compare scientific inquiry, problem solving, and decision making in terms of their purpose, goals, and applications (e.g., examine the position taken by various researchers with regard to the development and marketing of possible cures for cancer)
identify major shifts in scientific world views (e.g., describe shifts such as acceptance of the view that all forms of life are determined by a genetic code found in DNA molecules, or that all cells of an organism contain the same genetic information)
provide examples of scientific knowledge that have resulted in the development of technologies (e.g., provide examples such as the reproduction of transplanted genes in bacteria, which was made possible by understanding the rate reproduction of unicellular organisms)
provide examples of Canadian contributions to science and technology (e.g., provide examples such as the development of the McIntosh apple and Canola and research into fetal alcohol syndrome)
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 various causes of infertility or cures for genetic disorders like cystic fibrosis)
identify questions to investigate arising from practical problems and issues (e.g., identify questions such as "What are the best conditions for mushroom reproduction")
estimate measurements (e.g., estimate the number of cells in a day-old embryo, given the frequency of cell division)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., consult books, videos, pamphlets, and models on human physiology and pregnancy)
predict the value of a variable by interpolating or extrapolating from graphical data (e.g., predict the time of ovulation from a graph of daily body temperatures)
interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., suggest an explanation for trends in the optimum reproductive years of women)
apply given criteria for evaluating evidence and sources of information (e.g., consider the date of publication, the relevance, and the perspective of the author of an information source on reproductive technologies)
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., illustrate the steps involved in spore and gamete production in mosses and explain the relationship between them)
illustrate and describe the basic process of cell division, including what happens to the cell membrane and the contents of the nucleus
explain signs of pregnancy and describe the major stages of human development from conception to early infancy
recognize that the nucleus of a cell contains genetic information and determines cellular processes
distinguish between sexual and asexual reproduction in representative organisms
compare sexual and asexual reproduction in terms of their advantages and disadvantages
compare the structure and function of the human reproductive systems
discuss factors that may lead to changes in a cell's genetic information
Reproduction is an essential biological mechanism for the continuity and diversity of species. Students should be provided with opportunities to explore the fundamental processes of reproduction. As well, heredity and the transmission of traits from one living generation to the next could be examined. This illustrative example emphasizes the relationships between science and technology and the unifying concept of similarity and diversity.
students are asked to identify some living things that produce offspring asexually. They can then be asked under what condition it would be a benefit to have the ability to reproduce exclusively on their own. This exploration will allow a teacher to take into account both the students' level of comfort and their prior knowledge about asexual modes of reproduction.
The above exploration may lead to the following question:
What is the most appropriate technique for vegetatively reproducing a particular plant?
students conduct research to identify types of plants that could be used to study and experiment with the factors that affect the potential success of asexual reproduction. Depending on the technique used, various factors could be studied, such as the physical medium used to ensure an efficient reproduction, the ambient temperature, artificial lighting, and the level of moisture. Through this experimental work, students learn to ensure that major variables are controlled and to set a reliable system to collect experimental data within a certain period of time.
As a team, students identify advantages and disadvantages related to asexual mechanisms of reproduction. To develop their thinking, students conduct research, using printed and electronic resources.
Students consult a local nursery to determine to what extent vegetative reproduction in mechanisms has an impact on the nursery industry.
Students identify, using their common names, weeds that use vegetative reproductive mechanisms to propagate themselves.
