Course Overview
Science, Grade 10, Applied
Identifying Information
Course Title: Science
Grade: 10
Course Type: Applied
Ministry Course Code: SNC2P
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 practical skills in scientific investigations; and to apply their knowledge of science to real-world situations. Students design and conduct investigations into everyday problems and issues related to ecological sustainability, chemical reactions, weather systems, and motion.
How This Course Supports The Ontario Catholic School Graduate Expectations
The study of science helps students to learn to be reflective, critical, and creative thinkers, as well as discerning believers, who can apply their knowledge to the world around them. They can then make appropriate decisions in light of Gospel values and Church teachings.. 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. Through career exploration, students think critically about the meaning and purpose of work, find meaning, dignity, and fulfillment, and contribute to the common good. Overall, through the course, students become aware of the spiritual as will as the physical dimension of the world and of their roles as stewards of God’s creation.
Unit Titles (Time + Sequence)
|
Unit 1 |
Earth and Space Science: Weather Systems |
22 hours |
|
Unit 2 |
Chemistry: Chemical Reactions and Their Practical Applications |
25 hours |
|
Unit 3 |
Biology: Ecosystems and Human Activity |
26.25 hours |
|
Unit 4 |
Physics: Motion and Its Applications |
29.25 hours |
|
Unit 5 |
Culminating Activity: Newspaper |
7.5 hours |
Unit Organization
Unit 1: Earth and Space Science: Weather Systems
Time: 22 hours
Description
In this unit students demonstrate an understanding of the factors affecting the fundamental processes of weather systems. Students investigate and analyse trends in local and global weather conditions in order to forecast local weather patterns. In addition, students investigate new technologies in meteorology and explain the impact of weather on their daily lives. Throughout this unit students develop an appreciation for the complexity of the weather.
Ontario Catholic School Graduate Expectations: CGE 2a,b,c,d,e; 3c; 4a,f; 5a,e; 7b.
Strand(s): Earth and Space Science
Overall Expectations: ESV.01P, ESV.02P, ESV.03P.
Specific Expectations: ES1.01P to ES1.07P, ES2.01P to ES2.06P, ES3.02P to ES3.04P.
Unit 2: Chemistry: Chemical Reactions and Their Practical Applications
Time: 25 hours
Description
This unit is a continuation of the Grade 9 Applied course. It enables students to further develop basic concepts in chemistry; develop practical skills in scientific investigations; enhance their communication and research skills; explore chemistry-related careers; and apply their knowledge of chemistry to everyday situations. Students design and conduct investigations into practical problems related to chemical reactions encountered in the laboratory, everyday life, and in industry. They gain knowledge of the ways to contribute to the betterment of society in a context enriched by the Catholic Faith Curriculum.
Ontario Catholic School Graduate Expectations: CGE 1d; 2a,b,c,d,e; 3b,c,d,; 4a,f; 5a,b,e,g; 7a,b,i,j.
Strand(s): Chemistry
Overall Expectations: CHV.01P, CHV.02P, CHV.03P.
Specific Expectations: CH1.01P to CH1.08P, CH2.01P to CH2.09P, CH3.01P to CH3.04P.
Unit 3: Biology: Ecosystems and Human Activity
Time: 26.25 hours
Description
In this unit, students review the basic terminology and concepts related to ecosystems and then extend their knowledge to more sophisticated concepts. Students research and analyse various influences on a model ecosystem in order to understand possible threats to a local ecosystem. Through analysis of data and discussion with others who have tried to solve environmental problems, students find creative ways to improve the ecological balance. Students relate issues to the environment with emphasis on issues in Ontario and Canada. In light of Gospel values and Church teachings, students recognize the importance of contributing to the common good of God’s creation.
Ontario Catholic School Graduate Expectations: CGE 1d; 2a,b,c,d; 3b,c,d,f; 4e; 5a,b,c,d,e,f; 7g,i,j.
Strand(s): Biology
Overall Expectations: BYV.01P, BYV.02P, BYV.03P.
Specific Expectations: BY1.01P to BY1.07P; BY2.01P to BY2.07P; BY3.01P to BY3.05P.
Unit 4: Physics: Motion and Its Applications
Time: 29.25 hours
Description
This unit enables students to describe different kinds of motion and the interconnected, quantitative relationships between displacement, velocity, and acceleration. Through the design and conducting of investigations, students examine the displacement, velocity, and acceleration of a vehicle. Students also research and identify the ways in which the principles of motion are used in developing new technologies. This allows students an opportunity to describe and critically analyse the consequences of such developments in light of the Catholic Faith tradition.
Ontario Catholic School Graduate Expectations: CGE 2b,c,e; 3c; 4a,f; 5a,e; 7b.
Strand(s): Physics
Overall Expectations: PHV.01P, PHV.02P, PHV.03P.
Specific Expectations: PH1.01P to PH1.06P; PH2.01P to PH2.05P; PH3.01P, PH3.03P.
Unit 5: Culminating Activity: Newspaper
Time: 7.5 hours
Description
In this activity students (in groups of four) develop a local school newspaper that covers international, national, provincial, and local news. At the international level the impact of climate change on economic, social, and environmental conditions is identified (e.g., global warming, El Nino, La Niña, rainfall patterns). At the national level the consequences of chemical disposal on humans and the environment is researched (e.g., landfill sites, incineration). At the provincial level, the impact of technological change on an ecosystem are assessed (e.g., pesticides, fertilizers, genetically- engineered plants, pollutants). At the local level, the benefits and risks to the community and individual of alternatives to motor vehicle transportation are investigated (e.g., public transit, high speed trains, walking). Students research their topics and file relevant information in a portfolio which is then used on the conference/work period days (embedded within each unit) as the basis of their newspaper. At the end of the course, students submit their completed product (newspaper) for a final assessment.
