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Course Profile Science (SNC4E), Grade 12, Workplace
Preparation, Catholic
Course Overview
Prerequisite: Science, Grade 11, Workplace Preparation
This
course provides students with the science-related knowledge and skills they
need to help them make informed decisions in the workplace and in their
personal lives. Students will explore a range of topics, including chemistry at
home and at work; communications technology; medical technology; gardening,
horticulture, landscaping, and forestry; and alternative life-sustaining
environments. Emphasis is placed on relating these topics directly to students’
experiences both in the world of work and in daily life.
The study
of science helps students to learn to be reflective, critical, and creative
thinkers, as well as discerning believers, who can apply their knowledge to the
world around them. They can make appropriate decisions in light of Gospel
values and Church teachings. Through the study of the techniques of science,
particularly experimentation, students learn to be collaborative contributors
to an interdependent team, respecting the rights, responsibilities, and
contributions of others. Studying the applications of science to work leads
students to find meaning, dignity, fulfillment, and vocation in the work they
do that contributes to the common good. Overall, students become aware of the
spiritual, as well as the physical dimension of the world and of the need to
respect the environment and to use resources wisely in order to fulfill their
roles as stewards of God’s creation. It is the Christian perspective on life
and its meaning as revealed in Jesus Christ which underlies our education
approach and which is reflected throughout the curriculum.
The overall intent of the Science curriculum is
that all graduates of
Workplace Preparation courses are designed to
equip students with the knowledge and skills they need for direct entry into
the workplace or for admission to apprenticeship programs and other training
programs offered in the community. Teaching and learning will emphasize the
workplace applications of the course content, but will also explore the
theoretical material that underlies these practical applications. Cooperative
education and work experience placements within the community are important
components of workplace preparation courses. Where possible, schools should
involve employers and site supervisors to support the intent of the course.
This Science course designed for workplace preparation will emphasize the
development of generic employment skills, as well as independent research and
learning skills.
In the science policy document list
of expectations, Scientific Investigative Skills (SIS) are given that precedes
the strands for each course. These expectations describe skills that are
considered to be essential for scientific investigation, and skills required
for investigating possible careers in the subject area. Since some students
will not have studied Science since Grade 10, diagnostic assessment in these
skills may be required before proceeding with certain activities.
Teachers should ensure that students develop
these skills in appropriate ways while achieving the curriculum expectations
outlined in the strands. Throughout this Course Profile these expectations have
been broken down into manageable chunks so that the teacher can assess them
well and that the student can comprehend the meaning and nature of the skill.
The clusters of expectations in each unit are
based on the main themes that run throughout the unit. Each cluster is a
combination of expectations that should be assessed using all four areas of the
Achievement Chart. The teacher should use a variety of assessment tools. Within
each cluster some areas of achievement tend to have a greater focus. These
areas have been bolded so that it is clear to the teacher what category
for that cluster should be weighted more heavily.
The organization of the course is based on five
units that follow the logical development of knowledge, theories, and skills.
The units are: Chemistry at Home and Work; Communications: Sounds and Pictures;
Medical Technologies; Gardening, Horticulture, Landscaping, and Forestry; and
Alternative Environments. Each unit has been divided into clusters. The order
of the units could change to allow for the Horticulture unit to be offered
during a time of good weather so that a field trip could be planned allowing
students to explore one of the venues in horticulture. Pre-planning is needed
for most units and equipment such as plants and electrical devices are needed
to start the first activity. Note: the content and context of each unit
is outlined in detail within the unit description.
In writing journal reflections, students
consider a Learning/Valuing/Acting Model. The Learning/ Valuing/Acting model
promotes the importance of the need to act appropriately in light of what we
know and what we value. In this way students are constantly challenging
themselves about the social teachings of the Church and the importance of every
individual’s actions in working towards the common good and creating a just
society. This model may not be applicable for all student reflections in this
course. However, it should be considered when dealing with issues of environmental
stewardship, community, social justice, dignity of the human person, and the
wise use of resources. “Learning” involves the students reflecting on what they
have learned from any unit of the course, from reading the newspapers, from
watching television news shows or from their own experience about an issue.
