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Course Profile Science (SNC4M), Grade 12, University/College
Preparation, Catholic
Course Overview
Prerequisite: Science, Grade 11, University/College Preparation
This course enables students, including those who do not intend to pursue science-related programs, 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.
This course integrates Catholic beliefs, values, and Church teachings within the context of knowledge and skills. The social context of science is explored in this course. Students participate in discussions involving people’s fundamental rights of food, shelter, health care, education, and employment. This exploration is done, for example, through cost and benefit analysis of a society’s choice of energy sources and use. Ultimately, this course provides students with an understanding that global justice means taking responsibilities seriously by bridging national, social, economic, and ideological differences. Students become aware of the dignity and rights of others and learn to respect each other and work together. As members of a Catholic community, students are encouraged to live according to faith values that are often at odds with the prevailing values of our society. Teachers are encouraged to use the many opportunities found in this course to integrate core values of Scripture and Catholic tradition. By discussing global issues such as energy consumption, spread of infectious disease, and widespread use of pesticides, students are challenged to develop a social conscience. Economic choices made by society must be judged by how they protect the life and dignity of the human person, support the family, and serve the common good. The moral dimension and human consequences of the global economy are emphasized in each unit. Stewardship and care for creation are infused into the teaching and learning strategies suggested. This Course Profile provides assistance to teachers in the form of resources that are authentic, genuinely relevant, and practical.
University/College Preparation courses are designed to broaden students’ interests, knowledge, and skills and to provide them with general information relevant to their lives now and in the future. This course is designed to promote scientific and technological literacy. Teachers can accomplish this goal by becoming aware of the students’ interests and skills level and by using real world examples that are relevant to the students’ lives. This course places a lot of emphasis on students’ gaining competence at making connections between scientific knowledge and its application. Students are asked to consider and analyse the impact of science on society and on the environment, both locally and globally. This course provides an excellent opportunity for students to see the relevance of science and technology to society and the environment (STSE). Students are encouraged to view science as an opportunity to weigh complex combinations of facts and to value the development of science and technology that has given rise to our modern society.
Each unit involves many opportunities for research, analysis, and impact assessments.
This course has a strong emphasis on research and the use of technology. Teachers are encouraged to help students develop their research skills in a logical manner that will prepare them for further study in any discipline. When conducting surveys, students must be instructed to accept “No comment” as a valid answer to any question, and to respect that some people may choose not to respond at all. Group work is recommended to build communication skills among students. The teacher could maintain the same groups for several activities or change the group members according to their interests and/or skills.
This course is organized into five units of study: Pathogens and Disease, Energy Alternatives and Global Impact, Communications Systems, Organic Products in Everyday Life, and Science and Contemporary Societal Issues. The order, organization, and teaching strategies recommended for the units allow students to develop, then practise, higher-level thinking and problem-solving skills. The first unit, Pathogens and Disease, uses a problem-based learning approach and sets the standards for lab procedures. The last unit, Science and Contemporary Societal Issues, contains expectations that could be integrated into the other four units. This unit explores current issues and offers teachers flexibility with respect to the specific examples used. Specific expectations such as SS1.05 could be combined with PD1.05 (Pathogens and Disease), and SS3.02 could be combined with PD3.05. In this Course Profile, Science and Contemporary Societal Issues is the last unit of study. The order of the activities within each unit is also flexible; for example, in the fourth unit on organic products, after the first activity the order of the activities is not critical – personal health-care products could be studied before soaps and detergents. However, when reorganizing the expectations, the teacher must be aware that the introduction of the basic scientific concepts, e.g., emulsification in Unit 4, must also be reclustered to ensure that a logical presentation of knowledge and skills is preserved. Culminating tasks are suggested for Units 1 and 5, and teachers are encouraged to consider creating culminating tasks for the other units.
