Course Overview
Science, Grade 10, Academic
Identifying Information
Course Title: Science
Grade: 10
Course Type: Academic
Ministry Course Code: SNC2D
Credit Value: 1
Course Developer(s): Catholic Curriculum Cooperative of Central and Western Ontario (CCCC)
Development Date: February 2000
Description/Rationale
This course enables students to develop a deeper understanding of concepts in biology, chemistry, earth and space science, and physics; to develop further their skills in scientific inquiry; and to understand the interrelationships among science, technology, and the environment. Students conduct investigations and understand scientific theories related to ecology and the maintenance of ecosystems; chemical reactions, with particular attention to acid-base reactions; factors that influence weather systems; and motion.
How This Course Supports The Ontario Catholic School Graduate Expectations
The study of science helps students to learn and to be reflective, critical, and creative thinkers, as well as discerning believers who understand the theories of science and can apply them to the world around them yet make appropriate decisions in light of Gospel values and Church teachings for the common good. Through the study of the techniques of science, particularly experimentation, students learn to be collaborative contributors to an interdependent team, respecting the rights, responsibilities, and contributions of others. Overall through this course, students become aware of the sacred dimension of the physical world in all its aspects and of their role as stewards of God’s creation. Students should recognize that the physical environment is a vehicle of God’s presence in the world and a channel for Grace in the world. In order to support this statement the themes of stewardship and sound moral decision making have been woven into the fabric of each unit in this course. Through reflection and their research for the culminating activity students apply the knowledge gained in the course about interdependent systems for the development of a just society.
Unit Titles (Time + Sequence)
|
Unit 1 |
Earth and Space Science: Weather Dynamics |
22 hours |
|
Unit 2 |
Chemistry: Chemical Processes |
26.25 hours |
|
Unit 3 |
Biology: The Sustainability of Ecosystems |
26.25 hours |
|
Unit 4 |
Physics: Motion |
28 hours |
|
Unit 5 |
Culminating Activity: An Accountable Community |
7.5 hours |
Unit Organization
Unit 1: Earth and Space Science: Weather Dynamics
Time: 22 hours
Description
In this unit students identify the principal characteristics of the hydrosphere and the atmosphere with a focus on heat transfer and its effects on air and water currents. Students study the effects of pressure and temperature gradients on weather patterns and learn how to extrapolate information from atmospheric data. They conduct an inquiry using a broad range of tools and techniques and information from various sources to show how weather patterns can be predicted. Social responsibility and Catholic moral values are stressed, enabling students to see the wise use of resources and technology as a fundamental benefit to humankind. The final project enables students to synthesize their findings into one final thought-provoking presentation.
Ontario Catholic School Graduate Expectations: CGE 1d,h; 2b,c,d,e; 3b,c,d,f; 4e,f; 5a; 7j.
Strand(s): Earth and Space Science
Overall Expectations: ESV.01D, ESV.02D, ESV.03D.
Specific Expectations: ES1.01D to ES1.07D, ES2.01D to ES2.06D, ES3.01D to ES3.05D.
Unit 2: Chemistry: Chemical Processes
Time: 26.25 hours
Description
In this unit students demonstrate an understanding of chemical reactions and the factors affecting their rates. Students design and conduct investigations of chemical reactions. They apply their knowledge of chemical reactions to the development of consumer products and industrial processes. As informed Catholic citizens and responsible stewards, students use their knowledge of chemistry in addressing home safety issues as well as the broad arena of pressing environmental concerns.
Ontario Catholic School Graduate Expectations: CGE 2b,c; 3b,c; 4a,f; 5b,e,g; 7i.
Strand(s): Chemistry
Overall Expectations: CHV.01D, CHV.02D, CPHV.03D.
Specific Expectations: CH1.01D to CH1.08D, CH2.01D to CH2.13D, CH3.01D to CH3.04D.
