Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| S2-0-1a |
Propose
questions to be tested experimentally. |
GLO:
C2 |
| S2-0-1b |
Select
and justify various methods for finding answers to
specific questions. |
GLO:
C2 |
| S2-0-1c |
Identify
STSE issues to be addressed. |
GLO:
C4 |
| S2-0-1d |
Identify
stakeholders and initiate research related to an
STSE issue. |
GLO:
C4 |
| S2-0-2a |
Select
and integrate information obtained from a variety
of sources.
Include: print, electronic,
specialists, other resource people |
GLO:
C2, C4, C6 |
| S2-0-2b |
Evaluate
the reliability, bias, and usefulness of information. |
GLO:
C2, C4, C5, C8 |
| S2-0-2c |
Summarize
and record information in a variety of forms using
appropriate
Include: paraphrasing,
quoting relevant facts and opinions, proper
referencing of sources |
GLO:
C2, C4, C6 |
| S2-0-2d |
Review
effects of past decisions and various perspectives
related to an STSE issue.
Examples: political
accords, economic and ecological considerations
related to the enhanced greenhouse effect;
environmentalist and industry group positions
on fossil fuel emissions |
GLO:
B1, C4 |
| S2-0-3a |
State
a testable hypothesis or prediction based on background
data or on observed events. |
GLO:
C2 |
| S2-0-3b |
Identify
mathematical relationships between variables.
Examples: relationship
between braking distance, velocity, and
friction |
GLO:
C2 |
| S2-0-3c |
Plan
an experiment to answer a specific scientific question.
Include: materials,
dependent and independent variables, controls,
methods, safety considerations |
GLO:
C1, C2 |
| S2-0-3d |
Summarize
relevant data and consolidate existing arguments
and positions related to an STSE issue. |
GLO:
C4 |
| S2-0-3e |
Determine
criteria for the evaluation of an STSE decision.
Examples: scientific
merit; technological feasibility; social,
cultural, economic, and political factors;
safety; cost; sustainability |
GLO:
B5, C1, C3, C4 |
| S2-0-3f |
Formulate
and develop options which could lead to an STSE decision. |
GLO:
C4 |
| S2-0-4a |
Carry
out procedures that comprise a fair test.
Include: controlling
variables, repeating experiments to increase
accuracy and reliability of results |
GLO:
C1, C2 |
| S2-0-4b |
Demonstrate
work habits that ensure personal safety, the safety
of others, as well as consideration for the environment.
Include: knowledge
and use of relevant safety precautions, WHMIS
regulations, and emergency equipment |
GLO:
B3, B5, C1, C2 |
| S2-0-4c |
Discuss
safety procedures to follow given situations.
Examples: acid
or base spills in a lab, use of cleaning
products |
GLO:
C1, C2 |
| S2-0-4d |
Interpret
relevant WHMIS regulations.
Include: symbols,
labels, Material Safety Data Sheets (MSDS) |
GLO:
C1, C2 |
| S2-0-4e |
Use various
methods for anticipating the impacts of different
options.
Examples: test
run, partial implementation, simulation,
debate |
GLO:
C4, C5, C6, C7 |
| S2-0-4f |
Work
co-operatively with group members to carry out a
plan, and troubleshoot problems as they arise. |
GLO:
C2, C4, C7 |
| S2-0-4g |
Assume
the responsibilities of various roles within a group
and evaluate which roles are most appropriate for
given tasks. |
GLO:
C2, C4, C7 |
| S2-0-5a |
Select
and use appropriate methods and tools for sampling
data or collecting. |
GLO:
C2 |
| S2-0-5b |
Estimate
and measure accurately using Système International
(SI) and other standard units.
Include: SI conversions |
GLO:
C2 |
| S2-0-5c |
Record,
organize, and display data using an appropriate format.
Include: labelled
diagrams, tables, graphs, multimedia |
GLO:
C2, C5 |
| S2-0-5d |
Evaluate,
using pre-determined criteria, different STSE options
leading to a possible decision.
Examples: scientific
merit; technological feasibility; social,
cultural, economic, and political factors;
safety; cost; sustainability |
GLO:
B5, C1, C3, C4 |
| S2-0-6a |
Interpret
patterns and trends in data, and infer and explain
relationships. |
GLO:
C2, C5 |
| S2-0-6b |
Identify
and suggest explanations for discrepancies in data.
Include:sources of
error |
GLO:
C2 |
| S2-0-6c |
Evaluate
the original plan for an experiment and suggest improvements.
