High School Science Ontario Curriculum Standards

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating)

formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely

select appropriate instruments (e.g., a microscope, laboratory glassware, an optical bench) and materials (e.g., prepared slides, an aquarium, lenses, pH paper) for particular inquiries

identify and locate print, electronic, and human sources that are relevant to research questions

apply knowledge and understanding of safe practices and procedures when planning investigations (e.g., appropriate techniques for handling, storing, and disposing of laboratory materials [following the Workplace Hazardous Materials Information System-WHMIS]; safe operation of optical equipment; safe handling and disposal of biological materials), with the aid of appropriate support materials (e.g., the Reference Manual on the WHMIS website; the Live Safe! Work Smart! website)

conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data

gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., websites for public health organizations, federal and provincial government publications, reference books, personal interviews), using recommended formats and an accepted form of academic documentation

analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

analyse the information gathered from research sources for reliability and bias

Career Exploration: . identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., meteorologist, medical illustrator, geochemist, optical physicist) and the education and training necessary for these careers

identify scientists, including Canadians (e.g., Sheela Basrur, William Richard Peltier, Alice Wilson, Willard Doyle), who have made a contribution to the fields of science under study

Biology: Tissues, Organs, and Systems of Living Things

Relating Science to Technology, Society, and the Environment: evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications;

analyse, on the basis of research, ethical issues related to a technological development in the field of systems biology (e.g., cloning, stemcell research, live organ transplants, transgenic transplants), and communicate their findings

assess the importance to human health and/or society of medical imaging technologies (e.g., ultrasound, X-rays, computerized axial tomography [CT or CAT] scan, magnetic resonance imaging [MRI], microscopy, biophotonics) used in Canada in diagnosing or treating abnormalities in tissues, organs, and/or systems

describe public health strategies related to systems biology (e.g., cancer screening and prevention programs; vaccines against the human papillomavirus [HPV] and measles, mumps, and rubella [MMR]; AIDS education), and assess their impact on society

Developing Skills of Investigation and Communication: investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

use appropriate terminology related to cells, tissues, organs, and systems of living things, including, but not limited to: absorption, anaphase, capillaries, concentration, differentiation, diffusion, meristematic, mesophyll, phloem, prophase, red blood cells, regeneration, stomate, and xylem

examine cells under a microscope or similar instrument to identify the various stages of mitosis in plants and animals

examine different plant and animal cells (e.g., cheek cells, onion cells) under a microscope or similar instrument, and draw labelled biological diagrams to show how the cells' organelles differ

investigate, using a microscope or similar instrument, specialized cells in the human body or in plants, focusing on different types of cells (e.g., bone, muscle, leaf, root cells), and draw labelled biological diagrams to show the cells' structural differences

investigate the rate of cell division in cancerous and non-cancerous cells, using pictures, videos, or images, and predict the impact of this rate of cell division on an organism

investigate, through a laboratory or computersimulated dissection of a plant, worm, fish, or frog, the interrelationships between organ systems of a plant or an animal (e.g., between the root system and leaf system in a plant; between the digestive system and circulatory system in an animal)

use a research process to investigate a disease or abnormality related to tissues, organs, or systems of humans or plants (e.g., heart disease, tobacco mosaic virus, wheat rust)

Understanding Basic Concepts: demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants

describe the cell cycle in plants and animals, and explain the importance of mitosis for the growth of cells and repair of tissues

explain the importance of cell division and cell specialization in generating new tissues and organs (e.g., the division of stem cells into specialized cells such as muscle cells or nerve cells in humans; the division of meristematic cells to expand and differentiate plant tissue)

explain the links between specialized cells, tissues, organs, and systems in plants and animals (e.g., muscle cells and nerve cells form the tissue found in the heart, which is a component of the circulatory system; granum and thylakoid structures act as solar collectors in the chloroplast to produce carbohydrates for plant growth)

explain the primary functions of a variety of systems in animals (e.g., the circulatory system transports materials through the organism; the respiratory system supplies oxygen to and removes carbon dioxide from the body)

explain the interaction of different systems within an organism (e.g., the respiratory system brings oxygen into the body, and the circulatory system transports the oxygen to cells) and why such interactions are necessary for the organism's survival

Chemistry: Chemical Reactions

Relating Science to Technology, Society, and the Environment: analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges;

analyse, on the basis of research, various safety and environmental issues associated with chemical reactions and their reactants and/or product(s) (e.g., chemical reactions related to the use of cyanide in gold mining, the corrosion of metal supports on bridges, the use of different antibacterial agents such as chlorine and bromine in recreational pools)

analyse how an understanding of the properties of chemical substances and their reactions can be applied to solve environmental challenges (e.g., renewing the Great Lakes, neutralizing acid spills, scrubbing smokestack emissions)

Developing Skills of Investigation and Communication: investigate, through inquiry, the characteristics of chemical reactions;

use appropriate terminology related to chemical reactions, including, but not limited to: compounds, product, and reactant

construct molecular models to illustrate the structure of molecules in simple chemical reactions (e.g., C + O2 ? CO2 ; 2H2 + O2 ? 2H2 O), and produce diagrams of these models

investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., molecular models, word equations, balanced chemical equations) ]

use an inquiry process to investigate the law of conservation of mass in a chemical reaction (e.g., compare the values before and after the reaction), and account for any discrepancies

plan and conduct an inquiry to identify the evidence of chemical change (e.g., the formation of a gas or precipitate, a change in colour or odour, a change in temperature)

plan and conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid-base indicators or pH test strips to classify common household substances)

Understanding Basic Concepts: demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.

describe the relationships between chemical formulae, composition, and names of binary compounds (e.g., carbon dioxide, CO2 , has two oxygen atoms and one carbon atom)

explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical equations

describe the types of evidence that indicate chemical change (e.g., changes in colour, the production of a gas, the formation of a precipitate, the production or absorption of heat, the production of light)

write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ? 2H2O)

describe, on the basis of observation, the reactants in and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

describe the process of acid-base neutralization (i.e., an acid reacts with a base to form a salt and often water

describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g., a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)

identify simple ionic compounds (e.g., NaCl), simple compounds involving polyatomic ions (e.g., KNO3 , NaOH), molecular compounds (e.g., CO2, H2 O, NH3 ), and acids (e.g., HCl(aq), H2 SO4 (aq)), using the periodic table and a list of the most common polyatomic ions (e.g., OH2 , SO 4 -2), and write the formulae

Earth and Space Science: Climate Change

Relating Science to Technology, Society, and the Environment: analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;

analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., loss of habitat for Arctic mammals such as polar bears and loss of traditional lifestyles for Inuit as Arctic ice shrinks; famine as arable land is lost to desertification; an increase in water-borne disease and human resettlement as coastal lands are flooded; expansion of the growing season in some regions)

assess, on the basis of research, the effectiveness of some current individual, regional, national, or international initiatives that address the issue of climate change (e.g., Drive Clean, ENERGY STAR, federal and provincial government rebates for retrofitting older buildings to be more energy efficient, carbon offset programs, community tree-planting programs, municipal recycling programs, Intergovernmental Panel on Climate Change [IPCC]), and propose a further course of action related to one of these initiatives

Developing Skills of Investigation and Communication: investigate various natural and human factors that influence Earth's climate and climate change;

use appropriate terminology related to climate change, including, but not limited to: albedo, anthropogenic, atmosphere, cycles, heat sinks, and hydrosphere

design and build a model to illustrate the natural greenhouse effect, and use the model to explain the anthropogenic greenhouse effect

analyse different sources of scientific data (e.g., lake cores, tree rings, fossils and preserved organisms, ice cores) for evidence of natural climate change and climate change influenced by human activity

investigate a popular hypothesis on a causeand-effect relationship having to do with climate change (e.g., the combustion of fossil fuels is responsible for rising global temperatures; the concentration of atmospheric CO2 is responsible for rising global temperatures; global temperatures have been on the increase since the industrial revolution; the severity of cyclones, hurricanes, and tornadoes increases as atmospheric temperatures increase), using simulations and/or time-trend data that model climate profiles (e.g., data from Statistics Canada and Environment Canada)

investigate, through laboratory inquiry or simulations, the effects of heat transfer within the hydrosphere and atmosphere

investigate, through laboratory inquiry or simulations, how water in its various states influences climate patterns (e.g., water bodies moderate climate, water vapour is a greenhouse gas, ice increases the albedo of Earth's surface)

investigate, through research or simulations, the influence of ocean currents on local and global heat transfer and precipitation patterns

classify the climate of their local region using various tools or systems (e.g., Ecoregions of Canada, bioclimate profiles), and compare their region to other regions in Ontario, Canada, and the world

compare different perspectives and/or biases evident in discussions of climate change in scientific and non?scientific media (e.g., with reference to knowledge, beliefs, and values)

Understanding Basic Concepts: demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth's climate and contribute to climate change

describe the principal components of Earth's climate system (e.g., the sun, oceans, and atmosphere; the topography and configuration of land masses) and how the system works

describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents

describe the natural greenhouse effect, explain its importance for life, and distinguish it from the anthropogenic greenhouse effect

identify natural phenomena (e.g., plate tectonics, uplift and weathering, solar radiance, cosmic ray cycles) and human activities (e.g., forest fires, deforestation, the burning of fossil fuels, industrial emissions) known to affect climate, and describe the role of both in Canada's contribution to climate change

describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse gases (e.g., carbon dioxide, methane, nitrous oxide, halocarbons, water vapour)

describe how different carbon and nitrogen compounds (e.g., carbon dioxide, methane, nitrous oxide) influence the trapping of heat in the atmosphere and hydrosphere

describe, in general terms, the causes and effects of the anthropogenic greenhouse effect, the depletion of stratospheric and tropospheric ozone, and the formation of ground-level ozone and smog

identify and describe indicators of global climate change (e.g., changes in: glacial and polar ice, sea levels, wind patterns, global carbon budget assessments)

Physics: Light and Geometric Optics

Relating Science to Technology, Society, and the Environment: evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits;

analyse a technological device or procedure related to human perception of light (e.g., eyeglasses, contact lenses, infrared or low light vision sensors, laser surgery), and evaluate its effectiveness

analyse a technological device that uses the properties of light (e.g., microscope, retroreflector, solar oven, camera), and explain how it has enhanced society

Developing Skills of Investigation and Communication: investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses;

use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, focal point, luminescence, magnification, mirage, and virtual image [C]

use an inquiry process to investigate the laws of reflection, using plane and curved mirrors, and draw ray diagrams to summarize their findings

predict the qualitative characteristics of images formed by plane and curved mirrors (e.g., location, relative distance, orientation, and size in plane mirrors; location, orientation, size, type in curved mirrors), test their predictions through inquiry, and summarize their findings

use an inquiry process to investigate the refraction of light as it passes through media of different refractive indices, compile data on their findings, and analyse the data to determine if there is a trend (e.g., the amount by which the angle of refraction changes as the angle of incidence increases varies for media of different refractive indices)

predict, using ray diagrams and algebraic equations, the position and characteristics of an image produced by a converging lens, and test their predictions through inquiry

calculate, using the indices of refraction, the velocity of light as it passes through a variety of media, and explain the angles of refraction with reference to the variations in velocity

Understanding Basic Concepts: demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses.

describe and explain various types of light emissions (e.g., chemiluminescence, bioluminescence, incandescence, fluorescence, phosphorescence, triboluminescence; from an electric discharge or light-emitting diode [LED])

describe, on the basis of observation, the characteristics and positions of images formed by plane and curved mirrors (e.g., location, orientation, size, type), with the aid of ray diagrams and algebraic equations, where appropriate

explain the conditions required for partial reflection/refraction and for total internal reflection in lenses, and describe the reflection/ refraction using labelled ray diagrams

describe the characteristics and positions of images formed by converging lenses (e.g., orientation, size, type), with the aid of ray diagrams

identify ways in which the properties of mirrors and lenses (both converging and diverging) determine their use in optical instruments (e.g., cameras, telescopes, binoculars, microscopes)

identify the factors, in qualitative and quantitative terms, that affect the refraction of light as it passes from one medium to another

describe properties of light, and use them to explain naturally occurring optical phenomena (e.g., apparent depth, shimmering, a mirage, a rainbow)

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely

select appropriate instruments (e.g., a microscope, laboratory glassware, an optical bench) and materials (e.g., prepared slides, an aquarium, lenses, acid-base indicators) for particular inquiries

identify and locate print, electronic, and human sources that are relevant to research questions

apply knowledge and understanding of safe practices and procedures when planning investigations (e.g., appropriate techniques for handling, storing, and disposing of laboratory materials following the Workplace Hazardous Materials Information System-WHMIS]; safe operation of optical equipment; safe handling and disposal of biological materials), with the aid of appropriate support materials (e.g., the Reference Manual on the WHMIS website; the Live Safe! Work Smart! website)

conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data

gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from various sources, including electronic, print, and/or human sources (e.g., a website for a public health organization, federal and provincial government publications, reference books, personal interviews), using recommended formats and an accepted form of academic documentation

analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty

analyse the information gathered from research sources for reliability and bias

Career Exploration: identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., veterinarian assistant, quality control technician, conservation officer, sound and light technician) and the education and training necessary for these careers

identify scientists, including Canadians (e.g., Maude Abbott, Paul Kebarle, Reginald Fessenden, James Hillier), who have made a contribution to the fields of science under study

Biology: Tissues, Organs, and Systems

Relating Science to Technology, Society, and the Environment: analyse some current technologies or substances that have an impact on human tissues, organs, or systems, and evaluate their effects on human health;

analyse, on the basis of research, medical imaging technologies (e.g., ultrasound, X-rays, computerized axial tomography [CT or CAT] scan, magnetic resonance imaging [MRI], microscopy, biophotonics) used in Canada to explore, diagnose, or treat the human body, and communicate their findings

evaluate the effects that use of or exposure to a technology, substance, or environmental factor (e.g., cellphones, X-rays, UV radiation, personal audio players, cigarette smoke, pesticides, food additives/preservatives, vitamins, gene therapy) may have on the function of human tissues, organs, or systems

Developing Skills of Investigation and Communication: investigate cell division, cell specialization, and the organization of systems in animals, including humans, using various laboratory techniques;

use appropriate terminology related to human cells, tissues, organs, and systems, including, but not limited to: absorption, anaphase, capillaries, concentration, differentiation, diffusion, interphase, metaphase, osmosis, prop

examine cells under a microscope or similar instrument to identify the various stages of mitosis in animals

investigate, using a microscope or similar instrument, cell specialization in the human body, focusing on different types of human cells (e.g., muscle cells, epithelial cells, nerve cells), and draw labelled biological diagrams of each type of cell

compare, on the basis of observation (e.g., using pictures, videos, or images), the division of cancerous cells and non-cancerous cells, and describe the impact of cancerous cells on the human body

locate, through a laboratory or computersimulated dissection, the organs of a specific system of an animal (e.g., a worm, a frog, a fish), and describe their interrelationship

use scientific investigation skills to research health problems related to tissues, organs, or systems in humans (e.g., asthma, sickle-cell anemia, heart disease, Crohn's disease), and communicate their findings

Understanding Basic Concepts: demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals, including humans.

describe the cell cycle in animals, and explain its importance for the growth of cells and repair of tissues

describe the structure, function, and importance of specialized cells and tissues in multi-cellular organisms (e.g., neurons have many branching dendrites and long axons to receive and transmit messages; muscle cells have a higher concentration of mitochondria, which produce energy)

explain cell organization by describing the link between cells, tissues, organs, and systems in the human body

explain the general function of some of the systems in the human body (e.g., the function of the circulatory system is to transport materials through the body; the function of the digestive system is to absorb nutrients; the function of the respiratory system is to bring oxygen into and remove carbon dioxide from the body)

describe the interaction of systems in the human body (e.g., the respiratory system brings oxygen into the body, and the circulatory system transports the oxygen to cells), and explain why these interactions are necessary for survival

Chemistry: Chemical Reactions and Their Practical Applications

Relating Science to Technology, Society, and the Environment: analyse how chemical reactions are employed in common products and processes, and assess the safety and environmental hazards associated with them;

analyse, on the basis of research, the function of chemical reactions in the production of selected products and/or in processes commonly encountered at home or in the workplace (e.g., carbonation of soft drinks; rust proofing), and communicate their findings

identify practical applications of chemical reactions in a particular profession (e.g., ceramics, cosmetology, firefighting, heating and cooling system technology, food preparation, plumbing, custodial services), and assess the associated hazards, including hazards associated with the handling and disposal of chemicals

Developing Skills of Investigation and Communication: . investigate, through inquiry, the characteristics of simple chemical reactions;

use appropriate terminology related to chemical reactions, including, but not limited to: antacid, dilute, neutralization, product, reactant, and word equation

construct molecular models of simple chemical reactions (e.g., C + O2 ? CO2; 2H2 + O2 ? 2H2 O), and produce diagrams of these models

conduct and observe inquiries related to simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., word equations, balanced chemical equations, molecular models)

use an inquiry process to investigate the law of conservation of mass in a chemical reaction (e.g., compare the values before and after the reaction), and account for any discrepancies

use an inquiry process to investigate acid-base neutralization reactions (e.g., neutralize a dilute solution of sodium hydroxide with dilute hydrochloric acid and extract the sodium chloride produced)

conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid-base indicators or pH strips to classify common household substances)

investigate applications of acid-base reactions in common products and processes (e.g., compare the effectiveness of different brands of antacid tablets, using quantitative analysis) [PR, AI]

Understanding Basic Concepts

describe the relationships between chemical formulae, composition, and names of simple compounds (e.g., carbon dioxide, CO2, has one more oxygen atom than carbon monoxide, CO)

name and write the formulae for simple ionic and molecular compounds (e.g., NaCl, NaOH, H2 O, CO2 )

write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 ? 2H2 O)

describe the process of neutralization for simple acid-base reactions (i.e., an acid reacts with a base to form a salt and often water)

describe how the pH scale is used to identify the concentration of acids and bases

Earth and Space Science: Earth's Dynamic Climate

Relating Science to Technology, Society, and the Environment: analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;

analyse, on the basis of research, various ways in which living things and natural systems have been affected by climate change (e.g., the effect of loss of permafrost on northern roads and housing; the effect of longer growing seasons in some regions on farmers; the effect of warming oceans on coral reefs), and communicate their findings

compare different perspectives and/or biases evident in discussions of climate change in scientific and non?scientific media (e.g., with reference to knowledge, beliefs, and/or values)

analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases

Developing Skills of Investigation and Communication: investigate various natural and human factors that have an impact on climate change and global warming;

use appropriate terminology related to Earth's dynamic climate, including, but not limited to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather

investigate the principles of the natural greenhouse effect, using simulations, diagrams, and/or models, and compare these principles to those of an actual greenhouse

use a research process to investigate a source of greenhouse gases (e.g., decaying garbage, animal digestive processes, burning biomass) and its effect on a region of Canada (e.g., melting of the polar ice cap in the Arctic, shrinking of glaciers in the Rockies)

conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change

investigate their personal carbon footprint, using a computer simulation or numerical data (e.g., determine carbon emissions that result from their travelling to school, work, and recreation venues; from vacation travelling; from buying products imported from distant countries), and plan a course of action to reduce their footprint (e.g., a plan to increase their use of bicycles or public transit; to eat more local foods)

compare different tools or systems used by scientists to make informed decisions on global climate change (e.g., Ecoregions of Canada, bioclimate profiles)

Understanding Basic Concepts: demonstrate an understanding of various natural and human factors that contribute to climate change and global warming

describe the principal components of Earth's climate system (e.g., the sun, oceans, and the atmosphere; the topography and configuration of land masses)

describe the natural greenhouse effect, its importance for life, and the difference between it and the anthropogenic greenhouse effect

describe how heat is transferred and stored in both hydrospheric and atmospheric heat sinks

identify different greenhouse gases (e.g., carbon dioxide, methane, water vapour, nitrous oxide), and explain how they are produced naturally in the environment

describe methods by which greenhouse gases are produced by humans (e.g., burning of biomass, chemical reactions involving pollutants)

identify the natural and human causes of climate change in the world and, in particular, how Canada contributes to climate change

identify indicators of global climate change (e.g., changes in: the mass of glacial and polar ice, sea levels, wind patterns, global carbon budget assessments, migratory patterns of birds)

Physics: Light and Applications of Optics

Relating Science to Technology, Society, and the Environment: analyse how properties of light and colour are applied in technology and the impact of these technologies on society;

analyse how additive and/or subtractive colour theory are applied in technologies used in everyday life (e.g., stop lights, high-definition television, colour monitors, coloured spotlights)

describe the role of selected optical technologies in the transmission of information, and analyse their impact on society (e.g., cellphones, optical fibre cables, satellite dishes)

Developing Skills of Investigation and Communication: investigate, through inquiry, properties of light, and predict its behaviour in mirrors and as it passes through different media;

use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, centre of curvature, focal length, luminescence, magnification, principal axis, radius of curvature, and vertex

use an inquiry process to investigate the laws of reflection; use these laws to explain the characteristics of images formed by plane, converging (concave), and diverging (convex) mirrors; and draw ray diagrams to illustrate their observations

use an inquiry process to investigate the refraction of light as it passes through a variety of media (e.g., the angles of incidence and refraction as light passes through a clear acrylic block)

predict the qualitative characteristics of images (e.g., location, orientation, size, type) formed by converging lenses, test their predictions through inquiry, and draw ray diagrams to record their observations

investigate how various objects or media (e.g., opaque, translucent, and transparent materials; black-and-white surfaces) reflect, transmit, or absorb light, and record their observations using ray diagrams

predict the effect of shining a coloured light on objects of different colours, and test their predictions through inquiry

construct an optical device (e.g., a funhouse mirror, a device that produces an optical illusion, a solar oven) that uses a variety of mirrors

Understanding Basic Concepts: demonstrate an understanding of characteristics and properties of light, particularly with respect to reflection and refraction and the addition and subtraction of colour.

describe various types of light emissions (e.g., chemiluminescence, bioluminescence, incandescence, electric discharge) and how they produce light

identify and label the visible and invisible regions of the electromagnetic spectrum, and identify the colours that make up visible white light

explain the laws of reflection of light, and identify ways in which light reflects from various types of mirrors (e.g., plane, converging, diverging)

describe qualitatively how visible light is refracted at the interface between two different media

use additive colour theory to predict the results of combining primary and secondary light colours

use subtractive colour theory to describe the effect of colour filters on white light

explain how the colour of an object is determined by reflection, absorption, and transmission of colour

explain how the properties of light or colour are applied in the operation of an optical device (e.g., a reflecting telescope, stop lights, stage lights)

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams, Punnett squares), and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places and significant figures

select appropriate instruments (e.g., a microscope, a stethoscope, plant-propagation instruments, dissection instruments) and materials (e.g., prepared slides, agar plates, plants), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials (e.g., preserved specimens); and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: . identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., food science technologist, medical laboratory technologist, dental hygienist, outpost clinic/primary care nurse, respiratory therapist, veterinary technician, water or wastewater technician) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Julia Levy, Charles Beer, Shirley Tilghman, Walter Lewis, Gail Anderson), to the fields under study

Cellular Biology

Relating Science to Technology, Society, and the Environment: evaluate the impact of environmental factors and medical technologies on certain cellular processes that occur in the human body;

evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes (e.g., insulin infusion pump, chemotherapy)

analyse the effects of environmental factors on cellular processes that occur in the human body (e.g., the effect of lead on nerve cells; the effect of electromagnetic radiation on brain cells)

Developing Skills of Investigation and Communication: investigate the structures and functions of cells, and the factors that influence cellular activity, using appropriate laboratory equipment and techniques;

use appropriate terminology related to cellular biology, including, but not limited to: macromolecule, passive transport, active transport, catalyst, and fluid mosaic model

investigate the effect of various qualitative factors (e.g., temperature) on the rate of diffusion of molecules across a plasma membrane

using a light microscope, identify visible organelles of a plant cell in a wet mount and an animal cell from a prepared slide, produce an accurate labelled drawing of each cell, and calculate and properly express the magnification of each image

investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect of temperature or pH on the breakdown of starch by salivary enzymes)

conduct biological tests to identify biochemical compounds found in various food samples (e.g., use a biuret solution to test for proteins in samples of gelatin and albumin), and compare the biochemical compounds found in each food to those found in the others

Understanding Basic Concepts: demonstrate an understanding of the basic processes of cellular biology.