Unit 3: Biology: The Sustainability of Ecosystems
Time: 26.25 hours
Description
In this unit, students develop an understanding of the dynamic nature of ecosystems, including the interactions that occur among plants, animals, humans, and the environment. They investigate factors that affect the survival and balance of life in an ecosystem and the consequences that occur when the system is influenced by changes. Students research and analyse issues related to environmental sustainability and the impact of technology on ecosystems. In light of the Gospel values and Church teachings, students apply their knowledge to find creative ways to improve their environment as responsible stewards of the earth.
Ontario Catholic School Graduate Expectations: CGE 2c,e; 3b,c; 4f; 5a,b,e; 7i.
Strand(s): Biology
Overall Expectations: BYV.01D, BYV.02D, BYV.03D.
Specific Expectations: BY1.01D to BY1.08D, BY2.01D to BY2.07D, BY3.01D to BY3.07D.
Unit 4: Physics: Motion
Time: 28 hours
Description
In this unit students describe different types of motion in terms of scalar and vector quantities and measure and analyse the motion of common objects using a variety of measuring devices. Students solve simple problems involving distance/displacement, speed/velocity, and acceleration both algebraically and graphically. They design and conduct controlled investigations involving these variables and communicate results consistent with the Catholic Graduate Expectations. Social responsibility and stewardship are stressed in the last of the five activities where students examine a cost/benefit analysis of various modes of transportation.
Ontario Catholic School Graduate Expectations: CGE 1d,e; 2a,b,c,d,e; 3b,c,e,f; 4a,b,d,e,f; 5a,b,e,h; 7b,i,j.
Strand(s): Physics
Overall Expectations: PHV.01D, PHV.02D, PHV.03D.
Specific Expectations: PH1.01D to PH1.09D, PH2.01D to PH2.10D, PH3.01D to PH3.03D.
Unit 5: Culminating Activity: An Accountable Community
Time: 7.5 hours
Description
This unit should be considered a single activity. Information required for this unit is collected in student portfolios during each of the previous units: The Sustainability of Ecosystems, Chemical Processes, Weather Dynamics, and Motion. The students form research groups early in the course and select one issue of local interest (whenever possible), e.g., “What would be the best location for the new pulp and paper mill in our region?”. The ideal topic should require students to draw on their understanding of concepts from each of the four course strands to reach a conclusion. The student’s work culminates in a single presentation at the end of this unit.
Ontario Catholic School Graduate Expectations: CGE 1d; 2c,e; 3b,c,d,f; 5a,f; 7b,d,i.
Strand(s): Biology, Chemistry, Earth and Space Science, and Physics
Overall Expectations: BYV.01D, BYV.02D, BYV.03D; CHV.01D, CHV02D; ESV.01D; PHV.03D.
Specific Expectations: BY1.02D, 1.04D, 1.06D, 1.07D, 1.08D, BY2.01D, 2.02D, 2.04D, BY3.01D, 3.03D, 3.06D; CH1.01D, 1.03D, 1.04D, CH2.02D, 2.04D, 2.07D, 2.08D, CH3.01D, 3.02D, 3.03D; ES1.03D, ES2.01D, 2.03D, 2.05D, 2.06D, ES3.01D, 3.02D, 3.04D; PH2.04D, 2.07D, PH3.01D.
Course Notes
Science is an activity as much as it is an organized body of knowledge. It cannot be learned in any meaningful way by reading and discussion alone. The experimental nature of science is to be emphasized by providing ample opportunities for students to engage in safe, effective laboratory activities in all units of the course. The health and safety of teachers and students must be of paramount importance when conducting laboratory activities. All must comply with the provisions of Workplace Hazardous Materials Information Systems (WHMIS) legislation and must practise established safe laboratory procedures.
There is no single way to teach and learn, and the strategies used in the classroom should vary according to the curriculum expectations and the needs of the students. Computer-based simulations, multimedia applications, databases, computer-assisted laboratory apparatus and learning modules may be used wherever appropriate to do so. Care must be taken, however, to ensure that computer-assisted laboratory programs are not used in situations where students’ own technical skills should be developed. Whenever possible, the teacher should provide opportunities for students to experience the world of science first-hand by participating in field trips and excursions.
