Overall Skills and Attitudes
| Specific Learning Outcomes |
General Learning Outcome Codes |
| S1-0-1a |
Propose
questions that could be tested experimentally. |
GLO:
C2 |
| S1-0-1b |
Select
and justify various methods for finding answers to
specific questions. |
GLO:
C2 |
| S1-0-1c |
Identify
STSE issues which could be addressed. |
GLO:
C4 |
| S1-0-1d |
Identify
stakeholders and initiate research related to an
STSE issue. |
GLO:
C4 |
| S1-0-2a |
Select
and integrate information obtained from a variety
of sources.
Include: print, electronic,
specialists, other resource people |
GLO:
C2, C4, C6 |
| S1-0-2b |
Evaluate
the reliability, bias, and usefulness of information. |
GLO:
C2, C4, C5, C8 |
| S1-0-2c |
Summarize
and record information in a variety of forms.
Include: paraphrasing,
quoting relevant facts and opinions, proper
referencing of sources |
GLO:
C2, C4, C6 |
| S1-0-2d |
Review
effects of past decisions and various perspectives
related to an STSE issue.
Examples: government's,
public, environmentalists', and First Nations'
opinions on hydroelectric development;
religious, social, and medical views on
genetic screening |
GLO:
B1, C4 |
| S1-0-3a |
State
a testable hypothesis or prediction based on background
data or on observed events. |
GLO:
C2 |
| S1-0-3b |
Identify
probable mathematical relationships between variables.
Examples: relationship
between current and resistance |
GLO:
C2 |
| S1-0-3c |
Plan
an investigation to answer a specific scientific
question.
Include: materials,
variables, controls, methods, safety considerations |
GLO:
C2 |
| S1-0-3d |
Summarize
relevant data and consolidate existing arguments
and positions related to an STSE issue. |
GLO:
C4 |
| S1-0-3e |
Determine
criteria for the evaluation of an STSE decision.
Examples: scientific
merit; technological feasability; social,
cultural, economic, and political factors;
safety; cost; sustainability |
GLO:
B5, C1, C3, C4 |
| S1-0-3f |
Formulate
and develop options which could lead to an STSE decision. |
GLO:
C4 |
| S1-0-4a |
Carry
out procedures that comprise a fair test.
Include: controlling
variables, repeating experiments to increase
accuracy and reliability of results |
GLO:
C1, C2 |
| S1-0-4b |
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 |
| S1-0-4c |
Interpret
relevant WHMIS regulations.
Include: symbols,
labels, Material Safety Data Sheets (MSDS) |
GLO:
C1, C2 |
| S1-0-4d |
Use various
methods for anticipating the impacts of different
options.
Examples: test
run, partial implementation, simulation,
debate |
GLO:
C4, C5, C6, C7 |
| S1-0-4e |
Work
cooperatively with group members to carry out a plan,
and troubleshoot problems as they arise. |
GLO:
C2, C4, C7 |
| S1-0-4f |
Assume
the responsiblities of various roles within a group
and evaluate which roles are most appropriate for
given tasks. |
GLO:
C2, C4, C7 |
| S1-0-5a |
Select
and use appropriate methods and tools for collecting
data or information. |
GLO:
C2 |
| S1-0-5b |
Estimate
and measure accurately using Système International
(SI) and other standard units.
Include: SI conversions |
GLO:
C2 |
| S1-0-5c |
Record,
organize, and display data using an appropriate format.
Include: labelled
diagrams, graphs, multimedia |
GLO:
C2, C5 |
| S1-0-5d |
Evaluate,
using pre-determined criteria, different STSE options
leading to a possible decision.
Include: scientific
merit; technological feasability; social,
cultural, economic, and political factors;
safety; cost; sustainability |
GLO:
B5, C1, C3, C4 |
| S1-0-6a |
Interpret
patterns and trends in data, and infer and explain
relationships. |
GLO:
C2, C5 |
| S1-0-6b |
Identify
and suggest explanations for discrepancies in data.
