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Course Profile Science (SNC4M), Grade 12,
University/College Preparation, Public
Course Overview
Prerequisite: Grade 11, SNC3M, Science, University/College Preparation
This
course enables students, including those who do not intend to pursue
science-related programs at the postsecondary level, to further develop their
understanding of science and its technological applications. Students will
explore a range of topics, including organic products in everyday life;
pathogens and disease; energy alternatives and their impact globally;
communications systems; and science and contemporary societal issues. Emphasis
will be placed on relating these topics to global issues as well as to daily
life, and on developing skills in the areas of experimentation, research,
critical thinking, and analysis.
SNC4M has identified three goals in The Ontario Curriculum,
Grades 11 and 12: Science, 2000, (p. 6):
·
To
relate science to technology, society, and the environment;
·
To
develop skills, strategies, and habits of mind required for scientific inquiry;
·
To
understand basic concepts of science.
The
activities and assessment tasks in this Course Profile reflect the importance
of the three goals and have been developed around clusters of Specific
Expectations. A design-down approach was used in developing the overall course
and individual units. Based on the Overall Expectations, the Final Assessment
Task for the course was developed first, followed by the End-of-Unit Tasks. The
Expectations in each unit were clustered into activities that connected
together logically and provided the necessary background knowledge and skills
to be applied in the completion of the End-of-Unit Tasks. The unit activities
were then expanded following each overview chart. The list of suggested
activities is not intended to be either restrictive or prescriptive; instead
its intent is to provide teachers with suggestions for course development.
Teachers may adapt the profile, including the clustering of Expectations, to
suit their circumstances and to match the needs of their students.
The
paramount task of science education, and perhaps particularly this course, is
to equip all students with scientific literacy – that combination of values,
knowledge, and skills that enable them to think creatively, reason logically,
evaluate information critically, and communicate effectively. This is an
essential base for making productive and ethical decisions, not only about scientific
and technological issues, but in all areas of life.
The
Ontario Curriculum, Grades 11 and 12: Science, 2000 (p. 4) notes that, “Achieving excellence in
scientific literacy is not the same as becoming a science specialist.” This
statement is particularly appropriate to Grade 12 Science, where achievement of
scientific literacy is the prime goal of the course. The policy document goes
on to note, “The newer aspects of the science curriculum – especially those
that focus on science, technology, society, and the environment (STSE) – call
for students to deal with the impacts of science on society and the
environment, which includes both the natural environment and the workplace
environment. This requirement brings in issues that relate to human values. Science
can therefore not be viewed as merely a matter of ‘facts’; rather, it is a
subject in which students learn to weigh the complex combinations of fact and
value that developments in science and technology have given rise to in modern
society.” This perspective is consistent with the vision advanced in this
Course Profile.
The
Ontario Curriculum, Grades 11 and 12, Science, 2000 (pp. 8-10) contains recommendations regarding
teaching approaches and curriculum expectations that are reflected clearly in
this Course Profile. Among them are the following key statements:
·
The
expectations in science courses call for an active, experimental approach to
learning, and require all students to participate regularly in laboratory
activities.
·
Where
opportunity allows, students might be required, as part of their laboratory
activities, to design and conduct research on a real scientific problem for
which the results are unknown.
·
Where
possible, concepts should be introduced in the context of real-world problems
and issues.
·
In all
courses, a list of expectations is given that precedes the strands. These
expectations describe skills that are considered to be essential for scientific
investigation, e.g., skills in research, in the use of materials, and in the
use of units of measurement, and skills required for investigating possible
careers in the subject area. These skills apply to all areas of course content
and must be developed in all strands of the course. Assessment of students’
mastery of these skills must be included in the evaluation of students’
achievement of the expectations for the course. In this Course Profile these expectations are called Science
Investigative Skills (SIS).
Grade
12 Science, SNC4M, is a departure from courses available in the past to Grade
12 students in Ontario. Like the Grade 11 Science course, its
cross-disciplinary nature makes it ideal for students whose destination is
college or university but not in a science-related field. Individuals must be
scientifically literate to thrive in a science-based world regardless of career
path. SNC4M provides an excellent overview of content from a variety of science
disciplines and focuses on the process of science and the issues surrounding scientific
developments as they pertain to the home, workplace and society in general.
As teachers organize and
plan the delivery of expectations of SNC4M, using and/or adapting activities
described in this Course Profile, they should consider the following:
·
SNC4M
is a science course with an emphasis on inquiry skills. Through a variety of
investigations, students describe objects and events, ask questions, construct
explanations, test those explanations against current scientific knowledge, and
communicate their ideas to others. They identify their assumptions, use
critical and logical thinking, and consider alternative explanations. A degree
of scientific rigour should be clearly evident in the delivery of the course
and in the work done by the students taking it.
·
How
science influences (and is influenced by) society is clearly evident throughout
the guideline and in this Course Profile, but the course should not be delivered so
that sociology overshadows the process of science in developing understanding
of key concepts and scientific principles.
·
The
breadth of content in SNC4M is such that teachers must make decisions regarding
the depth to which any given topic should be addressed. The opportunity for
students to be exposed to the broad scope of science must not be jeopardized by
extending the study of any one aspect to excess. All topics in the course are
important. At the same time, the study of a few key topics in greater depth,
suggested by class interest or teacher expertise, is appropriate, as long as
the overall scope of the course does not suffer.
·
Learning
activities are set in a context of science as it relates to technology,
society, and the environment.
·
A
number of activities in this Course Profile have a research focus that requires
accessing information beyond the laboratory or field trip. Students should be
taught how to use all available sources of information – people, print, online
sources, and other media, both within the school and in the community. They
should also be given opportunities to use those skills, and to experience the
frustrations that invariably accompany the location and acquisition of quality
information. However, care must be taken that student time is spent primarily
on processing information rather than accessing information, so that the
research does not become an end in itself.
·
The
expectations are central to all aspects of this Course Profile. The context in which each unit is
delivered, the skills and concepts developed, and the assessment tasks used
must be interconnected, and linked to the Expectations. The assessment data
accumulated throughout the course must be sufficient (in kind and number) to
permit teachers to evaluate the most consistent level of performance for each student
in each of the categories in the Achievement Chart for Science (The Ontario
Curriculum, Grades 11 and 12, Science, 2000 pp. 174-175).
·
Some
of the expectations in the guideline, those focusing on science investigative
skills (SIS), are so critical to the development of scientific literacy that
they are given special emphasis in learning activities and are often revisited.
These are expectations that are taught, assessed, evaluated and, where
necessary, revisited using alternate instructional strategies in a cyclic
process throughout the course.
·
Students
interpret new information in terms of what they already know. They try to make
sense of what is taught by trying to fit it with their experience.
Understanding a key concept results when students personally examine
significant examples that represent the concept, then create a generalization
from those personal experiences. The teacher must be aware of the experiences
that students have already had from their work prior to Grade 12, and use those
as building blocks to new and more complex concepts. Students may also arrive
with misconceptions from their experience that will interfere with their
ability to understand new concepts. Identifying and revising misconceptions
through concrete experiences may be required at times.
·
Terminology,
formulae and algorithms should be viewed by students as tools for solving
problems and communicating ideas, not as problems to be solved, and should not
dominate the curriculum. In SNC4M, which is intended more to promote scientific
literacy than to build a detailed background in a science discipline, it is
particularly important to emphasize key skills and concepts without obscuring
them by expecting students to memorize a multitude of facts and formulae.
·
This
Course Profile describes a science course in which students are encouraged to
ask their own questions, and in many cases to find their own answers by inquiry
– through experimentation, research, or the innovation of a device or process.
Fundamental to the skill set of a scientifically literate person/citizen is the
ability to ask quality questions and to interpret the answers critically,
including identifying unstated assumptions.
·
In
this Course Profile there is an emphasis on developing students’ ability to
devise and carry out their own procedures within well-defined limits. The
teacher’s role is to decide what knowledge and skills students must have to
proceed safely and successfully in a laboratory setting, without reducing their
part in the process to being doers of investigations with entirely predictable
results.
The
expectations of the Science and Contemporary Societal Issues strand are
interwoven (and identified) throughout the course and serve as the underlying principles
for the four remaining strands from the curriculum. Discussion of the
expectations dealing with the nature of science (SSV.01, SS1.01, SS1.02,
SS1.03, SS1.04) should occur on an ongoing basis as the teacher introduces
terms such as principle, law, theory, etc. Concepts such as the
acquisition and evolution of scientific knowledge should take place within
these discussions. The expectations that focus on the connections among
science, technology, and contemporary societal issues are used to introduce
and/or set the context for the units. In the activities suggested in the Course
Overview, instances where these expectations provide the focus are indicated by
listing the expectation code with the activity. Since the units in this course
are distinct, with few natural connections, the Science and Contemporary Issues
expectations are used to provide the unifying theme.
The
distinct nature of the units allows for their presentation in any order. To
reinforce from the outset of the course the multitude of STSE implications, the
teacher should choose a starting point based on current societal issues from
the local or global community.
The
writers have chosen to start with the unit on Energy Alternatives and Global
Impacts, given current issues surrounding energy, e.g., deregulation of
electrical energy production, coal-fired generators, nuclear power plants, wind
turbines. The focus of the strand is a comparison of the scientific principles
of energy production by conventional and alternative methods. The costs,
demand, environmental impacts, and contemporary societal issues related to
energy use will also be explored.
The
second unit in this Course Profile, Communications Systems, focuses on privacy
and information access issues arising from the use of modern communications
systems. The scientific principles and functioning of modern communications
systems, e.g., the cell phone, satellite phones, global positioning systems,
are also addressed. Within this unit, the evolution of scientific knowledge and
scientific discovery are linked to communication technology.