All expectations in a course are to be taught and assessed. In this Course Profile, v is used at the Unit and/or Activity level to indicate those expectations which are the specific teaching focus of that Unit and/or Activity.
The culminating activity is intended to allow students to examine environmental issues that impact on their local communities and to study them from the perspective of each other unit in the course. It is recommended that students develop a portfolio specific to this activity and that they include pieces of work throughout the semester at the end of each unit. Students need to conference with the teacher several times during the semester. This activity could be done as an independent activity or as a group activity. The advantage of the group approach is the enhanced opportunities for collaborative student learning experiences and the possibility of a more comprehensive approach to the activity itself.
The order of the units may be changed to allow for the biology unit to be offered during a time of good weather to permit a field trip to be planned in order to allow students to observe various ecosystems. In the fall semester this could place the biology unit first and in the spring semester near the end of the course. If a classroom ecosystem is constructed the order of the units may be left as indicated.
Teaching/Learning Strategies
Instructional strategies include the following:
Brainstorming – group generation of initial ideas expressed without criticism or analysis
Case Study – investigation of real and simulated problems provided by the teacher
Collaborative/Co-operative Learning – various small group learning techniques as constructed by the teacher (e.g., jigsaw)
Computer-based Learning – students use simulations and relevant computer programs to explore science problems
Conferencing – teacher to student discussion
Data Book – a bound notebook kept in class with all pages numbered that students use to record their observation of all in-class experiments (this is an optional strategy that is recommended in some units, particularly the biology and the chemistry)
Field Study – students perform investigations on locations beyond the school under the supervision of their teacher (this is particularly useful in the biology unit to explore various ecosystems)
Independent Study – students explore and research a topic of interest (an important component of the culminating unit)
Journal – personal student reflective writing concerning issues raised in the course (particularly useful in considering issues from a Catholic perspective)
Lab-based Inquiry – students perform investigations in the laboratory under the supervision of the teacher
Model Building – students construct physical representations of specific chemical compounds
Notebook – a student collection of daily work, teacher handouts, and homework attempted and completed
Portfolio – a student collection of materials of interest or related to a course component or task defined by the teacher (useful for preparing for the culminating unit presentation)
Report/Presentation – oral and written presentation of researched topic to class
Teacher-directed Lessons and Demonstrations – introductions to key concepts of the course used in all units
Assessment/Evaluation Techniques
Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations. In science these expectations include the Understanding of Basic Concepts which may be assessed for Knowledge and Understanding; Developing Skills of Inquiry and Communication which may be assessed for Inquiry and Communication and Relating Science to Technology, Society, and the Environment which may be assessed for Making Connections.
Assessment Strategies
Personal Communication
· essays
· journals
· lab reports
· self-assessment
· student-teacher conferences
Paper and Pencil Tests
· quizzes
· unit tests
· final exams
Observation
· formal/informal by teacher
Performance Assessment
· research project/essay
· student-performed experiments
· portfolio on possible newspaper articles
· presentation
Assessment Tools
· checklists
· marking schemes
· rubrics
· anecdotal comments with suggestions for improvement
Evaluation
refers to the process of judging the quality of student work on the basis of
established criteria and then assigning a value to represent that quality. The
value assigned is in the form of a percentage grade. According to Ministry
Program Planning and Assessment Policy, 70% of the student’s course grade is
based on the assessments and evaluations conducted throughout the course and
30% is based upon an examination, performance, essay, and/or other method of
assessment suitable to the course content and administered towards the end of
the course. The assessment and evaluation in this Academic Science course
reflects course emphasis on developing ideas, understanding theories, and
concept attainment. Each component should be evaluated for all four categories
identified in the Achievement Chart.