Examples: sources
of error |
GLO:
C2 |
| S1-0-6c |
Evaluate
the original plan for an investigation and suggest
improvements.
Examples: identify
strenghts and weaknesses of data collection
methods used |
GLO:
C2, C5 |
| S1-0-6d |
Adjust
STSE options as required once their potential effects
become evident. |
GLO:
C3, C4, C5, C8 |
| S1-0-7a |
Draw
a conclusion that explains the results of an investigation.
Include: cause and
effect relationships, alternative explanations,
supporting or rejecting the hypothesis or
prediction |
GLO:
C2, C5, C8 |
| S1-0-7b |
Select
the best option and determine a course of action
to implement an STSE decision. |
GLO:
B5, C4 |
| S1-0-7c |
Implement
an STSE decision and evaluate its effects. |
GLO:
B5, C4, C5, C8 |
| S1-0-7d |
Reflect
on the process used to arrive at or to implement
an STSE decision, and suggest improvements. |
GLO:
C4, C5 |
| S1-0-7e |
Reflect
on prior knowledge and experiences to develop new
understanding. |
GLO:
C2, C3, C4 |
| S1-0-8a |
Distinguish
between science and technology.
Include: purpose,
procedures, products |
GLO:
A3 |
| S1-0-8b |
Explain
the importance of using precise language in science
and technology. |
GLO:
A2, A3, C2, C3 |
| S1-0-8c |
Describe
examples of how scientific knowledge has evolved
in light of new evidence, and the role of technology
in this evolution. |
GLO:
A2, A5 |
| S1-0-8d |
Describe
examples of how technologies have evolved in response
to changing needs and scientific advances. |
GLO:
A5 |
| S1-0-8e |
Discuss
how peoples of various cultures have contributed
to the development of science and technology. |
GLO:
A4, A5 |
| S1-0-8f |
Relate
personal activities and possible career choices to
specific science disciplines. |
GLO:
B4 |
| S1-0-8g |
Discuss
social and environmental effects of past scientific
and technological endeavours.
Include: major shifts
in scientific world views, unintended consequences |
GLO:
B1 |
| S1-0-9a |
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 |
| S1-0-9b |
Express
interest in a broad scope of science- and technology-related
fields and issues. |
GLO:
B4 |
| S1-0-9c |
Demonstrate
confidence in their ability to carry out investigations
in science and to address STSE issues. |
GLO:
C2, C4, C5 |
| S1-0-9d |
Value
skepticism, honesty, accuracy, precision, perseverance,
and open-mindedness as scientific and technological
habits of mind. |
GLO:
C2, C3, C4, C5 |
| S1-0-9e |
Be sensitive
and responsible in maintaining a balance between
the needs of humans and a sustainable environment. |
GLO:
B5, C4 |
| S1-0-9f |
Demonstrate
personal involvement and be proactive with respect
to STSE issues. |
GLO:
B5, C4 |
Reproduction
| Specific Learning Outcomes |
General Learning Outcome Codes |
| S1-1-01 |
Illustrate
and explain the process of mitotic cell division
in plants and animals.
Include: chromosomes,
mitosis, cytoplasmic division, cell cycle |
GLO:
D1, E1, E2 |
| S1-1-02 |
Observe
and explain the dynamic nature of cell division. |
GLO:
C2, D1, E3 |
| S1-1-03 |
Describe
various types of asexual reproduction that occur
in plant and animal species.
Examples: fission,
budding, sporulation, vegetative propagation,
regeneration |
GLO:
D1, E1 |
| S1-1-04 |
Investigate
and describe agricultural applications of asexual
reproduction.
Examples: cloning,
cuttings, grafting, bulbs |
GLO:
A5, B1, B2, D1 |
| S1-1-05 |
Illustrate
and explain the production of male and female gametes
by meiosis. |
GLO:
D1, E1, E2 |
| S1-1-06 |
Compare
and contrast the functions of mitosis to that of
meiosis.