describe the structures and functions of important biochemical compounds, including carbohydrates, proteins, enzymes, and lipids

explain the roles of various organelles, including lysosomes, vacuoles, mitochondria, cell membranes, ribosomes, the endoplasmic reticulum, and Golgi bodies, in the processes of digestion, cellular respiration, and protein synthesis

explain the chemical changes and energy transformations associated with the process of cellular respiration, and compare the reactants (i.e., glucose, oxygen) to the products (i.e., water, carbon dioxide, ATP)

explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system

Microbiology

Relating Science to Technology, Society, and the Environment: assess the effects of microorganisms in the environment, and analyse ethical issues related to their use in biotechnology;

assess some of the effects, both beneficial and harmful, of microorganisms in the environment (e.g., decomposers break down waste, E. coli in water systems poses a severe risk to human health)

analyse ethical issues related to the use of microorganisms in biotechnology (e.g., with respect to the use of bacterial insecticides, the patenting of modified microorganisms)

Developing Skills of Investigation and Communication: investigate the development and physical characteristics of microorganisms, using appropriate laboratory equipment and techniques;

use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid

compare and contrast the cell structures of eukaryotes such as fungi, protozoa, and algae

prepare a laboratory culture of microorganisms (e.g., acidophilus) on agar, using proper aseptic techniques

investigate the effect of antibacterial agents on different bacterial cultures (e.g., the effects of antibacterial soap or mouthwash on a bacterial culture)

investigate and analyse the conditions (e.g., optimal temperature) needed by microorganisms for growth

Understanding Basic Concepts: demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them

describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)

explain the differences between the life cycles of eukaryotic and prokaryotic microorganisms in terms of cell division

explain the vital roles of microorganisms in symbiotic relationships with other organisms (e.g., gut bacteria in cows digest cellulose; mycorrhizal fungi penetrate and effectively extend a plant's root system)

explain the different methods of reproduction in various types of bacteria, viruses, and fungi

describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented (e.g., hepatitis viruses can damage the liver, but vaccinations can prevent infections; streptococcus bacteria can cause respiratory infections, which are treated with antibiotics; ringworm is a fungal infection of the skin, treated with fungicides)

Genetics

Relating Science to Technology, Society, and the Environment: evaluate some social, ethical, and environmental implications of genetic research and related technologies;

evaluate, on the basis of research, some of the social and ethical implications of genetic research and reproductive technologies (e.g., sex selection, harvesting umbilical cord cells)

evaluate, on the basis of research, some of the effects of genetic research and biotechnology (e.g., genetically modified organisms [GMOs]) on the environment

Developing Skills of Investigation and Communication: investigate the process of meiosis, and analyse data related to the laws of heredity;

use appropriate terminology related to genetics, including, but not limited to: spindle, haploid, diploid, heterozygous, homozygous, hemophilia, gamete, ultraviolet radiation, carcinogen, cancer, trisomy, somatic cell, and zygote

investigate the process of meiosis, using a microscope or computer simulation, and identify, and draw biological diagrams of, the phases of meiosis

solve basic problems in genetics that involve monohybrid crosses, using the Punnett square method

compile and analyse qualitative and quantitative data, through laboratory inquiry or computer simulation, on monohybrid crosses, and communicate the results (e.g., record data obtained while performing a "virtual fly" lab, and analyse the results to create a karyotype chart)

Understanding Basic Concepts: demonstrate an understanding of the process of meiosis, and explain the role of genes in the transmission of hereditary characteristics

explain the process of meiosis in terms of cell division and the movement of chromosomes

explain how the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis account for the transmission of hereditary characteristics from generation to generation

explain the concepts of genotype, phenotype, dominance, recessiveness, and sex linkage

describe some genetic disorders that are caused by chromosomal abnormalities (e.g., non-disjunction) or other genetic mutations

describe reproductive technologies such as cloning, artificial insemination, and in vitro fertilization

Anatomy of Mammals

Relating Science to Technology, Society, and the Environment: analyse the social or economic impact of a technology used to treat systems in the human body, and the impact of lifestyle choices on human health;

analyse the social or economic impact of a medical device or technology related to the treatment of the human circulatory, respiratory, or digestive system (e.g., a pacemaker, a heartlung bypass machine, kidney dialysis)

analyse the impact of various lifestyle choices on human health and body systems (e.g., the impact of excessive alcohol consumption on the liver; of smoking on the respiratory system; of loud noise on the auditory system)

Developing Skills of Investigation and Communication: investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response mechanisms of mammals;

use appropriate terminology related to animal anatomy, including, but not limited to: systolic contraction, diastolic pressure, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation

use medical equipment (e.g., a stethoscope, a sphygmomanometer) to monitor a human system, and interpret the data collected

plan and conduct an inquiry to determine the effects of specific variables on the human body (e.g., the effects of exercise and rest on heart rates)

perform a laboratory or computer-simulated dissection of a mammal to identify organs, and explain the relationships between the structures and functions of body systems

Understanding Basic Concepts: demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and respiratory systems of mammals.

describe the anatomy and physiology of the circulatory system (including the atrium, ventricles, valves, aorta, pulmonary artery, vena cava, capillaries, veins, arteries, blood cells, and platelets), the mechanisms of blood pressure, and the function of the spleen

describe the anatomy and physiology of the respiratory system (including the nasal cavity, trachea, larynx, bronchi, bronchioles, alveoli, and oxygenated and deoxygenated blood) and the mechanisms of gas exchange and respiration

describe the anatomy and physiology of the digestive system (including the mouth, epiglottis, esophagus, stomach, intestines, liver, and pancreas), the mechanisms of peristalsis, absorption, and mechanical and chemical digestion, and the function of the kidneys

explain some of the mechanisms of interaction between a mammal's different body systems (e.g., the exchange of oxygen and carbon dioxide between the respiratory and circulatory systems)

Plants in the Natural Environment

Relating Science to Technology, Society, and the Environment: analyse the roles of plants in ecosystems, and assess the impact of human activities on the balance of plants within those ecosystems;

analyse, on the basis of research, and report on ways in which plants can be used to sustain ecosystems

assess the positive and negative impact of human activities on the natural balance of plants (e.g., crop rotation, the use of fertilizers and herbicides, the introduction of new species)

Developing Skills of Investigation and Communication: investigate some of the factors that affect plant growth;

use appropriate terminology related to plants in the environment, including, but not limited to: xylem, phloem, chloroplast, pistil, stamen, nitrogen fixation, and tropism

investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination, traditional Aboriginal practices)

investigate how chemical compounds (e.g., fertilizers, herbicides, pesticides) and physical factors (e.g., amount of sun and water, quality of soil, pH of soil) affect plant growth

investigate plant tropism by growing and observing plants in a variety of natural and human-made environments

Understanding Basic Concepts: demonstrate an understanding of the structure and physiology of plants and their role in the natural environment.

describe the structure and physiology of the specialized plant tissues involved in conduction, support, storage, and photosynthesis

explain the chemical changes and energy transformations associated with the process of photosynthesis, and compare the reactants (i.e., carbon dioxide, radiant energy, water) to the products (i.e., glucose, oxygen)

compare the various means of sexual reproduction (e.g., pollination) and asexual reproduction (e.g., grafting, vegetative propagation, cloning) in plants

explain the various roles of plants in the sustainability of the natural environment (e.g., in nutrient cycles, in the water cycle, in erosion control, in wildlife habitats)

explain the relationship between the structure of a plant and its external environment, and describe the adaptive attributes that result in natural variation in plant structure (e.g., environmental variables cause variation in leaves within a single plant; in the Arctic, the wild crocus grows close to the ground and is covered with fine hairs)

explain the role of plant tropism (e.g., response to stimuli such as light, gravity, and humidity) in a plant's survival

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams, Punnett squares), and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., sampling instruments, a microscope, a stethoscope, dissection instruments) and materials (e.g., dichotomous keys, computer simulations, plant cuttings), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials (e.g., preserved specimens); and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Colin D'Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study

Diversity of Living Things

Relating Science to Technology, Society, and the Environment: analyse the effects of various human activities on the diversity of living things;

analyse some of the risks and benefits of human intervention (e.g., tree plantations; monoculture of livestock or agricultural crops; overharvesting of wild plants for medicinal purposes; using pesticides to control pests; suppression of wild fires) to the biodiversity of aquatic or terrestrial ecosystems

analyse the impact that climate change might have on the diversity of living things (e.g., rising temperatures can result in habitat loss or expansion; changing rainfall levels can cause drought or flooding of habitats)

Developing Skills of Investigation and Communication: investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;

use appropriate terminology related to biodiversity, including, but not limited to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology

classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or nonvascular plants)

use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem, and classify the organisms according to the principles of taxonomy

create and apply a dichotomous key to identify and classify organisms from each of the kingdoms

Understanding Basic Concepts: demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny

explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank and relationship, such as genus, species, and taxon

compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles, and other cell parts)

describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of reproduction, habitat, general physical structure) of representative organisms from each of the kingdoms

explain key structural and functional changes in organisms as they have evolved over time (e.g., the evolution of eukaryotes from prokaryotes, of plants from unicellular organisms)

explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase resilience to stress and resistance to diseases or invading species)

Evolution

Relating Science to Technology, Society, and the Environment: analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species;

analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology (e.g., livestock and horticultural breeding)

evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species (e.g., adaptation to environmental changes can affect reproductive success of an organism)

Developing Skills of Investigation and Communication: investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;

use appropriate terminology related to evolution, including, but not limited to: extinction, natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest

use a research process to investigate some of the key factors that affect the evolutionary process (e.g., genetic mutations, selective pressures, environmental stresses)

analyse, on the basis of research, and report on the contributions of various scientists to modern theories of evolution (e.g., Charles Lyell, Thomas Malthus, Jean-Baptiste Lamarck, Charles Darwin, Stephen Jay Gould, Niles Eldredge)

investigate, through a case study or computer simulation, the processes of natural selection and artificial selection (e.g., selective breeding, antibiotic resistance in microorganisms), and analyse the different mechanisms by which they occur

Understanding Basic Concepts: demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.

explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time

explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)

define the concept of speciation, and explain the process by which new species are formed

describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual selection, genetic variation, genetic drift, biotechnology), and explain how they affect the evolutionary development and extinction of various species (e.g., Darwin's finches, giraffes, pandas)

Genetic Processes

Relating Science to Technology, Society, and the Environment: evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;

analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics (e.g., genetic screening, gene therapy, in vitro fertilization)

evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use)

Developing Skills of Investigation and Communication: investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;

use appropriate terminology related to genetic processes, including, but not limited to: haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction, and somatic cell

investigate the process of meiosis, using a microscope or similar instrument, or a computer simulation, and draw biological diagrams to help explain the main phases in the process

use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes

investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype

Understanding Basic Concepts: demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of genetic material

explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance

explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance

describe some genetic disorders caused by chromosomal abnormalities (e.g., non-disjunction of chromosomes during meiosis) or other genetic mutations in terms of chromosomes affected, physical effects, and treatments

describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro fertilization, recombinant DNA), and explain how their use can increase the genetic diversity of a species (e.g., farm animals, crops)

Animals: Structure and Function

Relating Science to Technology, Society, and the Environment: analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;

evaluate the importance of various technologies, including Canadian contributions, to our understanding of internal body systems (e.g., endoscopes can be used to locate, diagnose, and surgically remove digestive system tumours; lasers can be used during surgery to destroy lung tumours; nuclear magnetic resonance [NMR] imaging can be used to diagnose injuries and cardiovascular disorders, such as aneurysms)

assess how societal needs (e.g., the need for healthy foods; the need to counteract the effects of sedentary lifestyles) lead to scientific and technological developments related to internal systems (e.g., advances in dietary products and fitness equipment; improved standards for transplanting organs)

Developing Skills of Investigation and Communication: investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;

use appropriate terminology related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation

perform a laboratory or computer-simulated dissection of a representative animal, or use a mounted anatomical model, to analyse the relationships between the respiratory, circulatory, and digestive systems

use medical equipment (e.g., a stethoscope, a sphygmomanometer) to monitor the functional responses of the respiratory and circulatory systems to external stimuli (e.g., measure the change in breathing rate and heart rate after exercise)

Understanding Basic Concepts: demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

explain the anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange)

Plants: Anatomy, Growth, and Function

Relating Science to Technology, Society, and the Environment: evaluate the importance of sustainable use of plants to Canadian society and other cultures;

evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion control; as a resource for recreation and ecotourism)

evaluate, on the basis of research, ways in which different societies or cultures have used plants to sustain human populations while supporting environmental sustainability (e.g., sustainable agricultural practices in developing countries such as crop rotation and seed saving; traditional Aboriginal corn production practices)

Developing Skills of Investigation and Communication: investigate the structures and functions of plant tissues, and factors affecting plant growth

use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade, aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and gibberellin

design and conduct an inquiry to determine the factors that affect plant growth (e.g., the effects on plant growth of the quantity of nutrients, the quantity and quality of light, and factors such as temperature and water retention or percolation rate)

identify, and draw biological diagrams of, the specialized plant tissues in roots, stems, and leaves (e.g., xylem, phloem), using a microscope and models

investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination)

Understanding Basic Concepts: demonstrate an understanding of the diversity of vascular plants, including their structures, interna transport systems, and their role in maintaining biodiversity.

describe the structures of the various types of tissues in vascular plants, and explain the mechanisms of transport involved in the processes by which materials are distributed throughout a plant (e.g., transpiration, translocation, osmosis)

compare and contrast monocot and dicot plants in terms of their structures (e.g., seeds, stem, flower, root) and their evolutionary processes (i.e., how one type evolved from the other)

explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g., germination of seeds, leaf cuttings, grafting of branches onto a host tree)

describe the various factors that affect plant growth (e.g., growth regulators, sunlight, water, nutrients, acidity, tropism)

explain the process of ecological succession, including the role of plants in maintaining biodiversity and the survival of organisms after a disturbance to an ecosystem

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., a balance, glassware, titration instruments) and materials (e.g., molecular model kits, solutions), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection (e.g., wearing safety goggles)

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and quantitative data; solve problems involving quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: . identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields

identify and describe a variety of careers related to the fields of science under study (e.g., pharmacist, forensic scientist, chemical engineer, food scientist, environmental chemist, occupational health and safety officer, water quality analyst, atmospheric scientist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Carol Ann Budd, Edgar Steacie, Raymond Lemieux, Louis Taillefer, F. Kenneth Hare), to the fields under study

Matter, Chemical Trends, and Chemical Bonding

Relating Science to Technology, Society, and the Environment: analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;

analyse, on the basis of research, the properties of a commonly used but potentially harmful chemical substance (e.g., fertilizer, pesticide, a household cleaning product, materials used in electronics and batteries) and how that substance affects the environment, and propose ways to lessen the harmfulness of the substance (e.g., by reducing the amount used, by modifying one of its chemical components) or identify alternative substances that could be used for the same purpose

evaluate the risks and benefits to human health of some commonly used chemical substances (e.g., chemical additives in foods; pharmaceuticals; cosmetics and perfumes; household cleaning products)

Developing Skills of Investigation and Communication: investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;

use appropriate terminology related to chemical trends and chemical bonding, including, but not limited to: atomic radius, effective nuclear charge, electronegativity, ionization energy, and electron affinity

analyse data related to the properties of elements within a period (e.g., ionization energy, atomic radius) to identify general trends in the periodic table

use an inquiry process to investigate the chemical reactions of elements (e.g., metals, non-metals) with other substances (e.g., oxygen, acids, water), and produce an activity series using the resulting data

draw Lewis structures to represent the bonds in ionic and molecular compounds

predict the nature of a bond (e.g., non-polar covalent, polar covalent, ionic), using electronegativity values of atoms

build molecular models, and write structural formulae, for molecular compounds containing single and multiple bonds (e.g., CO2 , H2 O, C2 H4 ), and for ionic crystalline structures (e.g., NaCl)

write chemical formulae of binary and polyatomic compounds, including those with multiple valences, and name the compounds using the International Union of Pure and Applied Chemistry (IUPAC) nomenclature system

Understanding Basic Concepts: demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.

explain the relationship between the atomic number and the mass number of an element, and the difference between isotopes and radioisotopes of an element

explain the relationship between isotopic abundance of an element's isotopes and the relative atomic mass of the element

state the periodic law, and explain how patterns in the electron arrangement and forces in atoms result in periodic trends (e.g., in atomic radius, ionization energy, electron affinity, electronegativity) in the periodic table

explain the differences between the formation of ionic bonds and the formation of covalent bonds

compare and contrast the physical properties of ionic and molecular compounds (e.g., NaCl and CH4 ; NaOH and H2 O)

Chemical Reactions

Relating Science to Technology, Society, and the Environment: analyse chemical reactions used in a variety of applications, and assess their impact on society and the environment;

analyse, on the basis of research, chemical reactions used in various industrial processes (e.g., pulp and paper production, mining, chemical manufacturing) that can have an impact on the health and safety of local populations

assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems

Developing Skills of Investigation and Communication: investigate different types of chemical reactions;

use appropriate terminology related to chemical reactions, including, but not limited to: neutralization, precipitate, acidic, and basic

plan and conduct an inquiry to demonstrate a single displacement reaction, using elements from the metal activity series

write balanced chemical equations to represent synthesis, decomposition, single displacement, double displacement, and combustion reactions, using the IUPAC nomenclature system

investigate synthesis, decomposition, single displacement, and double displacement reactions, by testing the products of each reaction (e.g., test for products such as gases, the presence of an acid, or the presence of a base)

predict the products of different types of synthesis and decomposition reactions (e.g., synthesis reactions in which simple compounds are formed; synthesis reactions of metallic or non-metallic oxides with water; decomposition reactions, in which a chemical compound is separated into several compounds)

predict the products of single displacement reactions, using the metal activity series and the halogen series

predict the products of double displacement reactions (e.g., the formation of precipitates or gases; neutralization)

design an inquiry to demonstrate the difference between a complete and an incomplete combustion reaction

plan and conduct an inquiry to compare the properties of non-metal oxide solutions and metal oxide solutions (e.g., carbon dioxide reacts with water to make water acidic; magnesium oxide reacts with water to make water basic)

investigate neutralization reactions (e.g., neutralize a dilute solution of sodium hydroxide with a dilute solution of hydrochloric acid, and isolate the sodium chloride produced)

Understanding Basic Concepts: demonstrate an understanding of the different types of chemical reactions.

identify various types of chemical reactions, including synthesis, decomposition, single displacement, double displacement, and combustion

explain the difference between a complete combustion reaction and an incomplete combustion reaction (e.g., complete and incomplete combustion of hydrocarbon fuels)

explain the chemical reactions that result in the formation of acids and bases from metal oxides and non-metal oxides (e.g., calcium oxide reacts with water to produce a basic solution; carbon dioxide reacts with water to produce an acidic solution

Quantities in Chemical Reactions

Relating Science to Technology, Society, and the Environment: analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;

analyse processes in the home, the workplace, and the environmental sector that involve the use of chemical quantities and calculations (e.g., mixing household cleaning solutions, calculating chemotherapy doses, monitoring pollen counts)

assess, on the basis of research, the importance of quantitative accuracy in industrial chemical processes and the potential impact on the environment if quantitative accuracy is not observed

Developing Skills of Investigation and Communication: investigate quantitative relationships in chemical reactions, and solve related problems;

use appropriate terminology related to quantities in chemical reactions, including, but not limited to: stoichiometry, percentage yield, limiting reagent, mole, and atomic mass

conduct an inquiry to calculate the percentage composition of a compound (e.g., a hydrate)

solve problems related to quantities in chemical reactions by performing calculations involving quantities in moles, number of particles, and atomic mass

determine the empirical formulae and molecular formulae of various chemical compounds, given molar masses and percentage composition or mass data

calculate the corresponding mass, or quantity in moles or molecules, for any given reactant or product in a balanced chemical equation as well as for any other reactant or product in the chemical reaction

solve problems related to quantities in chemical reactions by performing calculations involving percentage yield and limiting reagents

conduct an inquiry to determine the actual yield, theoretical yield, and percentage yield of the products of a chemical reaction (e.g., a chemical reaction between steel wool and copper(II) sulfate solution), assess the effectiveness of the procedure, and suggest sources of experimental error

Understanding Basic Concepts: demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions

explain the law of definite proportions

describe the relationships between Avogadro's number, the mole concept, and the molar mass of any given substance

explain the relationship between the empirical formula and the molecular formula of a chemical compound

explain the quantitative relationships expressed in a balanced chemical equation, using appropriate units of measure (e.g., moles, grams, atoms, ions, molecules)

Solutions and Solubility

Relating Science to Technology, Society, and the Environment: analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;

analyse the origins and cumulative effects of pollutants that enter our water systems (e.g., landfill leachates, agricultural run-off, industrial effluents, chemical spills), and explain how these pollutants affect water quality

analyse economic, social, and environmental issues related to the distribution, purification, or use of drinking water (e.g., the impact on the environment of the use of bottled water)

Developing Skills of Investigation and Communication: investigate qualitative and quantitative properties of solutions, and solve related problems;

use appropriate terminology related to aqueous solutions and solubility, including, but not limited to: concentration, solubility, precipitate, ionization, dissociation, pH, dilute, solute, and solvent

solve problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units (e.g., moles per litre, grams per 100 mL, parts per million or parts per billion, mass, volume per cent)

prepare solutions of a given concentration by dissolving a solid solute in a solvent or by diluting a concentrated solution

conduct an investigation to analyse qualitative and quantitative properties of solutions (e.g., perform a qualitative analysis of ions in a solution)

write balanced net ionic equations to represent precipitation and neutralization reactions

use stoichiometry to solve problems involving solutions and solubility

determine the concentration of an acid or a base in a solution (e.g., the concentration of acetic acid in vinegar), using the acid-base titration technique

conduct an investigation to determine the concentrations of pollutants in their local treated drinking water, and compare the results to commonly used guidelines and standards (e.g., provincial and federal standards)

Understanding Basic Concepts: demonstrate an understanding of qualitative and quantitative properties of solutions

describe the properties of water (e.g., polarity, hydrogen bonding), and explain why these properties make water such a good solvent

explain the process of formation for solutions that are produced by dissolving ionic and molecular compounds (e.g., salt, oxygen) in water, and for solutions that are produced by dissolving non-polar solutes in non-polar solvents (e.g., grease in vegetable oil)

explain the effects of changes in temperature and pressure on the solubility of solids, liquids, and gases (e.g., explain how a change in temperature or atmospheric pressure affects the solubility of oxygen in lake water)

identify, using a solubility table, the formation of precipitates in aqueous solutions (e.g., the use of iron or aluminum compounds to precipitate and remove phosphorus from wastewater)

explain the Arrhenius theory of acids and bases

explain the difference between strong and weak acids, and between strong and weak bases, in terms of degree of ionization

Gases and Atmospheric Chemistry

Relating Science to Technology, Society, and the Environment: analyse the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;

analyse the effects on air quality of some technologies and human activities (e.g., smelting; driving gas-powered vehicles), including their own activities, and propose actions to reduce their personal carbon footprint

assess air quality conditions for a given Canadian location, using Environment Canada's Air Quality Health Index, and report on some Canadian initiatives to improve air quality and reduce greenhouse gases (e.g., Ontario's Drive Clean program to control vehicle emissions)

Developing Skills of Investigation and Communication: investigate gas laws that explain the behaviour of gases, and solve related problems;

use appropriate terminology related to gases and atmospheric chemistry, including, but not limited to: standard temperature, standard pressure, molar volume, and ideal gas

determine, through inquiry, the quantitative and graphical relationships between the pressure, volume, and temperature of a gas

solve quantitative problems by performing calculations based on Boyle's law, Charles's law, Gay-Lussac's law, the combined gas law, Dalton's law of partial pressures, and the ideal gas law

use stoichiometry to solve problems related to chemical reactions involving gases (e.g., problems involving moles, number of atoms, number of molecules, mass, and volume)

determine, through inquiry, the molar volume or molar mass of a gas produced by a chemical reaction (e.g., the molar volume of hydrogen gas from the reaction of magnesium with hydrochloric acid)

Understanding Basic Concepts: demonstrate an understanding of the laws that explain the behaviour of gases

identify the major and minor chemical components of Earth's atmosphere

describe the different states of matter, and explain their differences in terms of the forces between atoms, molecules, and ions

use the kinetic molecular theory to explain the properties and behaviour of gases in terms of types and degrees of molecular motion

describe, for an ideal gas, the quantitative relationships that exist between the variables of pressure, volume, temperature, and amount of substance

explain Dalton’s law of partial pressures, Boyle’s law, Charles’s law, Gay-Lussac’s law, the combined gas law, and the ideal gas law

explain Avogadro’s hypothesis and how his contribution to the gas laws has increased our understanding of the chemical reactions of gases

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, graphic organizers, simulations, models, workplace labels)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., pH probes, plant tags, soil markers) and materials (e.g., botanical keys, personal protection devices, soil test kits), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources (e.g., Material Safety Data Sheets, appliance manuals, hydro bills, the Live Safe! Work Smart! website) that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., hydro meter reader, hospitality employee, waste management operator, custodian) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Mark Schacter, Sheila Watt-Cloutier, Marlo Reynolds, J. Ross MacKay, Linda Duncan), to the fields under study