|
Term Assessment Weighting |
70% |
Final Assessment Weighting |
30% |
|
Knowledge/Understanding Thinking/Inquiry/Problem Solving Communication Application/Making Connections |
|
Final Examination · Knowledge/Understanding · Thinking/Inquiry/Problem Solving · Communication · Application/Making Connections Culminating Activity (Unit 5) · Knowledge/Understanding · Thinking/Inquiry/Problem Solving · Communication · Application/Making Connections |
|
Accommodations
Teachers must consider the needs of exceptional students in planning the delivery of the science curriculum. Accommodations to the program activities and/or to the environment may be necessary. Where the student has an Individual Education Plan (IEP) the course is modified to meet the student’s needs as outlined in the plan whenever possible. For English as a Second Language (ESL) students or English Literacy Development (ELD) students, teachers should consult with the ESL teacher and, if considered appropriate, provide opportunities for the students to demonstrate their learning by alternative means (such as spoken English, direct demonstration, and pictorial representation) while written English is developing. For students with physical or learning impairments, classroom and laboratory activities should be altered to permit as much participation as possible. Where possible peers should be encouraged to assist students in order to permit participation in group or individual activities. For some students it may be necessary to use oral testing, a scribe to record answers given orally, or other demonstrations of learning in order to assess the level of achievement.
Resources
Specific resources are suggested in the introduction to each unit.
Journals
The Biology Teacher.
Crucible. Toronto: STAO (Science Teachers’ Association of Ontario).
The Old Farmers’ Almanac. Dublin, NH: Yankee Publishing Inc.
The Physics Teacher. College Park, MD: The American Association of Physics Teachers.
The Science Teacher. Washington, DC: NSTA (National Science Teachers Association).
Videotapes
Various science series are available such as: Weather Fundamental Series, World of Chemistry, National Geographic, Educational Videos Inc. of the Environment, UN Videos: Water, Firewood, Remember Me, and TVO Series.
Computer Software
Various computer software and Internet web sites are listed in the introduction to each unit.
Models and Manipulatives
Chemical models of the atom, microscopes, recording timers, power supplies, computers or calculators with motion sensors, and assorted laboratory equipment.
OSS Policy Applications
Students can benefit from experience in science-related activities in the workplace through Co-operative Education experiences. Students may consider a Co-operative Education experience after they have completed their first course in Science. Students should explore various science-related careers throughout the course and consider them when they are developing their Annual Education Plan (AEP). Students are required to complete 40 hours of community involvement activities prior to graduation. Many groups need volunteer support to aid their cause and provide opportunities for students to complete this requirement. This also may provide students with an opportunity to become aware of various career opportunities. Students graduating from Ontario schools are expected to be technologically literate. Through the study of this science course students should be able to understand and apply technological concepts, to use computers in various applications, and to analyse the implications of technology on individuals and society.
Course Evaluation
Course evaluation serves to guide teachers in adapting curriculum and instruction to students’ needs and in assessing the overall effectiveness of programs and classroom practices.
Teachers should consider conducting evaluations at the end of each unit. Evaluations may be as simple as asking students to identify those activities they enjoyed, those that they didn’t enjoy, and then asking for their suggestions for improvement or by providing students with a more detailed rating scale (1 to 5) for each of the activities of the unit. Teachers may refer to resources such as Program Planning and Assessment, Making the Grade, and Assessing for Success for additional suggestions for course evaluations.
Coded Expectations, Science, Academic, SNC2D
Biology: The Sustainability of Ecosystems
Overall Expectations
BYV.01D
– demonstrate an understanding of the dynamic nature of ecosystems, including the relationship between ecological balance and the sustainability of life;
BYV.02D
– investigate factors that affect ecological systems and the consequences of changes in these factors;
BYV.03D
– analyse issues related to environmental sustainability and the impact of technology on ecosystems.