“Valuing” requires students to reflect on which Catholic values are important
in dealing with the issue. “Acting” requires students to decide on a course of
action that they could take to either further the positive works that they
learned about or help right the social injustice that was present in what they
learned about the issue. The Learning/Valuing/Acting Journal embraces the CGE
2b: reads, understands and uses written materials effectively, as well as CGE
2d: writes and speaks fluently one or both of
Students
are expected to use computer technology that has been developed for use in
Science. Computer-based simulations, multi-media applications, databases, computer-assisted
laboratory apparatus, and learning modules should be used, wherever
appropriate. Care must be taken, however, to ensure that computer-assisted
laboratory programs are not used in situations where students’ own technical
skills should be developed. Wherever possible, the teacher should provide
opportunities for students to experience the world of Science first-hand by
participating in field trips and excursions. Students should be provided with
opportunities to recognise and participate in applications of Science in the
world around them through fieldtrips and excursions such as work locations,
College faculties, guest presentations, and destination explorations.
Misconceptions in the science curriculum usually arise during brainstorming activities.
It is important to lead these discussions and to hear all information from
students. These are good opportunities to clarify information with students.
|
Unit 1 |
Chemistry
at Home and Work |
25
hours |
|
Unit 2 |
Communications:
Sounds and Pictures |
25
hours |
|
Unit 3 |
Medical
Technologies |
15
hours |
|
Unit 4 |
Gardening,
Horticulture, Landscaping, and Forestry |
25
hours |
|
* Unit
5 |
Alternative
Environments |
20
hours |
* This
unit is fully developed in this Course Profile.
Time: 25 hours
Unit
Description
Students demonstrate an understanding of the basic concepts of common organic materials encountered in the home and workplace. Students investigate, using safe laboratory techniques, the properties of some organic substances as well as prepare common organic products and emulsions. Students conclude this unit by demonstrating an awareness of some health, safety, economic, and environmental issues related to the use of organic substances. In light of Catholic faith tradition and social teaching, students demonstrate an understanding of the importance of the environment and the impact we as humans have on it.
This unit
is organized into four clusters. Cluster 1 leads students through the structure
and properties of organic compounds. In Cluster 2 students explore the concept
of emulsifiers in theory and practice. Cluster 3 focuses on polymers and on
safe practices during investigations. In Cluster 4 students prepare and present
a report on the social, environmental, and economic consequences of the use and
disposal of organic products. Students are encouraged to present their
information in many different forms.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
HWV.01,
HWV.02, HW1.01, HW1.02, HW1.03, HW2.01, HW2.02 |
Knowledge/Understanding |
Structure
and Properties of Organic Compounds |
|
2 |
HWV.02,
HWV.03, HW1.02, HW1.04, HW2.01, HW2.02, HW2.03, HW2.04, HW2.05, HW3.01 |
Knowledge/Understanding
|
Emulsifiers |
|
3 |
HWV.02,
HWV.03, HW1.05, HW1.06, HW2.01, HW2.05, HW2.06, HW2.07, HW3.01 CGE3c,
CGE4b |
Knowledge/Understanding
|
Polymers |
|
4 |
HWV.03, HW2.01, HW3.02 |
Making Connections Communication |
Health and Safety and Environmental Economics |
Time:
25 hours
Unit
Description
Students
demonstrate an understanding of the basic operating principles of entertainment
and communication devices that are commonly found in the home and the
workplace. Students carry out investigations concerning the scientific concepts
involved in communications technology, and examine and operate some common
communication devices. Students conclude this unit through research and
evaluation of the role played by many different kinds of technological devices
used for communication, as well as their impact on the way we conduct our lives
at home and at work.
This unit
is organized into four clusters. Cluster 1 focuses on properties of waves.
Investigations on wave-related quantities and their relationship to common
domestic and industrial communication technologies should be carried out to
reinforce the theory of waves. Cluster 2 focuses on vibrating objects and how
they produce waves. Investigations in this cluster expand on common domestic
and industrial communication technologies as they influence the lives of the
students. A model must be built to be able to carry out the investigation.
Cluster 3 deals with energy transformations in relation to waves and common
communication equipment. Cluster 4 focuses on the history and development of
communication technology. The specific focus of this cluster is the
contribution of Canadians to the field of communication technology.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SPV.01,
SPV.02, SP1.02, SP1.03, SP1.05, SP1.06, SP1.07, SP2.01, SP2.03, SP2.04 |
Knowledge/Understanding
Inquiry |
Properties
of Waves |
|
2 |
SPV.01,
SPV.02, SP1.01, SP1.02, SP2.02, SP2.04, SP2.05, SP2.06, SP3.02 |
Knowledge/Understanding
Communication |
Properties
of Vibrating Objects |
|
3 |
SPV.01,
SPV.02, SP1.04, SP1.08, SP3.02 |
Knowledge/Understanding
Making Connections |
Energy
Transformations |
|
4 |
SPV.03,
SP2.06, SP3.01, SP3.03, SP3.04 |
Communication
Thinking/Inquiry |
History
and Development of Communications Technology |
Time: 15 hours
Unit
Description
In
light of Catholic faith tradition and social teachings dealing with the dignity
of the human person, students demonstrate an understanding of the role of
genetics and of the various technologies, including biotechnology, in the
diagnosis and treatment of human illness. The sanctity of life and the value of
the human person will be the underlying premise of this unit.
