on their cost, usefulness, and impact)
rephrase questions in a testable form and clearly define practical problems (e.g., rephrase questions such as "What is the angle of refraction of light in water?" to "Do all liquids refract light equally?")
identify questions to investigate arising from practical problems and issues (e.g., identify questions such as "How are corrective lenses crafted?" and "Why does sunlight bleach materials?")
state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the effect of a dense liquid on the angle of refraction of light)
select appropriate methods and tools for collecting data and information and for solving problems (e.g., select tools such as mirrors, lenses, prisms, and half-moon water boxes)
estimate measurements (e.g., estimate light intensity, and angles of incidence and reflection)
use tools and apparatus safely (e.g., use lasers appropriately, and consider potential dangers related to the use of various devices producing electromagnetic radiations, such as microwave ovens and ultraviolet lamps)
calculate theoretical values of a variable (e.g., calculate theoretical values such as wavelengths and frequencies)
state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., conclude that solutes in water affect refraction, and explain the effect of various concentrations of solutes on diffraction)
identify new questions and problems that arise from what was learned (e.g., identify issues such as how they can protect themselves against electromagnetic radiation)
receive, understand, and act on the ideas of others (e.g., act on the suggestions of others, such as to try other lenses or mirror and prism combinations to obtain various light patterns)
defend a given position on an issue or problem, based on their findings (e.g., prepare a brochure informing the public about the risks of a specific electromagnetic radiation)
identify and describe properties of visible light
describe the laws of reflection of visible light and their applications in everyday life
describe qualitatively how visible light is refracted
describe different types of electromagnetic radiation, including infrared, ultraviolet, X-rays, microwaves, and radio waves
compare properties of visible light to the properties of other types of electromagnetic radiation, including infrared, ultraviolet, X-rays, microwaves, and radio waves
Applications using the principles of light have resulted in devices that have improved scientific techniques and contributed to the quality of life. An introduction to some basic concepts of these two forms of energy will help students understand how light is produced, transmitted, and detected by the senses. It will also enable them to explain how some devices, like a CD player and lenses, function. This illustrative example emphasizes the nature of science and technology and the unifying concept of energy.
Students identify optical devices that make use of mirrors, such as cameras, periscopes, and telescopes. Using diagrams of these devices, students suggest how light travels within the device.
The above exploration may lead to the following question:
How are the laws of reflection for visible light utilized in technological devices?
Students are to design and test a security system that would allow the manager of a music store to constantly monitor the inventory of CDs and tapes from her office using carefully mounted mirrors and a video camera. For example, use a ray box and plane mirror to indicate the placement of a mirror so as to maintain constant surveillance on a particular area. For that location, use a ray box, a plane mirror, and the measured angles of incidence and reflection to demonstrate the camera's ability to cover the expected viewing area.
Students explain how different curved mirrors are used as cosmetic mirrors, and as rear- and side view mirrors in vehicles.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 109-5, 109-10, 109-13
Skills: 208-2, 209-6, 211-1
Knowledge: 308-9, 308-10
Attitudes: 426, 428, 434
describe and explain the role of collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge (e.g., indicate that the particle model of matter helps explain variation in viscosity of fluids, and that finding relationships between density or pressure and change in temperature provides insights into practical uses for fluids)
relate personal activities in formal and informal settings to specific science disciplines (e.g., relate fluid dynamics to using motor oils of varying viscosity during different seasons, and explain the way spray cans, car brakes, hydraulic lifts, pumps, body organs, and decompression chambers function)
provide examples of scientific knowledge that have resulted in the development of technologies (e.g., provide examples such as the understanding of buoyancy and density, which has led to the development of personal floating devices, a variety of water and surfing craft, and gliders; and the understanding of pressure, which has led to the development of research submersibles, diving equipment, pumps, tires, and vacuum cleaners)
provide examples of how science and technology affect their lives and their community (e.g., provide examples such as braking systems, hydraulic devices, bicycle tires, and diving equipment)
provide examples of Canadian contributions to science and technology (e.g., provide examples such as the Pisces IV submersible, the Hibernia platform, and oil rigs)
analyse the design of a technology and the way it functions on the basis of identified criteria such as cost and impact on daily life and the community (e.g., analyse the design of a pipeline, taking into account its environmental and economic impact)
propose a course of action on social issues related to science and technology, taking into account personal and community needs (e.g., propose a model for the installation and maintenance of irrigation pipes to an arid site, including a profile of the water source and the method used to ensure the movement and control of water)
identify questions to investigate arising from practical problems and issues (e.g., identify questions such as "What factors affect the amount of cargo a barge can hold?")