Specific Expectations
Understanding Basic Concepts
BY1.01D
– describe the processes of photosynthesis and cellular respiration as they relate to the cycling of energy, carbon, and oxygen through abiotic and biotic components of an ecosystem (e.g., explain that photosynthesis and cellular respiration are essentially reverse processes, and identify the reactants and products of their overall reactions);
BY1.02D
– illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking nitrogen;
BY1.03D
– explain the process of bioaccumulation and assess its potential impact on the viability and diversity of consumers at all trophic levels;
BY1.04D
– examine the factors (natural and external) that affect the survival and equilibrium of populations in an ecosystem (e.g., resource limits of an ecosystem, competing populations, bioaccumulation, selective decline);
BY1.05D
– examine how abiotic factors affect the survival and geographical location of biotic communities (e.g., explain why deserts exist in different parts of the world);
BY1.06D
– explain why different ecosystems respond differently to short-term stresses and long-term changes (e.g., short term: the activity of tent caterpillars during a season; long-term: the effect of acid rain on maple trees);
BY1.07D
– compare a natural and a disturbed ecosystem and suggest ways of assuring their sustainability (e.g., compare a meadow and a lawn);
BY1.08D
– explain how soil composition and fertility can be altered in an ecosystem and identify the possible consequences of such changes.
Developing Skills of Inquiry and Communication
BY2.01D
– through investigations and applications of basic concepts formulate scientific questions about observed ecological relationships, ideas, problems, and issues (e.g., “What impact will supplying an excess of food for a particular organism have on an ecosystem?”);
BY2.02D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into ecological relationships, using instruments, apparatus, and materials safely and accurately, and controlling major variables and adapting or extending procedures where required;
BY2.03D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
BY2.04D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
BY2.05D
– through investigations and applications of basic concepts select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., use terms such as biotic, abiotic, biomass, biome, ecosystem, chemical concentration, and biodiversity when making presentations);
BY2.06D
– design and conduct an investigation to examine the effects of one factor on soil composition and fertility and on water quality in an ecosystem (e.g., design and conduct an experiment to examine the effects of altering soil pH on the fertility of plants and on the concentration of dissolved oxygen in water, and graph the results);
BY2.07D
– analyse a population case study (e.g., of deer, wolves, or humans) by producing population growth curves for each of the populations in the study, and use the graphs to explain how different factors affect population size and to predict the effect of varying factors (e.g., the availability of food) on the population.
Relating Science to Technology, Society, and the Environment
BY3.01D
– assess the impact of technological change and natural change on an ecosystem (e.g., the introduction of fertilizer and pesticides to soil; the introduction of a genetically engineered plant or the effect of polluted water or air on plants and animals; the effect on an ecosystem of forest fire, flood, the natural infection of one species, or the movement of a species in or out of the area);
BY3.02D
– describe ways in which the relationships between living organisms and their ecosystems are viewed by other cultures (e.g., First Nations);
BY3.03D
– identify and research a local issue involving an ecosystem; propose a course of action, taking into account human and environmental needs; and defend their position in oral or written form (e.g., organize and participate in a debate on converting a grass lot into a parking lot);
BY3.04D
– describe the physical and chemical processes involved in the methods used to clean up a contaminated site (e.g., how absorbent chemicals such as charcoal work in cleaning up oil spills);
BY3.05D
– identify and evaluate Canadian initiatives in protecting Canada’s ecosystems;
BY3.06D
– explain changes in popular views about the sustainability of ecosystems and humans’ responsibility in preserving them (e.g., the shift from a belief that all resources are inexhaustible to the belief that recycling, reusing, and reducing are important);
BY3.07D
– describe careers that involve knowledge of ecology or environmental technologies, and use resources such as the Internet to determine the knowledge and skill requirements of such careers.
Chemistry: Chemical Process
Overall Expectations
CHV.01D
– demonstrate an understanding of chemical reactions, the symbolic systems used to describe them, and the factors affecting their rates;
CHV.02D
– design and conduct investigations of chemical reactions, using standard scientific procedures, and communicate the results;
CHV.03D
– determine why knowledge of chemical reactions is important in developing consumer products and industrial processes and in addressing environmental concerns.