Students identify other types of living things besides plants that can reproduce themselves asexually.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 111-1
Skills: 208-2, 209-5, 211-2
Knowledge: 305-2, 305-3
Attitudes: 425, 429, 430
identify major shifts in scientific world views (e.g., identify major shifts in atomic theory that have enabled more detailed explanations of natural phenomena and technologies leading to molecular biology and nuclear research)
provide examples of scientific knowledge that have resulted in the development of technologies (e.g., provide examples of substances such as fertilizers, mineral supplements, and industrial agents whose production requires a knowledge of chemistry)
provide examples of technologies that have enhanced, promoted, or made possible scientific research (e.g., provide examples of nuclear energy technology that have enhanced scientific research)
apply the concept of systems as a tool for interpreting the structure and interactions of natural and technological systems (e.g., compare the way an atom behaves because of the interaction of its components to the way similar molecules behave because of the interaction of their atoms)
explain how society's needs can lead to developments in science and technology (e.g., give examples showing how limited resources have forced scientists and technologists to develop more efficient ways to extract necessary elements or compounds from nature or to find or develop appropriate substitutes)
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 large petrochemical companies that employ teams of chemists, and chemical journals that facilitate international exchanges)
formulate operational definitions of major variables and other aspects of their investigations (e.g., provide operational definitions for mass, charge, electrons, protons, neutrons, nucleus, atoms, molecules, elements, compounds, neutral, positive, negative, ions, isotopes, and periodic table)
select and integrate information from various print and electronic sources or from several parts of the same source (e.g., compare properties of various elements using information obtained in encyclopedias and software)
demonstrate a knowledge of WHMIS standards by using proper techniques for handling and disposing of lab materials (e.g., use proper techniques to observe and compare various elements and compounds)
use or construct a classification key (e.g., use a periodic table to predict the properties of a family of elements)
compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs, and scatter plots (e.g., describe the characteristics of a given element, using an interactive display)
state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., conclude that the proportion of hydrogen to oxygen in water molecules is 2:1 based on the data obtained from the electrolysis of water)
identify and evaluate potential applications of findings (e.g., identify fertilizers as a possible application of elements, and evaluate the potential use of given elements when choosing a fertilizer)
identify new questions and problems that arise from what was learned (e.g., identify new questions such as the following: "Why do different molecules containing the same elements behave differently?" "How do atoms stick together in a molecule?" "Are there smaller particles than electrons, protons, and neutrons?")
evaluate individual and group processes used in planning, problem solving, decision making, and completing a task (e.g., evaluate the relative success and scientific merits of a question and answer session with a professional chemist in which the questions were drafted by students)
investigate materials and describe them in terms of their physical properties
describe changes in the properties of materials that result from some common chemical reactions
use models in describing the structure and components of atoms and molecules
identify examples of common elements, and compare their characteristics and atomic structure
identify and write chemical symbol or molecular formula of common elements or compounds
Modern chemistry is founded on atomic theory and its associated findings. Building on past explorations using various substances and the particle model of matter, students should become familiar with the relevance of the basic constituents of atoms and molecules, with chemical symbols themselves, and with common elements and compounds. A strong connection should develop between students' basic ideas about chemistry and related examples in their own lives, rather than the traditional theoretical approach. This illustrative example emphasizes the relationships between science and technology and the unifying concept of systems and interactions.
Students brainstorm examples of chemical symbols they have encountered in their daily lives, and suggest what the symbols stand for.
Questions such as the following are posed to students to arouse their curiosity and activate prior knowledge about atoms and molecules: "Why do they sometimes get a shock when they walk across a carpet?" "how many types of atoms and molecules are there on Earth?"
The above exploration may lead to the following question:
What are examples of familiar atoms and molecules?
Students attempt to determine the chemical formula of various familiar substances, using a variety of sources. Without getting into detailed molecular bonding or structure, students should recognize that a particular pure substance is always made up of the same type of molecules, all sharing the same chemical formula.
Students examine the periodic table and study a few examples of common elements.