Unit
3, Organic Products in Everyday Life, allows students to investigate the
properties, benefits, and hazards of organic products used in their daily
lives, industry, and agriculture. Comparisons of conventional and alternative
products are made from both a personal and global/cultural perspective.
Building on students’ background from Grades 9, 10 and 11, this strand
introduces the chemistry of common organic chemicals. It also serves as a
review and extension of their laboratory and data management skills.
In
the Unit 4, Pathogens and Disease, students explore the reproduction,
transmission and biological effects of micro-organisms. The human immune
response and the techniques for the prevention of disease are also examined.
Current news items related to pathogens and disease, e.g., flu outbreaks, West
Nile disease, E-coli, anthrax, and the many societal issues that
surround local and global responses are used to set the context for the unit.
Unit 5 is
the Final Assessment Task and includes a written exam component and a
culminating activity based on a contemporary societal issue that relates to one
or more of the four previous units. Students research, define, and develop an
understanding of the chosen issue(s) and demonstrate their learning through
both a written and an oral project. The Science in the News Portfolio developed
throughout the course serves as both practice and resource for the written and
oral project.
|
* Unit 1 |
Energy Alternatives and Global Impacts |
25 hours |
|
Unit 2 |
Communications Systems |
24 hours |
|
Unit 3 |
Organic Products in Everyday Life |
24 hours |
|
Unit 4 |
Pathogens and Disease |
25 hours |
|
Unit 5 |
Final Assessment Tasks |
12 hours |
* This
unit is fully developed within this Course Profile.
Time: 25
hours
Unit
Description
In this
unit students examine some of the societal issues related to the production and
consumption of electrical energy. Following an initial discussion, they develop
an understanding of the scientific principles in power production technologies
as well as the natural resources required for these technologies. Students
research and evaluate the variety of both conventional and alternative power
resources, their environmental impact, and the advantages and disadvantages of
their use, always moving from an individual/local focus to a global one. They
then begin to look more closely at alternative sources of energy and expand
their skills of scientific inquiry through the development of a model of an
alternative energy source. As part of the underlying theme of contemporary
societal issues, students start collecting articles related to science issues
for their Final Assessment Task portfolio.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning
Expectations |
Assessment
Categories |
|
1.1 |
Going Beyond the Gut Reaction |
SSV.01, SSV.02, SSV.03, SS1.01 |
Inquiry |
|
1.2 |
The Use of Electrical Energy |
EAV.02, EA2.01 |
Communication |
|
1.3 |
The Physics of Generating Electricity |
EAV.01, EA1.01, EA1.05, EA1.06 |
Knowledge/Understanding |
|
1.4 |
Costs and Benefits of Conventional Energy Sources |
EAV.01, EAV.02, EAV.03, EA1.01, EA1.04, EA2.03, EA3.01,
SSV.02, SSV.03, SS2.02, SS3.02 |
Knowledge/Understanding |
|
1.5 |
Alternative Energy Resources |
EAV.01, EAV.02, EAV.03, EA1.01, EA1.02, EA1.03, EA2.02, EA2.05,
EA3.02, EA3.03, EA3.04, EA3.05, SSV.01, SS1.05, SSV.02, SS2.02, SSV.03,
SS3.03, CS2.03 |
Knowledge/Understanding |
|
1.6 |
End-of-Unit Task: The Energy Debate |
EAV.01, EAV.02, EAV.03, EA1.02, EA2.04, EA3.05, SSV.03,
SS3.01 |
Knowledge/Understanding |
Time: 24 hours
Unit
Description
Throughout the unit, students
consider how the advent of modern communication technology has altered the way
the world is viewed. This unit develops students’ understanding of the
fundamental scientific principles of modern communications systems. Students,
through laboratory investigations, explain how modern communications systems
function. They evaluate the advantages and disadvantages of such systems for
both the individual and society.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning
Expectations |
Assessment
Categories |
|
2.1 |
General Science of Communication |
CSV.01, CS1.01, CS1.03, CS1.04, CS1.05, CS2.02, SSV.01,
SS1.01, SS1.02, SS1.03 |
Knowledge/Understanding |
|
2.2 |
Science Behind Communication Technology |
CSV.01, CSV.02, CS1.02, CS1.07, CS2.01, CS2.04, SSV.01,
SSV.02, SS1.04, SS1.05, SS1.06, SS2.01, SS3.03 |
Communication |
|
2.3 5 h |
Using the Communication Technology |
CSV.02, CSV.03, CS2.01, CS3.01, SSV.02, SS2.01 |
Making Connections |
|
2.4 |
Communication Issues |
CSV.03, CS3.01, CS3.02, CS3.03, SSV.02, SSV.03, SS2.03,
SS2.04, SS3.02 |
Making Connections |
|
2.5 |
End-of-Unit Task: Development of a Device |
CSV.01, CSV.02, CSV.03, CS2.03, CS1.03, CS1.04, CS1.06,
CS1.08, CS1.09, CS2.01CS3.01, CS3.02, CS3.03, SS3.01, SS3.02, SSV.03, SS3.01,
SS3.02 |
Inquiry |
|
Key to
Abbreviations in Unit Overviews |
|
K/U = Knowledge/Understanding I = Inquiry C = Communication MC = Making Connections |
General
Science of Communication
2.1.1. Students express their initial views of the benefits and dangers
of modern communication technology. They are introduced to the End-of-Unit Task
with reference to the Final Assessment Task and the ongoing Science in the News
Portfolio.
2.1.2. Students investigate relationships among length, period, and
frequency using wave machine or ripple tank (to demonstrate wave properties
leading to electromagnetic spectrum). Include explanations of observation,
inference, theory, and causality. (SS1.01).
2.1.3. Students investigate production and
transmission of electromagnetic radiation through various mediums including
identification of total internal reflection (fibre optics). Include both the
visible and non-visible spectra, e.g., IR, radio waves, microwaves. Students
prepare a wall chart outlining wavelength and frequencies of the spectrum and
related technologies associated with each range. Relate spectra to evidence for
the Bohr model of the atom and the evolving model of the atom. (SS1.02, SS1.03)
Assessment Lab Reports (I, C), Written Quiz (K/U)
Science
Behind Communication Technology
2.2.1. Students participate in a teacher-led lesson on transformations
for transmission and reception of communication, including the use of invisible
light, e.g., communication using infra-red light, if appropriate materials are
available. Demonstrate some of the general properties of communication devices
and the scientific principles behind them, e.g., cell phone, IR remote, RF
remote, Sonic Finder, GPS, the Internet. Students consider the impact of this
technology on society. (SS1.4, SS3.03)
2.2.2. Students discuss how the growth of scientific knowledge is
related to the development of various forms of communication technology: sound
(sonar, ultra sonic, sub sonic, audible), light (electro-magnetic radiation,
visible and non-visible in communications), semi-conductors (space travel,
computers, data projectors). They also discuss what led to the development of
various forms of communication technologies. (SS1.06)
2.2.3. Students research and discuss analog communication vs. digital
and basic scientific principles of each. Students decide which of these
technologies is appropriate for specific applications, e.g., sound
communication, photographs, data, replication technology. (SS1.05)
2.2.4. With teacher assistance, students identify the scientific
principles involved in GPS, ultra-sound, Sonic Finder, RF and IR remote, cell
phone, night vision goggles, the Internet. (SS1.05)
Assessment Written Quiz (K/U, MC)
Using
the Communication Technology
2.3.1. Students identify some of the variables that affect specific
communication technologies, choose one, and design an experiment related to it,
e.g., antenna length and clarity of radio reception, effectiveness of
walkie-talkies as distance between them increases, quality of satellite
reception as obstructions are placed in front of the dish, reception of digital
vs. analog cell phones. (SS2.01)
2.3.2. Students use Internet and print resources to research societal
issues related to communication in preparation for the next activity.
Assessment Lab Reports (MC, I, C), Report on Research (K/U, I,
C)
Communication
Issues
2.4.1. Using surveys, Internet research, and interviews, students
investigate the impact of new communications systems on individual lifestyles.
In particular, they focus on home and workplace influences. They interview
people covering a wide range of ages. (SS2.03, SS2.04)
2.4.2. Students discuss privacy issues with respect to the Internet
(anonymity), cell phones and portable phones (eavesdropping) and surveillance
technologies. In particular, the risks and benefits are assessed, and
responsibilities for ethical use considered.
2.4.3. Research health risks of communication devices (cell phones)
and/or medical devices (ultra sound). (SS3.02)
Assessment Lifestyle/Health Risk Report (MC, I, C)
End-of-Unit
Task: Development of a Device
2.5.1. Students design, construct, and test a
simple communication device, e.g., a modulated laser communicating with a
photodiode, that transforms energy from one form to another and explain the
principles involved in its operation.
2.5.2. Students write a report on a recent communication
innovation/device and include the relevant transmission type (e.g., sound,
light, electrical) its frequency, and wavelength where relevant. Students also
conduct a qualitative risks/benefits analysis and report on the impact of this
new technology on individual lifestyles, privacy, and global communication
systems in general. (SS3.01, SS3.02)
2.5.3. Unit Test
Assessment Oral Presentation – theory and hypothesized use of
device (K/U, MC, C),
Prototype –
development, testing, effectiveness (I, K/U), Unit Test (K/U, MC)
Resources
CRTC
– http://www.crtc.gc.ca/
Information related to the Canadian Radio and Television Commission
Canada’s
SchoolNet – http://www.schoolnet.ca/home/e/services.asp
General source of information about education resources including Internet
accessibility
Davidson
Education Site – http://webphysics.davidson.edu/Applets/Applets.html
Doppler effect applet.