Specific Expectations
Understanding Basic Concepts
CH1.01D
– recognize the relationships among chemical formulae, composition, and names;
CH1.02D
– explain, using the law of conservation of mass and atomic theory, the rationale for balancing equations;
CH1.03D
– describe, using their observations, the reactants and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions (e.g., the burning of magnesium, the production of oxygen from hydrogen peroxide, the reaction of iron in copper sulphate);
CH1.04D
– describe and explain qualitatively how factors such as energy, concentration, and surface area can affect rates of chemical reactions;
CH1.05D
– explain the interrelationships among metals and non-metals, acidic and basic oxides, and acids, bases, and salts;
CH1.06D
– describe qualitatively acid-base neutralization through observation of simple acid-base reactions;
CH1.07D
– describe how the pH scale is used to identify the acidity of solutions;
CH1.08D
– name and write the formulae of common ionic and molecular compounds (e.g., H2SO4, NaNO3,CO2, NaOH), using a periodic table and an IUPAC table of ions.
Developing Skills of Inquiry and Communication
CH2.01D
– through investigations and applications of basic concepts select and use appropriate apparatus, and apply WHMIS safety procedures for the handling, storage, disposal, and recycling of laboratory materials (e.g., wear safety goggles and aprons; use proper techniques for the handling, disposal, and recycling of acids, bases, and heavy metal ions; describe procedures to be followed in an emergency);
CH2.02D
– through investigations and applications of basic concepts formulate scientific questions about practical problems and issues involving chemical processes (e.g., “How does varying the concentration of a reactant affect the rate of a reaction?”);
CH2.03D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into chemical processes using a broad range of tools and techniques safely and accurately, and controlling major variables and adapting or extending procedures where required (e.g., neutralize a dilute solution of sodium hydroxide with dilute hydrochloric acid and isolate the sodium chloride produced);
CH2.04D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
CH2.05D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias;
CH2.06D
– through investigations and applications of basic concepts describe experimental procedures in the form of a laboratory report (e.g., clearly identify the variable under investigation as well as the variables controlled; clearly describe the procedures followed and the data obtained; write an analysis of what was learned from the data);
CH2.07D
– through investigations and applications of basic concepts select and use appropriate vocabulary, SI units, and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., descriptions of experimental procedures using the scientific method; data presented in tables);
CH2.08D
– represent simple chemical reactions using molecular models, word equations, and balanced chemical equations;
CH2.09D
– compare theoretical and empirical values and account for discrepancies when investigating conservation of mass (e.g., measure the mass of a chemical reaction system– such as the reaction of iron (III) nitrate and dilute sodium hydroxide– before and after a change, and account for any discrepancies);
CH2.10D
– conduct experiments to identify the acidity and basicity of some common substances (e.g., use acid-base indicators to classify common household substances according to the pH scale);
CH2.11D
– conduct experiments on the combustion of metals and non-metals and react the oxides formed with water to produce acidic or basic solutions;
CH2.12D
– design an experiment to determine qualitatively the factors that influence chemical reactions (e.g., an experiment to measure the effect of surface area on rate of reaction);
CH2.13D
– conduct appropriate chemical tests to identify common gases (e.g., oxygen, hydrogen, carbon dioxide).
Relating Science to Technology, Society, and the Environment
CH3.01D
– explain how environmental challenges can be addressed through an understanding of chemical substances (e.g. challenges such as the renewal of the Great Lakes, the neutralization of acid spills, the scrubbing of waste gases in smokestacks);
CH3.02D
– describe how an understanding of chemical reactions has led to the development of new consumer products and technological processes (e.g., antacids, fire-retardant materials);
CH3.03D
– identify everyday examples where the rates of chemical reactions are modified (e.g., the use of kindling to increase surface area in order to start a fire; the refrigeration of food to slow down spoilage);
CH3.04D
– describe careers based on technologies that utilize chemical reactions.