Students develop a board game that utilizes the key ideas in the development of the atomic theory. This game could also include characteristics of common elements and compounds studied in class.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 111-6
Skills: 208-7, 209-7, 210-1
Knowledge: 307-15, 307-16
Attitudes: 422, 428, 431
illustrate how technologies develop as a systematic trial-and-error process that is constrained by cost, the availability and properties of materials, and the laws of nature (e.g., give examples such as the development of alternative sources of energy, the use of copper rather than aluminum in household wiring, and the development of energy-efficient electrical appliances)
explain the importance of using precise language in science and technology (e.g., explain that precise language is required to properly interpret Energuide labels or to understand a utility bill)
compare examples of past and current technologies developed to meet a similar need (e.g., compare the size and components of fuses or circuit breakers)
provide examples of scientific knowledge that have resulted in the development of technologies (e.g., provide examples such as the invention of electrostatic air filters based on an understanding of static electricity, the development of solar cells and light sensors based on an understanding of the photoelectric effect, and the development of microphones based on an understanding of the piezoelectric effect)
provide examples of how science and technology affect their lives and their community (e.g., provide examples such as how electrical appliances have improved their lifestyles)
evaluate the design of a technology and the way it functions on the basis of identified criteria such as cost and the impact on daily life and the environment (e.g., evaluate the design of certain electrical appliances on the basis of their electrical consumption and on the cost associated with the consumption of electricity)
make informed decisions about applications of science and technology, taking into account environmental and social advantages and disadvantages (e.g., evaluate the route used for the power transmission lines from the generating plant to their community; make a decision about using appliances, such as a dishwasher or a refrigerator, that takes into account the advantages of these appliances and the environmental impact of detergents or freon)
propose a course of action on social issues related to science and technology, taking into account human and environmental needs (e.g., propose a course of action that reduces the consumption of electrical energy)
rephrase questions in a testable form and clearly define practical problems (e.g., rephrase a question such as "Why do we use parallel circuits in household wiring?" to "How do the voltage and current in a series circuit compare with those in a parallel circuit?")
formulate operational definitions of major variables and other aspects of their investigations (e.g., provide operational definitions for voltage, resistance, and current)
use instruments effectively and accurately for collecting data (e.g., use an ammeter and a voltmeter to measure current and voltage in a circuit)
identify, and suggest explanations for, discrepancies in data (e.g., calculate the efficiency of an electric kettle and explain the energy loss; explain the variations in the monthly costs of electrical energy)
apply given criteria for evaluating evidence and sources of information (e.g., select recent data while conducting research on the environmental problems associated with the flooding of lands as a result of dam construction)
identify potential sources and determine the amount of error in measurement (e.g., identify potential sources of error in ammeter and voltmeter readings)
evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials, and impact on the environment (e.g., evaluate the reliability of a device built to detect static charge)
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., present graphically the data from the investigation of voltage, current, and resistance in series and parallel circuits)
explain the production of static electrical charges in some common materials
identify properties of static electrical charges
compare qualitatively static electricity and electric current
describe the flow of charge in an electrical circuit
describe series and parallel circuits involving varying resistance, voltage, and current
relate electrical energy to domestic power consumption costs
determine quantitatively the efficiency of an electrical appliance that converts electrical energy to heat energy
describe the transfer and conversion of energy from a generating station to the home
Technologies based on the principles of electricity are an important part of the student's world. An understanding of the essentials of electrostatics and electric circuits will enable students to connect their learning to everyday applications. Investigations help students to learn the laws of electrostatic charges, study some features and properties of electrostatics and electric circuits, and measure and calculate electrical energy and the efficiency of a simple appliance. This illustrative example emphasizes the nature of science and the unifying concept of energy.
Students are provided with a variety of materials like cloth, fur, paper towel, wood, plastic and metal and challenged to determine which combination of materials creates the greatest static charge. They are encouraged to develop their own static charge measuring device and evidence to support their results.
The above exploration may lead to the following question:
What are examples of static and current electricity in the home?
Once the properties of static electrical charges have been determined, students design a device that would reduce or eliminate the shock a person receives after walking across a carpet and touching something metallic.
Students are given a collection of light bulbs, wires, and batteries and are challenged to design circuits that cause one light bulb to go on, two light bulbs to go on with the same brightness, and two light bulbs to go on, where, if one bulb is unscrewed, the other stays on. Each circuit should be drawn, and the flow of charge and energy described.
Students draw an electrical blueprint of a house showing how the house would be wired.