Human Impact on the Environment

Relating Science to Technology, Society, and the Environment: analyse selected current environmental problems in terms of the role human activities have played in creating or perpetuating them, and propose possible solutions to one such problem;

propose possible solutions, on the basis of research, to a current practical environmental problem that is caused, directly or indirectly, by human activities

analyse the risks and benefits to the environment of human recreational activities and the leisure industry

Developing Skills of Investigation and Communication: investigate air, soil, and water quality in natural and disturbed environments, using appropriate technology;

use appropriate terminology relating to the environmental impact of human activity, including, but not limited to: carbon footprint, carbon neutral, biodegradable, biodiversity, carrying capacity, sustainability, and invasive and native species

plan and conduct an inquiry, using appropriate technology, to compare soil quality in natural and disturbed environments (e.g., compare the phosphorous content, pH, organic matter content, water content, water-holding capacity, nutrient content, porosity, and/or bulk density of soil from a forest or meadow and soil from a garden or farmer's field that has been treated with chemical fertilizer)

plan and conduct an inquiry, using appropriate technology, to compare water quality in natural and disturbed environments (e.g., compare the pH, ion content, temperature, dissolved oxygen content, hardness, turbidity, biological oxygen demand [BOD], and/or fecal coliform of tap water, water from a pond or stream, and water from a drainage ditch)

analyse and interpret data on particulate matter in air samples from several different regions of Canada, using prepared data from a variety of sources (e.g., the Ontario Ministry of the Environment - Air Quality Ontario, Environment Canada)

plan and conduct a waste audit of their home or school

Understanding Basic Concepts: demonstrate an understanding of some of the ways in which human activities affect the environment and how the impact of those activities is measured and monitored.

identify the basic components of soil, water, and air, and describe some of the effects of human activity on soil, water, and air quality (e.g., the effects of industrial or vehicle emissions on air quality; of chemical spills on soil quality; of chlorination on water quality)

explain the concept of the cycling of substances in ecosystems (e.g., fertilizers made from biosolids leach into ground water or run off into rivers and streams, where the chemicals are absorbed by aquatic life, which is in turn consumed by humans)

explain common methods of sampling soil, water, and air for analysis (e.g., soil core sampling, depth integrated sampling, stack sampling systems) and of monitoring soil, water, and air quality over time

explain the concept of a "carbon footprint" and how it is used to measure the impact on the environment of a range of human activities

explain the effects of human activity on an aquatic or terrestrial ecosystem (e.g., the impact of fertilizer run-off, acid precipitation, or an oil spill on an aquatic ecosystem)

explain how human activities (e.g., agriculture, travel, the purchase of exotic pets, importing and exporting, releasing domesticated fish into fresh water environments, the use of live bait) have led to the introduction of invasive species, and why it is important to measure and monitor the impact of invasive species on native species

Human Health and the Environment

Relating Science to Technology, Society, and the Environment: analyse the effects on human health of environmental contaminants and a significant environmental phenomenon;

assess, on the basis of research, the effects on human health of a significant environmental phenomenon (e.g., the ice storm of 1998 in central Canada, the European heatwave of 2003), and communicate their findings

analyse how environmental contaminants can affect the health of different populations in Canada (e.g., mercury contamination in streams and rivers in Northern Ontario where Aboriginal people fish, toxins in Arctic sea mammals hunted by Inuit, smog in large cities)

Developing Skills of Investigation and Communication: investigate how different environmental factors can affect people�s health and their lifestyle choices;

use appropriate vocabulary related to human health and the environment, including, but not limited to: smog, environmental contaminants, pathogens, inhalation, ingestion, and absorption

investigate, using a research process, and report on an environmental factor that can have an impact on human health (e.g., smog, ultraviolet [UV] rays, bacteria, pesticide residue), and explain how their personal lifestyle choices can affect its impact (e.g., avoiding strenuous physical activity on days when there is a smog alert can reduce the severity of respiratory ailments; lying on the beach without sunscreen or sun protective clothing during peak UV hours can increase the risk of skin cancer)

investigate the characteristics of a personal protective device or substance (e.g., sunscreen, mosquito repellent, respiratory mask, sun protective clothing) and whether the device or substance is effective in protecting a person from an environmental factor that can affect human health

Understanding Basic Concepts: demonstrate an understanding of the ways in which environmental factors can affect human health and how their impact can be reduced.

describe common environmental factors, including pollution and environmental contaminants (e.g., air, noise, soil, and water pollution; UV rays; heat; heavy metals; workplace chemicals; pathogens), and explain how they can affect human health

describe various ways in which environmental contaminants can enter the human body (e.g., inhalation, ingestion, absorption)

explain how the human body can react to exposure to a variety of environmental factors (e.g., rashes, asthma, mercury poisoning, hearing loss, diseases such as malaria and cancer)

describe medical and non-medical ways to protect oneself from the effects of harmful environmental factors (e.g., vaccination or medication, washing of fruits and vegetables, use of sunscreen or insect repellent, use of personal protective devices)

describe good personal hygiene and household cleanliness practices that reduce health risks resulting from environmental contaminants (e.g., thorough hand washing, use of air filters, reduced use of household chemicals)

Energy Conservation

Relating Science to Technology, Society, and the Environment: evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their impact on personal lifestyles, social attitudes, and the environment;

assess, on the basis of research, the impact that initiatives for reducing energy consumption and waste have on personal lifestyles, societal attitudes, and the environment (e.g., local, provincial, or national initiatives by government, business, or non-governmental organizations)

evaluate, on the basis of research, some of the advantages or disadvantages of technological innovations that contribute to the production of renewable energy and/or aid in conservation (e.g., bio-oil, biodiesel, wind turbines, improved insulation, programmable thermostats)

Developing Skills of Investigation and Communication: investigate various methods of conserving energy and improving energy efficiency;

use appropriate terminology related to energy conservation and consumption, including, but not limited to: conventional source, alternative source, efficiency, watt, kilowatt-hour [kWh], joule, BTU, gas meter, electric meter, thermostat, and EnerGuide

determine the energy consumption of their household over a given time period by reading and interpreting gas and/or electric meters, calculate the cost of consumption (e.g., the number of kWh × cost per kWh, cubic metres of gas × cost per cubic metre), and suggest ways in which the household could conserve energy

use a research or inquiry process to compare the efficiency of different types or brands of a common household appliance (e.g., different brands of kettles, fans, or refrigerators; natural gas and electric water heaters) or of audio-visual equipment (e.g., different types of computer monitors), and report their findings

conduct a risk-benefit analysis of different types of electricity generation (e.g., fossil fuel, hydro, nuclear, wind, and/or solar power)

Understanding Basic Concepts: demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non-renewable sources, and of various methods of energy conservation.

explain the basic principles and characteristics of various types of power generation from nonrenewable sources (e.g., coal, oil, natural gas, nuclear) and renewable sources (e.g., hydroelectric, tidal, geothermal, solar, wind, hydrogen fuel cells)

compare and contrast renewable and nonrenewable energy sources, using criteria such as availability, cost, and environmental impact (e.g., compare a fossil fuel and geothermal energy, using a graphic organizer)

compare and contrast renewable and nonrenewable energy sources, using criteria such as availability, cost, and environmental impact (e.g., compare a fossil fuel and geothermal energy, using a graphic organizer)

describe several criteria used in the construction of energy-efficient buildings (e.g., "smart homes", in which the use of light, heat, and power for equipment can be programmed; R-2000 homes; straw-bale houses)

Natural Resource Science and Management

Relating Science to Technology, Society, and the Environment: assess the environmental impact of the harvesting and/or extraction of resources, including ways of reducing this impact, and analyse threats to the sustainability of natural resources;

assess the environmental impact of industrial practices related to the extracting or harvesting of natural resources, and describe ways in which that impact can be monitored and minimized

analyse, on the basis of research, the impact that an environmental contaminant, parasite, or bacteria has on the sustainability of a natural resource in Canada (e.g., the effects of PCBs on Arctic sea mammals, of sea lice on farmed and wild salmon, of E. coli on water resources)

Developing Skills of Investigation and Communication: investigate methods scientists use to classify and monitor natural resources, and conduct investigations using those methods;

use appropriate terminology related to natural resources and resource management, including, but not limited to: population, bioamplification, sampling size, sustainability, ore, mineral, tailings, and succession

identify and classify a variety of natural resources found in Canada, using appropriate classification systems (e.g., dichotomous keys, botanical keys, tree identification guides, wildlife guides, mineral tests)

investigate, through laboratory inquiry, field study, or simulations, some of the methods and procedures used by scientists to monitor biodiversity in different environments (e.g., making plant tallies in forests; tagging or marking ground vegetation species in fields; tagging and tracking wildlife with the global positioning system in remote areas; using aquatic dip nets for sampling organisms in shallow ponds or streams)

conduct an inventory of a local environment (e.g., a field, a pond), using appropriate techniques and methods (e.g., plant tallies, tags, keys), and display the results graphically

Understanding Basic Concepts: demonstrate an understanding of the sustainable use of resources and its relationship to the biodiversity and sustainability of ecosystems.

describe the main types of natural resources found in Canada (e.g., forests, minerals, fisheries, wildlife, water, fossil fuels)

describe the characteristics and properties that make a natural resource viable for use (e.g., the size, type, and location of trees; the value, location, and extraction and processing costs of minerals), and explain the importance of managing natural resources to ensure sustainability and biodiversity

describe a variety of methods used to extract or harvest natural resources (e.g., drag nets, strip mining, selective cutting of forests)

explain how a variety of sampling techniques (e.g., quadrant sampling, catch-and-release, core sampling to measure tree rings, counting annuli in scales to measure the age of fish) are used to gather information about natural resources

explain the importance of biodiversity to the sustainability of life within an ecosystem (e.g., variability among biotic and abiotic factors within an ecosystem decreases the chance that any organism within that ecosystem will become extinct)

describe some methods that scientists use to monitor biodiversity in aquatic and terrestrial environments (e.g., field data collection, aerial and satellite imagery)

The Safe and Environmentally Responsible Workplace

Relating Science to Technology, Society, and the Environment:

analyse unsafe working conditions that can affect young workers in various workplace situations (e.g., using information from the Live Safe! Work Smart! website; using information obtained during a co-op placement or through experiential learning), and propose a course of action that would help to improve one such situation

analyse, on the basis of research, and report on the environmental impact of unsafe handling, storage, and disposal of hazardous and non-hazardous workplace materials associated with a particular job

Developing Skills of Investigation and Communication: investigate a variety of safe and environmentally responsible workplace practices;

use appropriate terminology related to safety and environmental responsibility in the workplace, including, but not limited to: Möbius loop, Material Safety Data Sheet (MSDS), Hazardous Household Product Symbols (HHPS), hazardous material, and personal protective equipment (PPE)

demonstrate proper use of a variety of safety techniques and procedures after completing a recognized safety training program (e.g., a "virtual WHMIS" program such as Passport to Safety)

conduct an inventory of hazardous products, safety equipment, and personal protective equipment found in a workplace, using an accepted tool (e.g., a FireSmart Assessment test from the Ministry of Natural Resources), and communicate the results using a table or checklist

use appropriate techniques for handling, storing, and disposing of teacher-selected materials, drawing on Material Safety Data Sheets and Canadian Environmental Protection Act regulations (e.g., use appropriate personal protective equipment), and outline proper procedures for handling those materials in the workplace

design and report on a plan for reusing, recycling, reducing the volume of, or disposing of a hazardous material found in the workplace (e.g., disposing of batteries, reusing motor or cooking oils for a different purpose)

investigate the effectiveness of a personal protective device or environmental protection device for use in the workplace (e.g., compare two different spill kits for absorbing spills; test the key features of a mask for protection from airborne particulate matter; identify the appropriate types of eye protection for different situations)

Understanding Basic Concepts: demonstrate an understanding of general workplace safety procedures and environmentally responsible practices.

describe some of the ways in which implementation of the 4Rs (reduce, reuse, recycle, and recover) in the workplace protects the environment (e.g., by reducing the production of garbage and recycling materials for daily use), and explain the meaning of different symbols used to promote these strategies (e.g., different representations of the Möbius loop [the international recycling symbol])

compare some of the features, uses, and environmental implications of Hazardous Household Product Symbols and WHMIS hazard symbols

identify and describe common types of biological, physical, and chemical hazards in the workplace (e.g., hazards posed by bacteria, noise, work at dangerous heights, use of chemicals and other hazardous materials) and associated accident-prevention methods (e.g., sterilization, soundproofing, use of fivepoint safety harnesses, use of safe storage cabinets, safe disposal of chemicals)

explain how the use of personal protective equipment (e.g., aluminized gloves, a welding shield, ear plugs, a self-contained breathing apparatus, an air-purifying mask) minimizes exposure to hazardous materials that can enter the body through ingestion, inhalation, absorption, and injection

identify some current workplace procedures, practices, and protocols that help to protect the environment (e.g., garbage separation, paper recycling, use of recycled products, "telecommuting" to workplaces, practices that conserve water and energy

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., probes, moisture meters, rain gauges), and materials (e.g., water-sampling kits, soil-testing kits), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields

identify and describe a variety of careers related to the fields of science under study (e.g., organic chemist, landscaper, conservationist, air quality technician, personal support worker, environmental lawyer) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Pierre Dansereau, Margaret Newton, Johan F. Dormaar, Sheila Watt-Cloutier, Severn Cullis-Suzuki), to the fields under study

Scientific Solutions to Contemporary Environmental Challenges

Relating Science to Technology, Society, and the Environment: analyse social and economic issues related to an environmental challenge, and how societal needs influence scientific endeavours related to the environment;

analyse, on the basis of research, social and economic issues related to a particular environmental challenge (e.g., overfishing, deforestation, acid rain, melting of the polar ice cap) and to efforts to address it

analyse ways in which societal needs or demands have influenced scientific endeavours related to the environment (e.g., the development of drought- and pest-resistant crops to address the rising global need for food; research into alternative energy sources in response to demands to address the impact on climate change of burning fossil fuels)

Developing Skills of Investigation and Communication: investigate a range of perspectives that have contributed to scientific knowledge about the environment, and how scientific knowledge and procedures are applied to address contemporary environmental problems;

use appropriate terminology related to the application of scientific knowledge and procedures to environmental issues, including, but not limited to: fact, inference, paradigm, objectivity, and causality

plan and conduct a laboratory inquiry to test a scientific procedure used to address a contemporary environmental problem (e.g., an oil spill, acid precipitation)

investigate, through research or using case studies or computer simulation, how scientific knowledge and procedures are applied to address a particular contemporary environmental issue (e.g., scientific data on the needs and habits of endangered species are used to develop plans to protect threatened species; life-cycle assessments are conducted to determine the total environmental impact of a consumer product)

use a research process to investigate how evidence, theories, and paradigms reflecting a range of perspectives have contributed to our scientific knowledge about the environment (e.g., with respect to debates about climate change; regarding the relationship between the cod moratorium and seal populations in Atlantic Canada), and communicate their findings

use a research process to locate a media report on a contemporary environmental issue (e.g., climate change, melting of the polar ice cap, deforestation), summarize its arguments, and assess their validity from a scientific perspective

Understanding Basic Concepts: demonstrate an understanding of major contemporary environmental challenges and how we acquire knowledge about them

identify some major contemporary environmental challenges (e.g., global warming, acid precipitation), and explain their causes (e.g., deforestation, carbon and sulfur emissions) and effects (e.g., desertification, the creation of environmental refugees, the destruction of aquatic and terrestrial habitats)

describe how scientists use a variety of processes (e.g., environmental impact assessments, environmental scans) to solve problems and answer questions related to the environment

explain how new evidence affects scientific knowledge about the environment and leads to modifications of theory and/or shifts in paradigms (e.g., the impact of evidence of the effects of carbon dioxide emissions on theories of global warming)

explain how an environmental challenge has led to advances in science or technology (e.g., scrubbers on smokestacks to decrease sulfur dioxide emissions, hybrid cars)

describe a variety of human activities that have led to environmental problems (e.g., burning fossil fuels for transportation or power generation; waste disposal) and/or contributed to their solution (e.g., the development of renewable sources of energy; programs to reduce, reuse, and recycle)

Human Health and the Environment

Relating Science to Technology, Society, and the Environment: analyse initiatives, both governmental and non-governmental, that are intended to reduce the impact of environmental factors on human health;

analyse grassroots initiatives that are intended to reduce the impact of environmental factors on human health (e.g., community cleanup of local aquatic or terrestrial environments; class action lawsuits against major polluters)

evaluate the effectiveness of government initiatives that are intended to reduce the impact of environmental factors on human health (e.g., Ontario Ministry of the Environment

Developing Skills of Investigation and Communication: investigate environmental factors that can affect human health, and analyse related data;

use appropriate terminology related to human health and the environment, including, but not limited to: contaminants, heavy metals, air pollution, and pesticide

analyse longitudinal data to determine the impact of various environmental factors that affect human health (e.g., air temperature, atmospheric greenhouse gases, contaminants in drinking water)

investigate, through laboratory inquiry or field study, water samples from natural and disturbed environments (e.g., tap water; pond, river, or lake water from disturbed and undisturbed areas; water from an outdoor pool), and analyse the resulting data

analyse, on the basis of a laboratory inquiry, computer simulation, or field study, particulate matter in air (e.g., an air sample from an exhaust pipe or air vent, particles in a filter that cigarette smoke has passed through, particles caught on sticky paper set up in an open area)

investigate health standards for buildings and methods to retrofit or otherwise improve structures to reduce their negative impact on human health (e.g., the use of materials that do not contain volatile organic compounds, the use of biological air and water filters), and communicate their findings

Understanding Basic Concepts: demonstrate an understanding of various environmental factors that can affect human health, and explain how the impact of these factors can be reduced

identify the main pollutants and environmental contaminants that can affect human health (e.g., air pollutants such as sulfur dioxide, nitrous oxide, and particulates; noise pollution; heavy metals such as lead and mercury; DDT; PCBs; mould; volatile organic compounds such as acetone and chlorinated solvents)

describe the effects of a variety of environmental factors on human health (e.g., air pollutants are associated with disorders such as asthma; consumption of fish products from contaminated water may lead to increased levels of heavy metals in the human body; the thinning of the ozone layer may lead to increased incidence of skin cancer; noise pollution may impair hearing)

describe ways in which a variety of environmental contaminants (e.g., volatile organic compounds in paints, carpets, and cleaning products; mercury in fish; E. coli in the water at public beaches) can enter the human body (e.g., inhalation, ingestion, absorption)

describe measures that can reduce exposure to environmental contaminants (e.g., wearing protective clothing or sunscreen, or remaining indoors during peak UV hours, to prevent exposure to ultraviolet rays; avoiding the use of paints, solvents, and cleaning agents that contain volatile organic compounds)

identify a variety of populations who are particularly vulnerable to the effects of environmental factors, and explain why these populations are vulnerable (e.g., seniors are vulnerable to extreme temperatures because the ability to regulate body temperature diminishes as people age; Inuit who follow a traditional diet are vulnerable to contaminants that accumulate in the fatty tissue of sea mammals because these animals are their main food source)

Sustainable Agriculture and Forestry

Relating Science to Technology, Society, and the Environment: evaluate the impact of agricultural and forestry practices on human health, the economy, andnthe environment;

evaluate, on the basis of research, a variety of agricultural and forestry practices (e.g., companion planting, biological pest control, the use of genetically modified seed, forest fire control) with respect to their impact on the economy and the environment (e.g., the use of nematodes eliminates crop damage from grubs, thus contributing to better harvests, while reducing the use of toxic chemical pesticides; under some circumstances, forest thinning can help prevent or reduce the seriousness of forest fire, and its economic and environmental consequences)

evaluate, on the basis of research, the impact, including the long-term impact, of agricultural and forestry practices on human health (e.g., the use of chemical fertilizers and pesticides; the use of growth hormones and antibiotics in livestock; the use of feed containing animal by-products; the clear-cutting of forests)

Developing Skills of Investigation and Communication: investigate conditions necessary for plant growth, including the soil components most suitable for various species, and various environmentally sustainable methods that can be used to promote growth;

use appropriate terminology related to sustainable agriculture and forestry, including, but not limited to: bioremediation, crop rotation, companion planting, organic product, humus, compost, mulch, silviculture, and naturalization

test samples of a variety of types of soil (e.g., clay, loam, commercial potting soil) to determine their nutrients and composition (e.g., pH; the percentage of nitrogen, phosphorus, and potassium; porosity; moisture)

use an inquiry process to investigate the nutrients in and composition of a variety of compost samples (e.g., nutrients such as nitrogen, phosphorous, potassium; composition with respect to pH, porosity), and analyse the findings to determine appropriate uses for each sample

prepare a soil mixture (e.g., using compost, manure, vermiculite, black earth, top soil, peat moss, loam, and/or sand) for a selected plant species, based on analysis of the criteria for optimal growth for that species (e.g., cactus, tomato plants, wheat, jack pine)

use a research process to investigate environmentally sustainable methods of managing and maintaining healthy and productive agricultural zones and forests (e.g., companion planting, crop rotation, selective tree-harvesting, planting a diverse canopy)

design a landscaping project for their local area (e.g., a rooftop garden, a plot in a community garden, a riparian restoration), taking into account local conditions (e.g., zone hardiness, soil composition, amount of sunlight and rainfall), and propose a course of action to ensure the sustainability of the project and its healthy interaction with the surrounding environment (e.g., companion gardening, the use of compost to fertilize the soil, the use of native plants, the inclusion of plants that attract birds or butterflies)

Understanding Basic Concepts: demonstrate an understanding of conditions required for plant growth and of a variety of environmentally sustainable practices that can be used to promote growth.

explain the basic principles of various agricultural and forestry practices (e.g., Integrated Pest Management), and identify regulations and regulatory bodies associated with these practices (e.g., Health Canada's Pest Management Regulatory Agency [PMRA], the Pest Control Products Act)

describe the basic requirements for plant growth (e.g., growing medium, light, moisture, nutrients)

describe the soil components (e.g., pH, moisture, the percentage of humus, porosity with respect to water and air) needed by a variety of plants for optimal growth

explain different ecologically sound practices for improving and maintaining soil structure and fertility (e.g., crop rotation, fallowing, adding compost or manure, inter-seeding grains and legumes, mulching, tree harvesting using a shelterwood system)

explain agricultural techniques and forestry practices that aim to maintain both biodiversity and long-term productivity (e.g., growing a variety of species, inter-planting crops, planting native and heritage varietals instead of hybrids or transgenic species, saving seeds, maintaining some older trees and snags for animal habitat)

describe sustainable water-management practices in agricultural and forestry settings (e.g., regulating the frequency of watering, planting species suited to local precipitation levels, limiting run-off and erosion)

Reducing and Managing Waste

Relating Science to Technology, Society, and the Environment: analyse economic, political, and environmental considerations affecting waste management strategies;

analyse, on the basis of research, the impact of economic and political considerations on the development of waste management practices or strategies (e.g., incineration of hazardous waste; biological filtration and reuse of greywater; user fees for garbage disposal; vermicomposting)

evaluate the short- and long-term impact on the environment of a specific type of waste (e.g., waste products from animal farming; plastic shopping bags; tailings from mines)

Developing Skills of Investigation and Communication: investigate the effectiveness of various waste management practices;

use appropriate terminology related to waste management, including, but not limited to: solid, liquid, and gaseous waste; toxic waste; heavy metal; chlorinated hydrocarbons; and polychlorinated biphenyls

plan and conduct an inquiry in a microenvironment to treat a solid, liquid, or gaseous waste (e.g., reduce the acidity in a closed bog system in an aquarium; use a vermicomposter to recycle solid organic matter)

use a research process to investigate the waste generated throughout the life cycle of a product (e.g., the waste associated with all the materials and energy that go into the development and disposal of a computer or a running shoe)

plan and conduct a waste audit within their school, and propose a plan of action for waste reduction based on their findings (e.g., review the school-s policy regarding paper and plastic recycling, monitor actual practices, and propose strategies to improve them)

investigate a local, regional, national, or global waste management practice (e.g., local practices such as recycling or charging for residential and/or commercial garbage bags; shipping garbage to landfill sites in another region; disposal of nuclear waste; dumping raw sewage into rivers, lakes, oceans), and communicate their findings

Understanding Basic Concepts: demonstrate an understanding of the nature and types of waste and strategies for its management.

describe different categories of waste (e.g., biodegradable, recyclable, toxic, organic, inorganic)

explain some current waste remediation practices used with substances or products that are not environmentally friendly (e.g., "Toxic Taxi" for pick-up of household hazardous waste; the recycling of plastic to make furniture and "lumber")

describe the scientific principles involved in processing solid, liquid, and gaseous waste (e.g., combustion, decomposition, pyrolysis)

explain common strategies and technologies used in the collection and storage of waste (e.g., strategies such as recycling, composting, dumping in landfill sites; technologies such as compacters, enzyme digesters, flocculation tanks)

explain how scientific knowledge and technological processes have been applied in the development of environmentally sound waste management strategies (e.g., accelerated waste aeration, bioremediation)