Teachers must incorporate the skills essential for scientific investigation; these skills apply to all areas of the course content. In this Course Profile, these skills expectations have been coded as Scientific Investigation Skills (SIS.01 to SIS.10). Assessment of the students’ mastery of these skills must be included in the evaluation of students’ achievement. The teacher must provide ample opportunities for students to engage in safe, relevant laboratory activities in all units of this course. The health and safety of teachers and students must be routinely addressed when conducting laboratory activities as outlined in the Workplace Hazardous Materials Information System (WHMIS) legislation. This is especially of concern in the Pathogens and Disease unit, where students are to design and conduct experiments to investigate the effects of various drug therapies on pathogenesis. Teachers should only use non-pathogenic bacteria in this activity and ensure that proper sterile techniques are taught and followed. Teachers need to take precautionary measures to ensure that students with allergies are not placed at risk. They should discuss this issue with students and follow safe practices outlined in school or board policy. It may be appropriate to use parent permission forms.
Throughout this Course Profile, students have the opportunity to become reflective and critical thinkers who examine, evaluate, and apply knowledge of interdependent systems for the development of a just and compassionate society. A Student Journal is introduced in Unit 1 and teachers are encouraged to continue its use throughout in all units. Teachers should be sensitive to the personal nature of the experience and support students in avoiding disclosure and discussion of sensitive issues.
|
* Unit 1 |
Pathogens and Disease |
20 hours |
|
Unit 2 |
Energy Alternatives and Global Impact |
22 hours |
|
Unit 3 |
Communications Systems |
22 hours |
|
Unit 4 |
Organic Products in Everyday Life |
22 hours |
|
Unit 5 |
Science and Contemporary Societal Issues |
24 hours |
* This unit is fully developed within this Course Profile.
Time: 20 hours
Unit Description
This unit uses a problem-based learning approach to introduce students to the study of pathogens and disease. A problem-based approach encourages students to become self-directed learners. They acquire knowledge through team participation and individual research. This approach is used to maximize motivation in the students and to set a model that could be used in other units in the course. Students continue to learn more about their own body as a continuation of the Body Input and Body Function unit in the SNC3M course. They investigate pathogens, the diseases they cause, human responses to them, and the means and technologies developed to control them. Students compile Pathogen Profiles on various types of pathogens. Through laboratory investigations, students identify the characteristics of bacteria, the effects of various antiseptics on bacterial growth, and the role of sterile techniques in processes such as pasteurization. Students study the modes of transmission of diseases and discuss the various agencies involved in controlling the spread of diseases both globally and locally. The unit includes a culminating task based on the problem-based learning approach, where students in Research Teams become experts on a particular pathogen. Each Team presents its report to the class during a Disease Forum.
The first activity introduces the connection between pathogens and disease using a problem-based learning approach. The Lazarus story is used to discuss how past societies have viewed disease, and students are encouraged to follow Jesus’ teachings in accepting individuals. The culminating task and the use of the Student Journal are introduced.
Through the discussion of familiar diseases, the second activity introduces characteristics and life cycles of pathogens. A video provides students with additional information on pathogens. By participating in a jigsaw activity, students explore the modes of transmission of diseases.
In Activity 3, students develop an awareness of the widespread commercial use of antiseptics and conduct a laboratory investigation into their effects on bacterial growth. Beginning with the Pathogen Profiles already completed, students learn more about the mechanisms humans have for controlling pathogens, specifically the human immune system. Through class discussions, story and article reviews, and a scavenger hunt students investigate various drug therapies. Students reflect on the impact on society of overusing and misusing antibiotics.
In Activity 4, students discuss the many opportunities for food contamination to occur, and the technological advances and agencies that serve to control it. Students create a Then and Now Timeline on a specific technological advancement used in food preparation and preservation. Students practise proper sterile techniques in a lab activity where they investigate the effect of pasteurization on pathogenesis. A respect for cultural differences is encouraged through class discussion on how various cultures and countries control the spread of pathogens in foods.
Activity 5 is the culminating task for this strand. Students participate in a Disease Forum where as research epidemiologists, they present information on a specific pathogen and the disease it produces. Students discuss and reflect on the present and future implications of strategies used to control diseases caused by the pathogens presented. A video is used to highlight the inequalities that exist in our world and raise student awareness about the implications of these inequalities on the control of disease. Students are encouraged to reflect on the way Jesus healed the sick without discrimination and whether our scientifically and technologically advanced society does the same?