Examples:identify
strengths and weaknesses of data collection
methods used |
GLO:
C2, C5 |
| S2-0-6d |
Adjust
STSE options, as required, once their potential effects
become evident. |
GLO:
C3, C4, C5, C8 |
| S2-0-7a |
State
a conclusion based on analysis and interpretation
of the data. |
GLO:
C2, C5, C8 |
| S2-0-7b |
Identify
further questions and problems arising from an investigation. |
GLO:
C4, C8 |
| S2-0-7c |
Select
the best option and determine a course of action
to implement an STSE. |
GLO:
B5, C4 |
| S2-0-7d |
Implement
an STSE decision and evaluate its effects. |
GLO:
B5, C4, C5, C8 |
| S2-0-7e |
Reflect
on the process used to arrive at or to implement
an STSE decision, and suggest improvements. |
GLO:
C4, C5 |
| S2-0-7f |
Reflect
on prior knowledge and experiences to develop new
understanding. |
GLO:
C2, C3, C4 |
| S2-0-8a |
Distinguish
between science and technology.
Include: purpose,
procedures, products, impacts |
GLO:
A3 |
| S2-0-8b |
Explain
the importance of using precise language in science
and technology. |
GLO:
A2, A3, C2, C3 |
| S2-0-8c |
Describe
examples of how scientific knowledge has evolved
in light of new evidence, and the role of technology
in this evolution. |
GLO:
A2, A5 |
| S2-0-8d |
Describe
examples of how technologies have evolved in response
to changing needs and scientific advances. |
GLO:
A5 |
| S2-0-8e |
Discuss
how peoples of various cultures have contributed
to the development of science and technology. |
GLO:
A4, A5 |
| S2-0-8f |
Relate
personal activities and possible career choices to
specific science disciplines. |
GLO:
B4 |
| S2-0-8g |
Discuss
social, economic, and environmental effects of past
and present scientific and technological endeavours.
Include: major shifts
in scientific world views, unintended consequences |
GLO:
B1 |
| S2-0-9a |
Appreciate
and respect that science and technology have evolved
from different views held by women and men from a
variety of societies and cultural backgrounds. |
GLO:
A4 |
| S2-0-9b |
Express
interest in a broad scope of science- and technology-related
fields and issues. |
GLO:
B4 |
| S2-0-9c |
Demonstrate
confidence in their ability to carry out investigations
in science and to address STSE issues. |
GLO:
C2, C4, C5 |
| S2-0-9d |
Value
skepticism, honesty, accuracy, precision, perseverance,
and open-mindedness as scientific and technological
habits of mind. |
GLO:
C2, C3, C4, C5 |
| S2-0-9e |
Be sensitive
and responsible in maintaining a balance between
the needs of humans and a sustainable environment. |
GLO:
B5, C4 |
| S2-0-9f |
Demonstrate
personal involvement and be proactive with respect
to STSE issues. |
GLO:
B5, C4 |
Chemistry in Action
| Specific Learning Outcomes |
General Learning Outcome Codes |
| S2-2-01 |
Relate
an element's position in the periodic table to its
combining capacity (valence).
Include: alkali metals,
alkaline earths, chalcogens, halogens, noble
gases |
GLO:
D3, D4, E1 |
| S2-2-02 |
Explain,
using the periodic table, how and why elements combine
in specific ratios to form compounds.
Include: ionic bonds,
covalent bonds |
GLO:
D3, E2 |
| S2-2-03 |
Write
formulas and names of binary ionic compounds.
Include: IUPAC guidelines
and rationale for their use |
GLO:
A2, C2, D3, E1 |
| S2-2-04 |
Write
formulas and names for covalent compounds using prefixes.
Include: mono, di,
tri, tetra |
GLO:
C2, D3, E1 |
| S2-2-05 |
Investigate
the Law of Conservation of Mass, and recognize that
mass is conserved in chemical reactions. |
GLO:
A2, D3, D4, E3 |
| S2-2-06 |
Balance
chemical equations.
Include: translation
of word equations to balanced chemical equations,
and balanced chemical equations to word equations |
GLO:
D3 |
| S2-2-07 |
Investigate
and classify reactions as synthesis, decomposition,
single displacement, double displacement, or combustion. |
GLO:
B1, D4, E4 |
| S2-2-08 |
Experiment
to classify acids and bases using their characteristic
properties.
Include: pH, indicators, | GLO:
D3, E1 |
| S2-2-09 |
Discuss
the occurrence of acids and bases in biological systems,
industrial processes, and domestic applications.
Include: environmental,
health, and safety issues |
GLO:
B2, B3, C1, C8 |
| S2-2-10 |
Explain
how acids and bases interact to form a salt and water
in the process of neutralization. |
GLO:
D3, E2 |
| S2-2-11 |
Describe
the formation and the environmental impact of various
types of air pollution.
Examples: acidic
precipitation, ground-level ozone, airborne
particulates / aerosols, smog; stratospheric
ozone depletion, respiratory ailments,
acidified lakes |
GLO:
B5, C6, D2, D5 |
| S2-2-12 |
Investigate
technologies that are used to reduce emissions of
potential air pollutants.