Earth and Space Science: Weather Dynamics
Overall Expectations
ESV.01D
– demonstrate an understanding of the factors affecting the fundamental processes of weather systems;
ESV.02D
– investigate and analyse trends in local and global weather conditions to forecast local and global weather patterns;
ESV.03D
– evaluate how technology has contributed to our understanding of the physical factors that affect the weather.
Specific Expectations
Understanding Basic Concepts
ES1.01D
– identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;
ES1.02D
– describe and explain heat transfer within the water cycle and how the hydrosphere and atmosphere act as heat sinks;
ES1.03D
– describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents;
ES1.04D
– describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems (e.g., effects such as pressure gradients, cloud formation, winds);
ES1.05D
– explain different types of transformations of water vapour in the atmosphere and their effects (e.g., clouds, hail, freezing rain, ice pellets, fog, frost, rain, snow);
ES1.06D
– describe the factors contributing to earth temperature gradients and to wind speed and direction;
ES1.07D
– describe cyclones, hurricanes, tornadoes, and monsoons in terms of the meeting of air masses, atmospheric humidity, and the jet stream.
Developing Skills of Inquiry and Communication
ES2.01D
– through investigations and applications of basic concepts formulate scientific questions about weather-related phenomena, problems, and issues (e.g., “What is the effect of heat energy transfer within the hydrosphere?”);
ES2.02D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct a weather-related inquiry, using a broad range of tools and techniques safely and accurately, and adapting or extending procedures where required (e.g., determine how the accuracy of weather predictions can be maintained when data from several places and people are combined);
ES2.03D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, to answer the questions chosen;
ES2.04D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias (e.g., explain possible sources of error when interpreting a satellite picture used for predicting weather);
ES2.05D
– through investigations and applications of basic concepts select and use appropriate vocabulary and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., use historical and current weather data to support a position on future weather patterns);
ES2.06D
– investigate factors which affect the development, severity, and movement of global and local weather systems (e.g., the ozone layer, El Niño, bodies of water, glaciers, smog, rain forests).
Relating Science to Technology, Society, and the Environment
ES3.01D
– explain the role of weather dynamics in environmental phenomena and consider the consequences to humans of changes in weather (e.g., the role of weather in air pollution, acid rain, global warming, and smog; the fact that smog aggravates asthma);
ES3.02D
– explain how people have utilized their understanding of weather patterns for various purposes (e.g., to harness wind as a power source; to participate in ocean sailing races);
ES3.03D
– compare various cultural (e.g., First Nations) and historical views on the origins and interpretations of weather;
ES3.04D
– explain how a scientific understanding of weather patterns can be used to modify environmental conditions (e.g., by seeding clouds to alleviate drought; by modelling the dynamics of fire-fighting strategies to fight forest fires);
ES3.05D
– describe examples of technologies, particularly those of Canadian origin, that contribute to the field of meteorology (e.g., satellite imaging).
Physics: Motion
Overall Expectations
PHV.01D
– demonstrate an understanding of different kinds of motion and of the quantitative relationships among displacement, velocity, and acceleration, and solve simple problems involving displacement, velocity, and acceleration;
PHV.02D
– design and conduct investigations on the displacement, velocity, and acceleration of an object;
PHV.03D
– analyse everyday phenomena and technologies in terms of the motions involved.