Students
gather and analyse scientific data using techniques similar to those employed
in medical testing and diagnosis. Students evaluate, based on representative
examples, ways in which science and technology have influenced the diagnosis
and treatment of human illness. Students are encouraged to work collaboratively
to analyse an issue related to biotechnology in light of Catholic faith
tradition and social teachings.
This
unit is organized into three clusters. Cluster 1 focuses on basic genetic
principles. Investigations on karotypes and pedigrees are suggested to give
students practical applications. Appropriate sensitivity might be needed when
dealing with genetic disorders in the case where a student or a family member
might have a genetic disorder. Cluster 2 focuses on technology for biomedical
repair. Investigations should simulate processes o
Note: The time allotted for this unit
could be expanded if a variety of equipment is available in the school or if a
series of field trips to medical facilities are planned. It is suggested that a
hands-on focus be used in this unit where available.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
MTV.01,
MT1.01, MT1.04, MT1.05 |
Knowledge/Understanding |
Basic
Genetic Principles |
|
2 |
MTV.01,
MTV.02, MT1.01, MT1.02, MT1.03, MT1.06, MT2.01, MT3.01, MT3.02 |
Knowledge/Understanding |
Technology |
|
3 |
MTV.01,
MTV.03, MT1.01, MT1.02, MT1.03, MT2.02, MT3.01 |
Knowledge/Understanding |
Diagnosis
and Treatment |
Time: 25 hours
Unit
Description
Students build on their knowledge
and skill from Grade 9 to demonstrate a further understanding of the conditions
required for plant growth. Students demonstrate an understanding of how God
created living things to interact interdependently. Students demonstrate an
understanding of the conditions required for plant growth, and of the
techniques used in gardening, horticulture, landscaping, and forestry. Students
investigate the effect of various conditions on the growth of plants, and
demonstrate skills in the use of tools and techniques associated with either
gardening, horticulture, or landscaping. Students conclude this unit by
demonstrating an understanding of the importance of cultivated and wild plants
to society, the economy, and the environment. Growing plants takes time that is
not built into the unit. It is suggested that the planting take place prior to
the start of the unit.
This unit
is organized into five clusters. Cluster 1 focuses on the general conditions
required for plant growth. Investigation in this cluster should focus on the
effect of various environmental conditions on plant growth. Cluster 2 expands
on the knowledge from Cluster 1 and focuses on the experimental nature of
gardening and the conditions necessary for good plant growth. Cluster 3 uses
the general conditions for plant growth and focuses specifically on
landscaping. Investigations dealing with landscape design and architecture are
highly recommended. A field trip in this unit would be very beneficial to
explain the elements of design. Cluster 4 shifts the focus from gardening and
landscaping to forestry. It is recommended that a focus on Canadian forest
management be used in this cluster. Cluster 5 allows the students to focus on
one of the areas studied so far in the unit and focus on how the plants in that
area are influenced by society as well as how the plants influence the area
they are in.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
GHV.01,
GHV.02, GH1.01, GH1.02, GH1.03, GH2.01, GH3.01 |
Knowledge/
Understanding |
Gardening |
|
2 |
GHV.02,
GH1.03, GH1.05, GH2.01, GH2.02 |
Knowledge/
Understanding |
Growing
Plants: Experimental Processes |
|
3 |
GHV.01,
GHV.02, GHV.03, GH1.04, GH1.07, GH2.03, GH2.05, GH3.04 |
Knowledge/
Understanding |
Landscaping |
|
4 |
GHV.01,
GHV.03, GH1.06, GH3.03, GH3.04 |
Knowledge/
Understanding |
Forestry |
|
5 |
GHV.03,
GH1.05, GH1.07, GH2.04, GH3.01, GH3.02, GH3.04 |
Knowledge/
Understanding |
Plants
and Society |
Time: 20 hours
Unit
Description
Students
demonstrate a knowledge of the inputs, outputs, and interactions involved in
maintaining an alternative life-sustaining environment. Through the lens of
stewardship and Catholic social teaching students analyse major variables that
affect the various inputs, outputs, and interactions involved in maintaining an
alternative life-sustaining environment. Students demonstrate an understanding
of what would be required to equip and operate an alternative environment
capable of supporting human life, and compare its sustainability to that of our
normal planetary environment.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
AEV.01,
AE1.01, AE1.02, AE2.01, AE2.02, AE3.03 |
Knowledge/
Understanding Inquiry |
Factors
for Human Life |
|
2 |
AEV.01,
AEV.02, AE1.01, AE1.02, AE1.03, AE1.04, AE1.05, AE2.02, AE2.03, AE3.01,
AE3.02, AE3.03, AE3.04 |
Knowledge/
Understanding |
Factors
in an alternate environment (input/output) |
|
3 |
AEV.01,
AEV.02, AEV.03, AE1.02, AE1.03, AE1.04, AE1.05, AE2.03, AE3.01, AE3.04 |
Knowledge/
Understanding |
Analysing
alternate environments |
Students
should be familiar with many of the following strategies, as they have been
consistently used in the Grade 9, 10 and 11 Science Course Profiles. It is
recommended that teachers review these strategies and then monitor the use of
the strategy as well as provide encouragement for its effective use. It is also
recommended that teachers use a variety of the teaching strategies throughout
the course.