Glenbrook
South The Physics Classroom –
http://www.glenbrook.k12.il.us/gbssci/phys/Class/BBoard.html
covers most Physics topics.
Time:
24 hours
Unit
Description
Students
examine the properties, benefits, and hazards of representative everyday
organic products, and the use of these products in personal daily life,
industry, and agriculture. There is an emphasis on emulsifying agents,
pharmaceutical products, fertilizers and pesticides. Students use appropriate
scientific procedures and tools to investigate the separation of crude oil,
production of emulsifying agents and chemical action of pharmaceutical
products. Students evaluate the social and environmental implications of
substances such as pharmaceuticals, pesticides, and fertilizers. In the
End-of-Unit Task, students design an experiment, collect and analyse data,
assess the environmental impacts and offer resolutions. The End-of-Unit Task is
introduced early to ensure sufficient time to collect and analyse data and
information from a variety of sources.
Unit
Overview Chart
|
Activity/
Time |
Focus |
Learning
Expectations |
Assessment
Categories |
|
3.1 |
Introduction to Organic Products |
OPV.01, OP1.01, OP1.02, SSV.01, SS1.05 |
Knowledge/Understanding |
|
3.2 |
Separation of Crude Oil |
OPV.01, OPV.02, OP1.05, OP2.03 |
Knowledge/Understanding |
|
3.3 |
The Production and Nature of Emulsifying Agents |
OPV.01, OPV.02, OP1.03,
OP1.04, OP2.01, OP2.02 |
Knowledge/Understanding |
|
3.4 |
The Properties and Actions of Pharmaceutical Products |
OPV.01, OPV.02, OPV.03, OP1.07, OP1.08, OP2.05, OP3.03,
SSV.02, SSV.03, SS2.01, SS3.02, SS3.03, SS3.04 |
Knowledge/Understanding |
|
3.5 |
Fertilizers and Pesticides |
OPV.01, OPV.02, OPV.03, OP1.06, OP2.04, OP3.01, OP3.02 |
Knowledge/Understanding |
|
3.6 |
End-of-Unit Task Analysis of the Impact of an Organic Product on the Environment |
OPV.01, OPV.02, OPV.03, SSV.02, SS2.02 |
Knowledge/Understanding |
Introduction
to Organic Products
3.1.1. Students rotate through a variety of lab stations to assess
background skills and knowledge, e.g., safety procedures, appropriate disposal
of chemicals, appropriate use of apparatus, measuring accurately.
3.1.2. Students work in small groups to create a concept map identifying
and defining representative everyday organic products. They may need to use
reference materials, e.g., the Internet, textbooks, videos, magazine articles.
3.1.3. Students participate in a teacher-directed lesson accompanied by
a demonstration to compare the properties and structure of organic and
inorganic substances. Students create a Venn diagram or T-chart outlining the
similarities and differences.
3.1.4. Students are introduced to the End-of-Unit Task. The task
involves designing an experiment to assess the impact of an organic substance
on the environment, e.g., impact of fertilizers on the growth of bean plants,
or phosphate detergents on the aquatic environment. Students may conduct an
experiment themselves, use a computer simulation, or research a study already
completed.
Discuss expectations for the End-of-Unit Task
and develop a rubric for assessment in collaboration with the students.
Students are provided with one week to generate a proposal outlining their
idea. Time will be allotted throughout the unit for data collection.
3.1.5 Students research the discovery of bucky balls and their role in
the development of nanotechnology. Students summarize their findings in a
report outlining what bucky balls are, how they were discovered, and the role
they play in nanotechnology. (SS1.05)
Assessment Venn Diagram (C, K/U), Proposal (I), Report (C, I, MC)
Separation
of Crude Oil
3.2.1. Students review reference material in order to create a flowchart
that illustrates the scientific principles involved in the separation of crude
oil into its fractions and the physical and chemical properties of the
derivatives.
3.2.3. Students use a computer simulation to illustrate the scientific
principles upon which fractional distillation of petroleum products are based.
An alternative or additional activity may be to conduct an experiment to
demonstrate the process of distillation.
3.2.4. Students participate in a teacher-led discussion to explain how
the discovery of crude oil separation techniques has impacted us globally,
e.g., the production of plastics or synthetics used for the manufacturing of
clothing. Students discuss issues surrounding the use of natural resources to
manufacture products such as plastics and the appropriate disposal of these products.
Students summarize the key points in a note, e.g., point form, graphic
organizer, embedded note.
Assessment
Flowchart (K/U, C), Lab
Report (I, MC, C), Note (C, K/U)
The
Production and Nature of Emulsifying Agents
3.3.1. Students create and submit a proposal outlining the details of
the experiment for the End-of-Unit Task. The teacher conferences with the
student to ensure the proposal is appropriate and feasible.
3.3.2. A teacher-directed lesson describes properties of emulsifiers,
provides examples of their use in personal daily life and industry, and
explains how they work. Students further their understanding by using reference
material, e.g., textbook or the Internet, and record their findings.
3.3.3. Students design and conduct an experiment to examine the nature
of emulsifiers. They can demonstrate the production of an emulsifier, e.g.,
preparation of mayonnaise or hand cream, or examine how emulsifiers function,
e.g., use a control to demonstrate why and how an egg is used to make a cake.
Since there is an opportunity for students to perform many different
experiments, individual students provide the class with a brief synopsis of
their experimental procedure and results.
3.3.4. The teacher conducts a Socratic lesson to explain the process of
soap making (including the principles of bonding related to the making of
detergents) and the relationship between the structure and the function of a
soap molecule. The lesson is accompanied by a demonstration to help explain the
effect of dish detergent on fats.
3.3.5. Students use illustrations to help explain how soap is produced
and construct a model of a soap molecule identifying all the parts, including
the hydrophilic and hydrophobic ends.
Assessment End-of-Unit Task: Proposal (I, C), Lab Report (I, C),
Illustrations and
Model (K/U, C), Quiz (K/U)
The
Properties and Actions of Pharmaceutical Products
3.4.1. Students review information (recent and past) from videos,
periodicals, the Internet, and other sources to discuss the dangers of UV
radiation and the role of sunscreen in protecting the skin. Students form an
opinion and support it with scientific evidence explaining whether or not they
will use sunscreen in the future. (SS2.01)
3.4.2. Students select and research a pharmaceutical product used to
protect against a human pathogen or disease. They construct a flow chart to
clearly describe how it works, its historical development, how it is produced,
what drug or treatment it has replaced, who funded the development, e.g.,
private sector, government, how long it has been on the market, any side
effects it may have, and the cost involved to manufacture or to purchase it.
(SS3.02, SS3.04)
3.4.3. Students design and conduct a lab investigation related to the
production and/or properties of a pharmaceutical product, e.g., production of
aspirin, or use thin layer chromatography to analyse analgesics.
3.4.4. Students research and debate issues related
to a pharmaceutical product used to treat a disease, e.g., the positive and
negative effects to society and/or environment, of the societal needs/demands
that spurred its production. Students should be directed to consider global
ramifications, both positive and negative, of the use or production of the
product. (SS3.02, SS3.03)
Assessment Supported
Opinion (K/U, I, C, MC), Flow chart (K/U, C),
Lab report (MC, I,
C), Debate (C, MC)
Fertilizers
and Pesticides
3.5.1. Students work in small groups to research/brainstorm a variety of
chemicals used in agriculture. They use thin layer chromatography to separate a
variety of agricultural chemicals. The teacher must select products which are
safe for students to use.
3.5.2. Students work individually or in pairs to prepare a pamphlet
displaying information about a chemical used in the garden. Students determine
the following characteristics about the chemical: product name, chemical name,
structural formula, solubility, physical properties, toxicity, chemical
properties, how it works, where it is used, biodegradability, and method of
disposal.
3.5.3. The focus of this activity is to investigate alternate
farming/gardening practices used in various cultures and their global
implications. Students work in pairs using research and/or telephone/ personal
interviews; one individual investigates conventional farming practices and pest
control methods while the other focuses on alternate methods. Students work
collaboratively and construct a Venn diagram illustrating the similarities and
differences. (SS2.04)
3.5.4. Students participate in a teacher-led discussion analysing the
costs and benefits associated with chemical and alternative pest control
methods, including their global impact on the environment. Students summarize
the information.
3.5.5. The Supreme Court of Canada recently decided to uphold the power
of municipal governments to restrict the use of pesticides within their
communities. Students write a letter to the city council in support or
disagreement with the Supreme Court’s decision. Students support their opinion
with scientific evidence and assess the effect on local companies,
municipalities, and other countries.