Conservation of Energy

Relating Science to Technology, Society, and the Environment: assess the impact on society and the environment of the use of various renewable and non-renewable energy sources, and propose a plan to reduce energy consumption;

evaluate the impact on the environment of renewable and non-renewable energy sources, and propose an environmentally friendly solution to reduce non-renewable energy consumption (e.g., a plan for broader use of hybrid cars or solar panels)

assess the costs and benefits to society of the use of renewable and non-renewable energy sources, using a variety of criteria (e.g., associated health concerns, reliability, ability to meet demand, start-up and production costs)

Developing Skills of Investigation and Communication: investigate various methods of conserving energy and improving energy efficiency;

use appropriate terminology related to energy conservation, including, but not limited to: renewable resource, non-renewable resource, and R-value

investigate energy consumption and costs in their household over a given period of time, and suggest ways in which their household could conserve energy

plan and conduct an energy audit of a home or business, and propose ways to improve its energy efficiency

design and construct a working model of a device that uses an alternative energy source (e.g., a wind generator, a solar-powered car, a "fan boat")

plan and conduct an inquiry to evaluate the effectiveness of various insulation materials and/or techniques (e.g., straw, foam, fibreglass, blown cellulose)

Understanding Basic Concepts: demonstrate an understanding of energy production, consumption, and conservation with respect to a variety of renewable and non-renewable sources

explain the historical significance of a variety of energy sources (e.g., whale oil, coal), and describe their long-term impact on the environment

describe the characteristics of a sustainable energy system (e.g., equitable access to the source, long-term availability, limited environmental impact)

explain the basic principles and characteristics of various types of renewable (e.g., tidal, geothermal, solar, wind) and non-renewable (e.g., coal, oil, gas) energy production and their impact on the environment

describe methods of energy production and conservation intended to reduce greenhouse gas emissions (e.g., energy production methods at the Prince Edward Island Wind-Hydrogen Village; charging higher prices for energy used during peak hours)

describe technological advances aimed at reducing energy consumption (e.g., programmable thermostats, improved R-value in insulation, compact fluorescent light bulbs, rechargeable batteries, "smart meters")

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric (e.g., SI and imperial units), symbolic, and graphic modes of representation for qualitative and quantitative data (e.g., vector diagrams, free-body diagrams, algebraic equations)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., probeware, calorimeters, pendulums, solenoids) and materials (e.g., drag sleds, electric bells, balls, ramps), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data; solve problems involving quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., theoretical physicist; communications, networks, and control systems professional; engineer; metallurgist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Richard E. Taylor, Leonard T. Bruton, Willard S. Boyle, Martha Salcudean, Harriet Brooks, Louis Slotin), to the fields under study

Kinematics

Relating Science to Technology, Society, and the Environment: analyse technologies that apply concepts related to kinematics, and assess the technologies' social and environmental impact;

analyse, on the basis of research, a technology that applies concepts related to kinematics (e.g., devices used to measure speed in sports; rocket accelerators; motion-detecting sensors for security systems; speedometers in automobiles)

assess the impact on society and the environment of a technology that applies concepts related to kinematics (e.g., photo radar helps prevent vehicular accidents and reduces fuel consumption associated with excessive speeding)

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, uniform and non-uniform linear motion, and solve related problems;

use appropriate terminology related to kinematics, including, but not limited to: time, distance, position, displacement, speed, velocity, and acceleration

analyse and interpret position–time, velocity– time, and acceleration–time graphs of motion in one dimension (e.g., use tangent slopes to create velocity–time graphs from position–time graphs and acceleration–time graphs from velocity–time graphs; use the area under the curve to create position–time graphs from velocity–time graphs and velocity–time graphs from acceleration–time graphs)

use a velocity–time graph for constant acceleration to derive the equation for average velocity [e.g., vav = (v1 + v2 )/2] and the equations for displacement [e.g., Δd = ((v1 + v2 )/2) Δt, Δd = v1 Δt + ½ a (Δt 2 )], and solve simple problems in one dimension using these equations

conduct an inquiry into the uniform and non-uniform linear motion of an object (e.g., use probeware to record the motion of a cart moving at a constant velocity or a constant acceleration; view a computer simulation of an object attaining terminal velocity; observe a video of a bouncing ball or a skydiver; observe the motion of a balloon with a small mass suspended from it)

solve problems involving distance, position, and displacement (e.g., find total displacement using a scale vector diagram and vector components, and compare it to total distance travelled)

plan and conduct an inquiry into the motion of objects in one dimension, using vector diagrams and uniform acceleration equations

solve problems involving uniform and non-uniform linear motion in one and two dimensions, using graphical analysis and algebraic equations

use kinematic equations to solve problems related to the horizontal and vertical components of the motion of a projectile (e.g., a cannon ball shot horizontally off a cliff, a ball rolling off a table, a golf ball launched at a 45º angle to the horizontal)

conduct an inquiry into the projectile motion of an object, and analyse, in qualitative and quantitative terms, the relationship between the horizontal and vertical components (e.g., airborne time, range, maximum height, horizontal velocity, vertical velocity)

Understanding Basic Concepts: demonstrate an understanding of uniform and non-uniform linear motion, in one and two dimensions.

distinguish between the terms constant, instantaneous, and average with reference to speed, velocity, and acceleration, and provide examples to illustrate each term

distinguish between, and provide examples of, scalar and vector quantities as they relate to the description of uniform and non-uniform linear motion (e.g., time, distance, position, velocity, acceleration

describe the characteristics and give examples of a projectile's motion in vertical and horizontal planes

Forces

Relating Science to Technology, Society, and the Environment: analyse and propose improvements to technologies that apply concepts related to dynamics and Newton's laws, and assess the technologies� social and environmental impact;

analyse, with reference to Newton's laws, a technology that applies these laws (e.g., extremely low friction bearings, near frictionless carbon, different types of athletic shoes, roller coasters), and propose ways to improve its performance

evaluate the impact on society and the environment of technologies that use the principles of force (e.g., prosthetics, plastic car bodies)

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, net force, acceleration, and mass, and solve related problems;

use appropriate terminology related to forces, including, but not limited to: mass, time, speed, velocity, acceleration, friction, gravity, normal force, and free-body diagrams

conduct an inquiry that applies Newton's laws to analyse, in qualitative and quantitative terms, the forces acting on an object, and use free-body diagrams to determine the net force and the acceleration of the object

conduct an inquiry into the relationship between the acceleration of an object and its net force and mass (e.g., view a computer simulation of an object attaining terminal velocity; observe the motion of an object subject to friction; use electronic probes to observe the motion of an object being pulled across the floor), and analyse the resulting data

analyse the relationships between acceleration and applied forces such as the force of gravity, normal force, force of friction, coefficient of static friction, and coefficient of kinetic friction, and solve related problems involving forces in one dimension, using free-body diagrams and algebraic equations (e.g., use a drag sled to find the coefficient of friction between two surfaces)

plan and conduct an inquiry to analyse the effect of forces acting on objects in one dimension, using vector diagrams, free-body diagrams, andNewton's laws

analyse and solve problems involving the relationship between the force of gravity and acceleration for objects in free fall

Understanding Basic Concepts: demonstrate an understanding of the relationship between changes in velocity and unbalanced forces in one dimension.

distinguish between, and provide examples of, different forces (e.g., friction, gravity, normal force), and describe the effect of each type of force on the velocity of an object

explain how the theories and discoveries of Galileo and Newton advanced knowledge of the effects of forces on the motion of objects

state Newton's laws, and apply them, in qualitative terms, to explain the effect of forces acting on objects

describe, in qualitative and quantitative terms, the relationships between mass, gravitational field strength, and force of gravity

Energy and Society

Relating Science to Technology, Society, and the Environment: analyse technologies that apply principles of and concepts related to energy transformations, and assess the technologies' social and environmental impact;

analyse, using the principles of energy transformations, a technology that involves the transfer and transformation of thermal energy (e.g., a power station, an air conditioner, a fuel cell, a laser printer)

assess, on the basis of research, how technologies related to nuclear, thermal, or geothermal energy affect society and the environment (e.g., thermal regulating units, radiopharmaceuticals, dry-steam power plants, ground-source heat pumps)

Developing Skills of Investigation and Communication: . investigate energy transformations and the law of conservation of energy, and solve related problems;

use appropriate terminology related to energy transformations, including, but not limited to: mechanical energy, gravitational potential energy, kinetic energy, work, power, fission, fusion, heat, heat capacity, temperature, and latent heat

solve problems involving changes in temperature and changes of state, using algebraic equations (e.g., Q = mc?T, Q = mLf , Q = mLv)

draw and analyse heating and cooling curves that show temperature changes and changes of state for various substances

solve problems relating to work, force, and displacement along the line of force

use the law of conservation of energy to solve problems in simple situations involving work, gravitational potential energy, kinetic energy, and thermal energy and its transfer (heat)

plan and conduct inquiries involving transformations between gravitational potential energy and kinetic energy (e.g., using a pendulum, a falling ball, an object rolling down a ramp) to test the law of conservation of energy

solve problems involving the relationship between power, energy, and time

conduct inquiries and solve problems involving the relationship between power and work (e.g., the power of a student using different types of fitness equipment)

compare and contrast the input energy, useful output energy, and per cent efficiency of selected energy generation methods (e.g., hydroelectric, thermal, geothermal, nuclear fission, nuclear fusion, wind, solar)

investigate the relationship between the concepts of conservation of mass and conservation of energy, and solve problems using the mass- energy equivalence

conduct an inquiry to determine the specific heat capacity of a single substance (e.g., aluminum, iron, brass) and of two substances when they are mixed together (e.g., the heat lost by a sample of hot water and the heat gained by a sample of cold water when the two samples are mixed together)

Understanding Basic Concepts: demonstrate an understanding of work, efficiency, power, gravitational potential energy, kinetic energy, nuclear energy, and thermal energy and its transfer (heat)

describe a variety of energy transfers and transformations, and explain them using the law of conservation of energy

compare the characteristics of (e.g., mass, charge, speed, penetrating power, ionizing ability) and safety precautions related to alpha particles, beta particles, and gamma rays

explain radioactive half-life for a given radioisotope, and describe its applications and their consequences

explain the energy transformations that occur within a nuclear power plant, with reference to the laws of thermodynamics (e.g., nuclear fission results in the liberation of energy, which is converted into thermal energy; the thermal energy is converted into electrical energy and waste heat, using a steam turbine)

explain the concepts of and interrelationships between energy, work, and power, and identify and describe their related units

explain the following concepts, giving examples of each, and identify their related units: thermal energy, kinetic energy, gravitational potential energy, heat, specific heat capacity, specific latent heat, power, and efficiency

identify, qualitatively, the relationship between efficiency and thermal energy transfer

describe, with reference to force and displacement along the line of force, the conditions that are required for work to be done

describe and compare nuclear fission and nuclear fusion

explain, using the kinetic molecular theory, the energy transfer that occurs during changes of state

distinguish between and provide examples of conduction, convection, and radiation

identify and describe the structure of common nuclear isotopes (e.g., hydrogen, deuterium, tritium)

Waves and Sound

Relating Science to Technology, Society, and the Environment: analyse how mechanical waves and sound affect technology, structures, society, and the environment, and assess ways of reducing their negative effects;

analyse how properties of mechanical waves and sound influence the design of structures and technological devices (e.g., the acoustical design of a concert hall; the design of headphones, hearing aids, musical instruments, wave pools)

analyse the negative impact that mechanical waves and/or sound can have on society and the environment, and assess the effectiveness of a technology intended to reduce this impact

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, the properties of mechanical waves and sound, and solve related problems;

use appropriate terminology related to mechanical waves and sound, including, but not limited to: longitudinal wave, transverse wave, frequency, period, cycle, amplitude, phase, wavelength, velocity, superposition, constructive interference, destructive interference, standing waves, and resonance

conduct laboratory inquiries or computer simulations involving mechanical waves and their interference (e.g., using a mass oscillating on a spring, a mass oscillating on a pendulum, the oscillation in a string instrument)

plan and conduct inquiries to determine the speed of waves in a medium (e.g., a vibrating air column, an oscillating string of a musical instrument), compare theoretical and empirical values, and account for discrepancies

investigate the relationship between the wavelength, frequency, and speed of a wave, and solve related problems

analyse the relationship between a moving source of sound and the change in frequency perceived by a stationary observer (i.e., the Doppler effect)

predict the conditions needed to produce resonance in vibrating objects or air columns (e.g., in a wind instrument, a string instrument, a tuning fork), and test their predictions through inquiry

analyse the conditions required to produce resonance in vibrating objects and/or in air columns (e.g., in a string instrument, a tuning fork, a wind instrument), and explain how resonance is used in a variety of situations (e.g., to produce different notes in musical instruments; to limit undesirable vibrations in suspension bridges; to design buildings so that they do not resonate at the frequencies produced by earthquakes)

Understanding Basic Concepts: demonstrate an understanding of the properties of mechanical waves and sound and of the principles underlying their production, transmission, interaction, and reception.

distinguish between longitudinal and transverse waves in different media, and provide examples of both types of waves

explain the components of resonance, and identify the conditions required for resonance to occur in vibrating objects and in various media (e.g., with reference to a musical instrument, a child on a swing, the Tacoma Narrows Bridge)

explain and graphically illustrate the principle of superposition with respect to standing waves and beat frequencies

identify the properties of standing waves, and, for both mechanical and sound waves, explain the conditions required for standing waves to occur

explain the relationship between the speed of sound in various media and the particle nature of the media (e.g., the speed of sound in solids, liquids, and gases; the speed of sound in warm and cold air)

explain selected natural phenomena (e.g., echo location, or organisms that produce or receive infrasonic, audible, or ultrasonic sound) with reference to the characteristics and properties of waves

Electricity and Magnetism

Relating Science to Technology, Society, and the Environment: analyse the social, economic, and environmental impact of electrical energy production and technologies related to electromagnetism, and propose ways to improve the sustainability of electrical energy production;

analyse the social and economic impact of technologies related to electromagnetism (e.g., particle accelerators, mass spectrometers, magnetic levitation [maglev] trains, magnetic resonance imaging [MRI], electromagnetic pulses after nuclear explosions)

analyse the efficiency and the environmental impact of one type of electrical energy production (e.g., from hydroelectric, fossil fuel-burning, wind, solar, geothermal, or nuclear sources), and propose ways to improve the sustainability of electrical energy production

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, magnetic fields and electric circuits, and solve related problems;

use appropriate terminology related to electricity and magnetism, including, but not limited to: direct current, alternating current, conventional current, electron flow, electrical potential difference, electrical resistance, power, energy, step-up transformer, and step-down transformer

analyse diagrams of series, parallel, and mixed circuits with reference to Ohm's law (V = IR) and Kirchhoff's laws

design and build real or computer-simulated mixed direct current (DC) circuits, and explain the circuits with reference to direct current, potential difference, and resistance

conduct an inquiry to identify the characteristics and properties of magnetic fields (e.g., using magnetic compasses, iron filings, and electric and magnetic field sensors)

investigate, through laboratory inquiry or computer simulation, the magnetic fields produced by an electric current flowing through a long straight conductor and a solenoid (e.g., use sensors to map the magnetic field around a solenoid)

gnetic field around a solenoid) [PR] F2.6 solve problems involving energy, power, potential difference, current, and the number of turns in the primary and secondary coils of a transformer

investigate electromagnetic induction, and, using Lenz's law, the law of conservation of energy, and the right-hand rule, explain and illustrate the direction of the electric current induced by a changing magnetic field

construct a prototype of a device that uses the principles of electromagnetism (e.g., an electric bell, loudspeaker, ammeter, electric motor, electric generator), and test and refine their device

Understanding Basic Concepts: demonstrate an understanding of the properties of magnetic fields, the principles of current and electron flow, and the operation of selected technologies that use these properties and principles to produce and transmit electrical energy

describe the properties of magnetic fields in permanent magnets and electromagnets (e.g., the three-dimensional nature of fields, continuous field lines, fields around currentcarrying conductors and coils)

explain, by applying the right-hand rule, the direction of the magnetic field produced when electric current flows through a long straight conductor and through a solenoid

distinguish between conventional current and electron flow in relation to the left- and right-hand rules

explain Ohm’s law, Kirchhoff’s laws, Oersted’s principle, the motor principle, Faraday’s law, and Lenz’s law in relation to electricity and magnetism

describe the production and interaction of magnetic fields, using diagrams and the principles of electromagnetism (e.g., Oersted’s principle, the motor principle, Faraday’s law, Lenz’s law)

explain the operation of an electric motor and a generator, including the roles of their respective components

distinguish between alternating current (AC) and direct current, and explain why alternating current is presently used in the transmission of electrical energy

describe the components of step-up and step-down transformers, and, using concepts and principles related to electric current and magnetic fields, explain the operation of these transformers

describe and explain safety precautions (e.g., “call before you dig”, current-limiting outlets in bathrooms) related to electrical circuits and higher transmission voltages (e.g., with reference to transformer substations, buried cables, overhead power lines)

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams, three-dimensional molecular models), and appropriate units of measurement (e.g., SI and imperial units

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

Career Exploration: identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Evelyn Roden Nelson, Maude Menten, Albert Juan Aguayo, Kimberley J. Fernie, Michael Archer), to the fields under study

select appropriate instruments (e.g., dialysis tubing, glassware, sphygmomanometer) and materials (e.g., DNA models, plants, plant cuttings, molecular models), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials (e.g., plants and invertebrates); and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Biochemistry

Relating Science to Technology, Society, and the Environment: analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;

analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals)

evaluate, on the basis of research, some advances in cellular biology and related technological applications (e.g., new treatments for cancer, HIV/AIDS, and hepatitis C; radioisotopic labelling to study the function of internal organs; fluorescence to study genetic material within cells; forensic biological techniques to aid in crime resolution)

Developing Skills of Investigation and Communication: investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;

use appropriate terminology related to biochemistry, including, but not limited to: active and passive transport, covalent and ionic bond, allosteric site, substrate, substrate-enzyme complex, and inhibition

plan and conduct an investigation to demonstrate the movement of substances across a membrane (e.g., the effects of salt water and distilled water on a potato)

construct and draw three-dimensional molecular models of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids

conduct biological tests to identify biochemical compounds found in various food samples (e.g., use Benedict's solution to test for carbohydrates in food samples), and compare the biochemical compounds found in each food to those found in the others

plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of substances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format

Understanding Basic Concepts: demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.

explain the roles of various organelles, such as lysosomes, vacuoles, mitochondria, internal cell membranes, ribosomes, smooth and rough endoplasmic reticulum, and Golgi bodies, in cellular processes

describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells

identify common functional groups within biological molecules (e.g., hydroxyl, carbonyl, carboxyl, amino, phosphate), and explain how they contribute to the function of each molecule

describe the chemical structures and mechanisms of various enzymes

identify and describe the four main types of biochemical reactions (oxidation-reduction [redox], hydrolysis, condensation, and neutralization)

describe the structure of cell membranes according to the fluid mosaic model, and explain the dynamics of passive transport, facilitated diffusion, and the movement of large particles across the cell membrane by the processes of endocytosis and exocytosis

Metabolic Processes

Relating Science to Technology, Society, and the Environment: analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life;

analyse the role of metabolic processes in the functioning of and interactions between biotic and abiotic systems (e.g., specialized microbes and enzymes in biotechnological applications to treat wastewater in the pulp and paper industry; microbes and enzymes in bioremediation, such as in the cleanup of oil spills; energy transfer from producers to consumers)

assess the relevance, to their personal lives and to the community, of an understanding of cell biology and related technologies (e.g., knowledge of metabolic processes is relevant to personal choices about exercise, diet, and the use of pharmacological substances; knowledge of cellular processes aids in our understanding and treatment of mitochondrial diseases [a group of neuromuscular diseases])

Developing Skills of Investigation and Communication: investigate the products of metabolic processes such as cellular respiration and photosynthesis;

use appropriate terminology related to metabolism, including, but not limited to: energy carriers, glycolysis, Krebs cycle, electron transport chain, ATP synthase, oxidative phosphorylation, chemiosmosis, proton pump, photolysis, Calvin cycle, light and dark reactions, and cyclic and noncyclic phosphorylation

conduct a laboratory investigation into the process of cellular respiration to identify the products of the process, interpret the qualitative observations, and display them in an appropriate format

conduct a laboratory investigation of the process of photosynthesis to identify the products of the process, interpret the qualitative observations, and display them in an appropriate format

Understanding Basic Concept: demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.

explain the chemical changes and energy conversions associated with the processes of aerobic and anaerobic cellular respiration (e.g., in aerobic cellular respiration, glucose and oxygen react to produce carbon dioxide, water, and energy in the form of heat and ATP; in anaerobic cellular respiration, yeast reacts with glucose in the absence of oxygen to produce carbon dioxide and ethanol)

explain the chemical changes and energy conversions associated with the process of photosynthesis (e.g., carbon dioxide and water react with sunlight to produce oxygen and glucose)

use the laws of thermodynamics to explain energy transfer in the cell during the processes of cellular respiration and photosynthesis

describe, compare, and illustrate (e.g., using flow charts) the matter and energy transformations that occur during the processes of cellular respiration (aerobic and anaerobic) and photosynthesis, including the roles of oxygen and organelles such as mitochondria and chloroplasts

Molecular Genetics

Relating Science to Technology, Society, and the Environment: analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;

analyse, on the basis of research, some of the social, ethical, and legal implications of biotechnology (e.g., the bioengineering of animal species, especially those intended for human consumption; the cultivation of transgenic crops; the patenting of life forms; cloning

analyse, on the basis of research, some key aspects of Canadian regulations pertaining to biotechnology (e.g., current or potential legislation for mandatory DNA fingerprinting, human cloning, ownership of a genome, patenting of genetically modified organisms), and compare them to regulations from another jurisdiction

Developing Skills of Investigation and Communication: investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;

use appropriate terminology related to molecular genetics, including, but not limited to: polymerase I, II, and III, DNA ligase, helicase, Okazaki fragment, mRNA, rRNA, tRNA, codon, anticodon, translation, transcription, and ribosome subunits

analyse a simulated strand of DNA to determine the genetic code and base pairing of DNA (e.g., determine base sequences of DNA for a protein; analyse base sequences in DNA to recognize an anomaly)

conduct an investigation to extract DNA from a specimen of plant or animal protein

investigate and analyse the cell components involved in the process of protein synthesis, using appropriate laboratory equipment and techniques, or a computer simulation

Understanding Basic Concepts: demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.

explain the current model of DNA replication, and describe the different repair mechanisms that can correct mistakes in DNA sequencing

compare the structures and functions of RNA and DNA, and explain their roles in the process of protein synthesis

explain the steps involved in the process of protein synthesis and how genetic expression is controlled in prokaryotes and eukaryotes by regulatory proteins (e.g., the role of operons in prokaryotic cells; the mechanism of gene expression in eukaryotic cells)

explain how mutagens, such as radiation and chemicals, can cause mutations by changing the genetic material in cells (e.g., the mechanisms and effects of point mutations and frameshift mutations)

describe some examples of genetic modification, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA bases; the processes involved in the manipulation of genetic material and protein synthesis; the development and mechanisms of the polymerization chain reaction)

describe the functions of some of the cell components used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)

describe, on the basis of research, some of the historical scientific contributions that have advanced our understanding of molecular genetics (e.g., discoveries made by Frederick Griffith, Watson and Crick, Hershey and Chase)

Homeostasis

Relating Science to Technology, Society, and the Environment: evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;

assess, on the basis of findings from a case study, the effects on the human body of taking chemical substances to enhance performance or improve health (e.g., the risks and benefits of taking large quantities of vitamins or amino acids; the effects on the human body of substances that people use to cope with stress)

evaluate, on the basis of research, some of the human health issues that arise from the impact of human activities on the environment (e.g., the effects of synthetic estrogen compounds released into our water systems; the effects of leaching of compounds from plastic products into soil and water)

Developing Skills of Investigation and Communication: investigate the feedback mechanisms that maintain homeostasis in living organisms;

use appropriate terminology related to homeostasis, including, but not limited to: insulin, testosterone, estrogen, nephron, dialysis, pituitary, synapse, and acetylcholine

plan and construct a model to illustrate the essential components of the homeostatic process (e.g., create a flow chart that illustrates representative feedback mechanisms in living things)

plan and conduct an investigation to study a feedback system (e.g., stimulus response loop)

plan and conduct an investigation to study the response mechanism of an invertebrate to external stimuli (e.g., the instinctive behaviour of an invertebrate in response to a stimulus such as light), using appropriate laboratory equipment and techniques