Expectations that require Knowledge/Understanding can be
developed through:
·
brainstorming;
·
teacher-directed
lessons and demonstrations;
·
small
group instruction;
·
independent
study;
·
self-directed
learning, etc.
Expectations that involve Inquiry can be met by:
·
conducting
and analysing experiments;
·
designing
lab investigations;
·
formulating
questions;
·
solving
problems;
·
field
study;
·
research
activities.
Expectations that encourage Communication can be
demonstrated by:
·
written
reports;
·
group
discussion;
·
debates;
·
seminars;
·
student
presentations, e.g., oral presentations, skits, photo essays etc.;
·
interview;
·
science
log - a record of research, contacts, and jot notes that a student has
complied;
·
flow
charts;
·
graphic
organizers;
·
models,
blueprints, etc.
Expectations where students expand their knowledge to Make
Connections can be developed through:
·
independent
research;
·
exposure
to experts in their field, for example guest speakers, or by attending
community activities;
·
reflective
papers;
·
portfolios;
·
reflective
journals;
·
case
study;
·
collaborative/cooperative
learning;
·
computer-based
learning;
·
conferencing
– teacher to student discussion.
This
Workplace Preparation course is based on the rationale that teaching and
learning will emphasize concrete applications of the theoretical material
covered in the course, and will also emphasize the development of critical
thinking and problem-solving skills.
Assessment
is the process of gathering information from a variety of sources that a
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
In all of
their courses students must be provided with numerous and varied opportunities
to demonstrate the full extent of their achievement of the curriculum
expectations which encompasses all four categories of knowledge and skills.
Teachers
must consider the needs of exceptional students in planning the delivery of the
science curriculum. A
For
English as a Second Language (ESL) students or English Literacy Development
(ELD) students, teachers should provide opportunities for the students to
demonstrate their learning by alternative means (such as spoken English, direct
demonstration and pictorial representation) while written English is
developing.
For
students with physical or learning impairments, classroom and laboratory activities
should be altered to permit as much participation as possible. Laboratory
safety must also be considered for students with physical or learning
impairments.
Where
possible, peers should be encouraged to assist students in order to permit
participation in some group or individual activities. For assessment of certain
students, it may be necessary to use oral testing, a scribe to record answers
given orally, or other demonstrations of learning in order to determine the
level of achievement.
Units in
this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Catechism
of the Catholic Church.
Challenge
and A Responsibility, AIDS A Catholic Educational Approach to HIV.
Caulderwood,
C. and
Celebrating
an Education for Justice and Peace, The Catholic Bishops of
Clancy,
Christina, et al. SciencePower 9.
ISBN 0-07-560361-6
Drew,
A.M., J. Laney, E. Parkison, and A. Wilcox. 365 Meditations for Teachers.
Dimensions for Living, 1996. ISBN 0-687-01025-X
Galbraith,
Don, et al. Biology
11.
Galbraith,
D., et al. Understanding
Biology.
Grace,
Eric, et al. SciencePower
10.
Instruction
on Respect for Human Life in Its Origin and the Dignity of Procreation.
Plumb,
Donald, et al. Science
9.
ISBN 0-7747-1348-8
Ritter,
Bob, et al. Science 10.
Scarrow,
H. Biology: Your Bodyworks.
ISBN 0-88996-214-6
Suzuki,
David. Earth Times.
Suzuki,
David. The Sacred Balance.
The
New American Catholic Bible.