Include: diploid cells,
haploid cells |
GLO:
D1, E1 |
| S1-1-07 |
Compare
sexual and asexual reproduction in terms of their
advantages and disadvantages for plant and animal
species. |
GLO:
D1, E1 |
| S1-1-08 |
Investigate
and explain adaptations of plant and animal species
which enhance reproductive success.
Examples: appearance,
behaviour, number of gametes or offspring,
chemical cues |
GLO:
D2, E1, E2 |
| S1-1-09 |
Describe
the structure and function of the male and female
human reproductive systems.
Include: role of hormones |
GLO:
D1, E1, E2 |
| S1-1-10 |
Outline
human development from conception through birth.
Include: X and Y chromosomes,
zygote, embryo, fetus |
GLO:
D1, E1, E2, E3 |
| S1-1-11 |
Observe,
collect, and analyze class data of single trait inheritance.
Examples: hand
clasping, earlobe attachment, tongue rolling |
GLO:
C2, D1 |
| S1-1-12 |
Differentiate
between dominant and recessive genes.
Include: genotype,
phenotype |
GLO:
D1, E1, E2 |
| S1-1-13 |
Describe
the relationship among DNA, chromosomes, genes, and
the expression of traits.
Include: genetic similarity
among all humans |
GLO:
A2, D1, E1, E2 |
| S1-1-14 |
Explain
the inheritance of sex-linked traits in humans and
use a pedigree to track the inheritance of a single
trait.
Examples: colour
blindness, hemophilia |
GLO:
D1, E1, E2 |
| S1-1-15 |
Investigate
and describe environmental factors and personal choices
that may lead to a genetic mutation or changes in
an organism's development.
Examples: fetal
exposure to alcohol, overexposure to sunlight,
toxins, hormone mimics, food additives,
radiation |
GLO:
B1, B3, D1, D2 |
| S1-1-16 |
Investigate
Canadian and international contributions to research
and technological development in the field of genetics
and reproduction.
Examples: Human
Genome Project |
GLO:
A3, A4, B1, B2 |
| S1-1-17 |
Discuss
current and potential applications and implications
of biotechnologies including their effects upon personal
and public decision-making.
Include: genetic engineering,
genetic screening, cloning, DNA fingerprinting |
GLO:
B1, B2, C4, C8 |
| S1-1-18 |
Use the
decision-making process to address a current biotechnology
issue. |
GLO:
C4, C6, C7, C8 |
Atoms and Elements
| Specific Learning Outcomes |
General Learning Outcome Codes |
| S1-2-01 |
Describe
how historical ideas and models furthered our understanding
of the nature of matter.
Include: Greek ideas,
alchemy, Lavoisier |
GLO:
A1, A2, A4 |
| S1-2-02 |
Investigate
the historical progression of the atomic model.
Include: Dalton, Thompson,
Rutherford, Bohr, quantum model |
GLO:
A1, A2, A4, D3 |
| S1-2-03 |
Define
element and identify symbols of some common elements.
Include: the first
18 elements, K, Ca, Fe, Ni, Cu, Zn, I, Ag,
Sn, Au, W, Hg, Pb, U |
GLO:
C2, D3 |
| S1-2-04 |
Explain
the atomic structure of an atom in terms of the number
of protons, electrons, and neutrons, and explain
how those numbers define atomic number and atomic
mass. |
GLO:
D3, E2 |
| S1-2-05 |
Assemble
or draw Bohr atomic models for the first 18 elements
and group them according to the number of outer shell
electrons. |
GLO:
A2, C2, D3 |
| S1-2-06 |
Investigate
the development of the periodic table as a method
of organizing elements.
Include: periods,
families (groups) |
GLO:
A2, A4, B2, E1 |
| S1-2-07 |
Investigate
the characteristic properties of metals, non-metals,
and metalloids and classify elements according to
these properties.
Examples: ductility,
conductivity of heat and electricity, lustre,
reactivity |
GLO:
D3, E1 |
| S1-2-08 |
Relate
the reactivity and stability of different families
of elements to their atomic structure.
Include: alkali metals,
alkaline earths, chalcogens, halogens, noble
gases |
GLO:
D3, D4, E1, E3 |
| S1-2-09 |
Compare
elements to compounds.