Understanding Basic Concepts: demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

describe the anatomy and physiology of the endocrine, excretory, and nervous systems, and explain how these systems interact to maintain homeostasis

explain how reproductive hormones act in human feedback mechanisms to maintain homeostasis (e.g., the actions of male and female reproductive hormones on their respective body systems)

describe the homeostatic processes involved in maintaining water, ionic, thermal, and acid�base equilibrium, and explain how these processes help body systems respond to both a change in environment and the effects of medical treatments (e.g., the role of feedback mechanisms in water balance or thermoregulation; how the buffering system of blood maintains the body's pH balance; the effect of medical treatments on the endocrine system; the effects of chemotherapy on homeostasis)

Population Dynamics

Relating Science to Technology, Society, and the Environment: analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations;

analyse the effects of human population growth, personal consumption, and technological development on our ecological footprint (e.g., the deforestation resulting from expanding development and demand for wood products causes the destruction of habitats that support biological diversity; the acidification of lakes associated with some industrial processes causes a decrease in fish populations)

assess, on the basis of research, the effectiveness of some Canadian technologies and projects intended to nourish expanding populations (e.g., the risks and benefits of growing genetically modified canola; some of the sustainable development projects funded by the Canadian International Development Agency [CIDA])

Developing Skills of Investigation and Communication: investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;

use appropriate terminology related to population dynamics, including, but not limited to: carrying capacity, population growth, population cycle, fecundity, and mortality

use conceptual and mathematical population growth models to calculate the growth of populations of various species in an ecosystem (e.g., use the concepts of exponential, sigmoid, and sinusoidal growth to estimate the sizes of various populations)

determine, through laboratory inquiry or using computer simulations, the characteristics of population growth of two different populations (e.g., the different population cycles of a predator and its prey; the population cycles of two populations that compete for food; the increase of Aboriginal compared to non-Aboriginal populations and the significant difference in average age between the two groups)

Understanding Basic Concepts: demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species

explain the concepts of interaction (e.g., competition, predation, defence mechanism, symbiotic relationship, parasitic relationship) between different species

describe the characteristics of a given population, such as its growth, density (e.g., fecundity, mortality), distribution, and minimum viable size

explain factors such as carrying capacity, fecundity, density, and predation that cause fluctuation in populations, and analyse the fluctuation in the population of a species of plant, wild animal, or microorganism

explain the concept of energy transfer in a human population in terms of the flow of food energy in the production, distribution, and use of food resources

explain how a change in one population in an aquatic or terrestrial ecosystem can affect the entire hierarchy of living things in that system (e.g., how the disappearance of crayfish from a lake causes a decrease in the bass population of the lake; how the disappearance of beaver from an ecosystem causes a decrease in the wolf population in that ecosystem)

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation (e.g., represent ionic and molecular compounds by their accepted formulae and names), and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., spectroscope, centrifuge, burettes, meters) and materials (e.g., acid/base indicators, solubility tables, galvanic cells), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials (e.g., safely disposing of organic solutions); and by using appropriate personal protection (e.g., wearing safety goggles)

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data; solve problems involving quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., environmental technologist, pharmacy technician, electroplating technician, green building or renewable energy technician, veterinary technician, biochemical technologist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Jed Harrison, Louis Slotin, Paul Kebarle, James Robert Bolton, Brian Evans Conway, Lee Wilson), to the fields under study

Matter and Qualitative Analysis

Relating Science to Technology, Society, and the Environment: evaluate the effects of chemical substances on the environment, and analyse practical applications of qualitative analysis of matter;

evaluate the risks and benefits to the environment of some commonly used chemical substances (e.g., substances used in fireworks, fire extinguishers, "green" cleaning products)

analyse, on the basis of research, applications of qualitative analysis of matter in various fields of endeavour (e.g., in law enforcement to detect drugs or identify counterfeit money; in the manufacture of food products)

Developing Skills of Investigation and Communication: investigate matter, using various methods of qualitative analysis;

use appropriate terminology related to qualitative analysis of matter, including, but not limited to: double displacement, precipitate, and energy level

use a table of solubility rules to write chemical equations for double displacement reactions and to write balanced net ionic equations for chemical reactions

investigate precipitation reactions and flame tests, using qualitative analysis instruments, equipment, and techniques (e.g., gas discharge tubes, high-voltage electrical sources, spectroscope, centrifuge)

conduct qualitative analyses of an unknown sample (e.g., a household or workplace chemical), using a flow chart and experimental procedures, including flame tests and precipitation reactions, to determine the presence of metal ions

identify an unknown gas sample (e.g., hydrogen, helium, neon) by observing its emission spectrum and comparing it to the spectra of known gases

use a table of solubility rules to predict if a precipitate will form in a given chemical reaction, and identify the precipitate formed

Understanding Basic Concepts: demonstrate an understanding of the basic principles of qualitative analysis of matter.

explain the relationship between the atomic number and the mass number of an element, and the difference between isotopes and radioisotopes of an element

describe various types of chemical reactions, including synthesis, decomposition, single displacement, and double displacement reactions

explain basic procedures used in qualitative analysis of elements and compounds, including flame tests, precipitation reactions, and the observation of emission spectra

relate observations from investigations using flame tests and emission spectra to the concept of quanta of energy proposed by Neils Bohr

Organic Chemistry

Relating Science to Technology, Society, and the Environment: evaluate the impact on society, human health, and the environment of products made using organic compounds;

identify various materials and products used in everyday life that are made from organic compounds (e.g., synthetic fabrics, drugs, pesticides, cosmetics, organic solvents, car parts, artificial hearts), and assess the benefits of those products for society, as well as the health hazards they pose

research a useful product made from one or more organic substances (e.g., CDs, made from crude oil), and assess the environmental impact of the production, use, and disposal of the product

Developing Skills of Investigation and Communication: investigate the physical and chemical properties of organic compounds, and analyse some common organic chemical reactions;

use appropriate terminology related to organic chemistry, including, but not limited to: electronegativity, covalent bond, and functional group

draw Lewis structures to represent the covalent bonds in some simple organic molecules (e.g., CH4 )

build molecular models of, and create structural formulae for, some simple organic molecules (e.g., methane, butane, ethyne)

conduct an inquiry to determine the physical and chemical properties of some common organic compounds (e.g., solubility [in polar and non-polar solvents], conductivity, odour, combustibility)

conduct an inquiry to demonstrate separation of a mixture of liquids by distillation

conduct an inquiry to identify some of the products of the combustion of a hydrocarbon and an alcohol

conduct an inquiry to synthesize a common organic compound (e.g., produce an ester, make soap)

predict the nature of a bond (e.g., non-polar covalent or polar covalent), using the electronegativity values of atoms (e.g., H2, Cl2, O2, H2 O, CH4, CH3 OH)

Understanding Basic Concepts: demonstrate an understanding of the structure and the physical and chemical properties of organic compounds.

describe the unique characteristics of the carbon atom in terms of covalent bonding

identify functional group structures that define common classes of organic compounds (e.g., alkenes, alkanes, alkynes, alcohols, aldehydes, ketones, carboxylic acids, esters, amines)

explain the general properties (e.g., polarity, solubility in water) of molecules that contain oxygen or nitrogen

use structural formulae to describe some simple organic chemical reactions (e.g., addition, substitution, combustion)

explain how the physical properties of a substance affect the processes used to separate organic chemical substances (e.g., distillation of crude oil, distillation of alcohols)

identify the first ten hydrocarbons of the alkanes, the alkenes, and the alkynes by their names and structural formulae, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature for alkanes, alkenes, and alkynes

explain the dangers associated with the use of organic solvents (e.g., dry-cleaning compounds, paint thinners, glue solvents, nail polish remover), and some general precautions related to their use

Electrochemistry

Relating Science to Technology, Society, and the Environment: analyse technological applications or processes relating to oxidation-reduction reactions, and assess their impact on the environment;

analyse, on the basis of research, a technological application that is based on the oxidation-reduction (redox) reaction that occurs in galvanic cells (e.g., in cardiac pacemakers, batteries, electroplating)

analyse, on the basis of research, the causes of metal corrosion, and assess the environmental impact of some techniques used to protect metals from corrosion (e.g., rustproofing, painting, cathodic protection, galvanization)

Developing Skills of Investigation and Communication

use appropriate terminology related to electrochemistry, including, but not limited to: oxidation, anode, and electrolyte

build a galvanic cell and measure its voltage

analyse the processes in galvanic cells, and draw labelled diagrams of these cells to show the oxidation or reduction reaction that occurs in each of the half-cells, the direction of electron flow, the location of the electrodes, and the direction of ion movement

design and conduct an inquiry to determine the factors that affect rate of corrosion of a metal (e.g., stress on the metal, contact between two metals, surface oxide, the nature of the electrolyte, the nature of the metal)

Understanding Basic Concepts: demonstrate an understanding of the concepts of oxidation and reduction, and the principles of oxidation-reduction reactions.

explain the concepts of oxidation and reduction in terms of the chemical changes that occur during redox reactions

describe the components of a galvanic cell, and explain how each component functions in a redox reaction

describe the chemical reaction that results in the corrosion of metal

Chemical Calculations

Relating Science to Technology, Society, and the Environment: analyse processes in the home, the workplace, or the environmental sector that use chemical quantities and calculations, and assess the importance of accuracy in chemical calculations;

analyse processes in the home, the workplace, or the environmental sector that require an understanding of accurate chemical calculations (e.g., baking according to a recipe; manufacturing items such as fertilizer, paint, pharmaceuticals; testing water quality in a public pool)

assess, on the basis of research, the importance of quantitative accuracy in the concentration of solutions used for medical purposes or personal care (e.g., cough syrup, intravenous solutions, sunscreen)

Developing Skills of Investigation and Communication: investigate chemical compounds and chemical reactions using appropriate techniques of quantitative analysis, and solve related problems;

use appropriate terminology related to stoichiometry, including, but not limited to: molar mass, molar concentration, percentage yield, and Avogadro's number

calculate the molar mass of simple compounds with the aid of the periodic table

convert the quantity of chemicals in simple chemical reactions from number of particles to number of moles and mass, using the mole concept

solve problems involving relationships between the following variables in a chemical reaction: quantity in moles, number of particles, atomic mass, concentration of solution, and volume of solution

solve problems involving stoichiometric relationships in balanced chemical equations

conduct an inquiry to determine the actual yield, theoretical yield, and percentage yield of the products of a chemical reaction (e.g., a chemical reaction between steel wool and copper(II) sulfate solution), assess the effectiveness of the procedure, and suggest sources of experimental error

use qualitative observations of a chemical reaction to identify the chemical changes, presence of limiting reagents, and the products occurring in a chemical reaction (e.g., aluminum reacting with copper(II) chloride solution, steel wool reacting with oxygen)

prepare aqueous solutions of given concentrations (e.g., concentrations expressed in grams per litre or moles per litre) by dissolving a solid solute in a solvent or by diluting a concentrated solution (e.g., a stock solution)

describe some possible sources of experimental error in an investigation of a chemical reaction, and explain how the errors would affect the percentage yield of products of the reaction

explain the relationships between the mole concept, the values of coefficients, the number of particles, and the mass of substances in balanced chemical equations

explain the concept of molar concentration of a solution, using appropriate units of measure

explain the concept of a limiting reagent in a chemical reaction, using examples of chemical processes from everyday life (e.g., synthesis of aspirin, synthesis of ammonia)

Chemistry in the Environment

Relating Science to Technology, Society, and the Environment: evaluate the importance of government regulations, scientific analyses, and individual actions in improving air and water quality, and propose a personal plan of action to support these efforts;

evaluate, on the basis of research, the effectiveness of government initiatives or regulations (e.g., the Great Lakes Action Plan), and the actions of individuals (e.g., use of public transportation), intended to improve air and water quality, and propose a personal action plan to support these efforts

evaluate the importance of quantitative chemical analysis in assessing air and water quality (e.g., the use of Environment Canada's Air Quality Index to determine when smog advisories need to be issued; systems to monitor the quality of drinking water), and explain how these analyses contribute to environmental awareness and responsibility

Developing Skills of Investigation and Communication

use appropriate terminology related to chemical analysis and chemistry in the environment, including, but not limited to: ozone, hard water, titration, pH, ppm, and ppb

write balanced chemical equations to represent the chemical reactions involved in the neutralization of acids and bases

conduct an acid-base titration to determine the concentration of an acid or a base (e.g., the concentration of acetic acid in vinegar)

conduct an inquiry, using available technology (e.g., probewear) or chemical tests, to detect the presence of inorganic substances in various samples of water

Understanding Basic Concepts

identify major and minor chemical components of Earth's atmosphere

identify gases and particulates that are commonly found in the atmosphere, and explain how they affect air quality (e.g., greenhouse gases, tropospheric and stratospheric ozone, carbon monoxide, chlorofluorocarbons, soot)

state and explain the Arrhenius definition of acids and bases

explain the difference between strong and weak acids, and between strong and weak bases, in terms of degree of ionization

identify the gas emissions that are the major contributors to acid precipitation, and explain the steps in the formation of acid rain

explain the difference between the concepts of strength and concentration when referring to solutions of acids and bases

identify inorganic substances that can be found dissolved in water as a result of natural processes and human activities (e.g., hard water contains metal ions)

Understanding Basic Concepts: describe the relationships between Avogadro's number, the mole concept, and the molar mass of any given substance

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI units, imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places and significant figures

select appropriate instruments (e.g., glassware, calorimeter, thermometer) and materials (e.g., chemical compounds and solutions), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection (e.g., wearing safety goggles)

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data; solve problems involving quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., food and drug analyst, chemical safety officer, nurse practitioner, consumer protection specialist, metallurgy technologist, environmental and waste management technician, geochemist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Robert G. Ackman, Alice Wilson, Carol Ann Budd, Norman L. Bowen, Brian Evans Conway), to the fields under study

Organic Chemistry

Relating Science to Technology, Society, and the Environment: assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of compounds that are harmful to human health and the environment;

assess the impact on human health, society, and the environment of organic compounds used in everyday life (e.g., polymers, nutritional supplements, food additives, pharmaceuticals, pesticides)

propose a personal course of action to reduce the use of compounds that are harmful to human health and the environment (e.g., weed lawns by hand rather than using herbicides, use cloth bags for shopping to reduce the number of plastic bags in landfill sites, choose fuel-efficient or hybrid vehicles to reduce fossil fuel emissions)

Developing Skills of Investigation and Communication: investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds;

use appropriate terminology related to organic chemistry, including, but not limited to: organic compound, functional group, saturated hydrocarbon, unsaturated hydrocarbon, structural isomer, stereoisomer, and polymer

use International Union of Pure and Applied Chemistry (IUPAC) nomenclature conventions to identify names, write chemical formulae, and create structural formulae for the different classes of organic compounds, including hydrocarbons, alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, amides, and simple aromatic compounds

build molecular models for a variety of simple organic compounds

analyse, on the basis of inquiry, various organic chemical reactions (e.g., production of esters, polymerization, oxidation of alcohols, multiple bonds in an organic compound, combustion reactions, addition reactions)

Understanding Basic Concepts: demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each class of organic compounds

compare the different classes of organic compounds, including hydrocarbons, alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, and amides, by describing the similarities and differences in names and structural formulae of the compounds within each class

describe the similarities and differences in physical properties (e.g., solubility in different solvents, odour, melting point, boiling point) within each class of organic compounds

explain the chemical changes that occur during various types of organic chemical reactions, including substitution, addition, elimination, oxidation, esterification, and hydrolysis

explain the difference between an addition reaction and a condensation polymerization reaction

explain the concept of isomerism in organic compounds, and how variations in the properties of isomers relate to their structural and molecular formulae

Structure and Properties of Matter

Relating Science to Technology, Society, and the Environment: assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure and properties of matter;

assess the benefits to society of technologies that are based on the principles of atomic and molecular structures (e.g., magnetic resonance imaging [MRI], infrared spectroscopy, X-ray crystallography, nuclear energy, medical applications of spectroscopy and mass spectrometry)

evaluate the benefits to society, and the impact on the environment, of specialized materials that have been created on the basis of scientific research into the structure of matter and chemical bonding (e.g., bulletproof fabric, nanotechnologies, superconductors, instant adhesives)

Developing Skills of Investigation and Communication: investigate the molecular shapes and physical properties of various types of matter;

use appropriate terminology related to structure and properties of matter, including, but not limited to: orbital, emission spectrum, energy level, photon, and dipole

use the Pauli exclusion principle, Hund's rule, and the aufbau principle to write electron configurations for a variety of elements in the periodic table

predict the shapes of simple molecules and ions (e.g., CH4, SO3, O2, H2 O, NH4 +), using the valence shell electron pair repulsion (VSEPR) model, and draw diagrams to represent their molecular shapes

predict the polarity of various chemical compounds, based on their molecular shapes and the difference in the electronegativity values of the atoms

predict the type of solid (ionic, molecular, covalent network, metallic) formed by a given substance in a chemical reaction, and describe the properties of that solid

conduct an inquiry to observe and analyse the physical properties of various substances (e.g., salts, metals) and to determine the type of chemical bonding present in each substance

Understanding Basic Concepts: demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances.

explain how experimental observations and inferences made by Ernest Rutherford and Niels Bohr contributed to the development of the planetary model of the hydrogen atom

describe the electron configurations of a variety of elements in the periodic table, using the concept of energy levels in shells and subshells, as well as the Pauli exclusion principle, Hund's rule, and the aufbau principle

identify the characteristic properties of elements in each of the s, p, and d blocks of the periodic table, and explain the relationship between the position of an element in the periodic table, its properties, and its electron configuration

explain how the physical properties of a solid or liquid (e.g., solubility, boiling point, melting point, melting point suppression, hardness, electrical conductivity, surface tension) depend on the particles present and the types of intermolecular and intramolecular forces (e.g., covalent bonding, ionic bonding, Van der Waals forces, hydrogen bonding, metallic bonding)

describe a Canadian contribution to the field of atomic and molecular theory (e.g., the work of Richard F.W. Bader of McMaster University on electronic density in small molecules; the work of Robert J. LeRoy of the University of Waterloo on the mathematical technique to determine the atomic radius of molecules known as the LeRoy Radius; the work of Ronald J. Gillespie of McMaster University on the VSEPR model)

Energy Changes and Rates of Reaction

Relating Science to Technology, Society, and the Environment: analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment;

analyse some conventional and alternative energy technologies (e.g., fossil fuel-burning power plants, hydro-powered generators, solar panels, wind turbines, fuel cells), and evaluate them in terms of their efficiency and impact on the environment

calculate the heat of reaction for a formation reaction, using a table of standard enthalpies of formation and applying Hess's law

plan and conduct an inquiry to determine how various factors (e.g., change in temperature, addition of a catalyst, increase in surface area of a solid reactant) affect the rate of a chemical reaction

analyse the conditions (e.g., temperature, pressure, presence of a catalyst) required to maximize the efficiency of some common natural or industrial chemical reactions (e.g., decomposition, combustion, neutralization), and explain how the improved efficiency of the reaction contributes to environmental sustainability

Developing Skills of Investigation and Communication: investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems;

use appropriate terminology related to energy changes and rates of reaction, including, but not limited to: enthalpy, activation energy, endothermic, exothermic, potential energy, and specific heat capacity

write thermochemical equations, expressing the energy change as a ?H value or as a heat term in the equation

solve problems involving analysis of heat transfer in a chemical reaction, using the equation Q = mc?T (e.g., calculate the energy released in the combustion of an organic compound, and express the results in energy per mole of fuel [J/mol])

plan and conduct an inquiry to calculate, using a calorimeter, the heat of reaction of a substance (e.g., the heat of solution of ammonium nitrate, or of combustion of a hydrocarbon), compare the actual heat of reaction to the theoretical value, and suggest sources of experimental error

solve problems related to energy changes in a chemical reaction, using Hess's law

conduct an inquiry to test Hess's law (e.g., measure heats of reaction from the combustion of magnesium, and combine them to yield the ?H value of the reaction)

Understanding Basic Concepts: demonstrate an understanding of energy changes and rates of reaction

compare the energy changes resulting from physical change (e.g., boiling water), chemical reactions (e.g., bleaching a stain), and nuclear reactions (e.g., fission, fusion), in terms of whether energy is released or absorbed

compare the energy change from a reaction in which bonds are formed to one in which bonds are broken, and explain these changes in terms of endothermic and exothermic reactions

explain how mass, heat capacity, and change in temperature of a substance determine the amount of heat gained or lost by the substance

state Hess's law, and explain, using examples, how it is applied to find the enthalpy changes of a reaction

explain, using collision theory and potential energy diagrams, how factors such as temperature, the surface area of the reactants, the nature of the reactants, the addition of catalysts, and the concentration of the solution control the rate of a chemical reaction

describe simple potential energy diagrams of chemical reactions (e.g., the relationships between the relative energies of reactants and products and the activation energy of the reaction)

explain, with reference to a simple chemical reaction (e.g., combustion), how the rate of a reaction is determined by the series of elementary steps that make up the overall reaction mechanism

Chemical Systems and Equilibrium

Relating Science to Technology, Society, and the Environment: analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems;

analyse the optimal conditions for a specific chemical process related to the principles of equilibrium that takes place in nature or is used in industry (e.g., the production of sulfuric acid, electrolyte balance in the human body, sedimentation in water systems)

assess the impact of chemical equilibrium processes on various biological, biochemical, and technological systems (e.g., remediation in areas of heavy metal contamination, development of gallstones, use of buffering in medications, use of barium sulfate in medical diagnosis)

Developing Skills of Investigation and Communication: investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems;

use appropriate terminology related to chemical systems and equilibrium, including, but not limited to: homogeneous, closed system, reversible reaction, equilibrium constant, equilibrium concentration, molar solubility, and buffer

predict, applying Le Châtelier’s principle or the reaction quotient for a given reaction, how various factors (e.g., changes in volume, temperature, or concentration of reactants or products in a solution) would affect a chemical system at equilibrium, and conduct an inquiry to test those predictions

conduct an inquiry to determine the value of an equilibrium constant for a chemical reaction (e.g., Keq for iron(III) thiocyanate, Ksp for calcium hydroxide, Ka for acetic acid)

solve problems related to equilibrium by performing calculations involving concentrations of reactants and products (e.g., Keq, Ksp, Ka, pH, pOH, Kp, Kb) [AI]

solve problems related to acid-base equilibrium, using acid�base titration data and the pH at the equivalence point

Understanding Basic Concepts

explain the concept of dynamic equilibrium, using examples of physical and chemical equilibrium systems (e.g., liquid-vapour equilibrium, weak electrolytes in solution, reversible chemical reactions)

explain the concept of chemical equilibrium and how it applies to the concentration of reactants and products in a chemical reaction at equilibrium

explain Le Châtelier’s principle and how it applies to changes to a chemical reaction at equilibrium

identify common equilibrium constants, including Keq, Ksp, Kw, Ka, Kb, and Kp, and write the expressions for each

use the ionization constant of water (Kw) to calculate pH, pOH, [H3O+], and [OH– ] for chemical reactions

explain the Brønsted-Lowry theory of acids and bases

compare the properties of strong and weak acids, and strong and weak bases, using the concept of dynamic equilibrium

describe the chemical characteristics of buffer solutions

Electrochemistry

Relating Science to Technology, Society, and the Environment: analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment;

assess, on the basis of research, the viability of using electrochemical technologies as alternative sources of energy (e.g., fuel cells for emergency power generation or as power sources in remote locations), and explain their potential impact on society and the environment

analyse health and safety issues involving electrochemistry (e.g., corrosion of metal pipes in drinking water systems)

Developing Skills of Investigation and Communication: investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms;

use appropriate terminology related to electrochemistry, including, but not limited to: half-reaction, electrochemical cell, reducing agent, oxidizing agent, redox reaction, and oxidation number

conduct an inquiry to analyse, in qualitative terms, an oxidation-reduction (redox) reaction

write balanced chemical equations for oxidation-reduction reactions, using various methods including oxidation numbers of atoms and the half-reaction method of balancing

build a galvanic cell and measure its cell potential

analyse the processes in galvanic cells, and draw labelled diagrams of these cells to show the oxidation or reduction reaction that occurs in each of the half-cells, the direction of electron flow, the electrode polarity (anode and cathode), the cell potential, and the direction of ion movement

predict the spontaneity of redox reactions, based on overall cell potential as determined using a table of standard reduction potentials for redox half-reactions

Understanding Basic Concepts: demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.

explain redox reactions in terms of the loss and gain of electrons and the associated change in oxidation number

identify the components of a galvanic cell, and explain how each component functions in a redox reaction

describe galvanic cells in terms of oxidation and reduction half-cells whose voltages can be used to determine overall cell potential

explain how the hydrogen half-cell is used as a standard reference to determine the voltages of another half-cell

explain some applications of electrochemistry in common industrial processes (e.g., in refining metals such as aluminum and zinc; in the production of hydrogen)

explain the corrosion of metals in terms of an electrochemical process, and describe some common corrosion-inhibiting techniques (e.g., painting, galvanizing, cathodic protection)