Specific Expectations
Understanding Basic Concepts
PH1.01D
– distinguish among and provide examples of
scalar and vector quantities as they relate to the description of linear motion
(e.g., among distance Dd,
displacement D
, and position d, and between speed v and velocity 
);
PH1.02D
– add collinear displacement vectors algebraically and graphically and non-collinear displacement vectors graphically;
PH1.03D
– distinguish among constant, instantaneous, and average speed and among constant, instantaneous, and average velocity, and give examples involving uniform and non-uniform motion;
PH1.04D
– describe quantitatively the relationship
among one-dimensional average speed vav, distance travelled Dd, and elapsed time Dt, and
solve simple problems involving these physical quantities
(vav = Dd/Dt);
PH1.05D
– describe quantitatively the relationship
among one-dimensional average velocity 
av, displacement D
, and elapsed time Dt, and
solve simple problems involving these physical quantities (
av = D
/Dt);
PH1.06D
– draw position-time graphs and calculate the average velocity and instantaneous velocity from such graphs;
PH1.07D
– describe quantitatively the relationship among
one-dimensional average acceleration 
av , change in velocity Δ
, and elapsed time Δt, and solve simple problems
involving these physical quantities (
av = D
/Dt);
PH1.08D
– draw position-time and velocity-time graphs for constant velocity and for constant acceleration, and calculate the constant acceleration and displacement from velocity-time graphs;
PH1.09D
– use a velocity-time graph for constant
acceleration to derive the equation for average velocity
(
av = (
1 + 
2)/2) and the equations for displacement [D
= ((
1 + 
2)/2) Dt and D
= 
1 t + ½a(Dt2)]
and solve simple problems in one dimension using these equations.
Developing Skills of Inquiry and Communication
PH2.01D
– through investigations and applications of basic concepts formulate scientific questions about observed relationships, ideas, problems, and issues related to motion (e.g., “What are the different acceleration characteristics of different transportation vehicles?”);
PH2.02D
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into motion, controlling major variables and adapting or extending procedures where required (e.g., determine the time or distance intervals at which measurements should be taken to calculate the average velocity of a bicycle rider);
PH2.03D
– through investigations and applications of basic concepts use a broad range of tools and techniques safely, accurately, and effectively to compile, record, and analyse data and information, and apply mathematical and conceptual models to develop and assess possible explanations (e.g., stopwatches, photo-gates, length-measurement devices, and motion sensors to obtain data; electronic spreadsheets and graphs to record and analyse the data);
PH2.04D
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic and print resources, to answer the questions chosen;
PH2.05D
– through investigations and applications of basic concepts analyse data and information and evaluate evidence and sources of information, identifying flaws such as errors and bias (e.g., determine the mathematical relationship among displacement, velocity, and time, and identify any sources of error in data collection);
PH2.06D
– through investigations and applications of basic concepts identify, explain, and express sources of error and uncertainty in experimental measurements;
PH2.07D
– through investigations and applications of basic concepts select and use appropriate vocabulary, SI units, and numeric, symbolic, graphic, and linguistic modes of representation to communicate scientific ideas, plans, results, and conclusions (e.g., present a graph showing an object’s velocity, ensuring that the variables are on the appropriate axis);
PH2.08D
– design, conduct, and evaluate experiments to measure the displacement, velocity, and acceleration of a moving object in one dimension, for both uniform motion and constant acceleration;
PH2.09D
– design, conduct, and evaluate an experiment to measure acceleration due to gravity;
PH2.10D
– use simple graphs and vector diagrams to describe predicted and observed motion in one dimension.
Relating Science to Technology, Society, and the Environment
PH3.01D
– evaluate the costs and benefits, including the safety and environmental factors, of technologies which have enabled us to travel at ever-greater speeds, and the impact of the increased capacity for speed on risk behaviour and subsequent injuries (e.g., snowmobiles, automobiles, motorized personal water craft);
PH3.02D
– describe the development of those features of a piece of sports equipment which relate to improving performance (e.g., a baseball, skates, a skateboard, in-line skates, a snowboard, a bicycle);
PH3.03D
– analyse how technology is used for tracking the motion of objects and outline the kinds of scientific knowledge gained through the use of such technologies (e.g., the tracking of animal migrations, airplane flights, traffic, ocean currents)
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;
CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;
CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;
CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;
CGE1i -integrates faith with life;
CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written materials effectively;
CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in school, work and personal life;
CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;
CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights, responsibilities and contributions of self and others;
CGE5f -exercises Christian leadership in the achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;
CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Caring Family Member who
CGE6a -relates to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the important role of the family in society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;
CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;
CGE7h -exercises the rights and responsibilities of Canadian citizenship;
CGE7i -respects the environment and uses resources wisely;
CGE7j -contributes to the common good