Note: In the Unit Overview Charts the assessment
category being emphasized in each cluster is written in bold face type.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Achievement Categories |
Focus |
|
1 |
PDV.01, PD1.01 |
Communication |
Pathogens and Disease |
|
2 |
PDV.01, .02, PD1.02, 1.03, PD2.02, 3.01 |
Knowledge/ Understanding |
Characteristics of Pathogens |
|
3 |
PDV.02, PD1.04, 1.05, 1.06, PD2.01, 2.03, 2.04, PD3.02,
3.04 |
Inquiry |
Immune System |
|
4 |
PDV.03, PD2.05, PD3.01, 3.03, 3.04, 3.05 |
Knowledge/ Understanding |
Sterile Techniques and Food Preparation |
|
5 |
PDV.01, .02, .03, PD3.01, 3.05 |
Knowledge/ Understanding |
Culminating Task |
Time: 22 hours
Unit Description
Students study the scientific principles of energy production and they research alternative energy sources. Students become aware of how their energy choices affect the environment both locally and globally. They have the opportunity to design a system using alternative energy sources – solar powered cars or wind generators. Students assess their behaviour and consider how changing their patterns of energy use can impact on the environment. They become aware of choices that can make them responsible stewards of the Earth. Students study Canada’s role in nuclear technology, specifically the development and future of CANDU reactors, and participate in a debate on the use of nuclear technology. Students collect, read, analyse, and reflect on several news articles discussing global and local energy sources, societal demands for energy, and environmental impact of energy use.
In the first activity, students make a list of all the energy-using devices/appliances that they use regularly (directly and indirectly). After defining renewable and non-renewable energy sources, students categorize the list accordingly. Students identify which appliances they could use less or stop using, to conserve energy. Students brainstorm examples of conventional and alternative energy sources and produce a Venn diagram comparing them. This diagram will continue to be developed throughout the unit. Students read and critique a news article describing the environmental impact of a specific alternate energy source used in Canada, e.g., use of wind energy in Ontario.
In Activity 2, students create an Energy Consumption Wheel made of two circles held by a paper fastener – the top circle has a window cut out and the bottom one has the information summary – that identifies and describes which activities consume the most energy and how changing patterns of behaviour reduce the energy consumed. Students reflect on the impact human activities have on the environment.
In Activity 3, students view a video or listen to a speaker discuss the ways technology can provide answers to energy, e.g., fossil fuel, shortages. Students gather and analyse data through research on an alternative and/or emerging technology such as wind power, fermentation of waste products, electric cars, or solar power. Students create an advertisement campaign for this technology and present the campaign to the class. Using the knowledge gained, the class discusses the suitability of alternative energy sources in Canada, given data on national and regional natural resources, and they reflect on the impact on society of changing to alternative energy sources.
In Activity 4, students research and design a system that uses an alternate energy source and include a cost and benefits analysis. If possible, students in teams could build and test the designs.
In the last activity, students study nuclear energy. Students learn about the Canadian input into nuclear research by reading essays or viewing videos on the role of Canadian researchers, e.g., Lawrence, and the CANDU reactor. Students describe the scientific principles of fission and a chain reaction and their applications in nuclear generating stations. Students locate nuclear generating stations in Canada and in the world. The terms fusion and fission are compared. Students read or view news footage of nuclear disasters such as Chernobyl (1986) or Three Mile Island (1979) and reflect on the unintended consequences of nuclear technology. Students prepare and participate in a parliamentary debate on the use of nuclear technology. Students make a final reflection on the tremendous need humans have for energy; with so many technologies available today, there are costs that are not always obvious and often lead to paradoxes and moral dilemmas.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Achievement
Categories |
Focus |
|
1 |
EAV.01, EA1.01, 1.02, EA3.03 |
Knowledge/ Understanding |
Energy Use |
|
2 |
EA1.04, EA2.01 |
Knowledge/ Understanding Inquiry |
Impact and Behaviour |
|
3 |
EAV.03, EA1.01, 1.03, EA2.02, 2.04, EA3.02, 3.04,
3.05 |
Knowledge/ Understanding |
Technology and Energy Use |
|
4 |
EAV.02, EA2.05, EV3.04 |
Inquiry |
Designs of the Future |
|
5 |
EAV.03, EA1.04, 1.05, 1.06, EA2.03, EA3.01 CGE2b, 4f, 5a, 7i |
Knowledge/ Understanding |
The Nuclear Alternatives |
Time: 22 hours
Unit Description
Students examine the scientific principles that are the basis for modern communications systems. The Technology in Everyday Life unit of the SNC 3M course introduces the role of technology. In this unit, students describe the technologies involved in communications systems. They study how energy transformations, such as those involving sound and electromagnetic radiation, are used in communications technology. They participate in a Communications/Technology Fair where they design, build, and test a simple communications device. Students assess the impact of new communications systems on individuals and communities; specifically, students discuss the advantages and disadvantages of personal surveillance and cell phones. They reflect on how the world has been affected by our widespread use of various communications systems.