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric (e.g., SI and imperial units), symbolic, and graphic modes of representation (e.g., use appropriate time scales when representing geological time, or appropriate units to represent astronomical distances

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., hand lens, spectrographs, rock hammers) and materials (e.g., star charts, geological maps, mineral identification kits), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory and field work practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials (e.g., following safety procedures when collecting samples; using materials safely when identifying minerals and rocks); and by using appropriate personal protection (e.g., wearing safety goggles when testing rock or mineral samples; using proper protective eyewear when observing the sun)

conduct inquiries, controlling relevant variables, and adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate observations and data from laboratory and other sources (e.g., field work), and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources (e.g., personal communication), using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers and Canadian contributions related to the fields of science under study

identify and describe a variety of careers related to the field of science under study (e.g., astronomer, paleontologist, astrophysicist, geologist, professor, planetarium curator) and the education and training necessary for these careers

describe the contributions of scientists, including Canadian scientists (e.g., Alice Wilson, George M. Dawson, Thomas Edvard Krogh, William E. Logan, Richard Bond, Helen Sawyer Hogg, Joseph B. Tyrrell), to the fields under study

Astronomy (Science of the Universe)

Relating Science to Technology, Society, and the Environment: analyse the development of technologies that have contributed to our understanding of the universe, and evaluate the impact of milestones in astronomical theory or knowledge on the scientific community;

analyse a major milestone in astronomical knowledge or theory (e.g., the discovery of the red shift in the spectra of galaxies; the knowledge gathered from the particle accelerator experiments at CERN in Switzerland), and explain how it revolutionized thinking in the scientific community

analyse why and how a particular technology related to astronomical research was developed and how it has been improved over time (e.g., the evolution from optical to radio telescopes and to the Hubble telescope)

Developing Skills of Investigation and Communication: investigate and analyse the properties of the universe, particularly the evolution and properties of stars, in both qualitative and quantitative terms;

use appropriate terminology related to astronomy, including, but not limited to: Doppler effect, electromagnetic radiation, protostar, celestial equator, ecliptic, altitude and azimuth, and right ascension and declination

locate observable features of the night sky using star charts, computer models, or direct observation, and record the location of these features using astronomical terms (e.g., celestial equator, ecliptic) and systems (e.g., altitude and azimuth, right ascension and declination)

analyse spectroscopic data mathematically or graphically to determine various properties of stars (e.g., determine surface temperature from peak wavelength using Wein's law; predict chemical composition from spectral absorption lines; determine motion using the Doppler effect)

use the Hertzsprung-Russell diagram to determine the interrelationships between the properties of stars (e.g., between mass and luminosity, between colour and luminosity) and to investigate their evolutionary pathways

investigate, in quantitative terms, properties of stars, including their distance from Earth (using the parallax method), surface temperature, absolute magnitude, and luminosity

investigate, using photographs or diagrams, the basic features of different types of galaxies (e.g., elliptical, spiral, barred spiral, irregular, peculiar), including the Milky Way

Understanding Basic Concepts: demonstrate an understanding of the origin and evolution of the universe, the principal characteristics of its components, and techniques used to study those components

describe the theoretical and evidential underpinnings of the big bang theory (e.g., the theory that cosmic microwave background radiation is an echo of the big bang; physical evidence of the mass of the universe, and the relationship between mass and gravity) and their implications for the evolution of the universe

explain the scale of distances between celestial bodies (e.g., with reference to astronomical units, light years, and parsecs) and the methods astronomers use to determine these distances (e.g., stellar parallax, cepheid variables)

describe the characteristics of electromagnetic radiation (e.g., the relationship between wavelength, frequency, and energy) and the ways in which each region of the electromagnetic spectrum is used in making astronomical observations (e.g., X-rays in the search for black holes; infrared radiation to see through interstellar dust)

explain how stars are classified on the basis of their surface temperature, luminosity, and chemical composition

explain, with reference to a specific star (e.g., Rigel, Sirius, Arcturus), how astronomers use techniques to determine the properties of stars (e.g., mass, diameter, magnitude, temperature, luminosity)

describe the sequence of events in the life cycle of a star, from its formation to the main sequence phase and beyond, with specific reference to energy sources and forces involved

explain the relationship between the type of death of a star and the star's initial mass (e.g., a star with a low mass will form a planetary nebula and a white dwarf)

Planetary Science (Science of the Solar System)

Relating Science to Technology, Society, and the Environment: analyse political, economic, and environmental issues related to the exploration and study of the solar system, and how technology used in space exploration can be used in other areas of endeavour;

analyse political considerations related to, and economic and environmental consequences (actual and/or potential) of, exploration of the solar system (e.g., political pressures underlying the original Space Race; the ability to monitor environmental conditions from space)

analyse, on the basis of research, a specific technology that is used in space exploration and that has applications in other areas of research or in the environmental sector (e.g., Canadian satellites and robotics, spacecraft technologies, ground base and orbital telescopes, devices to mitigate the effects of the space environment on living organisms), and communicate their findings

Developing Skills of Investigation and Communication: investigate features of and interactions between bodies in the solar system, and the impact of these features and interactions on the existence of life;

use appropriate terminology related to planetary science, including, but not limited to: solar system, geocentric, heliocentric, geodesy, geosynchronous, eccentricity, apogee, aphelion, perigee, and perihelion

identify geological features and processes that are common to Earth and other bodies in the solar system (e.g., craters, faults, volcanic eruptions), and create a model or illustration to show these features, using data and images from satellites and space probes

use an inquiry or research process to investigate the effects of various forms of radiation and high-energy particles on bodies, organisms, and devices within the solar system (e.g., the effects of cosmic rays on atmospheric phenomena, of ultraviolet light on human and animal eyes and skin, of solar wind on radio communi

investigate the ways in which interactions between solid bodies have helped to shape the solar system, including Earth (e.g., the accretion of minor bodies, the formation of moons, the formation of planetary rings)

investigate the properties of Earth that protect life from hazards such as radiation and collision with other bodies (e.g., Earth's orbital position helps protect it from asteroids, some of which are deflected by the Jovian planets; Earth's magnetic field protects the planet from solar wind; atmospheric ozone minimizes incoming ultraviolet radiation)

investigate techniques used to study and understand objects in the solar system (e.g., the measurement of gravitational pull on space probes to determine the mass of an object, the use of spectroscopy to study atmospheric compositions, the use of the global positioning system to track plate movement and tectonic activity from space)

Understanding Basic Concepts; demonstrate an understanding of the internal (geological) processes and external (cosmic) influences operating on bodies in the solar system.

explain the composition of the solar system (e.g., the sun, terrestrial inner planets, the asteroid belt, gas giant outer planets, the Kuiper belt, the scattered disc, the heliopause, the Oort cloud), and describe the characteristics of each component

identify and explain the classes of objects orbiting the sun (e.g., planets, dwarf planets, small solar system bodies

explain the formation of the solar system with reference to the fundamental forces and processes involved (e.g., how gravitational force led to the contraction of the original solar nebula)

identify the factors that determined the properties of bodies in the solar system (e.g., differences in distance from the sun result in temperature variations that determine whether substances on a planet, moon, or other body are solid or gaseous)

identify and explain the properties of celestial bodies within or beyond the solar system, other than Earth, that might support the existence of life (e.g., the possible existence of liquid water on Europa; the proximity of a body to its host star)

compare Earth with other objects in the solar system with respect to properties such as mass, size, composition, rotation, magnetic field, and gravitational field

identify Kepler's laws, and use them to describe planetary motions (e.g., the shape of their orbits; differences in their orbital velocity)

identify Newton's laws, and use them to explain planetary motion

describe the major external processes and phenomena that affect Earth (e.g., radiation and particles from the “quiet” and “active” sun; cosmic rays; gravity of the sun and moon; asteroidal and cometary debris, including their force, energy, and matter)

Recording Earth's Geological History

Relating Science to Technology, Society, and the Environment: analyse, with reference to geological records, the relationship between climate, geology, and life on Earth, and evaluate contributions to our understanding of changes in Earth systems over geological time;

analyse the relationship between climate and geology, and, using geological records, assess the impact of long-term climate change on life on Earth

evaluate the significance of contributions, including Canadian contributions, to our understanding of geological time and of changes in Earth systems over time (e.g., the contributions of Raymond A. Price; the Canadian contribution to the development of Landsat)

Developing Skills of Investigation and Communication: investigate geological evidence of major changes that have occurred during Earth�s history, and of the various processes that have contributed to these changes;

use appropriate terminology related to Earth and its geological history, including, but not limited to: Milankovitch cycles, era, epoch, period, parent isotope, hot spot, paleomagnetism, and index fossil

use a research process to investigate the geological history of an area in Ontario (e.g., use a sequence diagram, geological maps showing main geological units or associated rock types, and/or surficial/bedrock geology maps to investigate the Oak Ridges Moraine or Niagara Escarpment)

investigate various types of preserved geological evidence of major changes that have taken place in Earth history (e.g., fossil evidence of mass extinctions, topographic evidence of past glaciations, evidence of plate movement in igneous rocks with magnetic reversals)

produce a model or diagram to illustrate how geological time scales compare to human time scales (e.g., major events in Earth's geological history or the geological history of their region compared to major events in human history or students' own lifespans)

produce diagrams to illustrate the development of various types of unconformities preserved in a sequence of strata (e.g., angular unconformity, disconformity, nonconformity)

design and build a model to represent radioactive decay and the concept of half-life determination

investigate interactions over time between physical, chemical, and biological processes, and explain how they have affected environmental conditions throughout Earth's geological history (e.g., the impact of increasing amounts of atmospheric oxygen on stromatolites; the impact of increasing amounts of atmospheric carbon dioxide on global warming; the influence of plants on the water cycle, other life forms, the atmosphere, weathering, and erosion)

Understanding Basic Concepts: demonstrate an understanding of how changes to Earth's surface have been recorded and preserved throughout geological time and how they contribute to our knowledge of Earth's history.

describe evidence for the evolution of life through the Proterozoic, Paleozoic, Mesozoic, and Cenozoic eras, using important groups of fossils that date from each era (e.g., stromatolites, trilobites, brachiopods, crinoids, fish, angiosperms, gymnosperms, dinosaurs, mammals)

describe various kinds of evidence that life forms, climate, continental positions, and Earth's crust have changed over time (e.g., evidence of mass extinction, of past glaciations, of the existence of Pangaea and Gondwanaland)

describe some processes by which fossils are produced and/or preserved (e.g., original preservation, carbonization, replacement, permineralization, mould and cast formations)

compare and contrast relative and absolute dating principles and techniques as they apply to natural systems (e.g., the law of superposition; the law of cross-cutting relationships; varve counts; carbon-14 or uranium-lead dating)

identify and describe the various methods of isotopic age determination, giving for each the name of the isotope, its half-life, its effective dating range, and some of the materials that it can be used to date (e.g., uranium-lead dating of rocks; carbon dating of organic materials)

explain the influence of paradigm shifts (e.g., from uniformitarianism to catastrophism) in the development of geological thinking

explain the different types of evidence used to determine the age of Earth (e.g., index fossils; evidence provided by radiometric dating of geological materials or lithostratigraphy) and how this evidence has influenced our understanding of the age of the planet

Earth Materials

Relating Science to Technology, Society, and the Environment: analyse technologies used to explore for and extract Earth materials, and assess the economic and environmental impact of the exploitation of such materials;

assess the direct and indirect impact on local, provincial/regional, or national economies of the exploration for and extraction and refinement/processing of Earth materials (e.g., gold, uranium, sand, gravel, dimension stone, fossil fuels)

analyse technologies and techniques used to explore for and extract natural resources, and assess their actual or potential environmental repercussions

Developing Skills of Investigation and Communication: investigate the properties of minerals and characteristics of rocks, including those in their local area;

use appropriate terminology related to Earth materials, including, but not limited to: geothermal vents, porosity, permeability, cleavage, fracture, cementation, evaporite, and foliation

investigate the properties of various Earth materials (e.g., density, conductivity, porosity; whether they are magnetic or radioactive), and explain how these properties affect how the materials are used and what technologies and techniques are used to explore for or extract them (e.g., radiometric instruments, electromagnetic or gravity surveys)

conduct a series of tests (e.g., hardness, streak, density) to identify and classify common minerals (e.g., quartz, calcite, potassium feldspar, plagioclase feldspar, muscovite, biotite, talc, graphite, hornblende)

investigate common igneous rocks (e.g., granite, obsidian, andesite, basalt, gabbro), using a hand lens, classify them on the basis of their texture (e.g., porphyritic, phaneritic, aphanitic) and composition (e.g., acid, intermediate, basic), and use this information to determine their origins (i.e., extrusive or intrusive)

investigate sedimentary rocks (e.g., conglomerate, breccia, sandstone, shale, limestone, dolostone, chert, gypsum, rock salt, coal), using a hand lens, classify them on the basis of their texture (e.g., coarse- or fine-grained, detrital) and composition (e.g., clastic, chemical, fossil inclusions), and use this information to determine their origin (e.g., clastic, chemical)

investigate metamorphic rocks (e.g., slate, phyllite, schist, gneiss, quartzite, marble), using a hand lens, and classify them on the basis of their characteristics (e.g., foliation, crystallinity) in order to identify their parent rock and the temperature, pressure, and chemical conditions at their formation

investigate a geological setting in their local area (e.g., a river/stream bed or lakeshore; a rock outcrop), and identify and classify rock samples collected from that area

plan and conduct an inquiry to investigate the factors that determine the size and form of mineral crystals (e.g., the temperature of the solution, the type of salt, the level of saturation, the temperature of slides containing melted salol)

Understanding Basic Concepts: demonstrate an understanding of the properties of minerals and the formation and characteristics of rocks.

identify the physical and chemical properties of selected minerals, and describe the tests used to determine these properties

describe the formation (i.e., intrusive or extrusive) and identify the distinguishing characteristics of igneous rocks (e.g., composition and eruption type; mineralogical content indicating the type of volcano in which a rock was formed)

describe the formation of clastic and chemical sediments, and the characteristics of the corresponding sedimentary rocks (e.g., shape and size of particles, nature of their deposition)

describe the different ways in which metamorphic rocks are formed (i.e., through changes in temperature, pressure, and chemical conditions) and the factors that contribute to their variety (e.g., variation in parent rock; regional or contact metamorphism)

describe the role of Earth materials in the safe disposal of industrial and urban waste and toxic materials (e.g., the low permeability of clays makes them suitable material for barriers in waste disposal sites)

Geological Processes

Relating Science to Technology, Society, and the Environment: analyse technological developments that have increased our knowledge of geological processes and structures, and how this knowledge assists in monitoring and managing these processes and structures;

evaluate the accuracy and reliability of technological methods of monitoring and predicting earthquakes, tsunamis, and volcanic eruptions

analyse developments in technology (e.g., sonar, seismology, magnetometers) or Earth science endeavours (e.g., Lithoprobe, Geosat, Ocean Drilling Program) that have contributed to our understanding of Earth's interior, crust, and surface

analyse the relationship between human activities and various geological structures and processes (e.g., the relationship between the location of deposits and the extraction/use of resources; the relationship between urban development and/or building codes and the probability of earthquakes or volcanic activity), and propose ways in which the relationships can be effectively or sustainably managed

Developing Skills of Investigation and Communication: investigate, through the use of models and analysis of information gathered from various sources, the nature of internal and surficial Earth processes, and the ways in which these processes can be quantified;

use appropriate terminology related to geological processes, including, but not limited to: shear forces, compression forces, liquifaction, Benioff zone, aquifer, internal plastic flow, basal slip, midoceanic ridge, bedding, cross-cutting, isostasy, and lithification

investigate the difference between weathering and erosion (e.g., weathering occurs when the edge of a riverbank disintegrates from the force of the water; erosion occurs when the water transports the soil downstream), and construct models of the processes of physical, chemical, and biological weathering (e.g., tap water dripping on a bar of soap; vinegar dripping on a marble chip; dried beans soaking in a sealed plastic jar)

produce a model showing simple sedimentary sequences (e.g., successive layering, sorted sequences), using block diagrams or threedimensional models (e.g., layering as sand settles in an aquarium)

investigate, through laboratory inquiry or computer simulation, the main types of seismic waves, and produce a model (e.g., using 3D block diagrams or springs and ropes) to illustrate for each the nature of its propagation, the transfer of energy, and its movement through rocks

locate the epicentre of an earthquake, given the appropriate seismographic data (e.g., the travel-time curves to three recording stations for a single event)

produce a scale model (e.g., a 3D block diagram) of the interior of Earth, differentiating between the layers and their characteristics (e.g., label cross-sections with the dimensions of the crust, mantle, and inner and outer core, and add travel-time curves for various seismic waves to provide data on the characteristics of the individual layers)

design and test models that show the types (i.e., falls, slides, or flows) and causes (e.g., effect of gravity [angle of repose], water content, earthquakes) of mass wasting

analyse information from a plan view (e.g., topographic map, air photo, geologic map) and sectional view (e.g., cross section, block diagram) in order to deduce the geologic history of an area

Understanding Basic Concepts: demonstrate an understanding of the processes at work within Earth and on its surface, and the role of these processes in shaping Earth's surface.

describe the types of boundaries (convergent, divergent, transform) between lithospheric plates, and explain the types of internal Earth processes occurring at each (e.g., subduction, divergence, convergence, hot spot activity, folding, faulting)

describe the characteristics of the main types of seismic waves (i.e., P- and S-waves; R- and L-waves), and explain the different modes of travel, travel times, and types of motion associated with each

compare qualitative and quantitative methods used to measure earthquake intensity and magnitude (e.g., the Mercalli Scale, the Richter Scale)

explain how different erosional processes contribute to changing landscapes (e.g., channel erosion, mass-wasting events)

identify and describe types of sediment transport (e.g., water, wind, glacial) and the types of load (i.e., dissolved load, suspended load, bed load) as sediment is moved by each type of transport

describe the landforms produced by water, wind, or ice erosion

describe the sedimentary structures formed by wind, water, or ice deposition

identify major areas of tectonic activity in the world by plotting the location of major recorded earthquakes and active volcanoes on a map, and distinguish the areas by type of tectonic activity (e.g., Japan – convergent boundary; Iceland – divergent boundary; California – transform boundary)

explain the processes of continuous recycling of major rock types (i.e., the rock cycle) throughout Earth history

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric (e.g., SI and imperial units), symbolic, and graphic modes of representation (e.g., free-body diagrams, algebraic equations)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., electronic probes, pendulums, cylinders) and materials (e.g., motion carts, magnets, simple machines), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection (e.g., personal protective equipment when carrying out fluids experiments)

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data; solve problems using quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., alternative energy advocate, sustainable energy technician, electrician, mechanic) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Elijah McCoy, Jaisel Vadgama, Gerald Vincent Bull, Elizabeth Cannon, Richard Marceau, Normand C. Beaulieu), to the fields under study

Motion and Its Applications

Relating Science to Technology, Society, and the Environment: analyse selected technologies that are used to move objects or track their motion, and evaluate their impact on society and the environment, including their contribution to scientific knowledge;

analyse the design and uses of a transportation technology (e.g., snowmobiles, automobiles, motorized personal water craft), and evaluate its social and environmental impact, including the impact on risk behaviour and accident rates

analyse how technologies are used to track the motion of objects, and outline various kinds of scientific knowledge gained through the use of such technologies (e.g., data on animal populations and migrations, on changes in ocean currents related to global warming, on the behaviour of celestial objects)

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, the linear uniform and non-uniform motion of objects, and solve related problems;

use appropriate terminology related to motion, including, but not limited to: distance, displacement, position, speed, acceleration, instantaneous, force, and net force

conduct an inquiry to measure gravitational acceleration, and calculate the percentage error of the experimental value

plan and conduct investigations to measure distance and speed for objects moving in one dimension in uniform motion

plan and conduct investigations to measure constant acceleration for objects moving in one dimension

draw distance-time graphs, and use the graphs to calculate average speed and instantaneous speed of objects moving in one dimension

draw speed-time graphs, and use the graphs to calculate average acceleration and distance of objects moving in one dimension

solve simple problems involving onedimensional average speed (vav), distance (?d), and elapsed time (?t), using the algebraic equation vav = ?d/?t [AI]

solve simple problems involving onedimensional average acceleration (aav), change in speed (Δv), and elapsed time (Δt) using the algebraic equation aav = Δv/Δt [AI]

plan and conduct an inquiry to determine the relationship between the net force acting on an object and its acceleration in one dimension

analyse, in quantitative terms, the forces acting on an object, and use free-body diagrams to determine net force and acceleration of the object in one dimension

Understanding Basic Concepts: demonstrate an understanding of different kinds of motion and the relationships between speed, acceleration, displacement, and distance.

distinguish between constant, instantaneous, and average speed, and give examples of each involving uniform and non-uniform motion

describe the relationship between onedimensional average speed (vav), distance (Δd), and elapsed time (Δt)

describe, in quantitative terms, the relationship between one-dimensional average acceleration (aav), change in speed (Δv), and elapsed time (Δt)

state Newton's laws, and apply them qualitatively and quantitatively to explain the motion of an object in one dimension

explain the relationship between the acceleration of an object and the net unbalanced force acting on that object

Mechanical Systems

Relating Science to Technology, Society, and the Environment: analyse common mechanical systems that use friction and applied forces, and evaluate their effectiveness in meeting social or environmental challenges;

analyse advantages and disadvantages of friction within mechanical systems in real-world situations, as well as methods used to increase or reduce friction in these systems (e.g., advantages of, and methods for increasing, friction on the surface of car tires and the soles of hiking boots; disadvantages of, and methods for reducing, friction between moving parts of artificial joints)

evaluate, on the basis of research, the effectiveness of a common mechanical system in addressing a social or environmental challenge (e.g., prosthetic devices, bathtub lifts, high-efficiency heating and cooling systems)

Developing Skills of Investigation and Communication: investigate forces, torque, work, coefficients of friction, simple machines, and mechanical advantage, and interpret related data

use appropriate terminology related to mechanical systems, including, but not limited to: coefficients of friction, torque, mechanical advantage, work input, and work output

analyse, in qualitative and quantitative terms, the forces (e.g., gravitational, frictional, and normal forces; tension) acting on an object in one dimension, and describe the resulting motion of the object

use an inquiry process to determine the factors affecting static and kinetic friction, and to determine the corresponding coefficient of friction between an everyday object and the surface with which it is in contact

use an inquiry process to determine the relationships between force, distance, and torque for the load arm and effort arm of lever

solve problems involving torque, force, loadarm length, and effort-arm length as they relate to the three classes of levers

investigate, in quantitative terms, common machines (e.g., a bicycle, a can opener, a piano) with respect to input and output forces and mechanical advantage

construct a simple or compound machine, and determine its mechanical advantage (e.g., a pulley, a mobile, a can crusher, a trebuchet)

Understanding Basic Concepts: demonstrate an understanding of concepts related to forces and mechanical advantage in relation to mechanical systems

identify and describe, in quantitative and qualitative terms, applications of various types of simple machines (e.g., wedges, screws, levers, pulleys, gears, wheels and axles)

explain the operation and mechanical advantage of compound machines and biomechanical systems (e.g., block-and-tackle, winch, chainand-sprocket systems; the human leg, arm)

explain, with reference to force and displacement, the conditions necessary for work to be done

explain the concept of mechanical advantage

Electricity and Magnetism

Relating Science to Technology, Society, and the Environment: analyse the development of selected electrical and electromagnetic technologies, and evaluate their impact on society and the environment;

evaluate, on the basis of research, the impact on society and the environment of the evolution of an electrical technology (e.g., electric cars or buses, electric appliances)

assess the impact of an electromagnetic technology that is used for the benefit of society or the environment (e.g., devices for diagnosing and treating diseases, technologies for treating seeds to increase the rate of germination)

Developing Skills of Investigation and Communication: investigate real and simulated mixed direct current circuits and the nature of magnetism and electromagnetism, and analyse related data;

use appropriate terminology related to electricity and magnetism, including, but not limited to: direct current, alternating current, electrical potential difference, resistance, power, energy, permanent magnet, electromagnet, magnetic field, motor principle, and electric motor

construct real and simulated mixed direct current (DC) circuits (i.e., parallel, series, and mixed circuits), and analyse them in quantitative terms to test Kirchhoff's laws

analyse, in quantitative terms, real or simulated DC circuits and circuit diagrams, using Ohm's law and Kirchhoff's laws

conduct an inquiry to determine the magnetic fields produced by a permanent magnet, a straight current-carrying conductor, and a solenoid, and illustrate their findings

conduct an inquiry to determine the direction of the magnetic field of a straight current-carrying conductor or solenoid

conduct an inquiry to determine the direction of the forces on a straight current-carrying conductor that is placed in a uniform magnetic field

construct, or deconstruct and explain the components of, a basic electric device (e.g., a DC motor, a water-level detector)