design an experiment and identify major variables (e.g., design an experiment to find the optimal viscosity of a milk shake for a particular size straw, and control variables such as straw diameter, refrigeration temperature, and fat content in milk)
use instruments effectively and accurately for collecting data (e.g., calibrate a dynamometer; carefully lower a hydrometer into a container so as not to break it)
demonstrate a knowledge of WHMIS standards by using proper techniques for handling and disposing of lab materials (e.g., dispose of oils in specified containers rather than pouring them down the drain; test the specific gravity of the acid in a car battery, in a fume hood)
identify, and suggest explanations for, discrepancies in data (e.g., suggest explanations for discrepancies in data, such as the measurement of the volume of irregular objects by water displacement)
apply given criteria for evaluating evidence and sources of information (e.g., test a prototype in a variety of situations to ensure that the results were not due to chance)
identify and evaluate potential applications of findings (e.g., drain the oil from a lawnmower when it is hot, to ensure maximum capture)
identify and correct practical problems in the way a prototype or constructed device functions (e.g., adjust the length of the rubber band of a dynamometer they have constructed themselves to get accurate readings; change the placement of a valve in a pumping mechanism)
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., consider alternative ideas suggested by group members on ways to reduce friction in a liquid circulation system)
compare the viscosity of various liquids
describe factors that can modify the viscosity of a liquid
describe the relationship between the mass, volume, and density of solids, liquids, and gases using the particle model of matter
explain the effects of changes in temperature on the density of solids, liquids, and gases and relate the results to the particle model of matter
describe situations in daily life where the density of substances naturally changes or is intentionally altered
analyse quantitatively the density of various substances
describe qualitatively the relationship between mass and weight
describe the movement of objects in terms of balanced and unbalanced forces
describe quantitatively the relationship between force, area, and pressure
explain qualitatively the relationship between pressure, volume, and temperature when liquid and gaseous fluids are compressed or heated
Fluids, including air and water, are essential in most industrial processes. They form the basis of hydraulic and pneumatic devices and machines. Students explore the properties of fluids, including viscosity and density, and explain them using the particle theory. They also have an opportunity to understand the buoyant forces acting on floating, submerged, and sunken objects. As students conduct their investigations, they will recognize the practical applications of the properties of fluids in the operation of simple machines. This illustrative example emphasizes the social and environmental contexts of science and technology.
After a demonstration of how a ball of clay sinks when placed in water, students are challenged to modify the clay so that it floats. Students are then invited to suggest possible explanations for why the clay now floats.
The above exploration may lead to the following question:
What shape of barge can be designed, using a fixed amount of material, to carry the greatest amount of cargo?
To investigate buoyant forces, students design and construct a barge, using a fixed amount of material.
Students compare the densities of the various barges that were designed and evaluate their barge on the basis of these comparisons and the mass of cargo it can carry and still float.
Students provide and explain other examples, like hot-air balloons, which utilize buoyant forces.