Assessment
Pamphlet (I, C, MC), Venn
diagram (K/U, C, MC), Letter (C, K/U, MC)
End-of-Unit
Task: Analysis of the Impact of an Organic Product on the Environment
3.6.1. Students submit a report investigating the impact of an organic
substance on the environment. The report contains a proposal outlining the
details of the experiment, data collection and analysis, benefits and risks
associated with the use of the product, societal and environmental
implications, and possible alternatives. (SS2.02)
3.6.2. Unit Test
Assessment
Report (C, I, MC), Unit test
(K/U, MC)
Resources
Bucky
Balls – http://qlink.queensu.ca/~7jld/Chem210/index.htm
Nanotechnology and bucky balls
Marshall
Brain’s How Stuff Works – www.howstuffworks.com
Function of sunscreen, pharmaceutical products
Links
to Chemistry Experiments, Demonstrations
– www.chemistrycoach.com/Links%20to%20chemistry_experiments.htm
Soap and aspirin production, thin layer chromatography (agricultural chemicals)
Pesticide
Reduction is Possible – http://www.wwfcanada.org/satellite/prip/index.html
Pesticide use and related issues as posted by the World Wildlife Fund
The
Skinny on Sunscreen Testing –
www.discovery.com/area/skinnyon/skinnyon970704/skinny1.html
Sunscreen article
Time:
25 hours
Unit
Description
This unit
involves the study of microorganisms and their role in disease. Transmission of
disease and prevention of disease are discussed while growth and control of growth
are explored through inquiry activities. The human immune response and the use
of antibiotics are presented, and the implications surrounding misuse or
overuse of antibiotics is researched. Bacteria are also discussed as agents of
genetic manipulation and as keys to survival because of their role as
decomposers in the food chain.
Unit
Overview Chart
|
Activity/ Time |
Focus |
Learning
Expectations |
Assessment
Categories |
|
4.1 |
What are Pathogens? |
PDV.01, PD1.01, PD1.03, PD1.05, PDV.03, PD3.01, PD3.05,
SSV.03, SS3.03 |
Knowledge/Understanding |
|
4.2 |
Bacterial Growth |
PDV.01, PDV.02, PD1.01, PD1.02, PD2.01 |
Knowledge/Understanding |
|
4.3 |
Bacterial Controls and Human Immune Response |
PDV.01, PDV.02, PDV.03, PD1.04, PD1.05, PD1.06, PD2.03,
PD2.04, PD2.02, PD3.02, SSV.01, SS1.02, SS1.04 |
Knowledge/Understanding |
|
4.4 |
Is Bacteria Good or Bad? |
PDV.01, PD1.01, SSV.01, SSV.02, SSV.03, SS1.02, SS1.03, SS1.04,
SS1.05, SS2.01, SS3.01 |
Knowledge/Understanding |
|
4.5 |
Pathogens, Diseases and Issues |
PDV.02, PDV.03, PD2.05, PD3.01, PD3.03, PD3.04, SSV.01, SSV.02,
SSV.03, SS1.04, SS1.05, SS2.03, SS2.04, SS3.03 |
Knowledge/Understanding |
|
4.6 |
End-of-Unit Task: Controlling the Spread of Disease |
PDV.01, PDV.02, PDV.03, SSV.02, SS2.02, SS2.03 |
Knowledge/Understanding |
What are
Pathogens?
4.1.1. Working in groups with chart paper, students participate in a
“graffiti” activity to answer focus questions that act as a diagnostic
assessment to determine what they already know about pathogens and disease. A
discussion about pharmaceuticals research may be appropriate. Use the results
to lead to a teacher-directed lesson – kingdom Monera: bacteria and virus
(structure), roles in the ecosystem (decomposer, parasite) terminology –
pathogen, non-pathogenic viruses/bacteria, pathogenesis.
4.1.2. Through a case study, students read an
article related to vaccination programs (possibly in the local community) and
as a class discuss the global implications and funding process for such
programs. They may refer back to the assignment on pharmaceuticals used in the
last unit. The teacher assigns a mini research project for the class to gather
data on the impact on populations of the use of vaccines to control disease.
Data is collected and posted on a bulletin board for class reference. Discuss
news articles related to pathogens and disease for the culminating task
portfolio and plan presentation dates for articles for this unit. (SS3.03)
4.1.3. Students participate in a brief teacher-led lesson on
transmission of pathogens followed by a jigsaw activity. Articles that
illustrate different types of bacteria/virus (both helpful and harmful) and how
they are transmitted (e.g., airborne, insect borne, water borne, food borne, or
sexually transmitted), are read and summarized in small expert groups and then
shared with home group members. Construct a concept map of pathogens: types,
transmission, impacts.
4.1.4. The teacher introduces the End-of-Unit Task: An investigation on
the use of antibacterial agents/sterile techniques or pharmaceuticals to
prevent the spread of pathogens in the home/workplace/community/global
population. This will involve culturing bacteria and testing an antibacterial
agent as chosen by the student (not mouthwash as it will be done by the class)
and testing the hypothesis proposed by the student. (Activity 4.6.1)
Assessment
Checklist for Research (C,
MC), Concept Map of Pathogens (K/U, C, MC), Quiz (K/U)
Bacterial
Growth
4.2.1. Students review related safety procedures and then design and
develop an investigation involving locations around the school where ideal
conditions for bacterial growth exist. Cultures will require 36-48 hours to
culture on nutrient agar plates. Culturing procedures and safety concerns
should be discussed at some length prior to doing this activity. Cultured
plates should be sealed and secure once inoculated. Proper disposal of cultured
plates should be discussed with Health and Safety representative and done
following school board policy. Alternately, use a virtual bacteria growth
program or create hypothetical growth data and analyse the data.
4.2.2. The teacher leads students in a lesson on cycles of
representative pathogens, including explanation of gram positive bacteria and
gram negative bacteria, and the modes of transmission of bacteria. The use of
prepared microscope or microviewer slides would enhance this lesson. Students
create a comparative analysis (chart/map) of the modes of transmission/life
cycles of different types of pathogens.
Assessment
Lab Report (I, C, MC),
Comparative analysis (MC, C, K/U,)
Bacterial
Controls and Human Immune Response
4.3.1. Students design an investigation to answer a question based on
the use of mouthwash to control bacterial growth (pathogenesis). Bacteria will
require 36-48 hours to culture on nutrient agar plates. Continue to address
safety concerns raised in Act 4.2.1.
4.3.2. With teacher direction, students describe the human immune
response (primary and secondary) including all the body’s natural defence
mechanisms for fighting infection. Include effects of vaccines on human
response. Discuss how scientific discovery leads to alternative medicines and
technologies. (SS1.04)
4.3.3. In small groups, students read, summarize and present information
from various articles highlighting non-medicinal ways to prevent contraction of
pathogenic disease and the use of antibiotics, antiseptics and other drug
therapies to control pathogenesis.
4.3.4. Students discuss the misuse of antibiotics in the control of
infection; they read media articles involving the re-emergence of diseases
thought to have been killed off (resistant strains of bacteria, viral
mutations). (SS1.02)
Assessment Lab Report (C, MC, I), Article Information (K/U, C), Quiz,
(K/U, MC)
Are
Bacteria Good or Bad?
4.4.1. Teacher-directed lesson: Are Bacteria
useful? Review the role of bacteria in the food chain, in yoghurt, microbes
cleaning oil spills, etc. Other ways of introducing helpful bacteria are
microviewer slide activities or articles and a jigsaw or group type review.
4.4.2. Conduct a teacher-led lesson or an overview of the growth of
science with increasing information on the structure of DNA and the role of
bacteria in manipulating genes for the production for example of hormones, and
genetically modified foods. Discuss perception of gene splicing and gene
therapies by different interest groups in the community. Students create a
timeline for genetic therapies starting with the discovery of DNA. (SS1.02.
SS1.03, SS1.04, SS1.05, SS2.02, SS3.01)
4.4.3. Activity: Use DNA model kits to construct basic DNA molecules.
Students then design and carry out a procedure that shows how gene splicing
might occur using the DNA model kits. Follow up with a discussion of plasmid
use in gene splicing and manipulation of DNA codes.
Assessment Timeline (C, K/U, MC), Quiz (K/U, MC), Gene Splicing
Procedure (I, MC)
Pathogens,
Diseases, and Issues
4.5.1. Students discuss the control of pathogenesis. The focus should
fall on workplace and industrial settings – moving from antibacterial agents
towards sterile techniques.
4.5.2. Students move through various stations and practise aseptic/sterile
techniques such as the use of alcohol (other chemicals), flame, radiation (UV
lamp), pressure cooker (autoclave). Demonstration: Louis Pasteur – the use of
pasteurization techniques. A chart summarizing the methods, effects on
pathogens and appropriate use of the different techniques should be produced by
each student.
4.5.3. The teacher conducts a lesson covering the technologies of
disease control and their impacts on society. Students should research the
impact of these techniques of food production and marketing and prepare a
one-page advertisement that describes their method of choice for preparing or
preserving food safely. (SS1.04. SS1.05, SS2.03, SS2.04, SS3.03)
Assessment Chart (I, C, MC), Advertisement (K/U, C, MC)
End-of-Unit
Task: Controlling the Spread of Disease
4.6.1. Students are presented with the problem of having to prevent the
spread of pathogens in a specific work location. They create a focus question,
design a procedure and carry out an investigation. The same precautions for
culturing bacteria presented in Activity 4.2.1 should be re-emphasized. Data
should be collected from the investigation and analysed in terms of
implications for the work site, the community, and globally. (Who is
responsible for maintaining the aseptic environment? What are the impacts of
improper maintenance of the work site?). (SS2.02, SS2.03)
4.6.2. Unit Test: Knowledge of the structure of pathogens, transmission,
pathogenesis – disease, immune response and control.