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
Biosphere
2 Center – www.bio2.edu
–
http://www.schoolnet.ca/space/main_E.htm
The
Canadian Space Agency – http://www.space.gc.ca
Discovery
Channel
NASA
Human SpaceFlight – http://spaceflight.nasa.gov/index.html
Spacelink
– http://spacelink.nasa.gov/index.html
– http://www.a
A.D.A.M. Fort
Life
Processes and Green Plants.
Genetics.
Human
Health.
Humans
as Organisms.
Masterman,
Dan. Biology with Computers Using Logger Pro.
Plant
Biology Tutor.
Inspiration®6 ©1988-1999 Inspiration®
Software Inc.
Crucible – published by the Science
Teachers’ Association of Ontario – www.stao.org
The
American Biology Teacher – published by the National Association of Biology Teachers
– www.nabt.org
The
Science Teacher –
published by the National Science Teachers’ Association - www.nsta.org
Cattiaux,
P. “Astronaut Julie Payette is Out of This World.” REALM. (Winter
2001/2002): 26-29 [also available at http://realm.net]
Students can benefit from experience
in science related activities through Cooperative Education. Students may
consider a Cooperative Education placement related to this science course.
Students should explore various science-related careers throughout the course
and consider them when they are developing their Annual Education Plan (AEP).
Various environmental groups frequently look for volunteer support to aid their
cause and provide opportunities for students to complete this requirement. This
may also provide students with an opportunity to become aware of various career
opportunities. Students graduating from
It is
also suggested that students explore the school to work opportunities available
in their school to further their science skills acquired in this course.
Coded
Expectations, Science, Grade 12, Workplace Preparation, SNC4E
SIS.01
- demonstrate an
understanding of safety practices consistent with Workplace Hazardous Materials
Information System (WHMIS) legislation by selecting and applying appropriate
techniques for handling, storing, and disposing of laboratory materials (e.g.,
identify the appropriate procedures for storing and disposing of flammable
solvents, and for handling acids, bases, and non-aqueous solutions of toxic
substances);
SIS.02
- select
appropriate instruments and use them effectively and a
SIS.03
- demonstrate the
skills required to plan and carry out investigations, using laboratory
equipment safely, effectively, and a
SIS.04
- select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental results
(e.g., express as an equation the relationship among variables for a vibrating
string pendulum);
SIS.05
- locate, select,
analyse, and integrate information on topics under study, working independently
and as part of a team, and using appropriate library and electronic research
tools, including Internet sites (e.g., compile a table of energy sources and
their uses; prepare a report on waste disposal in alternative life-sustaining
environments);
SIS.06
- compile, organize,
and interpret data, using appropriate formats and treatments, including tables,
flow charts, graphs, and diagrams;
SIS.07
- communicate the
procedures and results of laboratory investigations and research for specific
purposes using data tables and laboratory reports (e.g., prepare a laboratory
report on the dialysis of nutrients);
SIS.08
- select and use
appropriate SI units;
SIS.09
- identify and
collect information on science- and technology-based careers related to the
subject area under study (e.g., horticulturalist, medical technician,
forester).
HWV.01 · demonstrate an understanding of
the structure, properties, and reactions of common organic materials
encountered in the home and workplace;
HWV.02 · investigate the properties of
some organic substances, and safely prepare a number of common organic products
and emulsions;
HWV.03 · describe the importance of common
organic substances used in the home and workplace, and demonstrate an awareness
of some of the health, safety, economic, and environmental issues related to
the use of these substances.
Understanding Basic Concepts
HW1.01 – illustrate and explain the
formation of covalent bonds, especially those involving H, C, N, O;
HW1.02 – explain how the hydrophobic,
hydrophilic, or amphiphilic character of organic molecules is related to the
presence of O, N, or ions in the molecule;
HW1.03 – predict, on the basis of the affinity of
substances with similar chemical properties, the solubility of common organic
substances in aqueous and non-aqueous solvents (e.g., polar and ionic
substances are generally soluble in polar solvents; non-polar substances are
generally soluble in non-polar solvents);
HW1.04 – explain the behaviour of emulsifying
agents (e.g., soap, eggs);
HW1.05 – write word equations for simple
condensation and hydrolysis reactions;
HW1.06 – describe the process of
polymerization in terms of one or two simple molecules that are repetitively
connected into a very large structure (e.g., ethene to polyethylene; glucose to
starch; adipic acid and diaminohexane to nylon).