Include: atoms, molecules |
GLO:
D3, E1, E2 |
| S1-2-10 |
Interpret
chemical formulas of elements and compounds in terms
of the number of atoms of each element.
Examples: He, H2,
O2, H2O, CO2, NH3 |
GLO:
C2, D3 |
| S1-2-11 |
Investigate
properties of substances and explain the importance
of knowing these properties.
Examples: usefulness,
durability, safety |
GLO:
A5, B2, D3, E1 |
| S1-2-12 |
Differentiate
between physical and chemical changes. |
GLO:
D3, E1, E3 |
| S1-2-13 |
Experiment
to determine indicators of chemical change.
Examples: colour
change, production of heat and / or light,
production of a gas or precipitate or new
substance |
GLO:
C2, D3, E3 |
| S1-2-14 |
Investigate
technologies and natural phenomena that demonstrate
chemical change in everyday situations.
Examples: photography,
rusting, photosynthesis, combustion, baking |
GLO:
A3, A5, B1, B2 |
Nature of Electricity
| Specific Learning Outcomes |
General Learning Outcome Codes |
| S1-3-01 |
Demonstrate
evidence for the existence of two types of charge. |
GLO:
A2, C2, C5 |
| S1-3-02 |
Discuss
early models of electricity to support the premise
that models in science change.
Include: one-fluid
model, two-fluid model, particle model |
GLO:
A1, A2, A5, C8 |
| S1-3-03 |
Explain
how a discrepant event can be used to evaluate the
particle model of electricity.
Include: the attraction
of neutral objects to charged objects |
GLO:
A1, A2, A3, C8 |
| S1-3-04 |
Relate
the particle model of electricity to atomic structure. |
GLO:
A1, A2, D3 |
| S1-3-05 |
Investigate
and explain electrostatic phenomena using the particle
model of electricity.
Include: conservation
of charge, conduction, grounding, attraction
of a neutral insulator, induction |
GLO:
A2, D3, D4, E4 |
| S1-3-06 |
Investigate
common electrostatic technologies and phenomena and
describe measures which reduce dangers associated
with electrostatics.
Examples: photocopying,
static straps to reduce charge buildup,
lightning, electrostatic spray-painting,
electrostatic precipitator |
GLO:
A5, B1, C1, D4 |
| S1-3-07 |
Construct
one or more electrostatic apparatus and explain how
they function using the particle model of electricity.
Include: pie-plate
electrophorus |
GLO:
A2, C3, D3, D4 |
| S1-3-08 |
Demonstrate
and explain the like nature of electrostatics and
current electricity.
Include: discharge
an electrophorus through a neon bulb |
GLO:
C3, D4, E4 |
| S1-3-09 |
Define
electric current as charge per unit time and solve
related problems.
Include: I=Q/t |
GLO:
C2, C3, D4 |
| S1-3-10 |
Define
voltage (electric potential difference) as the energy
per unit charge between two points along a conductor
and solve related problems.
Include:
V=E/Q |
GLO:
C2, C3, D4 |
| S1-3-11 |
Identify
the five sources of electrical energy and some associated
technologies.
Include: chemical,
photo, thermo, electromagnetic, piezo. |
GLO:
B1, D4, E4 |
| S1-3-12 |
Describe
resistance in terms of the particle model of electricity. |
GLO:
A2, D3, E2 |
| S1-3-13 |
Construct
electric circuits using schematic diagrams.
Include: series, parallel |
GLO:
C3, D4, E4 |
| S1-3-14 |
Use appropriate
instruments and units to measure voltage (electric
potential difference), current, and resistance. |
GLO:
C2, C3, D4 |
| S1-3-15 |
Compare
and contrast voltage and current in series and parallel
circuits.