In the first activity, students identify, describe, and assess the impact of communications systems have on lifestyles and the workplace through a brainstorming exercise and a critique of an article on the topic. Students reflect on the impact of communications technology on today’s society and what life before these advances was like.
In Activity 2, students identify and describe the technologies involved in selected communications systems, e.g., the Internet, and introduce Canadian technological innovations (see Resources). Using the systems discussed in Activity 1, students investigate the technology behind one of the systems and present the information in a poster. In the poster students include career information specific to the technology researched.
In Activity 3, students explain the scientific principles underlying communications systems and technologies. They produce a concept map of this information. Students study the role of energy transformation in the transmission and reception of signals in communication systems.
In Activity 4, students apply the knowledge gained in Activity 3 to specific applications of various types of energy conversion to communications technology. Students describe the electromagnetic spectrum and study how electromagnetic radiation is applied in radio, television, and telephone systems. The use of semiconductors in computers is studied. The energy transformations involved in the functioning of a microphone are described. For the applications discussed, students summarize their findings in a graphic organizer.
Activity 5 is a Communication/Technology Fair. Students in teams design, build, and test a simple device that converts energy to produce a communication device. Examples of such devices include doorbells and loudspeakers. Students explore the scientific principles, define specific terms, research the commercial development of the device, and present the information orally to the class.
In Activity 6, students brainstorm possible future communications systems and read an article proposing future technological advances. Students assess the effects of the use of these new systems locally and globally. Students choose a new communications system (e.g., cell phones), assess the impact it has on individual lifestyles at home and at work, and write a discussion paper about it. Students make a list of how often they are under surveillance (e.g., school cameras, variety/department store security, work cameras, etc.) and discuss the impact of surveillance on the privacy of the individual, considering the risks and benefits to the community of such systems. Students design, conduct, and analyse an impact survey for their school on the use of surveillance technology. Students reflect on how the world has been affected by our dependence on communications systems, e.g., effects on time management, networking, and world trade.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Achievement
Categories |
Focus |
|
1 |
CSV.03, CS3.01 |
Making Connections |
Identifying Communications Systems |
|
2 |
CS1.01, 1.02 |
Knowledge/ Understanding |
Identifying Communications Technologies |
|
3 |
CSV.01, CS1.01, 1.03, 1.08, CS2.01 |
Knowledge/ Understanding Communication |
Scientific Principles |
|
4 |
CSV.01, CS1.01, 1.04, 1.05, 1.06, 1.07, 1.09 |
Knowledge/ Understanding Making Connections |
Energy Transformation |
|
5 |
CSV.02, CS2.02, 2.03,
2.04 |
Inquiry Communication |
Communication/Technology
Fair |
|
6 |
CSV.03, CS3.02, 3.03 |
Making Connections Communication |
Impact and Forecast |
Time: 22 hours
Unit Description
Students learn about products that they use everyday. They describe the products’ properties and the benefits and hazards of their use. This unit builds on information from the SNC3M Everyday Chemicals and Safe Practice unit of study. Students perform lab investigations into the action of antacids and they study the process of emulsification when they make hand cream. Students discover how soaps and detergents function, how products are made from crude oil, why sunscreen is useful, and the chemical properties of pesticides and fertilizers. Through a cost/benefit analysis, students increase their awareness of the global environmental impact of using organic products. They do research and produce a timeline describing the use and production of an organic product of their choice.
In the first activity, students compare the properties and structures of organic and inorganic substances through teacher-directed lessons. In a brainstorming activity, students produce a list of examples of organic products used in everyday life.