Developing
Skills of Inquiry and Communication
HW2.01 – select and use appropriate
vocabulary, including correct chemical terminology (e.g., condensation, hydrolysis,
miscible, emulsion, hydrophilic, hydrophobic, amphiphilic), to communicate
scientific ideas, procedures, and results;
HW2.02 – determine, through their own
observations, the miscibility of a variety of organic liquids with each other
and with water;
HW2.03 – plan and carry out safely
laboratory investigations of emulsions (e.g., determine the effects on the
stability of emulsions of emulsion-forming and emulsion-breaking agents such as
soap, salt,
and eggs);
HW2.04 – carry out experiments to compare
the relative quantities of soap and detergent required to form emulsions in
hard and soft water;
HW2.05 – safely prepare some common
organic products by the processes of emulsion, condensation, hydrolysis, and
polymerization (e.g., cold cream, mayonnaise, aspirin/ASA, or soap);
HW2.06 – carry out experiments safely to
identify some of the physical and chemical properties of common synthetic
polymers (e.g., determine the fusibility and aqueous and non-aqueous solubility
of polyethylene, styrofoam, nylon, polyester, or melamine);
HW2.07 – test and compare the properties
of naturally o
Relating
Science to Technology, Society, and the Environment
HW3.01 – research an important application
of condensation, hydrolysis, or emulsification processes, and report on their
findings using an appropriate format (e.g., the industrial or home preparation
of an emulsified food or cosmetic product, such as salad dressing, skin cream,
or lipstick; the important role of condensation and hydrolysis reactions in the
synthesis and digestion of major molecules in living organisms);
HW3.02 – prepare, and present to
classmates, a report on the social, environmental, and economic consequences of
the use and discarding of organic products (e.g., common addition plastic,
copolymer, thermosetting plastic, or vulcanized products; natural and synthetic
fabrics).
SPV.01 · demonstrate an understanding of
the basic operating principles of entertainment and communications devices that
are commonly found in the home and the workplace;
SPV.02 · carry out investigations concerning
the scientific concepts involved in communications technology, and examine and
operate some common communications devices;
SPV.03 · research and evaluate the role
played by the many different kinds of technological devices used for
communication, and their impact on the way we conduct our lives at home and at
work.
Understanding
Basic Concepts
SP1.01 – describe and illustrate the
properties of a vibrating object, and explain how vibrating objects (e.g.,
drums, guitar strings, wave-making machines in theme parks) produce waves;
SP1.02 – explain in qualitative terms how
frequency, amplitude, and wave shape affect the pitch, intensity, and quality
of notes produced by musical instruments;
SP1.03 – describe and compare the properties
of transverse and longitudinal waves;
SP1.04 – explain how different forms of
energy can be transformed into, and transmitted as, waves (e.g., mechanical
energy to sound energy; electrical energy to electromagnetic energy);
SP1.05 – describe and explain in
qualitative terms what happens when waves interact (interfere) with one another
(e.g., production of beats, or of voice patterns on an oscilloscope);
SP1.06 – explain, in terms of the
properties of waves, how energy from communications devices is transmitted,
reflected, and absorbed by different kinds of matter (e.g., how devices such as
motion detectors, cordless telephones, and television remote controls work);
SP1.07 – describe in qualitative terms,
with examples, the effects produced by the refraction and total internal
reflection of visible light waves as they pass through different transparent
media, and explain how these effects are applied in various entertainment and
communications devices (e.g., the function of lenses and prisms in a television
camera);
SP1.08 – examine and describe the
operation of transducers that carry out the energy transformations in common
communications equipment (e.g., explain how transducers work in microphones,
photocells, aerials and antennas, earphones, loudspeakers, product code
readers, or television screens).
Developing
Skills of Inquiry and Communication
SP2.01 – formulate scientific questions
about waves (e.g., What are the properties of longitudinal and transverse
waves? What happens when two identical periodic waves travelling in opposite
directions interact?);
SP2.02 – determine experimentally the
relationships among the major variables for a vibrating object (e.g., carry out
an investigation to determine the relationships among the length of a string
pendulum and the frequency and period of its vibration);
SP2.03 – estimate the value of some
wave-related quantities (e.g., the period and frequency of a string pendulum;
the note produced by a musical instrument; the intensity of a sound in
decibels; the distance from an observer to the location of a bolt of
lightning);
SP2.04 – use instruments and
communications equipment safely, effectively, and a
SP2.05 – conduct investigations to analyse
and explain the production of sound by a vibrating object (e.g., how different
string or wind instruments produce notes);
SP2.06 – construct and test a prototype of
a communications device, and resolve problems as they arise (e.g., work
cooperatively with team members to construct and test a simple loudspeaker;
construct, test, and demonstrate a simple audio amplifier).