Assessment Lab report (I, MC, C), Unit test (K/U, MC)
Resources
Institute
of Infection and Immunity – http://www.cihr.ca/institutes/iii/iii_e.shtml
Information on funding for research
Emerging
Infectious Diseases – http://www.cdc.gov/ncidod/EID/tauxe.htm
Articles on pathogens and transmission
Plants,
Pathogens, and People – http://nautilus.outreach.uiuc.edu/ppp/
Articles on pathogens and transmission
Avigen
– http://www.avigen.com
Information on non-pathogenic viruses in gene therapy
Anthrax
as Disinformation – http://nov55.com/athr.html
Anthrax misinformation in the media
Fortune
City, Useful Bacteria –
http://victorian.fortunecity.com/bronte/205/bacteria.html
Information on useful bacteria
EnviroSense,
New Process User Bacteria to Transform Waste Gases Into Useful Chemicals
– http://es.epa.gov/techinfo/facts/nu-prcss.html
Bacteria to transform wastewater gases
Variations
in Life Science, Video Unit 3: Useful Allies, Beneficial Bacteria
– http://www.learn.motion.com/lim/var/des3.html
Information on useful bacteria
Biotech/Biomedical
– http://biotech.about.com/library/weekly/aa033100b.htm
Antibiotic-resistant bacteria
http://ci.mond.org/9510/951010.html
Transgenic livestock in agriculture and medicine
TV
Features, Xeno Transplants: Promise and Peril
– http://www.gist.com/tv/article.jsp?adf=dn032301.adf
Frontline: Organ Farm
Time: 12 hours
Unit
Description
Throughout
the course, students collect and critique science-related news articles.
Towards the end of the course, they select an issue that is important to them
from among the news articles collected, and produce an in-depth critical
analysis. The student and the teacher negotiate the format of the final
product; this should reflect student learning styles. A comprehensive
examination is completed.
Final
Assessment Task Overview Chart
|
Activity/ Time |
Focus |
**Learning
Expectations |
Assessment
Categories |
|
5.1 |
Portfolio of Science in the News |
OPV.01, OPV.02, OPV.03, PDV.01, PDV.02, PDV.03, EAV.01, EAV.02,
EAV.03, CSV.01, CSV.02, CSV.03, SSV.01, SSV.02, SSV.03 |
Knowledge/ Understanding |
|
5.2 |
In-Depth Critical Analysis of a Current Issue |
OPV.01, OPV.02, OPV.03, PDV.01, PDV.02, PDV.03, EAV.01,
EAV.02, EAV.03, CSV.01, CSV.02, CSV.03 |
Knowledge/ Understanding |
|
5.3 |
Exam |
OPV.01, PDV.01, EAV.01, CSV.01, SSV.01, OPV.03, PDV.03, EAV.03, CSV.03, SSV.03 |
Knowledge/ Understanding |
** The
expectations listed will not all be addressed by an individual student. Since
the Final Assessment Task allows for student choice of emphasis, only those
expectations from the chosen unit(s) will be addressed.
5.1.1. Students build a portfolio throughout the
course based on selecting fifteen (15) articles from the media, e.g.,
newspaper, journal, science periodical, websites, relating to a scientific
issue. They collect three articles related to each of the four units and an
additional three that they find interesting. In completing a commentary on each
article, they state the issues surrounding the article in the form of an
open-ended question, and critically assess the contained information following
a research-analysis approach. They briefly evaluate the social, economic and
political/environmental impact on society from at least two opposing
perspectives involved in the issue. They also briefly assess the strengths and
limitations of scientific knowledge and procedures as a means of resolving the
issues. Every three weeks, students are given the opportunity to present one of
their articles to a small group of peers. Peers can provide assessment of the
critical comments as well as further insight into the issue. The structure of
the group should not be the same for each presentation session.
5.2.1. Students critically assess and research information on one of the
portfolio articles using a research-analysis approach format. The issue chosen
should be connected to any two of the four units/strands of study:
Communication Systems; Organic Products; Pathogens and Disease; and Energy
Alternatives and Global Impact. They gather relevant data (primary or
secondary) and develop a timeline of evolving knowledge related to the issue.
They also perform an in-depth assessment of the strengths and limitations of
scientific knowledge and procedures as a means of resolving the issue. They
perform an in-depth evaluation of the social, economic and political/
environmental impact on society, from two opposing perspectives involved in the
issue. After analysing the data, students make a personal statement related to
the issue using relevant data to support their argument. Students present their
material in an appropriate and interesting way, e.g., visual demonstration,
essay, flow chart, web page, computer presentation.
5.3.1. Exam: Given the destination designation of this course, a comprehensive
examination covering a large portion of the course content is appropriate. In
that scientific literacy is a key goal of this course, the exam should not be
strictly knowledge driven. The STSE expectations need to be stressed. An
open-note exam could be considered.
Assessment Portfolio (K/U, C, MC); Critical Analysis (K/U, I, C,
MC); Exam (K/U, MC)
Resources
The
following provide useful guidelines for developing commentaries and the
critical analysis:
Ritter,
Bob, D. Plumb, F. Jenkings, H. van Kessel, and A.J. Hirsch. Nelson Science
10. Toronto: Nelson Thomson Learning, 2001. ISBN0-17-607501-1 – for the
PERC method of analysis and other suggestions for student research and
communication
White, Fiona et
al. Course Profile
Science, Grade 10 Academic, Public Board, 2000. Teacher Support Material 3C: The 5Rs Process
(Recognition, Research, Resolution, Responsibility, Review) for Environmental
Issues. p. 12.
The
over-riding aims of this course are to develop scientific literacy and to
prepare students for entry into non-science related programs at the
post-secondary level. Students explore a wide range of science topics and the
contemporary societal issues surrounding them. It is important that
teaching/learning strategies be designed to give students opportunities to be
actively involved in their own learning and to relate the concepts and skills
they develop to their present and future life beyond the classroom. A variety
of instructional strategies is needed to provide learning opportunities that
accommodate a wide range of interests, learning styles, and ability levels.
In planning activities
for this course, ensure that students have:
·
opportunities
to work individually, in pairs or small groups, and as a whole class;
·
both
direct instruction and opportunities for open-ended exploration;
·
opportunities
to interpret observed data and develop concepts for themselves;
·
tasks
in which they define some of the parameters;
·
opportunities
to communicate using standard formats, e.g., lab reports, bulletin board
displays, presentation software, as well as opportunities to choose and develop
the format;
·
opportunities
to design, perform, and evaluate experimental activities;
·
opportunities
to acquire knowledge and apply that knowledge in a variety of contexts;
·
opportunities
to complete activities related to their different learning styles.
Field trips and guest speakers are an integral
part of teaching/learning strategies. These must be closely connected to the
expectations of the course, the resources of the community, and the interest of
the students. Field trip sites and guest speakers are suggested throughout the
Course Profile. Teachers are reminded to follow board policy in arranging for
these aspects of the activity.
Students
bring a range of background and experiences in science to this course. One of
the most important ways to engage students in the learning process is to take
advantage of student interests when developing and extending activities and
when providing examples of applications. By focusing on student questions, the
teacher can learn of their interests and in some situations, these questions
can be given back to students as research challenges.
The
teaching/learning strategies as developed in this Course Profile provide
students with the skills and knowledge necessary to allow them to successfully
complete the End-of-Unit Task. The End-of-Unit Tasks together lay the ground
work to prepare the students for the Final Assessment Task. The Final
Assessment Task connects the units and meets the three goals of all science
courses.
The teaching/learning strategies assist with the
development of students’ literacy skills by:
·
using
written material with immediate and lasting value and relevance to students;
·
allowing
students to read documents such as instruction manuals, assembly guides and
trouble-shooting manuals for understanding;
·
creating
step-by-step instructions for other students to follow;
·
using
diagrams, charts, and graphic organizers for communication.
The teaching/learning strategies support students in
becoming educated consumers by:
·
using
resources such as buyers’ guides, consumer reports and articles from current
magazines;
·
discussing
how to make informed choices, both at home and in the workplace;
·
testing
consumer products;
·
making
connections among personal, workplace and community responsibilities.
Experimental and research inquiry skills are enhanced by:
·
manipulating
apparatus;
·
collecting
and analysing data;
·
locating
and accessing information from a wide variety of resources in addition to
textbooks;
·
clarifying
misconceptions regarding commonplace phenomena;
·
relating
skills to everyday situations requiring those skills;
·
documenting
skills required for a variety of careers.
Media literacy skills are developed through:
·
using
newspapers, radio, and television to locate current information and issues;
·
relating
information to personal situations and interests.
Computer applications should be
included in activities whenever they enhance student learning by enabling them
to complete work more efficiently or to complete work that otherwise could not
be done. A wide variety of software tools could be used to record and display information.
Examples include word-processing; spreadsheets, e.g., class data from
measurements taken in the laboratory; graphics, e.g., flow charts, concept
maps, diagrams in place of written reports of investigations; databases, e.g.,
incorporating observations taken by small groups or individuals; collections of
data from replicated experiments; and presentation. Probe-ware should be used
to collect data, e.g., to permit replications of experiments where complex
procedures would limit students to single experiments. Simulations may
substitute for experiences but should not be used to replace direct experiences
that are safe, ethical, and available. The portability of calculator-based
laboratory systems makes them useful for work outside the classroom.
Online
communication between teacher and students could occur throughout the course.
Homework assignments and answers could be posted, along with reminders about
upcoming assignment deadlines and evaluation dates. Sample exam questions could
be included and links made to pertinent sites, covering a variety of STSE
topics. Online tutorials could be arranged and part of a later unit in the
course could be presented online. Many of these experiences will mirror what
students will encounter at college or university.
While not
counted towards students’ achievement of course learning expectations, Learning
Skills – Works Independently, Teamwork, Organization, Work Habits/Homework,
Initiative – are keys to success in school and beyond. As with other skills,
they should be taught, practised, and assessed in the science classroom.
Variety is essential: individual assignments foster independence; small-group
co-operative learning experiences (including laboratory work done in pairs)
provide opportunities to develop teamwork.