In Activity 2, students review the principles of chemical bonding and then make simple models/drawings showing the active parts of a soap molecule, i.e., hydrophobic and hydrophilic regions. Students explain how dish detergents’ action on fats is an example of how an emulsifying agent functions. The principles involved in the making and use of soaps and detergents are discussed and students make a flow chart that summarizes the processes. Through discussion and research, students analyse the costs and benefits of using phosphate detergents and assess their global impact on the environment, summarizing their findings and thoughts in a brief discussion paper.
In Activity 3, students examine the use of organic
products in several types of pharmaceutical and personal care products.
Students describe the action of antacids and summarize it in a graphic organizer.
Students perform a lab investigation into the chemical properties and action of
antacids. Students describe how sunscreens protect skin from ultraviolet
radiation and produce a magazine advertisement explaining why children and
youths should use sunscreen regularly. They define the term emulsion and
perform a lab activity to produce hand cream to demonstrate the nature of
emulsifiers.
(Note: Teachers must caution students against using this product for
personal use.)
In the fourth activity, in a lab activity or through a computer simulation, students investigate the scientific principles of fractional distillation. Students summarize in a flow chart the separation of crude oil into its fractions. As a follow-up activity students view a video on the crude oil industry in Canada and discuss the role of this industry in the economy of Canada.
In Activity 5, students study the properties, nature, and action of chemical fertilizers and pesticides and discuss their use in agriculture. Students research and produce a fact sheet or Venn diagram comparing chemical and natural fertilizers. Students orally report the findings to the class. Students participate in a discussion on the use and effects of pesticides and fertilizers on the environment (locally, regionally, and globally.) Students reflect on their role as stewards of the environment and consider what efforts are being made and need to be made to act responsibly and preserve the planet.
The last activity could be expanded and used as a culminating activity for this unit. Students research the use and production of a representative organic product and produce a detailed timeline summarizing the findings. Students refer to the list made in Activity 1 for possible products to research, e.g., various cosmetics or Aspirin. Students should collect information on careers related to the current production of the chosen product. Students present the timeline to the class and reflect on the effect the use and production of these products have on the local and global environment. To expand this activity, students could perform a lab investigation/simulation, research the chemical properties of the product, do a cost/benefit analysis of using it, and assess the impact its production and use has on the environment, e.g., use of animal testing.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Achievement
Categories |
Focus |
|
1 |
OPV.01, OP1.02 |
Knowledge/ Understanding |
Organic Products |
|
2 |
OPV.01, .03, OP1.01, 1.03, 1.04, OP2.01, OP3.01 |
Knowledge/ Understanding Inquiry |
Soaps and Detergents |
|
3 |
OPV.01, .02, OP1.01, 1.07, 1.08, OP2.02, 2.05 |
Knowledge/ Understanding Inquiry |
Health Care Products |
|
4 |
OPV.01, .02, OP1.05, OP2.03 |
Knowledge/ Understanding Inquiry |
Products from Oil |
|
5 |
OPV.01, .02, .03, OP1.01,
1.06, OP2.04, OP3.02 |
Knowledge/ Understanding Communication Making Connections |
Pesticides and
Fertilizers |
|
6 |
OPV.03, OP3.03 |
Making Connections Communication |
Organic Product Timeline |
Time: 24 hours
Unit Description
Students explore the way scientific knowledge has evolved and continues to evolve. Students examine the role science plays in resolving contemporary social issues. Students discover connections between science and technology. Students compile a Media File in which they collect, read, and analyse articles/reports on current local and global issues in science and technology that affect the world. Through a series of interviews of local groups, e.g., police, agencies, cultural groups students learn about the diversity of their community and how science and technology interact with and affect these groups. Students learn to critique media reports for their scientific, sociological, and moral perspectives. Students are encouraged to put a human face on science and technology. Students reflect on their relationship with the world around them and their reliance on science and technology.
In Activity 1, students make a list of the 10 most significant issues they feel society is facing today. Students rank their items, define each in ten words, or less, then share their thoughts with the class. Students check off those issues that involve science and/or technology. A class list is produced and posted in the room to be used as a source of topics for research in Activity 7. Using the jigsaw method, students read and critique an article on a current issue from one of the following perspectives: scientific, sociological, or moral. Students in groups of three discuss the article from the three perspectives. Students collect and critique three to five articles in their Media File. Through a brainstorm exercise, students define and distinguish words commonly associated with the study of science, e.g., science, theory, fact, hypothesis, law, etc. Students rank the words in terms of their scientific certainty and discuss their ranking.