Relating
Science to Technology, Society, and the Environment
SP3.01 – describe the historical
development of a significant product of communications technology (e.g.,
telephone, radio, television, cell phone, communications satellite);
SP3.02 – describe, using scientific
principles, the functioning of common domestic and industrial communications
technologies (e.g., cell phone, satellite system, ATM, store check-out system);
SP3.03 – describe some Canadian
contributions to the field of communications technology (e.g., the work of
Alexander Graham Bell or Reginald A. Fessenden);
SP3.04 – describe the impact of
developments in communications technology on the way we work and on our social
environment (e.g., telecommuting, flexible workplace, global communications).
MTV.01 · demonstrate an understanding of
the role of genetics and of various technologies, including biotechnology, in
the diagnosis and treatment of human illness;
MTV.02 · gather and analyse scientific
data using techniques similar to those employed in medical testing and
diagnosis;
MTV.03 · evaluate, based on representative
examples, ways in which science and technology have influenced the diagnosis
and treatment of human illness, and work collaboratively to analyse an issue
related to biotechnology.
Understanding
Basic Concepts
MT1.01 – demonstrate an understanding of
terms related to medical and reproductive technology (e.g., cloning, genetic
engineering, heredity, karyotype, pedigree);
MT1.02 – explain the use of technology for
diagnostic medical applications (e.g., the use of lasers, ultrasound, computer
axial tomography [CAT] scans, doppler scans, X-rays, magnetic resonance imaging
[MRI], fibre optics);
MT1.03 – describe the use of technology
for biomedical repair (e.g., prosthetics, artificial organs, plastic surgery);
MT1.04 – describe and illustrate the role
of chromosomes in the transmission of hereditary information from one cell to
another, and explain how genetic disorders may o
MT1.05 – describe the use of karyotypes
and pedigrees as diagnostic tools for determining genetic diseases (e.g.,
analyse the karyotypes or pedigree from the case study of a person having Down
syndrome);
MT1.06 – describe the basic scientific and
technological principles involved in genetic engineering (e.g., compile and
display information on bacterial production of human insulin, or DNA
fingerprinting).
Developing
Skills of Inquiry and Communication
MT2.01 – conduct a laboratory experiment
that simulates a process o
MT2.02 – state a hypothesis and make
predictions, based on available evidence and background information, concerning
a particular medical problem (e.g., analyse a pedigree or karyotype for a
genetic disorder).
Relating
Science to Technology, Society, and the Environment
MT3.01 – provide examples of how science
and technology have influenced the diagnosis and treatment of human illness,
and have made medical technology an integral part of our lives (e.g., the role
of
X-rays, ultrasound, wheelchairs, artificial organs, prosthetics, reproductive
technologies, laser surgery, computer axial tomography [CAT] scans);
MT3.02 – work as a member of a team to
research, develop, and present material on an issue related to modern genetic
technology (e.g., the ethical issues involved in the cloning of animals or
humans, the use of genetic evidence in court, the insertion of animal genes in
plants, the question of who owns genetic information).
GHV.01 · demonstrate an understanding of
the conditions required for plant growth, and of the techniques used in
gardening, horticulture, landscaping, and forestry;
GHV.02 · investigate experimentally the
effect of various conditions on the growth of plants, and demonstrate skills in
the use of tools and techniques associated with either gardening, horticulture,
or landscaping;
GHV.03 · demonstrate an understanding of
the importance of cultivated and wild plants to society, the economy, and the
environment.
Understanding
Basic Concepts
GH1.01 – identify the general conditions
necessary for healthy plant growth (e.g., describe optimal growth conditions
for a specific type of plant);
GH1.02 – describe the basic steps in
growing plants from seed (e.g., collecting seeds, sowing, providing conditions
favourable to germination, and thinning);
GH1.03 – identify evidence of plant
problems (e.g., wilting, off-colour leaves, leaf and bud drop, root and stem
rot, and the visible presence of pests);
GH1.04 – describe, with examples, the
differences among common house and garden plants and native trees that have
been classified a
GH1.05 – describe different methods of
gardening and how each controls conditions of growth (e.g., organic gardening,
greenhouse gardening, and hydroponics);
GH1.06 – describe some common
forest-management practices (e.g., clear-cutting, sustainable forestry based on
selective cutting, pruning);
GH1.07 – describe the design elements
(e.g., colour, texture, balance, contrast, harmony, repetition) and the
materials (e.g., plant materials, construction materials, soil, water) used in
landscaping.