Understanding Basic Concepts: demonstrate an understanding of the basic principles of electricity and magnetism.

compare and contrast the behaviour and functions of series, parallel, and mixed DC circuits

compare and contrast direct current and alternating current (AC) in qualitative terms (e.g., the difference between DC and AC motors), and describe situations in which each is used

state Kirchhoff's laws and Ohm's law, and use them to explain, in quantitative terms, direct current, potential difference, and resistance in mixed circuit diagrams

identify and explain safety precautions related to electrical circuits in the school, home, and workplace (e.g., the importance of turning off the current before performing electrical repairs; the reasons for grounding circuits; how to safely replace spent fuses; the use of double insulated tools and appliance circuit breakers)

describe, with the aid of an illustration, the magnetic field produced by permanent magnets (bar and U-shaped) and electromagnets (straight conductor and solenoid)

explain the law of magnetic poles

distinguish between conventional current and electron flow

state Oersted's principle, and apply the right-hand rule to explain the direction of the magnetic field produced when electric current flows through a long, straight conductor and through a solenoid

state the motor principle, and use the righthand rule to explain the direction of the force experienced by a conductor

explain, using diagrams, the components and operation of a DC electric motor

Energy Transformations

Relating Science to Technology, Society, and the Environment: evaluate the impact on society and the environment of energy-transformation technologies, and propose ways to improve the sustainability of one such technology;

analyse an energy-transformation technology (e.g., wind turbines, refrigerators, telephones, steam engines, coal-fired electrical plants), and evaluate its impact on society and the environment

propose a course of practical action to improve the sustainability of an energy-transformation technology (e.g., solar panels, internal combustion engines, fuel cells, air conditioners)

Developing Skills of Investigation and Communication: investigate energy transformations and the law of conservation of energy, and solve related problems;

use appropriate terminology related to energy and energy transformations, including, but not limited to: work, gravitational potential energy, kinetic energy, chemical energy, energy transformations, and efficiency

use the law of conservation of energy to solve problems involving gravitational potential energy, kinetic energy, and thermal energy

construct a simple device that makes use of energy transformations (e.g., a pendulum, a roller coaster), and use it to investigate transformations between gravitational potential energy and kinetic energy

design and construct a complex device that integrates energy transformations (e.g., a mousetrap vehicle, an "egg-drop" container, a wind turbine), and analyse its operation in qualitative and quantitative terms

investigate a simple energy transformation (e.g., the use of an elastic band to propel a miniature car), explain the power and output, and calculate the energy

Understanding Basic Concepts: demonstrate an understanding of diverse forms of energy, energy transformations, and efficiency.

describe and compare various types of energy and energy transformations (e.g., transformations related to kinetic, sound, electric, chemical, potential, mechanical, nuclear, and thermal energy)

explain the energy transformations in a system (e.g., a toy, an amusement park ride, a skydiver suspended from a parachute), using principles related to kinetic energy, gravitational potential energy, conservation of energy, and efficiency

describe, with the aid of diagrams, the operation of selected energy-transformation technologies (e.g., wind turbines, photoelectric cells, heat engines)

compare the efficiency of various systems that produce electricity (e.g., wind farms, hydroelectric generators, solar panels), using the law of conservation of energy, and outlining the transformations, transmissions, and energy losses involved

describe a variety of renewable and nonrenewable sources of energy (e.g., solar energy, fossil fuels, hydroelectric energy, energy generated from biomass), and identify the strengths and weaknesses of each

Hydraulic and Pneumatic Systems

Relating Science to Technology, Society, and the Environment: analyse the development of technological applications related to hydraulic and pneumatic systems, and assess some of the social and environmental effects of these systems;

research the historical development of a pneumatic or hydraulic system used in a specific technology (e.g., the hydraulic system in aircraft or other vehicles or in precision machining; the pneumatic system in an air motor or robotics), analyse the original design, and determine why the technology was developed and how it has been improved

analyse some of the social and economic consequences of the use of robotic systems for different kinds of operations (e.g., in the manufacturing of computers, for lifting and manoeuvring heavy objects on assembly lines, for handling hazardous materials, for activities under water and in space)

Developing Skills of Investigation and Communication: investigate fluid statics, fluid dynamics, and simple hydraulic and pneumatic systems;

use appropriate terminology related to hydraulic and pneumatic systems, including, but not limited to: density, atmospheric pressure, absolute pressure, laminar flow, turbulent flow, static pressure, pressure, volume, and flow rate

draw simple hydraulic or pneumatic circuits

use an inquiry process to determine factors that affect the static pressure head in fluids, compare theoretical and empirical values, and account for discrepancies

conduct a laboratory inquiry or computer simulation to demonstrate Pascal's principle

use an inquiry process to determine the relationships between force, area, pressure, volume, and time in a hydraulic or pneumatic system (e.g., a hydraulic bottle rocket, a twocylinder circuit using small plastic syringes filled with air or water)

solve problems related to the relationships between force, area, pressure, volume, and time in hydraulic and pneumatic systems (e.g., the force exerted on the wheel of a motor vehicle by the hydraulically operated brake pad; the time required for a robotic system to complete one cycle of operation)

design and construct a hydraulic or pneumatic system (e.g., a braking system for a car, a clamping device, a model of a crane), solving problems as they arise, and evaluate the system with respect to mechanical advantage and efficiency

conduct an inquiry to demonstrate Bernoulli's principle (e.g., using a wind tunnel or Venturi tube, suspending a table tennis ball in an air current, blowing between pieces of paper)

Understanding Basic Concepts: demonstrate an understanding of the scientific principles related to fluid statics, fluid dynamics, and hydraulic and pneumatic systems

identify factors affecting static pressure head (e.g., variations in Earth's atmosphere), analyse static pressure head in quantitative terms, and explain its effects in liquids and gases

state Pascal's principle, and explain its applications in the transmission of forces in fluid systems

describe common components used in hydraulic and pneumatic systems (e.g., cylinders, valves, motors, fluids, hoses, connectors, pumps, reservoirs), and explain their function

describe factors affecting laminar flow, and explain how the design of an item or organism (e.g., cars, boats, planes, turbine blades, propellers, golf balls, swimsuits, sharks) responds to these factors

state Bernoulli's principle, and explain some of its applications (e.g., spray atomizers, propellers, spoilers on racing cars, turbine blades in jet engines)

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric (e.g., SI and imperial units), symbolic, and graphic modes of representation (e.g., vector diagrams, freebody diagrams, vector components, and algebraic equations)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., pendulums, springs, ripple tanks, lasers) and materials (e.g., sliding blocks, inclined planes), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and quantitative data; solve problems involving quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., laser optics researcher, geoscientist, photonics researcher, aerospace engineer) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Elizabeth MacGill, Pierre Coulombe, Allan Carswell, Gerhard Herzberg), to the fields under study

Dynamics

Relating Science to Technology, Society, and the Environment: analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies' social and environmental impact;

analyse a technological device that applies the principles of linear or circular motion (e.g., a slingshot, a rocket launcher, a race car, a trebuchet)

assess the impact on society and the environment of technological devices that use linear or circular motion (e.g., projectile weapons, centrifuges, elevators)

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems;

use appropriate terminology related to dynamics, including, but not limited to: inertial and non-inertial frames of reference, components, centripetal, period, frequency, static friction, and kinetic friction

solve problems related to motion, including projectile and relative motion, by adding and subtracting two-dimensional vector quantities, using vector diagrams, vector components, and algebraic methods

analyse, in qualitative and quantitative terms, the relationships between the force of gravity, normal force, applied force, force of friction, coefficient of static friction, and coefficient of kinetic friction, and solve related two-dimensional problems using free-body diagrams, vector components, and algebraic equations (e.g., calculate the acceleration of a block sliding along an inclined plane or the force acting on a vehicle navigating a curve)

predict, in qualitative and quantitative terms, the forces acting on systems of objects (e.g., masses in a vertical pulley system [a "dumb waiter"], a block sliding off an accelerating vehicle, masses in an inclined-plane pulley system), and plan and conduct an inquiry to test their predictions

analyse, in qualitative and quantitative terms, the relationships between the motion of a system and the forces involved (e.g., a block sliding on an inclined plane, acceleration of a B. Dynamics Overall Expectations By the end of this course, students will: B1. analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies' social and environmental impact; B2. investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems; B3. demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane. Specific Expectations 199Physics SPH4U pulley system), and use free-body diagrams and algebraic equations to solve related problems

analyse, in qualitative and quantitative terms, the forces acting on and the acceleration experienced by an object in uniform circular motion in horizontal and vertical planes, and use free-body diagrams and algebraic equations to solve related problems

conduct inquiries into the uniform circular motion of an object (e.g., using video analysis of an amusement park ride, measuring the forces and period of a tether ball), and analyse, in qualitative and quantitative terms, the relationships between centripetal acceleration, centripetal force, radius of orbit, period, frequency, mass, and speed

Understanding Basic Concepts: demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.

distinguish between reference systems (inertial and non-inertial) with respect to the real and apparent forces acting within such systems (e.g., apparent force in a rotating frame, apparent gravitational force in a vertically accelerating frame, real force pulling on the elastic of a ball-and-paddle toy)

explain the advantages and disadvantages of static and kinetic friction in situations involving various planes (e.g., a horizontal plane, a variety of inclined planes)

explain the derivation of equations for uniform circular motion that involve the variables frequency, period, radius speed, and mass

Energy and Momentum

Relating Science to Technology, Society, and the Environment: analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures;

analyse, with reference to the principles of energy and momentum, and propose practical ways to improve, a technology or procedure that applies these principles (e.g., fireworks, rocket propulsion, protective equipment, forensic analysis of vehicle crashes, demolition of buildings)

assess the impact on society and the environment of technologies or procedures that apply the principles of energy and momentum (e.g., crumple zones, safety restraints, strategic building implosion)

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems;

use appropriate terminology related to energy and momentum, including, but not limited to: work, work�energy theorem, kinetic energy, gravitational potential energy, elastic potential energy, thermal energy, impulse, change in momentum-impulse theorem, elastic collision, and inelastic collision

analyse, in qualitative and quantitative terms, the relationship between work and energy, using the work-energy theorem and the law of conservation of energy, and solve related problems in one and two dimensions

use an inquiry process to analyse, in qualitative and quantitative terms, situations involving work, gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy, in one and two dimensions (e.g., a block sliding along an inclined plane with friction; a cart rising and falling on a roller coaster track; an object, such as a mass attached to a spring pendulum, that undergoes simple harmonic motion), and use the law of conservation of energy to solve related problems

conduct a laboratory inquiry or computer simulation to test the law of conservation of energy during energy transformations that involve gravitational potential energy, kinetic energy, thermal energy, and elastic potential energy (e.g., using a bouncing ball, a simple pendulum, a computer simulation of a bungee jump) [PR

analyse, in qualitative and quantitative terms, the relationships between mass, velocity, kinetic energy, momentum, and impulse for a system of objects moving in one and two dimensions (e.g., an off-centre collision of two masses on an air table, two carts recoiling from opposite ends of a released spring), and solve problems involving these concepts

analyse, in qualitative and quantitative terms, elastic and inelastic collisions in one and two dimensions, using the laws of conservation of momentum and conservation of energy, and solve related problems

conduct laboratory inquiries or computer simulations involving collisions and explosions in one and two dimensions (e.g., interactions between masses on an air track, the collision of two pucks on an air table, collisions between spheres of similar and different masses) to test the laws of conservation of momentum and conservation of energy

Understanding Basic Concepts: demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.

describe and explain Hooke's law, and explain the relationships between that law, work, and elastic potential energy in a system of objects

describe and explain the simple harmonic motion (SHM) of an object, and explain the relationship between SHM, Hooke's law, and uniform circular motion

distinguish between elastic and inelastic collisions

explain the implications of the laws of conservation of energy and conservation of momentum with reference to mechanical systems (e.g., damped harmonic motion in shock absorbers, the impossibility of developing a perpetual motion machine)

explain how the laws of conservation of energy and conservation of momentum were used to predict the existence and properties of the neutrino

Gravitational, Electric, and Magnetic Fields

Relating Science to Technology, Society, and the Environment: analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies" social and environmental impact;

analyse the operation of a technological system that uses gravitational, electric, or magnetic fields (e.g., a home entertainment system, a computer, magnetic strips on credit cards)

assess the impact on society and the environment of technologies that use gravitational, electric, or magnetic fields (e.g., satellites used in surveillance or storm tracking, particle accelerators that provide high-energy particles for medical imaging)

Developing Skills of Investigation and Communication

use appropriate terminology related to fields, including, but not limited to: forces, potential energies, potential, and exchange particles

analyse, and solve problems relating to, Newton's law of universal gravitation and circular motion (e.g., with respect to satellite orbits, black holes, dark matter)

analyse, and solve problems involving, electric force, field strength, potential energy, and potential as they apply to uniform and non-uniform electric fields (e.g., the fields produced by a parallel plate and by point charges)

analyse, and solve problems involving, the force on charges moving in a uniform magnetic field (e.g., the force on a current-carrying conductor or a free electron)

conduct a laboratory inquiry or computer simulation to examine the behaviour of a particle in a field (e.g., test Coulomb's law; replicate Millikan's experiment or Rutherford's scattering experiment; use a bubble or cloud chamber)

Understanding Basic Concepts: demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter

identify, and compare the properties of, fundamental forces that are associated with different theories and models of physics (e.g., the theory of general relativity and the standard model of particle physics)

compare and contrast the corresponding properties of gravitational, electric, and magnetic fields (e.g., the strength of each field; the relationship between charge in electric fields and mass in gravitational fields)

use field diagrams to explain differences in the sources and directions of fields, including, but not limited to, differences between nearEarth and distant fields, parallel plates and point charges, straight line conductors and solenoids

The Wave Nature of Light

Relating Science to Technology, Society, and the Environment: analyse technologies that use the wave nature of light, and assess their impact on society and the environment;

analyse, with reference to the principles related to the wave nature of light, a technology that uses these principles (e.g., Xeon lights, spectroscopes, polarized sunglasses)

assess the impact on society and the environment of technologies that use the wave nature of light (e.g., DVDs, polarized lenses, night vision goggles, wireless networks)

Developing Skills of Investigation and Communication: investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;

use appropriate terminology related to the wave nature of light, including, but not limited to: diffraction, dispersion, wave interference, nodal line, phase, oscillate, polarization, and electromagnetic radiation [

conduct inquiries involving the diffraction and interference of waves, using ripple tanks or computer simulations

conduct inquiries involving the diffraction, refraction, polarization, and interference of light waves (e.g., shine lasers through single, double, and multiple slits; observe a computer simulation of Young's double-slit experiment; measure the index of refraction of different materials; observe the effect of crossed polarizing filters on transmitted light)

analyse diffraction and interference of water waves and light waves (e.g., with reference to two-point source interference in a ripple tank, thin-film interference, multiple-slit interference), and solve related problems

Understanding Basic Concepts: demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization

describe and explain the diffraction and interference of water waves in two dimensions

describe and explain the diffraction, refraction, polarization, and interference of light waves (e.g., reduced resolution caused by diffraction, mirages caused by refraction, polarization caused by reflection and filters, thin-film interference in soap films and air wedges, interference of light on CDs)

use the concepts of refraction, diffraction, polarization, and wave interference to explain the separation of light into colours in various situations (e.g., light travelling through a prism; light contacting thin film, soap film, stressed plastic between two polarizing filters)

describe, in qualitative terms, the production of electromagnetic radiation by an oscillating electric dipole (e.g., a radio transmitter, a microwave emitter, an X-ray emitter, electron energy transitions in an atom)

Revolutions in Modern Physics: Quantum Mechanics and Special Relativity

Relating Science to Technology, Society, and the Environment: analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can influence and/or change scientific thought and lead to the development of new technologies;

analyse the development of the two major revolutions in modern physics (e.g., the impact of the discovery of the photoelectric effect on the development of quantum mechanics; the impact of thought experiments on the development of the theory of relativity), and assess how they changed scientific thought

assess the importance of relativity and quantum mechanics to the development of various technologies (e.g., nuclear power; light sensors; diagnostic tools such as magnetic resonance imaging [MRI], computerized axial tomography [CAT], positron emission tomography

Developing Skills of Investigation and Communication: investigate special relativity and quantum mechanics, and solve related problems;

use appropriate terminology related to quantum mechanics and special relativity, including, but not limited to: quantum theory, photoelectric effect, matter waves, time dilation, and mass-energy transformation

solve problems related to the photoelectric effect, the Compton effect, and de Broglie's matter waves

solve problems related to Einstein's theory of special relativity in order to calculate the effects of relativistic motion on time, length, and mass (e.g., the half-life of cosmic ray muons, how far into the future a fast space ship would travel, the magnetic field strength necessary to keep protons in the Large Hadron Collider)

conduct a laboratory inquiry or computer simulation to analyse data (e.g., on emission spectra, the photoelectric effect, relativistic momentum in accelerators) that support a scientific theory related to relativity or quantum mechanics

Understanding Basic Concepts: demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein's theory of special relativity.

describe the experimental evidence that supports a particle model of light (e.g., the photoelectric effect, the Compton effect, pair creation, de Broglie�s matter waves)

describe the experimental evidence that supports a wave model of matter (e.g., electron diffraction)

identify Einstein's two postulates for the theory of special relativity, and describe the evidence supporting the theory (e.g., thought experiments, half lives of elementary particles, relativistic momentum in accelerators, the conversion of matter into energy in a nuclear power plant)

describe the standard model of elementary particles in terms of the characteristics of quarks, hadrons, and field particles

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., a decibel meter, spot plates, glassware, thermometers) and materials (e.g., a heat lamp, agar plates, circuit boards), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields

identify and describe a variety of careers related to the fields of science under study (e.g., chemical technician, baker, blood laboratory assistant, custodian, public works employee, cosmetologist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Lorne Trottier, David Butler-Jones, Francine Décary, Robert G.E. Murray, Susan Barr), to the fields under study

Hazards in the Workplace

Relating Science to Technology, Society, and the Environment: assess common workplace settings with respect to hazards, and analyse selected legislation that is in place to protect workers and the environment from these hazards;

assess a workplace setting, either real or simulated, with respect to hazards that could affect workers or the environment, using appropriate criteria (e.g., a checklist for a health and safety audit)

analyse and summarize the requirements of selected sections of workplace safety and/or environmental protection legislation related to a career of personal interest (e.g., regulations applying to mining in the Occupational Health and Safety Act; regulations applying to waste management in the Ontario Environmental Protection Act)

Developing Skills of Investigation and Communication: investigate the nature of workplace hazards and various ways in which workers can protect themselves from these hazards;

use appropriate terminology related to hazards in the workplace, including, but not limited to: occupational exposure limits (OEL), designated substance regulation (DSR), personal protective equipment (PPE), route of entry, controlled product, infectious material, inhalation, absorption, ingestion, injection, and exposure values

plan and conduct an inquiry to determine what factors affect rates of chemical reactions (e.g., the concentration of an acid affects its rate of reaction with metals)

investigate the effectiveness of methods used to reduce the impact of noise in the workplace (e.g., use a decibel meter to measure noise level before and after the installation of sound insulation; measure the effectiveness of earplugs at different sound levels)

investigate the effects of workers' exposure to heat or cold (e.g., the effects of industrial heat sources such as molten materials on workers in foundries and factories; the effects of seasonal heat and cold, including exposure to solar radiation, on outdoor workers in construction, landscaping, agriculture, or hydro line repair; the effects of cold on workers in refrigerated warehouses)

use a research process to investigate procedures for the safe handling of biohazardous and/or infectious materials in the workplace, and communicate their findings (e.g., create a webpage on the universal precautions for handling biological hazards; create a poster illustrating the steps for proper hand washing)

Understanding Basic Concepts: demonstrate an understanding of common biological, chemical, and physical workplace hazards.

describe the ways in which hazardous materials enter the body (i.e., ingestion, inhalation, absorption, and injection), and explain the importance of using personal protective equipment (e.g., gloves, appropriate eye wear, aprons, self-contained breathing apparatus) to avoid contamination

identify common physical hazards in the workplace (e.g., hazards posed by noise; cutting tools; electrical power lines; extreme heat and cold), and describe potentially harmful situations and practices (e.g., work at heights on unstable equipment) as well as best safety practices (e.g., properly securing ladders and scaffolding) relating to these hazards

identify common biological hazards in the workplace (e.g., bacteria, viruses, fungi), and describe potentially harmful situations and practices (e.g., improper disposal of syringes) as well as best safety practices (e.g., use of PPE such as gloves and masks) relating to these hazards

identify common chemical hazards in the workplace (e.g., oxidizers, acid and base solutions), and describe potentially harmful situations and practices (e.g., inadequate venting of fine dust particles in flour mills) as well as best safety practices (e.g., wearing goggles and a self-contained breathing apparatus when working near substances that can irritate the eyes or lungs) relating to these hazards

describe ways in which workers can address safety issues in the workplace (e.g., by reporting an unsafe condition to a supervisor; by refusing unsafe work

explain qualitatively how factors such as temperature, concentration, and the size of the opening of a container affect storage and disposal of chemicals in the workplace

Chemicals in Consumer Products

Relating Science to Technology, Society, and the Environment: analyse chemical products used in the home and workplace, and issues related to their safe and environmentally responsible use and disposal;

analyse, on the basis of research, a chemical product used in a particular profession or in the home (e.g., pool chemicals, chlorine bleach, hair dye), and prepare guidelines for safe and responsible use of the product

assess the environmental consequences of improper disposal of chemical products commonly used in the home (e.g., pouring paint down the drain; dumping batteries in garbage destined for landfill sites)

evaluate the appropriateness of current disposal practices in their home, at school, or in the community, with particular reference to the disposal of chemical waste

Developing Skills of Investigation and Communication: investigate the nature of workplace hazards and various ways in which workers can protect themselves from these hazards;

use appropriate terminology relating to chemical reactions and chemical products, including, but not limited to: synthesis, decomposition, neutralization, polymerization, combustion, single and double displacement, pH, solvent, organic, inorganic, and dilution

use an inquiry process to determine how various conditions affect a chemical reaction, by altering the conditions under which a reaction occurs (e.g., temperature, length of time, amount of reactants, pH of a solution), observing the effects of the alterations, and comparing the outcome and final product of each reaction (e.g., make borax slime, then alter the proportion of the ingredients and measure the impact on properties of the product)

prepare dilutions using concentrated solutions, and observe or measure the changes in properties (e.g., pH, colour, viscosity, density)

safely conduct a chemical reaction in order to produce a common household or consumer product (e.g., taffy, shampoo, toothpaste, nylon, lip balm)

classify various household products on the pH scale, using pH paper, indicator solutions, and/or a pH meter

investigate a variety of consumer products within a given category (e.g., shampoo, window cleaner, disinfectant), focusing on products claiming to be environmentally friendly, and analyse them with respect to selected factors (e.g., cost, effectiveness, impact on the environment)

Understanding Basic Concepts: demonstrate an understanding of chemical reactions, and of properties of chemicals used in common household and workplace products.

describe the types of chemical reactions (e.g., synthesis, single displacement, double displacement, decomposition, combustion, polymerization, neutralization) and the signs of chemical change in each

explain, in qualitative terms, why some chemical substances mix and others do not (e.g., ethanol and vinegar are both polar and therefore miscible)

explain the function of the pH scale and how pH test results are interpreted

identify organic and inorganic compounds commonly used in the home and workplace (organic: fats, oils, fuels, common solvents; inorganic: acids and bases, mineral solvents, ammonia, baking soda), and compare their properties

Disease and Its Prevention

Relating Science to Technology, Society, and the Environment: evaluate the impact of public policy initiatives and technological advances intended to control the spread of disease, taking into consideration the failure of some people to follow public health regulations or recommendations;

evaluate the effectiveness of a public policy measure or technological advance intended to control the spread of disease (e.g., mandatory immunization, screening for tuberculosis, quarantine)

evaluate the impact, current and/or potential, of an individual's choice not to participate in a public health strategy intended to reduce the spread of disease (e.g., a hospital worker who does not follow recommendations regarding hand washing; a worker in a retirement home who does not get a flu shot)

analyse, on the basis of research, the advantages and disadvantages of selected technologies used to try to control disease (e.g., the effectiveness of pharmaceuticals at combating disease; the side effects of a variety of drugs)

Developing Skills of Investigation and Communication: investigate the characteristics, growth, and spread of bacteria, and the effects of aseptic techniques and antibiotics;

use appropriate terminology related to the prevention of disease, including, but not limited to: communicable, non-communicable, microorganism, pathogen, disease, epidemiology, vector, immunization record, quarantine, pandemic, vaccine, antiseptic, sterilization, disinfection, and pasteurization

conduct an investigation, using safe practices and aseptic techniques, to compare the characteristics and growth of different types of non-pathogenic bacteria

investigate the effects of various drug therapies (e.g., different antibiotic discs) on the growth of bacteria

use a simulation (e.g., phenolphthalein and sodium hydroxide; a computer simulation) to demonstrate how diseases can spread through a community, and analyse the results