Students design a circuit that could be used in a long hallway. The circuit should consist of a light and two switches that allow for a light to be turned on at one end of the hall and then turned off at the other. It should then be possible to turn the light back on and walk back down the hall and turn the light off again.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 109-6, 109-14, 111-1
Skills: 208-1, 209-3, 210-15
Knowledge: 308-14, 308-15, 308-16, 308-17
Attitudes: 426, 429, 430
describe and explain the role of experimentation, collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge (e.g., explain how data provided by astronomy, radio astronomy, satellite-based astronomy, and satellite exploration of the sun, planets, moons, and asteroids contribute to our knowledge of the solar system)
relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary study areas (e.g., relate analysis of meteorites or lunar materials to chemistry and geology)
explain the need for new evidence in order to continually test existing theories (e.g., explain the need for new evidence obtained from space-based telescopes and close-up observations by satellites, which can reinforce, adjust, or reject existing inferences based on observations from Earth)
describe the science underlying particular technologies designed to explore natural phenomena, extend human capabilities, or solve practical problems (e.g., describe how optical principles are demonstrated in a telescope, and aerodynamic principles are applied in rocket and spacecraft engineering)
provide examples of how Canadian research projects in science and technology are supported (e.g., provide examples such as government involvement in the development and use of communication satellites, and the private- and public-sponsored research experiments carried out as part of space shuttle missions)
describe examples of science- and technology-based careers in Canada, and relate these careers to their studies in science (e.g., describe examples such as astronauts, astrophysicists, materials technologists, pilots, and computer programmers)
describe possible positive and negative effects of a particular scientific or technological development, and explain why a practical solution requires a compromise between competing priorities (e.g., describe effects such as the spinoffs from space technologies to everyday usage and the potential military use of space exploration, and recognize the need to evaluate these objectives)
propose alternative solutions to a given practical problem, select one, and develop a plan (e.g., design and describe a model space station)
state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict the next visit of a comet based on past observations)
organize data using a format that is appropriate to the task or experiment (e.g., maintain a log of their observations of changes in the night sky; prepare a comparative data table on various stars)
identify strengths and weaknesses of different methods of collecting and displaying data (e.g., compare Earth-based observations to those made from spacecraft; explain why the precise observation of stars is limited by their distance)
calculate theoretical values of a variable (e.g., calculate the travel time to a distant star at a given speed)
identify new questions and problems that arise from what was learned (e.g., identify questions such as the following: "What are the limits of space travel?" "How old is the Universe?" "Is Earth the only suitable home for humans?")
receive, understand, and act on the ideas of others (e.g., take into account advice provided by other students or individuals in designing a space suit)
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., write and act out a group skit demonstrating tasks and interactions among astronauts during a mission)
defend a given position on an issue or problem, based on their findings (e.g., conduct appropriate research to justify their position on the economic costs or benefits of space exploration)
describe theories on the formation of the solar system
describe and classify the major components of the universe
describe theories on the origin and evolution of the universe
describe and explain the apparent motion of celestial bodies
describe the composition and characteristics of the components of the solar system
describe the effects of solar phenomena on Earth
Innovations and advancements in computers and other technologies related to astronomy in the past 20 years have enabled astronomers to collect new evidence about the nature of the universe. The study of space exploration is an opportunity for students to develop an understanding of the origin, evolution, and components of the solar system and the universe. As students become more aware of the solar system and the universe and understand them better, they develop a greater appreciation of them and how they function. This illustrative example emphasizes the nature of science and technology and the unifying concept of change and constancy.
Students investigate historical theories and beliefs about the origins of the solar system and the universe.
Students discuss technologies that have been developed in the past that have enabled major advances to occur in our understanding of the solar system and the universe.
The above exploration may lead to the following question: How has our understanding of the solar system and the universe changed with advances in technology?
Students explore historical views of the solar system and the universe from classical times, through the middle ages, to the present day. Students investigate perceptions of the universe of other cultures, such as eastern cultures and first nations.
Using a variety of print and electronic resources, students follow the technological development of tools used in astronomy and the impact of these tools on changing theories and perceptions of the solar system and the universe.
In research teams, students focus on the historical development of a specific type of astronomical equipment or other technology that has enabled astronomers to gain new insight into the solar system and the universe.
This illustrative example suggests ways students can be led to attain the following learning outcomes:
STSE: 109-3, 110-6
Skills: 209-4, 210-3, 210-16, 211-1
Knowledge: 312-2, 312-5
Attitudes: 422, 424, 425
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