Examples: catalytic
converters in automobiles, smokestack scrubbers,
regulation of vehicle emissions, disposal
of PCBs from electrical transformers, elimination
of CFCs from refrigerants and aerosol propellants |
GLO:
A5, B5, C8, E2 |
In Motion
| Specific Learning Outcomes |
General Learning Outcome Codes |
| S2-3-01 |
Analyze
the relationship among displacement, time, and velocity
for an object in uniform motion.
Include: visual, numeric,
graphical, symbolic (velocity = delta d/delta
t) |
GLO:
C5, C8, D4, E3 |
| S2-3-02 |
Collect
displacement data to calculate and graph velocity
versus time for an object that is accelerating at
a constant rate. |
GLO:
C5, C8, D4, E3 |
| S2-3-03 |
Analyze
the relationships among velocity, time, and acceleration
for an object that is accelerating at a constant
rate.
Include: visual, numeric,
graphical, symbolic (acceleration = delta
v/ delta t) |
GLO:
C5, C8, D4, E3 |
| S2-3-04 |
Outline
the historical development of the concepts of force
and "natural" motion.
Include: Aristotle,
Galileo, Newton's First Law |
GLO:
A2, A4, B1 |
| S2-3-05 |
Experiment
to illustrate the effects of inertia in car collisions.
Include: distance
travelled (of an unrestrained passenger)
is proportional to velocity |
GLO:
C2, C6, C7, E3 |
| S2-3-06 |
Describe
qualitatively how force is related to motion.
Include: no force;
constant force; the relationship among force,
mass, and acceleration (Newton's Second Law) |
GLO:
D4, E3 |
| S2-3-07 |
Investigate
and describe qualitatively Newton's Third Law.
Examples: balloon-powered
car, model rockets, head-on collision |
GLO:
C2, C6, C7, E3 |
| S2-3-08 |
Define
momentum and impulse and qualitatively relate impulse
to change in momentum for everyday situations.
Include: car collisions,
bumpers, restraints, air bags, size and type
of vehicle |
GLO:
A5, B1, B2, D4 |
| S2-3-09 |
Investigate
the conservation of energy in a motor vehicle collision.
Include: kinetic energy,
heat energy, sound |
GLO:
B2, D4, E4 |
| S2-3-10 |
Investigate
conditions that illustrate the effects of friction
on motion.
Include: weather conditions,
surface materials |
GLO:
C2, C5, D4, E2 |
| S2-3-11 |
Investigate
the factors that influence braking distance.
Include: reaction
time, friction, condition of driver, speed |
GLO:
C2, C3, C6, D4 |
| S2-3-12 |
Using
the relationship between displacement, velocity,
and friction ( d=kv squared ), calculate the braking
distance of a motor vehicle. |
GLO:
C2, C3, C5, C8 |
| S2-3-13 |
Use the
decision-making process to address an STSE issue
related to safe driving conditions.
Examples: adverse
driving conditions; reaction time and narcotic
influences or blood alcohol level; excessive
vehicle speed |
GLO:
B3, C4, C5, C8 |
Weather Dynamics
| Specific Learning Outcomes |
General Learning Outcome Codes |
S2-4-01 |
Illustrate
the composition and organization of the hydrosphere
and theatmosphere.
Include: salt water,
fresh water, polar ice caps/glaciers, troposphere,
stratosphere |
GLO:
D5, E2 |
| S2-4-02 |
Outline
factors influencing the Earth's radiation budget.
Include: solar radiation,
cloud cover, surface and atmospheric reflectance
(albedo), absorption, latitude |
GLO:
D4, D5, E2, E3 |
| S2-4-03 |
Explain
effects of heat transfer within the atmosphere and
hydrosphere on the development and movement of wind
and ocean currents.
Include: Coriolis
effect and atmospheric convection, prevailing
winds, jet streams, El Niño |
GLO:
A2, D5, E2, E4 |
| S2-4-04 |
Explain
the formation and dynamics of selected severe weather
phenomena.
Examples: thunderstorms,
tornadoes, blizzards, hurricanes, extreme
temperature events, cyclonic storms |
GLO:
A2, D5, E1, E4 |
| S2-4-05 |
Collect,
interpret, and analyze meteorological data related
to a severe weather event.
Include: meteorological
maps, satellite imagery, conditions prior
to and following the event |
GLO:
C2, C6, C8, D5 |
| S2-4-06 |
Investigate
the social, economic, and environmental impacts of
a recent severe weather event.
Include: related consequences
of personal and societal decision making |
GLO:
B2, B3, B4, C6 |
| S2-4-07 |
Investigate
and evaluate evidence that climate change occurs
naturally and could be influenced by human activities.
Include: the use of
technology in gathering and interpreting
current and historical data |
GLO:
A1, A4, D5, E3 |
| S2-4-08 |
Discuss
potential consequences of climate change.
Examples: changes
in ocean temperature may affect aquatic
populations, higher frequency of severe
weather events influencing social and economic
activities, scientific debate over nature
and degree of change |
GLO:
A1, A2, C5, C8 |