The
knowledge expectations of this course have intrinsic worth as useful
information, but they also serve as vehicles for developing other expectations:
·
acquisition
of knowledge through inquiry develops inquiry skills;
·
connecting
science concepts to social and environmental issues develops the necessary
habits of mind for making connections;
·
applying
scientific knowledge to practical problems makes connections to technology;
·
considering
how scientific knowledge is acquired, e.g., through tools and equipment use,
helps develop an understanding of the role that technology plays in scientific
discovery.
During their study of science, students should
be encouraged to develop awareness of the responsible acquisition and application
of scientific and technological knowledge to the mutual benefit of self,
society, and the environment.
Seventy
per cent of a student’s final 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. Assessment is a process of gathering
information and providing descriptive feedback about student learning.
Evaluation is the process of judging work and assigning a value, based on
established criteria.
The
purpose of assessment is to improve student learning. This means that
judgements of student performance must be criterion-referenced so that feedback
can be given that includes clearly expressed next steps for improvement. Tools
of varying complexity can facilitate this.
·
For
assessing/evaluating a test or quiz, a marking scheme is used.
·
Where
completion or non-completion is the issue, a checklist is sufficient.
·
Where
quality of performance is easily identifiable, a rating scale can be used.
·
For
more complex tasks, the criteria may be incorporated into a rubric where levels
of performance for each criterion are stated in language that can be understood
by students.
Rubrics describe performance of a generalized
skill (such as Inquiry) or can be task-specific.
Checklists,
rating scales and rubrics become powerful tools for improving learning when
students understand the criteria and levels of performance before they
undertake the task. Discussion of the criteria for success should be part of
every learning task. It is often beneficial to involve students in the
development of the rating scale or rubric (identifying criteria and setting
levels of achievement in terms they understand).
Assessment
must be embedded within the instructional process throughout each unit rather
than being an isolated event at the end. Often, the learning and assessment
tasks are the same, with formative assessment provided throughout the activity.
In every case, the desired demonstration of learning is articulated at the
beginning and the learning activity is planned to make that demonstration
possible. When planning learning activities for Science, this process of
beginning with the end in mind helps to focus on the expectations and to reduce
the inclination to expand what is taught beyond what is required by the
curriculum.
Assessment,
Evaluation and Reporting are tied to the learning expectations and the
Achievement Chart for Science (Ontario Curriculum, Grades 11 and 12:
Science, 2000, pp. 172-175). Every learning activity and its assessment
should allow teachers to collect data for making judgements about performance
in one or more of the Achievement Categories: Knowledge/Understanding, Inquiry,
Communications, and Making Connections. Within each unit and across the course,
teachers must collect sufficient data (in kind and number) to make valid
judgements about each student’s performance in all categories.
In the
end, the final grade must be expressed as a percent based on the Achievement
Levels. That judgement must be based on each student’s demonstration of the
criteria, not relative to other students’ performances. Final evaluations
should reflect the teacher’s informed, professional judgement of each student’s
most consistent level of performance in each category of the Achievement Chart.
A wide
and balanced range of assessment strategies is needed to accommodate the varied
learning styles of all students, to meet the needs of exceptional students, and
to encompass a broadened range of knowledge and skills expectations.
There
must be opportunities for students to demonstrate learning at all levels of the
Achievement Chart. With clearly articulated criteria, students become partners
in the assessment process. Strategies include:
·
performance
tasks and pencil-and-paper instruments. Both are needed to assess the full
range of expectations;
·
communication
activities and tasks. When students are engaged in group tasks it is
appropriate to consider group interaction as one indicator of each student’s
learning skills. However, assessment must focus on each student’s individual
demonstration of the learning expectations.
Students
enrolled in SNC4M come with a wide variety of learning experiences. Certainly,
the number and kind of science courses in the student’s background vary, but
many students have also completed technology courses in different disciplines.
Part-time jobs and hobbies also provide these students with various sets of
knowledge and skills. Diagnostic activities, at the start of all units, are
important for providing a context for the unit design (based on student
interest and background), for planning lessons to meet student needs, for
filling in gaps and correcting misconceptions, and for tapping into student
strengths.
Diagnostic activities
should consider knowledge, inquiry, and communication skills, and making
connections. A range of activities should be considered including:
·
pencil-and-paper
quiz (marks are not recorded);
·
class
discussion suggested by one or more focus questions;
·
brainstorming
activities, such as placemat or graffiti;
·
carousel
of laboratory activities for assessment of skills;
·
KWL
charts (Know, Want to know, and then later, what was Learned);
·
carousel
of different applications;
·
student
survey;
·
responding
to a short reading passage (fiction or non-fiction) or a video clip (fiction,
documentary, or news broadcast) on a connected societal issue.
A diagnostic activity may be suggested within
the Course Profile, but this can be substituted by any of the above or one of
the teacher’s own design. By varying the diagnostic activity from unit to unit,
different learning styles of students are addressed.
A number
of group activities are described in this Course Profile. These activities
allow students opportunities to practise and be assessed and evaluated for
Teamwork, one of the five Learning Skills. Teamwork is often identified as a
key employability skill. Initiative, Organization, and Work Habits/Homework,
three other Learning Skills, can also be practised, assessed, and evaluated to
some extent through group work.
However,
when group assignments are used to evaluate course expectations, the teacher
must ensure that this is done on an individual basis. This can be accomplished
in a number of ways:
·
Arrange
individual teacher/student conferences. Student responses to a series of questions
can be used to evaluate Knowledge/Understanding, Communication skills and
Making Connections most easily, but can also be used for Inquiry.
·
On a
regular basis, collect and evaluate work logs, where students describe their
role and responsibility in completion of an activity.
·
Students
use reflection journals to describe their learnings from a certain activity,
and then are evaluated for Knowledge/Understanding and Making Connections.
·
Work
logs and reflection journals can be in formats other than pencil-and-paper.
Some students might produce more complete and detailed answers if they were
using a tape recorder or a concept map. This would allow different learning
styles to be addressed.
·
Students
could pool their experimental or research results, and produce an independent,
individual final product that would be evaluated.
·
Students
could contract for different aspects of research or communication for a group
project. This is another opportunity to address individual learning styles.
When evaluating the group presentation, the teacher is aware of individual
responsibilities.
·
A quiz
could be used to evaluate specific Knowledge or Making Connections expectations
gained through a group activity.
·
Teacher
observation, using a checklist, and on the spot questioning can be used to
assess and evaluate meeting expectations on an individual basis.
·
Acquisition
of technical skills could be evaluated in another individual situation such as
a summative practical skills test.
Self- and peer assessment of individual performances
within a group setting are appropriate and useful to assist students in
becoming self-monitoring. However such assessments are not to be the basis for
evaluation; evaluation is the responsibility of the teacher and based on
individual student performance.
Some
students whether identified formally or not, need additional or alternative
supports to succeed in Grade 12 Science to their full potential. Teachers
should consult individual student IEPs for specific direction on accommodation
for individuals. Where there are specific accommodations required in an
activity, the suggestions are noted within the activity. The following are
examples of accommodations and aids that may be helpful in a general way:
·
Check
the IEPs of all identified students for specific accommodations in teaching
methodologies and evaluation.
·
Alter
the number and depth of assignment components as required.
·
Ensure
that peer helpers are available when students are working in small groups.
·
Provide
handout sheets with sample calculations and specific skill instructions.
·
Help
students create data charts into which they record information.
·
Allow
students to report verbally to a scribe who can help in note making.
·
Utilize
student strengths by permitting them a wide range of options for recording and
reporting their work, e.g., drawings, diagrams, flow charts, concept maps.
·
Extend
timelines to give students more time to process language and express their
thoughts.
·
Give
readings in advance or provide a selection of materials at different reading
levels.
·
Provide
extended timelines in situations where students do not have access to computers
outside of school.
·
Post
new words and terms, along with their definitions and/or a graphical
representation about the classroom.
·
Provide
additional time on assessments for dictionary use and processing language.
·
Provide
assistance to identify resources with appropriate reading level when research
is required.
·
Have
students keep a science dictionary of terms using pictures and first language
words.
·
Permit
the use of a translation dictionary on assessments.
·
Record
key words on the board when students are expected to make their own notes.
Units
in the 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 license and that this license 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 license 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.
Resources
are found throughout the Course Profile, whenever the writers felt it would be
most useful for teachers. Those appearing below are of general use throughout
the course:
Bennet,
Barrie and Carol Rolheiser. Beyond Monet – The Artful Science of
Instructional Integration. Toronto: Bookation, Inc., 2001. ISBN
0-9695388-3-9
Brennan,
Richard P. Dictionary of Scientific Literacy. Toronto: John Wiley and
Sons, Inc., 1992.
ISBN 0-471-53214-2
Brennan,
Richard P. Levitating Trains and Kamikaze Genes. Toronto: John Wiley and
Sons, Inc., 1990.
ISBN 0-471-07902-2
Flaste,
Richard (ed.). The New York Times Book of Scientific Literacy. New York:
Harper, 1992.
ISBN 0-06-097455-9
Hirsch,
Alan J., D. Martindale, S. Bibla, and C. Stewart. Nelson Physics 11:
National Edition, 1st Edition. Toronto: ITP Nelson Publishing. ISBN
0-17-612136-6
Johansson,
Thomas B., H. Kelly, A. K. N. Reddy, and R. H. Williams. Renewable Energy.
Washington D.C.: Island Press, 1993. ISBN 1-55963-138-4
Lean,
Geoffrey, D. Hinrichsen, and A. Markham. Atlas of the Environment.