Students research some medical or industrial applications of fluid principles in their community. For example, doctors measure blood pressure with sphygmomanometers.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 112-7, 113-5
Skills: 208-6, 210-8, 210-14, 211-3
Knowledge: 307-10, 309-2, 309-3
Attitudes: 422, 428, 431
describe scientific inquiry, problem solving, and decision making, and provide examples where they may be applied (e.g., assess data to elaborate conclusions on ocean characteristics and activities, or data on various technological attempts, such as piers, jetties, breakwaters, dykes, dune vegetation, and coastline reconfiguration, to contain damage due to waves and tides)
describe examples of how technologies have been improved over time (e.g., provide examples such as boats, submarines, lighthouses, fishing nets, and deep sea diving)
provide examples of technologies that have enabled scientific research (e.g., provide examples such as sonar, core sampling, satellite imaging, bathyscaphes, tracking devices, and underwater photography and videography)
apply the concept of systems as a tool for interpreting the structure and interactions of natural and technological systems (e.g., compare components of an aquarium or a large swimming pool to those of a lake or an ocean; relate ocean floor topography and depth to temperature and currents)
provide examples of public and private Canadian institutions that support scientific and technological research and endeavours (e.g., provide examples such as marine research institutes, universities, federal and provincial government departments, and ecological groups)
describe possible positive and negative effects of a particular scientific or technological development, and explain how different groups in society may have different needs and desires in relation to it (e.g., describe the effects of oil rigs on the ocean floor and point out related issues particular to oil companies and fishers)
provide examples of problems that arise at home, in an industrial setting, or in the environment that cannot be solved using scientific and technological knowledge (e.g., provide examples such as preventing hurricanes, iceberg drifts, pollutant dispersion in the open sea, and polar icecap fluctuations)
propose alternative solutions to a given practical problem, select one, and develop a plan (e.g., design different breakwaters to protect a shoreline)
design an experiment and identify major variables (e.g., compare the density and buoyancy of fresh water and sea water)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., summarize information on the topographic features of an ocean)
identify strengths and weaknesses of different methods of collecting and displaying data (e.g., identify strengths and weaknesses of technologies used to map the sea floor)
predict the value of a variable by interpolating or extrapolating from graphical data (e.g., predict plankton densities, heights of tides, and the ratio of present fishing quotas to the future stock of a species by interpolating or extrapolating from a graph)
interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., relate ocean currents to coastal climates, and the severity of erosion to the type of shoreline)
identify new questions and problems that arise from what was learned (e.g., identify questions such as the following: "Can ocean currents be modified?" "Is kelp a viable source of food?" "Is pollution in the ocean a severe problem?" "How would icecap melting change Canadian coastlines?")
communicate questions, ideas, intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means (e.g., prepare a multimedia presentation on the effect of tides on Canadian shores)
evaluate individual and group processes used in planning, problem solving, decision making, and completing a task (e.g., discuss the advantages and disadvantages of researching, as a group, ocean fauna and flora)
describe processes that lead to the development of ocean basins and continental drainage systems
analyse factors that affect productivity and species distribution in marine and fresh water environments
describe the interactions of the ocean currents, winds, and regional climates
explain how waves and tides are generated and how they interact with shorelines
describe processes of erosion and deposition that result from wave action and water flow
describe factors that affect glaciers and polar icecaps, and describe their consequent effects on the environment
Over two thirds of the Earth's surface is covered by oceans and freshwater features. A study of the Earth's marine and freshwater systems provides opportunity for students to learn about the relationship between the geomorphology of the Earth, and the dynamics of oceans and freshwater basins. As students develop these understandings, they should be able to explain how these geological features have developed and their impact on society. This illustrative example emphasizes the social and environmental contexts of science and technology and the unifying concept of change and constancy.
Students identify geological formations that occur in the oceans, such as sea mounts, continental shelves, and trenches, to explain their local or global importance to society, such as the Grand Banks, arctic polynyas, Pacific coast of Canada.
From a videotape demonstrating the North Sea, Hybernia, or Beaufort
Sea oil rig technologies, students discuss the technologies used to extract and secure oil and natural gas from the ocean floor.
The above exploration may lead to the following question:
How can we extract natural resources from oceans responsibly?
Students identify situations where the risks and benefits of exploiting resources from the ocean floor have to be carefully considered.
Students investigate the physical features and characteristics of sea mounts, continental shelves, and trenches to determine the risks associated with working on or near these geological features.
In research teams, students use a variety of resources to develop and present a report on the limitations of technologies used to safely extract and transport oil and natural gas from Canada's three oceans.
Students design and test a simple model of an oil rig or platform that is designed to withstand conditions associated with the geographical hazards of the region.
Students debate the pros and cons of natural resource development in the oceans.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 112-5, 113-2, 113-10
Skills: 208-4, 209-5, 210-6, 211-2, 211-4
Knowledge: 311-7, 311-8
Attitudes: 423, 429, 432
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