In Activity 2, students view a video or read an article on the life of a scientist(s), e.g., Watson and Crick, and write a report explaining how evidence, theories, and paradigms contributed to their discoveries. Students research and make a timeline outlining the historical relationship between experimental evidence, scientific inference, and accepted theory for a specific area of scientific study, e.g., periodic table, cell theory.
In Activity 3, students define the 10 principles of science: objectivity, tentativeness, consistency, causality, parsimony, materiality, relativeness, dynamism, continuous discovery, and social limitation. Students use these principles and apply them to several case studies, e.g., how cholera spreads (the story of John Snow); the story of Fredrick Banting. See Resources for suggested case studies.
In Activity 4, students brainstorm the meaning of the word technology and related terms (Research and Development). They research and describe examples where science led to advances in technology and vice versa, e.g., laser, tungsten light bulbs. Students share their findings with the class. Canadian examples should be introduced (see Resources).
In Activity 5, students use the Breathalyser as a case study where science and technology work together to address a societal issue - drunk driving. Students research how alcohol affects behaviour and driving and conduct an investigation to learn the functioning of the Borkenstein Breathalyser. They collect and scientifically critique reports from the media relating to drinking and driving in their Media File. Students interview local police to discover current technology being used to identify drunk drivers, and present their findings in a report. Students may also interview various other groups – teens, associations against drunk drivers, etc – and write an article for a local newspaper summarizing public opinion on this issue, assessing the levels of funding, and analysing how effectively they think technology is addressing this issue.
In Activity 6, students in small groups research, interview, and prepare a scientific abstract on specific types of alternative medicine practised in their community, e.g., acupuncture. Students collate their reports in a class newsletter.
In Activity 7, students describe how scientific research and development is funded in Canada. Students refer to the list made in Activity 1, and choose an issue to research (e.g., cloning) and, in teams, debate the possible positive and negative effects of a scientific discovery on society and the environment. Students reflect on the future of science and technology in Canada and in other parts of the world.
Unit Overview Chart
|
Cluster |
Learning
Expectations |
Achievement
Categories |
Focus |
|
1 |
SS1.01, SS2.03 |
Knowledge/ Understanding Communication |
Your Perspective |
|
2 |
SSV.01, SS1.02, 1.03, SS1.04 |
Knowledge/ Understanding Communication |
Historical perspective |
|
3 |
SS2.01 |
Communication |
Ten Principles of Science |
|
4 |
SSV.02, SS1.05, 1.06, SIS.08 |
Knowledge/ Understanding |
Science and Technology |
|
5 |
SSV.02, .03, SS2.02,
2.03, SS3.01, 3.03, SIS.01, .02, .03, .04, .05, .06, .07, .08, .09 |
Inquiry |
Science, Society and
Technology: Breathalyser, A Case Study |
|
6 |
SSV.03, SS2.04, SIS.08 |
Communication |
Alternative Medicines |
|
7 |
SSV.02, SS3.02, 3.04 |
Knowledge/ Understanding Making Connections |
Future Issues |
The expectations in this course call for students to do a considerable amount of research and analysis of data and information. The lab activities reinforce the learning of scientific concepts and promote the development of scientific investigation skills (SIS) and provide an active, experimental approach to learning. Connections between science, technology, society, and the environment (STSE) are dealt with through readings and research into real-world problems and issues.
The strategies used in this Course Profile should provide students with multiple opportunities to develop and demonstrate their learning and skills across all four categories of the Achievement Chart. The research reports required throughout the course may be varied in length and format to give students the opportunity to highlight their strengths and maximize their achievement.
In planning this course, consideration should be given to both the course expectations and the needs of individual students. The teacher should provide learning experiences that promote interest, understanding, and excellence. The following is a list of suggestions with examples of links to the course expectations.
Expectations that
require Knowledge can be developed through:
·
brainstorming
(OP1.02);
·
teacher-directed
lessons and discussions (OP1.03, EA1.05, CS1.02);
·
small group
instruction (SS1.01);
·
independent
research;
·
self-directed
learning, etc.