Toronto: Prentice-Hall Press, 1990. ISBN 0-13-050436-X
Plumb,
Donald, B. Ritter, E. James, and A. J. Hirsch. Nelson Science 9.
Toronto: ITP Nelson Publishing, 1999. ISBN: 0-17-612032-7
Wall,
Byron E. Science in Society: Classical and Contemporary Readings.
Toronto: Wall and Emerson, 1989. ISBN 0-921332-254
World
Resources Institute. The 1992 Information Please Environmental Almanac.
Boston: Houghton Mifflin Company, 1992. ISBN0-395-59626-2
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.
Internet
Library – www.elibrary.com
Popular
Science, Times Mirror Magazines – http://www.popsci.com
Discover
Magazine, Disney Corp. – http:// www.discover.com
National
Geographic – http://nationalgeographic.com
Scientific
American – http://www.sciam.com
Most of
the above Internet magazines are available in print form from community and/or
school libraries.
Students
can apply and refine the skills, knowledge, and habits of mind they acquire in
SNC4M through Cooperative Education, work experience and service placements
within the community.
A
work site placement must be directly connected to the expectations of SNC4M if
it is to contribute to a student’s perspective of future careers or educational
opportunities. The wording in the document Cooperative Education and Other
Forms of Experiential Learning (Ontario, Ministry of Education, 2000)
provides clear direction, and should be the focus of the personalized learning
plans for students. “The personalized learning plan must include the following:
the Curriculum Expectations of the related course that describe the knowledge
and skills the student will extend and refine through application and practice at
the workplace.” (p. 23) The placement is not intended to introduce the student
to the expectations, but should connect closely enough that significant
expectations are clearly extended and refined in a workplace setting. Both
workplace and community experiences may offer unique opportunities for students
to achieve the goal of SNC4M “To relate science to technology, society, and the
environment” and to gain experience in the Science Investigative Skills defined
at the beginning of the course description in the guideline. The personalized
placement learning plan of a student who has an Individual Education Plan (IEP)
must be developed with direct reference to the IEP.
Coded
Expectations, Science, Grade 12, University/College Preparation, SNC4M
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.,
safely handle organic compounds);
SIS.02
- select
appropriate instruments and use them effectively and accurately in collecting
observations and data (e.g., microscopes, electrical equipment, meters, data
loggers);
SIS.03
- demonstrate the
skills required to plan and carry out investigations using laboratory equipment
safely, effectively, and accurately (e.g., design and carry out an experiment
to investigate the effectiveness of different antacids);
SIS.04
- select and use appropriate
numeric, symbolic, graphical, and linguistic modes of representation to
communicate scientific ideas, plans, and experimental results (e.g., draw and
label a diagram of the structure of an organic molecule, identifying its active
sites);
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;
SIS.06
- compile,
organize, and interpret data, using appropriate formats and treatments,
including tables, flow charts, graphs, and diagrams (e.g., summarize in a chart
the various modes of disease transmission);
SIS.07
- communicate the
procedures and results of laboratory investigations and research for specific
purposes using data tables and laboratory reports (e.g., an investigation of
physical and chemical properties of organic products in everyday life; an
investigation concerning the application of solar power in battery-driven
cars);
SIS.08
- research and
evaluate information on a specialized topic in science, and apply it to the
world outside the school (e.g., conduct an impact survey on emerging global
communication systems; assess the positive and negative aspects of the Human
Genome Project);
SIS.09
- select and use
appropriate SI units;
SIS.10
- identify and
collect information on careers related to the science subject area under study
(e.g., TV repair person, VCR technician).
OPV.01 · describe the properties,
benefits, and hazards of representative everyday organic products, and the use
of these products in personal daily life, industry, and agriculture;
OPV.02 · investigate the properties of
everyday organic products, using appropriate laboratory procedures and
equipment safely and accurately, and gathering and integrating information from
print and electronic sources;
OPV.03 · analyse the impact on society and
the environment of the use of organic products.
Understanding
Basic Concepts
OP1.01 – define, with examples, terms such as: soap,
detergent, emulsion, emulsifying agent, herbicide, pesticide;
OP1.02 – compare the properties and
structures of inorganic and organic substances (e.g., draw diagrams to show the
similarities and differences between inorganic and organic molecules);
OP1.03 – explain the scientific principles
involved in the making and use of soaps and detergents (e.g., the principles of
bonding related to the making of detergents);
OP1.04 – explain, giving examples, the
action of an emulsifying agent (e.g., the effect of dish detergent on fats);
OP1.05 – explain the scientific principles
involved in the separation of crude oil into its fractions (e.g., into diesel
fuel, gasoline, petroleum jelly);
OP1.06 – describe the properties of
chemical fertilizers and pesticides, and their use in agriculture;
OP1.07 – summarize, using scientific
principles, the dangers of UV radiation and the role of sunscreens in
protecting the skin;
OP1.08 – explain the action of various
pharmaceuticals, and their role in personal health-care products (e.g., draw
flow charts to show the action and use of aspirin/ASA, antacids, and vitamins
in personal health care).
Developing
Skills of Inquiry and Communication
OP2.01 – illustrate the relationship
between the structure and function of various organic products by constructing
for each a simple model of its molecule and identifying its active parts (e.g.,
draw and label a diagram of a soap molecule, including its hydrophylic and
hydrophobic parts);
OP2.02 – investigate through
experimentation the nature of emulsifiers and emulsions (e.g., conduct an
experiment to make mayonnaise, or hand cream);
OP2.03 – use laboratory investigation or
computer simulation to illustrate the scientific principles upon which
fractional distillation of petroleum products is based (e.g., conduct an
experiment on the fractional distillation of oil);
OP2.04 – compare, through research in
print and electronic sources, the nature and action of chemical and natural
fertilizers (e.g., draw a Venn diagram showing the similarities and differences
in the action of chemical and natural fertilizers);
OP2.05 – conduct a laboratory
investigation into the chemical properties and chemical action of
pharmaceutical products (e.g., into the function of antacids or aspirin/ASA).
Relating
Science to Technology, Society, and the Environment
OP3.01 – analyse the costs and benefits of
using organic products (e.g., most pesticides, phosphate detergents), and
assess their global impact on the environment;
OP3.02 – identify and describe strategies
for pest control other than the use of organic products
(e.g., research alternatives to pesticide use in agriculture and the home);
OP3.03 – describe the use and production
of representative organic products over time (e.g., cosmetics and other
pharmaceutical products).
PDV.01 · demonstrate an understanding of
micro-organisms, their biological effects, the diseases they cause, and the
metabolic and environmental barriers to the spread of disease;
PDV.02 · investigate the nature and growth of
representative pathogens, the response of the immune system to them, and the
effect on them of various drug therapies and sterilization techniques, using
appropriate laboratory procedures and equipment safely and accurately, and
gathering and integrating information from print and electronic sources;
PDV.03 · evaluate the measures available
for the control of disease, including the role of public policy and the use of
health-related technologies and scientific knowledge.
Understanding
Basic Concepts
PD1.01 – define, with examples when
appropriate, such terms as: micro-organism, pathogen, parasite, disease,
epidemiology, pathogenesis, vector;
PD1.02 – describe the characteristics and
reproductive cycles of representative pathogens (e.g., lysogenic cycle, lytic
cycle, infectious cycle of malaria);
PD1.03 – describe the modes of
transmission of diseases, including those that are insect-borne
(e.g., malaria, encephalitis), airborne (e.g., influenza, tuberculosis),
water-borne (e.g., cholera, poliomyelitis), sexually transmitted (STDs; e.g.,
AIDS), and food-borne (e.g., mad cow disease, trichinosis, food poisoning);
PD1.04 – describe and explain the immune
response of the body as a natural defence against infection (e.g., the immune
response to salmonella food poisoning, or trichinosis);
PD1.05 – describe the use of vaccines,
antibiotics, antiseptics, and other drug therapies in the control of
pathogenesis;
PD1.06 – describe non-medicinal ways to
protect oneself from contracting pathogenic diseases (e.g., aseptic techniques,
personal hygiene).
Developing
Skills of Inquiry and Communication
PD2.01 – investigate experimentally, using
aseptic techniques, the characteristics and growth of non-pathogenic bacteria
(e.g., conduct an experiment to compare different types of bacteria, using
commercially prepared slides);
PD2.02 – present a comparative analysis,
based on their own research, of the various modes of transmission of pathogens;
PD2.03 – research and report on the nature
of the immune response in the human body (e.g., summarize the steps in the
human immune response to a typical pathogen);
PD2.04 – identify, through laboratory
investigation, the effects of various drug therapies on pathogenesis (e.g., ask
a testable question, propose a hypothesis, and conduct an experiment related to
the effect of mouthwash or penicillin on the growth of bacteria);
PD2.05 – demonstrate, through laboratory
investigation, the effect on pathogenesis of the use of sterile techniques
(e.g., the effect on pathogenesis of the pasteurization of dairy products).
Relating
Science to Technology, Society, and the Environment
PD3.01 – describe some of the means used
by agencies and governments to control the spread of disease, both locally and
globally;
PD3.02 – evaluate the impact on an
individual and on society of the misuse of antibiotics in the control of
infection (e.g., chart the cause-and-effect relationships between the use of
antibiotics and vaccines and the development of viral mutations and resistant
strains of bacteria);
PD3.03 – research and explain the impact on disease
control of technological advances in food preparation and preservation (e.g.,
the impact of freezing, pasteurization, radiation, and canning on food
marketing);
PD3.04 – describe aseptic techniques used
in the workplace and explain their importance (e.g., the techniques used to
prevent food poisoning or the spread of disease in a food preparation facility
or a restaurant);
PD3.05 – research and describe the impact
on populations of the use of new technologies to control disease (e.g., gather
and integrate information on community demographics and rates of infant
survival to illustrate the effect over time of new vaccines and antibiotics).