Understanding Basic Concepts: demonstrate an understanding of the causes, symptoms, and modes of transmission of various diseases, and of strategies to prevent the spread of disease

describe modes of transmission of some communicable diseases, including those that are insect-borne (e.g., malaria, encephalitis), airborne (e.g., influenza, tuberculosis), waterborne (e.g., cholera, poliomyelitis), sexually transmitted (e.g., HIV/AIDS), and food-borne (e.g., mad cow disease, trichinosis, salmonella)

identify the causes and symptoms of various diseases (e.g., AIDS, influenza, salmonella, West Nile virus), and describe measures intended to prevent their spread

describe the reasons for immunization against specific diseases, the function of records of immunization in Ontario, and the importance of maintaining a personal immunization schedule

describe the use of vaccines, antibiotics, antiseptics, and other medical measures, both conventional and alternative, intended to control disease

explain the differences between bacteria and viruses in terms of their size, structure, and reproduction, and the methods used to control their spread

explain the importance of the proper use, storage, and disposal of medications (e.g., the importance of taking the full course of antibiotics, following directions, keeping medications away from children, monitoring side effects, returning expired medication to a pharmacy for disposal)

Electricity at Home and Work

Relating Science to Technology, Society, and the Environment: assess electrical hazards in the home and workplace, and the social and environmental impact of electrical technologies;

assess the social and environmental impact of electrical technologies, including the impact associated with the manufacture and disposal of electronic devices (e.g., the impact of electrical devices used in the health care field, such as pacemakers or respirators; the impact of energy generation needed to power electrical devices and appliances)

assess electrical hazards that can be found at home and in the workplace (e.g., electrical outlets close to areas where spills might occur; overloaded circuits), and propose practical courses of action to address the problems

Developing Skills of Investigation and Communication: investigate common electrical devices, including their energy transformations and consumption;

use appropriate terminology related to electricity, including, but not limited to: energy, power, kilowatt-hour, potential difference, current, conductor, short circuit, circuit breaker, fuse, and resistanc

draw energy flow diagrams and/or write energy transformation equations that illustrate the energy transformation occurring in household devices, including the production of waste energy (e.g., energy transformations in a digital music player: electrical energy ? kinetic energy + sound energy + light + waste heat energy)

build a simple electrical device or circuit (e.g., a loudspeaker, an electric motor, a D-cell, a circuit containing a 40W lightbulb and a dimmer switch), following a clear set of instructions and diagrams, and using appropriate tools safely

calculate the electrical energy consumption of two similar appliances (e.g., an old and a new refrigerator), using the power ratings that appear on the appliance, and compare the financial and environmental costs (e.g., carbon dioxide emissions) of running the two appliances

analyse changes in household energy consumption over a given time period (e.g., throughout the course of a day; between a week in January and a week in May), and give reasons for the changes

Understanding Basic Concepts: demonstrate an understanding of electrical circuits, common electrical devices, and safety procedures related to electric systems.

describe basic electric circuit components, including those that regulate the flow of electricity or are used as safety mechanisms (e.g., switches, bimetallic strips, resistors, ground fault interrupters [GFIs], surge protectors), and explain their layout in an electric circuit

describe forms of energy (e.g., electrical, mechanical, sound, light, thermal) and the energy transformations that occur in common electrical devices, including production of waste energy (e.g., heat)

identify situations in which direct current (DC) and alternating current (AC) are used (e.g., DC is used in a portable appliance such as a flashlight; AC is used in a household appliance such as a kettle)

explain the difference in voltage requirements, and identify some household appliances that require 110 V AC (e.g., microwave oven, blender) and some that require 220 V AC to operate (e.g., conventional oven, clothes dryer)

describe safety procedures to be followed when using electric systems at home or at work (e.g., ensuring that tools and appliances are properly grounded; unplugging appliances by pulling the plug, not the cord), and explain how dangerous situations can occur (e.g., an overloaded circuit can overheat and cause a fire; digging through buried electrical cable can cause a severe shock)

Nutritional Science

Relating Science to Technology, Society, and the Environment: assess the environmental implications of a variety of food choices, and evaluate and propose ways to improve the nutritional content of a menu;

assess the environmental implications of food choices available in a variety of situations (e.g., in the school cafeteria, a fast-food restaurant, a supermarket, a local farmers' market, an organic meat shop), and propose ways to minimize the environmental impact of their food choice

evaluate the nutritional content of a menu (e.g., from the school cafeteria, a fast-food restaurant, a coffee shop, a retirement home, a hospital), and propose ways to improve it, using information from Eating Well with Canada’s Food Guide or Eating Well with Canada’s Food Guide: First Nations, Inuit, and Métis

Developing Skills of Investigation and Communication: investigate nutrients and non-nutrient additives in a variety of foods;

use appropriate vocabulary related to nutritional science, including, but not limited to: nutrient, lipid, carbohydrate, protein, vitamin, mineral, qualitative test, serving size, food additive, trans fat, cholesterol, kilojoule, calorie, saturated, unsaturated, hydrogenated, essential amino acid, and preservative [

conduct an investigation to compare commercial food products and home-made foods (e.g., commercial and home-made cookies or cake; a shake from a fast-food restaurant and a home-made milk shake; commercial orange drink and freshly squeezed orange juice), with reference to qualitative and quantitative differences such as the number of ingredients, types of nutrients, non-nutrient additives, texture, and colour

conduct an investigation to test for the presence of various nutrients in foods (e.g., use iodine to test for starch; use Benedict's solution to test for simple sugar)

plan and conduct an investigation into the effectiveness of food preservatives (e.g., use lemon juice to reduce oxidation of apple slices; compare mould growth on commercial and home-made bread)

modify a recipe or menu to meet a dietary restriction (e.g., reduce the cholesterol content by replacing whole eggs with egg whites; reduce the sodium content by cutting salt; replace milk with soy milk; replace meat with tofu or legumes), and explain the reasons for the changes (e.g., sodium can contribute to high blood pressure; dairy products can cause digestive problems for people who are lactose intolerant; non-animal sources of protein are necessary for vegans, who do not eat any animal products)

Understanding Basic Concepts: demonstrate an understanding of food components and their effects on the human body.

identify sources of the principal food nutrients (e.g., carbohydrates, lipids, proteins, vitamins, minerals, fibre), with reference to Canada's Food Guide, and describe the function of these nutrients in the body

identify the type of information commonly found on a food label, and describe how the information is organized (e.g., serving size, percentage of daily values, amount of each component)

explain the meaning of a variety of descriptors found on food labels (e.g., “fat free”, “low fat”, “lite”, “pure”, “organic”, “lean”, “diet”)

describe the function of non-nutrient food additives (e.g., lecithin; monosodium glutamate [MSG]; artificial colour, flavour, and sweetener; preservatives), and explain their effects on human health

Science

Scientific Investigation Skills and Career Exploration

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

select appropriate instruments (e.g., respirometer, titration apparatus) and materials (e.g., prepared slides, Petri dishes, food samples), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials, including biological waste (e.g., techniques to prevent contamination of specimens); and by using appropriate personal protection (e.g., wearing gloves when handling biological specimens)

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

identify and describe a variety of careers related to the fields of science under study (e.g., nuclear medicine technician, nurse practitioner, hematologist, dietitian, geneticist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Frederick Banting, John A. Hopps, Louis Siminovitch, Jean Cuthand Goodwill, Nancy Olivieri), to the field under study

Medical Technologies

Relating Science to Technology, Society, and the Environment: assess the impact of medical technologies and therapies, both conventional and alternative, used to diagnose and treat human health conditions;

assess the costs and benefits of a conventional medical technology, therapy, or device that is used to diagnose or treat a human health condition (e.g., diagnostic technologies such as X-rays and ultrasound; surgical procedures such as laser removal of tumours; biomedical devices such as prosthetics)

identify a variety of alternative technologies and therapies used to diagnose or treat human health conditions (e.g., biofeedback, acupuncture, homeopathy, chiropractic, Aboriginal healing practices), and assess the effectiveness of one such therapy

Developing Skills of Investigation and Communication: investigate the uses of, and analyse the information provided by, a variety of medical technologies;

use appropriate terminology related to medical technologies, including, but not limited to: aseptic techniques, feedback loop, biochemical, and biomechanical

use a variety of medical technologies to collect data related to blood pressure, heart rate, lung capacity, and body mass, and analyse the data (e.g., use a stethoscope to determine heart rate under various conditions; use a respirometer to measure lung capacity)

use a microscope to investigate prepared slides of human blood, identifying blood cells by type, size, and number, and determine the ratios between different cells in the samples

interpret information generated by a variety of imaging technologies (e.g., X-rays, ultrasound), and communicate their findings

Understanding Basic Concepts: demonstrate an understanding of the function and use of a variety of medical technologies and the information they provide about the human body

explain the four primary vital signs in humans (i.e., body temperature, heart rate, blood pressure, respiration rate)

describe the normal range for various physiological and biochemical indicators (e.g., heart rate, lung capacity, blood pressure, blood sugar)

explain the function and use of a variety of medical devices and technologies for diagnostic and treatment purposes (e.g., sphygmomanometer, stethoscope, ultrasound, X-ray, computerized axial tomography [CAT] scan, pacemaker, chemotherapy)

describe the function and use of technologies, devices, and techniques for biomedical repair (e.g., prosthetics, artificial organs, plastic surgery)

describe a recent technological development or advance in diagnosis or treatment in the health care field (e.g., artificial skin for burn victims, artificial and transgenic organ transplants, smart drugs, nanotechnologies, biophotonics)

Pathogens and Disease

Relating Science to Technology, Society, and the Environment: evaluate the impact of scientific and technological knowledge and individual behaviour on the control of pathogens and the prevention of disease;

analyse, on the basis of research, the impact, both positive and negative, of scientific and technological advances intended to prevent the spread of illness and disease

evaluate the impact of individual choices (e.g., with respect to vaccination, the proper use of antibiotics or mosquito repellent) on the control of pathogens and the prevention of disease

Developing Skills of Investigation and Communication: investigate the nature and growth of pathogens and the effectiveness of measures intended to prevent their spread;

1 use appropriate terminology related to pathogens and diseases, including, but not limited to: parasite, epidemiology, pathogenesis, and vector

analyse, on the basis of inquiry, the effects of various treatments on pathogenesis (e.g., the effect of mouthwash or penicillin on the growth of bacteria)

analyse, using prepared slides or computer simulations, the characteristics, properties, and virulence of various bacteria

use an inquiry process to demonstrate the effect of the use of sterile techniques (e.g., pasteurization, use of an autoclave) on pathogenesis

Understanding Basic Concepts: demonstrate an understanding of pathogens, the diseases they cause, and ways of controlling their spread

describe the characteristics and life cycles, including reproductive cycles, of representative pathogens (e.g., lysogenic cycle; lytic cycle; infectious cycle of malaria)

describe the mode of transmission of various diseases, including those that are insect-borne (e.g., malaria, encephalitis), airborne (e.g., influenza, tuberculosis), water-borne (e.g., cholera, poliomyelitis), sexually transmitted (e.g., HIV/AIDS), and food-borne (e.g., mad cow disease, trichinosis, salmonella)

explain how the human immune response acts as a natural defence against infection

describe the role of vaccines, antibiotics, antiretrovirals, and other drug therapies and antiseptics in the control of pathogenesis

describe non-medical ways to protect oneself from contracting pathogenic disease in a variety of situations (e.g., aseptic techniques such as wearing sterile gloves; proper personal hygiene such as frequent and thorough hand washing; the use of insect repellent)

describe some of the means used by international non-governmental organizations (e.g., Médecins sans Frontières, Oxfam, Ryan’s Well Foundation, UN agencies, the Stephen Lewis Foundation) to control the spread of disease (e.g., distribution of vaccines, medication, malaria nets; installing wells so people have access to clean water; public education on strategies for transmission prevention)

describe aseptic techniques used in the workplace, and explain their importance in preventing the spread of pathogens (e.g., cooking meat to a safe temperature and refrigerating leftovers quickly to avoid growth of bacteria in restaurant food; frequent hand sanitizing and use of sterile gloves in hospitals to prevent the spread of pathogens to vulnerable populations)

Nutritional Science

Relating Science to Technology, Society, and the Environment: assess how personal and societal factors affect eating behaviours, and evaluate the social and economic impact of the use of non-nutrient food additives;

analyse the social and economic costs and benefits of the use of non-nutrient food additives in food preservation and food enhancement techniques (e.g., sulfites in dried fruit; food colouring;

evaluate the impact of some personal and societal factors (e.g., allergies, disease, body image, cultural preferences) on eating behaviours (e.g., the relationship between societal ideals of beauty and interest in “fad” diets)

use appropriate terminology related to nutritional science, including, but not limited to: macromolecules, protein, starch, vitamin, carbohydrate, fats, lipids, pepsin, and amylase

plan and conduct chemical tests on a variety of foods to determine their chemical components (e.g., protein, starch, fats, lipids, carbohydrates, vitamins)

investigate how enzymes break down macromolecules (e.g., amylase digests starch; pepsin and hydrochloric acid digest protein), and test the products of different types of digestion (e.g., use Benedict's solution to test for the presence of simple sugars produced by the digestion of carbohydrates)

investigate the process of emulsification in fats and lipids (e.g., using commercially obtained bile and cooking oil)

conduct titrations to determine the effects of various antacids on hydrochloric acid

plan and conduct an inquiry to determine the nutrient or energy content in selected food samples (e.g., hamburger, bread)

Understanding Basic Concepts: demonstrate an understanding of chemical components of and energy in food, and the processes by which food is digested.

describe the basic chemical components of proteins, carbohydrates, fats and lipids, and vitamins and minerals, and explain their functions in the body

explain how laboratory methods are used to determine the relative energy content of food (e.g., use of a calorimeter)

describe requirements for a balanced diet based on the biochemical and energy needs of the average body, and explain how these requirements might vary among people with different lifestyles (e.g., young children, the elderly, a person with diabetes, an athlete)

describe the structure and function of the components of the digestive system (e.g., mouth, tongue, epiglottis, esophagus, stomach, intestines, liver, gall bladder, pancreas, appendix, rectum, anus, salivary glands, saliva, bile) with respect to physical and chemical digestion

describe optimum conditions for the effective functioning of some digestive enzymes found within the human body (e.g., amylase, pepsin)

Science and Public Health Issues

Relating Science to Technology, Society, and the Environment: assess the impact of scientific research, technological advances, and government initiatives on public health;

assess the impact of scientific research and technological advances on public health around the world (e.g., widespread immunization for diseases such as polio, telemedicine for people in remote areas, new drug therapies to combat disease)

assess, on the basis of research, the effectiveness of a municipal, provincial, or federal government initiative intended to protect the public health of Canadians (e.g., immunization programs, smoking bans, Health Canada advisories)

Developing Skills of Investigation and Communication: investigate various strategies related to contemporary public health issues;

use appropriate terminology related to public health issues, including, but not limited to: pandemic, contamination, infectious disease, quarantine, and vaccination

analyse and interpret, using a case study or research data, scientific evidence regarding the effectiveness of a public health program intended to reduce disease transmission (e.g., distribution of bed nets to fight malaria; safe injection sites for intravenous drug users; programs to encourage hand washing in hospitals to stop the spread of C. difficile)

use a research process to investigate public health strategies developed to combat a potential pandemic (e.g., SARS, C. difficile, avian flu)

Understanding Basic Concepts: demonstrate an understanding of major public health issues, past and present.

describe the characteristics according to which a pandemic is classified (e.g., the strain of a virus, its mode of transmission

explain how pandemics have affected humanity throughout history (e.g., the bubonic plague of 1347-1352 in Europe, the cholera pandemic of 1817-1823 in Asia, the global Spanish influenza pandemic of 1918-1920, the contemporary AIDS pandemic)

explain the impact of various threats to public health, including infectious diseases (e.g., hepatitis, HIV/AIDS, tuberculosis, malaria, sexually transmitted diseases), chronic diseases (e.g., cardiovascular disease, diabetes, asthma), and environmental factors (e.g., climate change, air pollution, chemical pollutants, radiation)

explain a variety of social factors that can promote the rapid spread of infectious diseases (e.g., global population growth, international travel, poor sanitation, lack of clean drinking water)

describe public health measures, including legislation, that are used for the protection of the public (e.g., quarantines, vaccinations, water chlorination, regulations on what items travellers can bring into a country)

explain why some populations are particularly susceptible to specific health problems (e.g., the risk of diabetes among First Nations populations; the risk of thalassemia among Mediterranean populations; the risk of pneumonia and tuberculosis among people with HIV/AIDS)

Biotechnology

Relating Science to Technology, Society, and the Environment: analyse a variety of social, ethical, and legal issues related to applications of biotechnology in the health, agricultural, or environmental sector;

analyse social issues related to an application of biotechnology in the health, agricultural, or environmental sector (e.g., issues related to the uses of genetically modified organisms or to the uses and availability of in vitro fertilization)

analyse, on the basis of research, ethical and legal issues related to an application of biotechnology in the health, agricultural, or environmental sector (e.g., ethical questions related to xenotransplantation; legal issues related to access to an individual's genetic information)

Developing Skills of Investigation and Communication: investigate various techniques used in biotechnology and how they are applied in the food industry and the health and agricultural sectors;

use appropriate terminology related to biotechnology, including, but not limited to: selective breeding, hybridization, replication, mutation, genomics, and gene therapy

plan and conduct an inquiry into various traditional biotechnological techniques used in the food industry (e.g., the use of fermentation to produce bread, cheese, yogurt)

investigate, through laboratory inquiry or computer simulation, a recently developed biotechnological method used in the health sector (e.g., the process of electrophoresis to degrade

investigate, through laboratory inquiry or computer simulation, a recently developed biotechnological method used in the field of agriculture (e.g., bioremediation of a chemical fertilizer spill; the cloning of corn; the use of synthetic hormones to promote growth in livestock)

Understanding Basic Concepts: demonstrate an understanding of biological processes related to biotechnology and of applications of biotechnology in the health, agricultural, and environmental sectors.

explain various methods used, over time, in the field of biotechnology (e.g., use of living organisms to make or modify products, selective breeding to create particular breeds of animals, manipulation of genes to develop organisms with particular traits)

explain the structure and functions of macromolecules (e.g., DNA, RNA) and the synthesis of proteins (e.g., transcription, translation, gene expression)

describe applications of biotechnology in the health (e.g., genomics, gene therapy, xenotransplantation, in vitro fertilization), agricultural (e.g., genetically modified crops, biopesticides, cloning), and environmental sectors (e.g., bioremediation, phytoremediation)

Science

Apply scientific processes and an engineering design process in their investigations to develop a conceptual understanding of the science they are learning, and apply coding skills to model scientific concepts and relationships

Apply a scientific research process and associated skills to conduct investigations, making connections between their research and the scientific concepts they are learning

Apply a scientific experimentation process and associated skills to conduct investigations, making connections between their observations and findings and the scientific concepts they are learning

Apply an engineering design process and associated skills to design, build, and test devices, models, structures, and/or systems

Apply coding skills to investigate and to model scientific concepts and relationships

Apply their knowledge and understanding of safe practices and procedures, including the Workplace Hazardous Materials Information System (WHMIS), while planning and carrying out hands-on investigations

Analyse how scientific concepts and processes can be applied in practical ways to address real-world issues and in various careers, and describe contributions to science from people with diverse lived experiences

Design an experiment or a prototype to explore a problem relevant to a STEM-related occupation, such as a skilled trade, using findings from research

Describe how scientific innovations and emerging technologies, including artificial intelligence systems, impact society and careers

Analyse how the development and application of science is economically, culturally, and socially contextualized, by investigating real-world issues

Apply scientific literacy skills when investigating social and environmental issues that have personal, local, and/or global impacts

Analyse contributions to science by people from various communities, including communities in Canada

Assess impacts of climate change on ecosystem sustainability and on various communities, and describe ways to mitigate these impacts

Assess impacts of climate change on the sustainability of local and global ecosystems, describe local or global initiatives for combatting climate change, and identify solutions to address some of the impacts

Assess impacts of climate change on communities in Canada, including First Nations, M�tis, and Inuit communities

Investigate and explain how sustainable practices used by various communities, including First Nations, M�tis, and Inuit communities, reflect an understanding of the importance of the dynamic equilibrium of ecosystems

Demonstrate an understanding of the dynamic and interconnected nature of ecosystems, including how matter cycles and energy flows through ecosystems

Investigate interactions between the biosphere, hydrosphere, lithosphere, and atmosphere, and explain why these interactions are important for ecosystem sustainability

Explain how naturally occurring phenomena, including the cycling of matter and the flow of energy, contribute to the dynamic equilibrium within and between ecosystems

Compare and contrast the processes of cellular respiration and photosynthesis, and explain how their complementary relationship contributes to the dynamic equilibrium of ecosystems

Investigate factors and processes, including biodiversity, air and water quality, soil health, and succession, and explain how they contribute to ecosystem sustainability

Explain the effects of various human activities on the dynamic equilibrium of ecosystems

Identify and use various indicators of climate change to describe the impacts of climate change on local and global ecosystems, and analyse how human activities contribute to climate change

Explain how sustainable practices related to the cycling of matter and the flow of energy can be applied in agricultural innovations

Assess social, environmental, and economic impacts of the use of elements, compounds, and associated technologies

Assess social, environmental, and economic impacts of processes associated with the life cycle of consumer products, considering the elements and compounds used to make them, and suggest ways to enhance positive impacts and/or minimize negative impacts

Analyse impacts of using emerging chemical technologies in various fields, including in the skilled trades, and assess factors that influence the development of these technologies

Demonstrate an understanding of the nature of matter, including the structure of the atom, physical and chemical properties of common elements and compounds, and the organization of elements in the periodic table

Investigate properties, changes, and interactions of matter that are important for the dynamic equilibrium of ecosystems and their sustainability

Research the role of experimental evidence in the development of various atomic models, and compare and contrast different models of the atom

Identify the location, relative mass, and charge of subatomic particles within an atom, using the Bohr-Rutherford model

Explain the relationship between the position of an element in the periodic table and the structure of its atoms, using models

Investigate the physical and chemical properties of elements, and use their findings to relate these properties to the organization of the periodic table, classify elements, and identify patterns in the periodic table

Investigate and describe physical and chemical properties of elements and compounds, including those that make up common household products

Describe the relationship between the structure of simple compounds and their chemical formulas

Assess social, environmental, and economic impacts of electrical energy production and consumption, and describe ways to achieve sustainable practices

Assess social, environmental, and economic benefits and challenges resulting from the production of electrical energy from various sources

Evaluate how electrical energy production and consumption impact various communities locally or globally, and describe ways to achieve sustainable practices

Develop a plan of action to address a local or global electrical energy production or consumption issue, including strategies for energy conservation

Analyse social, environmental, and economic impacts of emerging technologies related to electrical energy production, consumption, storage, and conservation

Demonstrate an understanding of the nature of electric charges, including properties of static and current electricity

Conduct investigations to explain the behaviour of electric charges in static and current electricity, and to relate the observed behaviour to the properties of subatomic particles and atomic structure

Determine the conductivity of various materials by investigating their ability to hold or transfer electric charges

Identify the components of a direct current (DC) circuit and explain their functions, and identify electrical quantities, their symbols, and their corresponding International System of Units (SI) units

Investigate the relationships between electric current, potential difference, and resistance in electrical circuits, and develop a mathematical model to represent the relationships

Apply a mathematical model to calculate electric current, potential difference, and resistance in real-world situations

Construct series and parallel circuits to compare electric current, potential difference, and resistance in both types of circuits

Explain the difference between electricity and electrical energy

Determine the efficiency of various electrical devices that consume or produce electrical energy, and identify the energy transformations in each device

Evaluate social, environmental, and economic impacts of space exploration and of technological innovations derived from space exploration

Evaluate social, environmental, and economic impacts of space observation and exploration

Evaluate how space observation and exploration technologies contribute to our understanding of climate change, natural disasters, and other phenomena

Assess ways in which technological innovations related to space observation and exploration are applied in various fields, including their contributions to sustainable practices on Earth

Demonstrate an understanding of the components, characteristics, and associated phenomena of the solar system and the universe, and the importance of the Sun to processes on Earth

Describe the importance of the Sun and its characteristics, including its role in the solar system and in sustaining life on Earth

Explain how the Sun�s energy causes natural phenomena on Earth, and how these phenomena contribute to renewable energy production

Summarize observational evidence used to support theories about the origin and evolution of the universe and the solar system, considering diverse ways of knowing

Describe major components of the solar system and the universe and compare their characteristics

Quantify distances in the solar system and the universe by applying an understanding of relative distances and sizes and using appropriate units of measure

Conduct investigations to explain the causes of various astronomical phenomena that can be observed from Earth