Expectations that
involve Inquiry can be met by:
·
conducting and
analysing experiments (OP2.02, OP2.05, PD2.01, PD2.05);
·
designing lab
investigations (PD2.04, OP2.02);
·
formulating
questions;
·
making models
(OP2.01);
·
designing and
building devices (EA2.05, CS2.03);
·
solving problems
(SS2.01).
Expectations
that encourage Communication can be demonstrated by:
·
written reports
(PD3.03);
·
discussion papers
(OP3.01);
·
case studies
(SS2.01);
·
group
discussions;
·
debates (SS3.02,
EA3.01);
·
seminars;
·
student
presentations, e.g., oral presentations, multi-media presentations, video and
audio presentations, skits, photo essays etc. (SS2.04).
Expectations
where students expand their knowledge to Make Connections can be developed
through:
·
independent
research (OP3.03, PD3.03);
·
exposure to
reflective papers by experts in a given field (SS3.01);
·
portfolios, media
files (SS3.04);
·
timeline (OP3.
03);
·
article critique
(EA3.03).
The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps the teacher determine students’ strengths and weaknesses in their achievement of the curriculum expectations in this course.
In order to enable students to demonstrate that they have mastered the expectations, the teacher must establish a balanced assessment plan for the course and select appropriate methods, strategies, and tools. Students are required to demonstrate that they have developed both independent research skills and independent learning skills. Assessment and evaluation must be based on the curriculum expectations for this course and the achievement levels outlined in the Program Planning and Assessment, 2000 document. When designing and planning this Course Profile, the learning expectations were clustered in order to balance the categories within the Achievement Chart.
At the beginning and throughout the course, the teacher must share the assessment criteria with the students and their parents/guardians and give feedback that guides the students’ efforts towards improvement. The assessment results should be used to motivate students and to help them establish next steps in their learning goals. To ensure that assessment and evaluations are valid and reliable the teacher must use assessment and evaluation strategies that:
·
are varied in
nature, administered over a period of time, and demonstrate the full range of
their learning;
·
promote the
students’ ability to assess their own learning and to set specific goals.
The
corresponding methods of assessment are:
·
paper-and-pencil
task;
·
personal
communication task;
·
performance task.
Possible assessment
strategies include:
·
paper-and-pencil
task: tests, quizzes, concept maps, essays, written reports/lab reports,
research papers;
·
personal
communication task: interviews, conferences, journals, student-teacher
conferencing, and classroom discussions;
·
performance task:
individual presentations, plays/skits, and lab performance.
The
tools used to effectively measure the students’ learning and mastery of skills
are as follows:
·
checklists;
·
marking schemes;
·
rating scales,
·
rubrics.
Peer and self-assessment is encouraged. Students could participate in peer editing and assessment of assignments, lab reports, presentations, and projects. Continuous self-assessment allows students the opportunity to track their own skills development and focuses them on self-improvement.
Seventy percent of the grade is based on assessments and evaluations conducted throughout the course. This portion of the grade should reflect the students’ most consistent level of achievement, although special consideration should be given to the most recent evidence of achievement. It is recommended that teachers consider having a midterm test following the completion of at least two of the units, and a final examination. Thirty per cent of the grade is based on the final evaluation. It is suggested that several components comprise the final evaluation component. A final examination that covers all significant learning done in the course should be a major component. In addition to the exam, it is suggested that a research essay on a current issue in science and technology (see Unit 5 for suggestions) be included. An essay, not a report, is recommended to ensure students include reflections on values and social conscience.
Teachers must consider the needs of exceptional students in the planning of the science curriculum. Accommodation to the program activities and/or the environment may be necessary. Teachers should consult individual students Individual Education Plan (IEP) for specific direction on accommodation for individuals. Where the student has an IEP, the teacher must meet the needs of the student as outlined in the Plan. For students with physical or learning impairments, classroom and laboratory activities should be altered to permit as much participation as possible. Where possible, peers should be encouraged to assist students in order to allow them to participate in some group or individual activities.
For assessment, it may be necessary to use oral testing, a scribe, or other demonstrations of learning to determine the level of achievement of certain students. The various products required in this course may be presented in different ways to accommodate the different skills and strengths of the students.