Include: cells, resistance |
GLO:
C3, D4 |
| S1-3-16 |
Investigate
and describe qualitatively the relationship among
current, voltage (electric potential difference),
and resistance in a simple electric circuit. |
GLO:
C2, D4, E4 |
| S1-3-17 |
Relate
the energy dissipated in a circuit to the resistance,
current, and brightness of bulbs. |
GLO:
D4 |
| S1-3-18 |
Explain
the parallel circuits, the components, and the safety
aspects of household wiring.
Include: switches,
fuses, circuit breakers, outlets |
GLO:
A5, B1, B2, C1 |
| S1-3-19 |
Explain
safety considerations of some common household electrical
appliances.
Examples: kettle,
heater, toaster |
GLO:
A5, B1, C1, D4 |
| S1-3-20 |
Define
electrical power as energy per unit time, and solve
related problems.
Include: P=E/t |
GLO:
C2, C3, D4 |
| S1-3-21 |
Develop
a formula for domestic power consumption costs, and
solve related problems.
Include: Cost = Power
x time x unit price/kWh |
GLO:
B2, C2, C3, D4 |
| S1-3-22 |
Analyze
the electrical energy consumption of a household
appliance.
Include: calculate
consumption using Energuide labels, read
hydro meter, interpret monthly hydro bill |
GLO:
B5, C4, C5, C8 |
| S1-3-23 |
Recognize
and explain the importance of incorporating principles
of electrical energy conservation into the decision-making
process. |
GLO:
B2, B5, C4, C8 |
| S1-3-24 |
Use the
decision-making process to address an issue associated
with the generation and transmission of electricity
in Manitoba.
Include: hydroelectric
power, sustainability |
GLO:
B2, B5, C4, C8 |
Exploration of the Universe
| Specific Learning Outcomes |
General Learning Outcome Codes |
S1-4-01 |
Use a
coordinate system to locate visible celestial objects,
and construct an astrolabe to determine the position
of these objects.
Include: altitude,
azimuth |
GLO:
C2, C3, D6 |
| S1-4-02 |
Observe
the motion of visible celestial objects and organize
collected data.
Examples: graph
sunrise and sunset data, track the position
of the Moon and planets over time, maintain
a log of changes in the night sky |
GLO:
C2, C5, C6, D6 |
| S1-4-03 |
Investigate
how various cultures used knowledge of the position
and motion of visible celestial objects for navigation. |
GLO:
A4, B1, B2, D6 |
| S1-4-04 |
Compare
and contrast historical perspectives on the relationship
between Earth and space.
Include: geocentric
model, heliocentric model |
GLO:
A2, A4, B2, E2 |
| S1-4-05 |
Explain
reasons for the apparent motion of the Sun, stars,
planets, and the Moon as seen from Earth.
Include: daily rising
and setting, seasonal constellations, retrograde
motion |
GLO:
D4, D6, E2 |
| S1-4-06 |
Differentiate
between units of measure used for astronomical distances,
and perform simple calculations using these units.
Include: astronomical
unit, light year |
GLO:
C2, D6 |
| S1-4-07 |
Compare
and contrast scientific and cultural perspectives
on the origin and evolution of the universe. |
GLO:
A1, A2, A4, D6 |
| S1-4-08 |
Differentiate
between the major components of the universe.
Include: planets,
moons, comets and asteroids, nebulae, stars,
galaxies, black holes |
GLO:
D6, E1, E2 |
| S1-4-09 |
Explain
how various technologies have extended our ability
to explore and understand space.
Examples: robotics,
Canadarm, Hubble telescope, Lunar Rover,
shuttle, space station, Sojourner Rover,
Pathfinder and Galileo space probes |
GLO:
A5, B1, B2, D6 |
| S1-4-10 |
Investigate
ways in which Canada participates in space research
and in international space programs, then use the
decision-making process to address a related issue.
Examples: International
Space Station, Canadarm |
GLO:
A3, A4, B2, C4 |
| S1-4-11 |
Evaluate
the impact of space science and technologies in terms
of their benefits and risks to humans.
Examples: search
for extraterrestrial life and habitat,
remote sensing, predictions of potentially
catastrophic impacts, colonization of space
by only a few countries |
GLO:
A3, B1, B2, B5 |