Developing
Skills of Inquiry and Communication
GH2.01 – design and conduct an experiment
to determine the effect of various environmental conditions (e.g., temperature,
light, fertilizers, plant hormones) on plant growth;
GH2.02 – carry out soil tests to determine
optimum conditions for the growth of plants (e.g., determine experimentally the
correct pH value of the soil, or the optimum percentages of nitrogen,
phosphorus, and potassium for particular plants);
GH2.03 – investigate the various methods
used to control the conditions of growth for plants (e.g., describe how
conditions are controlled in a greenhouse, tree nursery, or hydroponic
installation);
GH2.04 – propagate and grow plant crops
for use or sale, and keep records of their growth (e.g., grow vegetables or
bedding plants from seed and transplant them to the home garden; grow trees
from seeds, or plant seedlings on the school grounds);
GH2.05 – identify the features of a good
landscape architecture site, and prepare a plan to scale for an outdoor garden
(e.g., in the school grounds, or a public park).
Relating
Science to Technology, Society, and the Environment
GH3.01 – describe the diversity of
environments that must be maintained in order to provide habitats for a wide
variety of plants (e.g., make a list of the environmental conditions – soil
composition, light conditions, landscaping – required for particular types of
plants);
GH3.02 – demonstrate an understanding of
the variety of ways in which human populations depend on healthy plant
populations (e.g., for food, clothing fibres, fuel, structural materials);
GH3.03 – demonstrate an understanding of the role of
forests as essential habitats for other plants and animals, including
threatened and endangered species (e.g., describe the environmental, economic,
and social effects of various types of forestry practice, such as clear-cut
forestry or sustainable forestry using selective cutting);
GH3.04 – analyse the social, economic, and
environmental factors that determine the different approaches and methods
required in gardening, horticulture, landscaping, and forestry (e.g., explain
and evaluate the problems of monoculture and the environmental need for
biodiversity in horticulture; or participate in a group debate concerning the
economic benefits and costs of sustainable forestry).
AEV.01 · demonstrate a knowledge of the
inputs, outputs, and interactions involved in maintaining an alternative
life-sustaining environment;
AEV.02 · analyse major variables that
affect the various inputs, outputs, and interactions involved in maintaining an
alternative life-sustaining environment;
AEV.03 · demonstrate an understanding of
what would be required to equip and operate an alternative environment capable
of supporting human life, and compare its sustainability to that of our normal
planetary environment.
Understanding
Basic Concepts
AE1.01 – identify the systems required to
sustain human life in an environment (e.g., biotic and abiotic factors in our
ecosystem);
AE1.02 – describe the inputs of food,
energy, air, and water needed to maintain an alternative
life-sustaining environment;
AE1.03 – identify the components of an
alternative life-sustaining environment (e.g., source[s] of energy, atmosphere,
means for recycling or disposing of waste), and describe how they must interact
to be su
AE1.04 – describe the outputs of an
alternative life-sustaining environment, and the systems required to handle
them (e.g., air filtration systems);
AE1.05 – describe the difficulties facing
humans living in a weightless self-supporting environment (e.g., the
difficulties of reducing human waste).
Developing
Skills of Inquiry and Communication
AE2.01 – determine, through
experimentation, the different factors affecting a controlled
micro-environment (e.g., the factors affecting a yeast suspension, a fruit-fly
culture, an aquarium,
or a terrarium);
AE2.02 – formulate scientific questions
about the nature of alternative life-sustaining environments (e.g., What
becomes of the waste produced in an alternative environment?);
AE2.03 – use flow charts to diagram the
inputs, outputs, and interactions of the various life-sustaining components of
an alternative environment (e.g., energy flow, waste disposal, atmosphere).
Relating
Science to Technology, Society, and the Environment
AE3.01 – analyse, using knowledge of the requirements
for sustainability, existing alternative life-sustaining environments (e.g.,
International Space Station, Earth-based self-sustaining biodome experiments,
nuclear submarines, off-shore oil rigs), and make suggestions for their
improvement
or development;
AE3.02 – assess a Canadian contribution to
the development of alternative life-sustaining environments (e.g., gather,
integrate, and analyse information about the Montreal Biodome);
AE3.03 – relate what they have learned
about sustaining life in alternative environments to the processes through
which our own natural environment sustains life (e.g., relate the mechanical
processes of an air purification system to the natural process of air
purification by trees);
AE3.04 – analyse the costs and benefits to
society, the economy, and the environment of constructing and operating an
alternative environment capable of supporting human life (e.g., write a brief
essay on the potential economic benefits of maintaining an alternative
life-sustaining environment such as the International Space Station).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.