EAV.01 · demonstrate an understanding of
the scientific principles of energy production from conventional and
alternative sources;
EAV.02 · compare the practical value of a
variety of alternative energy sources, through investigation and cost-benefit
analysis;
EAV.03 · assess conventional and
alternative energy sources in terms of their ability to satisfy societal demand
and of their environmental impact.
Understanding
Basic Concepts
EA1.01 – define, with examples when
appropriate, terms such as: joule, rad, watt, fission, fusion, chain
reaction, activation energy, renewable/non-renewable resources,
conventional/alternative energy sources;
EA1.02 – compare and contrast conventional
and alternative energy sources with respect to criteria such as availability,
renewability, cost, and environmental impact (e.g., draw a Venn diagram showing
similarities and differences between the use of fossil fuels and geothermal
energy);
EA1.03 – describe technologies created in
response to dwindling non-renewable energy resources
(e.g., windmills, solar panels, electric cars);
EA1.04 – compare the relative amounts of
energy released in various physical, chemical, and nuclear transformations
(e.g., create charts to compare the energy released in condensation of water
vapour, combustion of gasoline, and splitting of the atom);
EA1.05 – describe the scientific
principles of fission and a chain reaction and their applications in nuclear
generating stations (e.g., the scientific principles applied in the CANDU
reactor);
EA1.06 – compare and contrast nuclear
fission and nuclear fusion according to such criteria as feasibility, costs,
and energy efficiencies.
Developing
Skills of Inquiry and Communication
EA2.01 – analyse data to determine which
human activities consume the most energy, and how changing patterns of
behaviour can reduce the total amount of energy consumed;
EA2.02 – gather and analyse data,
experimentally or through research, to evaluate alternative and emerging
technologies as examples of responsible energy use (e.g., technologies related
to wind power, solar power, electric cars, ethanol fuel, or the fermentation of
waste products);
EA2.03 – evaluate arguments for the use of
nuclear technology, based on research into its advantages and disadvantages
(e.g., production of greenhouse gases from fossil fuels is reduced but
production of nuclear waste is increased);
EA2.04 – present an argument, based on research and
scientific analysis, for the use of an alternative energy system (e.g., a solar
cooker, or a solar collector);
EA2.05 – design a system that uses an alternative
energy source (e.g., design, build, and test a working model of a wind
generator, or a solar-powered car).
Relating
Science to Technology, Society, and the Environment
EA3.01 – identify, based on information
integrated from print and electronic sources, short- and long-term
environmental effects of by-products from nuclear generating stations;
EA3.02 – identify new energy applications
inspired by traditional energy sources (e.g., battery-operated cars including
those powered by fuel cells);
EA3.03 – evaluate the environmental impact
of a specific alternative source of energy (e.g., conduct an environmental
impact survey that covers such issues as costs and waste
production/management);
EA3.04 – analyse the costs and benefits to
society of alternative energy systems, and assess the impact of their use on a
global scale (e.g., wind generators, or tidal power plants);
EA3.05 – evaluate the suitability of
alternative energy sources, using research into the regional availability of
natural resources in Canada (e.g., draw a correlation map for Canada showing
regional energy systems and the distribution of natural resources, including
water, fossil fuels, heat sinks, and wind and tides).
CSV.01 · explain the fundamental
scientific principles that are applied in modern communications systems;
CSV.02 · explain, on the basis of their
findings from laboratory investigations, how modern communications systems
function;
CSV.03 · evaluate the advantages and
disadvantages of modern communications systems, for both the individual and
society.
Understanding
Basic Concepts
CS1.01 – define, with examples when
appropriate, terms such as: wave, wavelength, frequency,
semi-conductor, electromagnetic spectrum, fibre optic cabling;
CS1.02 – identify and describe the
technologies involved in various communications systems
(e.g., technologies involved in the Global Positioning System [GPS], or the
Internet);
CS1.03 – explain the fundamental
scientific principles related to the use of a communications technology (e.g.,
fibre optics in a communications system);
CS1.04 – explain, based on information
from print and electronic sources, how electromagnetic radiation, as a form of
energy, is produced and transmitted (e.g., radio waves);
CS1.05 – identify and describe (e.g.,
outline, in a concept diagram) the properties and applications of the various
regions of the electromagnetic spectrum;
CS1.06 – identify and describe the
applications of the electromagnetic spectrum in communications systems (e.g.,
radio, television, telephone, radar, satellites, fibre optics, or converters);
CS1.07 – identify and explain the
application of semi-conductors in communications systems (e.g., the use of
semi-conductors in computers and graphic projection devices);
CS1.08 – explain the energy
transformations that take place to permit the transmission and reception of
signals in communications systems;
CS1.09 – describe how sound energy is
received, analysed, and reproduced electronically (e.g., energy transformations
in the functioning of a microphone).
Developing
Skills of Inquiry and Communication
CS2.01 – explain and analyse scientific
principles related to communications systems (e.g., the Internet) using
appropriate terminology;
CS2.02 – describe and follow procedures
for the safe and accurate use of electrical equipment as outlined in the
Occupational Health and Safety Act and the Fire Code (e.g., describe the safety
measures followed in an experiment involving the use of electrical equipment);
CS2.03 – design, construct, and test a
simple device that transforms energy (e.g., sound, light) from one form to
another (e.g., design, construct, and test a prototype of a photovoltaic cell,
loudspeaker,
or doorbell);
CS2.04 – identify and describe, through
experimentation, how common communications equipment functions (e.g., conduct
an experiment related to the design and functioning of a telephone or radio).
Relating
Science to Technology, Society, and the Environment
CS3.01 – assess the impact of new
communications systems (e.g., cell phones) on individual lifestyles and on home
and workplace environments;
CS3.02 – assess the impact of new
communications systems (e.g., the Internet, surveillance technologies) on the
privacy of individuals and communities, focusing on risks and benefits;
CS3.03 – forecast and assess the future
effects of the use of new communications systems, locally and globally (e.g.,
the effects on time management, networking, and world trade).
SSV.01 · demonstrate an understanding of
how scientific knowledge has evolved and continues to evolve through scientific
discoveries, past and present;
SSV.02 · assess the strengths and
limitations of scientific knowledge and procedures as means for resolving
contemporary societal issues;
SSV.03 · evaluate the social and
environmental implications and technological applications of contemporary
scientific discoveries, and consider different cultural and societal
perspectives on the discoveries.
Understanding
Basic Concepts
SS1.01 – formulate definitions of
scientific terms such as: principle, law, theory, fact, observation,
concept, inference, causality;
SS1.02 – explain how scientific knowledge
evolves as new evidence comes to light and as theories are modified (e.g., draw
a timeline chart to outline the historical relationship between experimental
evidence, scientific inference, and accepted theory);
SS1.03 – explain how evidence, theories,
and paradigms contributed to a recent scientific discovery
(e.g., write a report on James Watson and Francis Crick’s work in establishing
the physical structure of DNA, describing the relationship between scientific
ways of thinking, experimental evidence,
and the nature of the resulting theory);
SS1.04 – explain how a scientific
discovery can lead to a paradigm shift in responses to a problem
(e.g., conduct a media search on how the discovery of stomach bacteria changed
the treatment of “lifestyle” diseases such as stomach ulcers);
SS1.05 – identify technologies that have
been developed as a result of a scientific discovery (e.g., the standard
tungsten incandescent bulb or the tungsten-halogen bulb following research into
high-resistance filaments);
SS1.06 – identify examples of the growth
of scientific knowledge as a result of a technological invention (e.g., compile
and display recent data on distant galaxies obtained by the Hubble Space
Telescope).
Developing
Skills of Inquiry and Communication
SS2.01 – demonstrate, through laboratory
investigation, case study, or computer simulation, the habits of mind
appropriate to scientific investigation, including objectivity, tentativeness,
accuracy, and consistency (e.g., collect, record, and analyse data related to a
case study involving the possible impact of the physical environment on genetic
expression in humans);
SS2.02 – analyse and interpret, through
laboratory investigation, case study, or computer simulation, scientific
evidence relevant to a contemporary societal issue (e.g., ask a testable
question and propose a hypothesis related to the cause-and-effect relationship
between water chlorination and formation of organo-chlorides);
SS2.03 – research and defend, from a
scientific perspective, a particular view of a contemporary societal issue as
reported in the media (e.g., summarize the point of view presented in a
magazine article on government support for hepatitis sufferers, and assess its
merit from a scientific perspective);
SS2.04 – evaluate, through interview and
research, differing cultural perspectives on a contemporary subject or issue to
which science is also relevant (e.g., a First Nations’ perspective on
maintaining natural balance through the use of alternative medicines).
Relating
Science to Technology, Society, and the Environment
SS3.01 – explain how a particular
technological application of a scientific discovery is perceived by various
interest groups in the community (e.g., present the views of different groups
on the risks and benefits of using bovine growth hormone in milk production);
SS3.02 – assess the possible positive and
negative effects of a scientific discovery on society and the environment
(e.g., positive and negative aspects of the Human Genome Project);
SS3.03 – analyse ways in which societal
needs or demands influence scientific and technological endeavours (e.g.,
relate levels of funding for AIDS research over time to societal influences);
SS3.04 – describe the processes by which the private and public sectors have cooperated to establish and fund some Canadian research projects in science and technology.
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