Exceptional students, as well as other students who are not identified as exceptional but who have an IEP and are receiving special education programs and services, should be given every opportunity to achieve the curriculum expectations set out for this course.
Enrichment possibilities should be considered. Students may be encouraged to read additional articles relating to the topics of study. They may also be encouraged to participate in special events sponsored by colleges, universities, or private industry that allows them to extend their work beyond the classroom.
Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. Teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resource they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor. 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 from the Internet is not allowed without the permission of the owner.
Aikenhead, Glen. Logical Reasoning in Science
and Technology. Toronto: John Wiley & Sons, 1991.
ISBN 0-471-79532-1
Carpenter, Thomas. Inventors: Profiles in
Canadian Genius. Toronto: Camden House, 1990.
ISBN 0-920656-95-1
Field, Dennis. Science: Process & Discovery. Toronto: Addison-Wesley, 1985. ISBN 0-201-18628-4
Wall, Byron. Science In Society. Toronto: Wall and Thompson, 1989. ISBN 0-921332-25-4
Bible references
Mark 1:40-42 – Jesus cleanses a leper
Luke 16: 19-31 – Lazarus’ story
Race for the Double Helix, A&E Special.
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. Catholic Teachings
Catholic Stewardship – http://www.catholicstewardship.com/
Catholic Relief Services –http://www.catholicrelief.org/
Canadian Conference of Catholic Bishops – http://www.cccb.ca/
Oneworld Online – http://www.oneworld.org/
The Vatican Catechism of Catholic Church – http://www.vatican.va/archive/catechism/ccc-toc.htm
Organic Products in Everyday Life
Consumer organic products – http://antoine.fsu.umd.edu/chem/senese/101/consumer/resources.shtml
Experiments online: antacids, phosphate
detergents, Aspirin
– http://wwwchem.csustan.edu/chem1002/CHEM1002.HTM
Friends of the Earth – http://www.foei.org/
Pesticides – http://vm.cfsan.fda.gov/~frf/pestglos.html
Malathion – http://ep.llnl.gov/msds/pdb/pdb-structures.html
Soaps and detergents – http://www.sdahq.org/sdalatest/html/soapproductsl.htm
World Wildlife Fund – http://www.worldwildlife.org/
Energy Alternatives and Global Impact
Atomic Energy of Canada – http://www.aecl.ca/
Earth Energy Society of Canada – http://www.earthenergy.ca/
Electric cars – http://www.drivingthefuture.com/carbprop.htm
Greenpeace – http://www.greenpeace.org/
Hydro Ontario – http://www.hydroone.com/
Solar energy – http://www.solarenergysociety.ca/
Traditional and alternative power sources – http://www.energy.ca.gov/education
History of alternative energy industry in Canada – htpp://www.nextcity.com/main/article/ep/980620.htm
Pathogens and Disease
Case study –
http://quest.classroom.com/archive/africaquest1998/start/pg00418.htm
– http://pages.progidy.net/pdeziel/cdc.htm
World map of disease/info – www.cdc.gov/travel/diseases.htm – http://vaccines.com/official sites.htm
History of Jenner – http://www.accessexcellence.org/AE/AEC/CC/vaccines-how/why.html
History of diseases – www.who.int/vaccines-diseases/history/history.shtml
Vaccines – http://vaccines.com/foradults.htm
Assembly of First Nations – http://www.afn.ca/assembly_of_first_nations.htm
World Health Organization – http://www.who.int/home-page/
Students can benefit from Co-operative Education placements that are related to science and technology. Students should explore various science-related careers throughout this course and consider them when developing their Annual Education Plan (AEP). Students may consider the possibility of job shadowing someone in order to experience a science/technology-related career.
Students graduating from Ontario schools are expected to be technologically literate. This course allows students multiple opportunities to understand and apply technological concepts, to use computers in various applications, and to analyse the implications of technology on individuals and on society.
Teachers must adopt measures to provide a safe environment for learning that is free from harassment, violence, and expressions of prejudice.
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.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written materials effectively;
CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in school, work and personal life;
CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities and contributions of self and others;
CGE5f -exercises Christian leadership in the achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Caring Family Member who
CGE6a -relates to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role of the family in society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities of Canadian citizenship;
CGE7i -respects the environment and uses resources wisely;
CGE7j -contributes to the common good.