Ontario Catholic School Graduate Expectations: CGE 1d; 2c,e; 3b,c,d,f; 5a,f; 7b,i.
Strand(s): Biology, Chemistry, Earth and Space Science, Physics
Overall Expectations: BYV.01P, BYV.02P; CHV.03P; ESV.03P; PHV.03P.
Specific Expectations: BY2.01P, 2.04P, 2.05P, 2.06P; BY3.01P; CH2.04P, 2.05P, 2.06P; CH3.04P; ES2.01P, 2.04P, 2.05P, 2.06P; ES3.01P; PH2.03P,2.04P, 2.05P,PH 3.02P.
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. The teacher provides 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 or learn, and strategies used in the classroom should vary according to 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. 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.
As a culminating activity students develop a local school newspaper to examine various issues that relate to each unit of the course. It is recommended that students develop a portfolio specific to this activity and that they include pieces of work throughout the course. Students need to conference with the teacher several times during the development of the newspaper to identify issues and to review possible components of the newspaper. The various components of this activity could be done independently or by a group, however the final product reflects the efforts of the whole class.
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.
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.
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 the chemistry and biology units in particular)
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 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 collection of daily work, teacher handouts, and homework attempted and completed
Portfolio – a student collection of materials of interest or materials related to a course component or task defined by the teacher (useful for preparing for the culminating unit newspaper)
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; the 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 of possible newspaper articles
· newspaper components
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 the 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
evaluation suitable to the course content and administered towards the end of
the course. The assessment and evaluation in this Applied Science course
reflects course emphasis on applications and practical connections. The format
of the final examination should also continue this emphasis in that students
should be permitted to produce a student information sheet for the examination
which focusses on the applications of their knowledge rather than just their
recall of information. Some questions on the examination should relate to lab
experiences from the course. The portfolio collection and the newspaper should
be a summary of the work of the student on the culminating activity with
emphasis on their Inquiry skills and their Communication skills. 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 · 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. For English as a Second Language (ESL) students or English Literacy Development (ELD) students, teachers should 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 some group or individual activities. For assessment it may be necessary to use oral testing, a scribe to record answers given orally, or other demonstrations of learning in order to determine the level of achievement of certain students.
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: Bill Nye the Science Guy, 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 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, Applied, SNC2P
Biology: Ecosystems and Human Activity
Overall Expectations
BYV.01P
– demonstrate an understanding of ecosystems, including the relationship between ecological balance and the sustainability of life;
BYV.02P
– analyse natural and human threats to a local ecosystem and propose viable solutions to restore ecological balance;
BYV.03P
– relate issues to environmental sustainability with a particular focus on issues in Ontario and Canada.
Specific Expectations
Understanding Basic Concepts
BY1.01P
– 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 how glucose, water, and carbon dioxide are produced and/or consumed during these processes);
BY1.02P
– illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking nitrogen;
BY1.03P
– illustrate the process of bioaccumulation through an example, and explain its potential impact on the viability and diversity of consumers at all trophic levels;
BY1.04P
– show the relationship between the resources available and the equilibrium of a natural population in an ecosystem (e.g., describe the impact on an aquatic ecosystem of fishing or of harvesting a resource such as seaweed);
BY1.05P
– explain why ecosystems with similar characteristics can exist in different geographical locations (e.g., why deserts exist in different parts of the world);
BY1.06P
– describe how 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);
BY1.07P
– explain how soil composition and fertility can be altered in an ecosystem and outline the possible consequences of such changes.
Developing Skills of Inquiry and Communication
BY2.01P
– through investigations and applications of basic concepts identify a current local concern or issue involving an ecosystem (e.g., the conversion of a grass lot into a parking lot; the impact of fishing on a lake; the building of a pulp and paper mill on a river; the construction of a hydroelectric dam);
BY2.02P
– through investigations and applications of basic concepts formulate scientific questions about the ecological issue and outline experimental procedures for finding answers;
BY2.03P
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct practical tests on related ecological factors, and collect data using appropriate instruments and techniques safely and accurately (e.g., tests for water quality, air quality, soil composition);
BY2.04P
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic, print, and community resources, to answer the questions chosen;
BY2.05P
– through investigations and applications of basic concepts analyse the data and information gathered to clarify aspects of the concern or issue (e.g., identify costs and benefits from a social, cultural, and/or environmental perspective; predict the consequences of action or inaction; propose possible solutions);
BY2.06P
– through investigations and applications of basic concepts communicate the results of the investigation using a variety of oral, written, and graphic formats (e.g., write a letter to the mayor or organize a public debate);
BY2.07P
– compile data on the biodiversity within a natural ecosystem, using appropriate techniques, and compare the results with those from a disturbed ecosystem.
Relating Science to Technology, Society, and the Environment
BY3.01P
– assess the impact of technological change on an ecosystem (e.g., the introduction of fertilizer and pesticides to soil; the introduction of a genetically engineered plant; the effect of polluted water or air on plants and animals);
BY3.02P
– describe ways in which relationships between living organisms and their ecosystems are viewed by other cultures (e.g., First Nations);
BY3.03P
– identify and evaluate Canadian initiatives in protecting Canada’s ecosystems;
BY3.04P
– describe some of the technologies used in cleaning up contaminated sites;
BY3.05P
– identify and describe careers based on ecology and environmental technology.
Chemistry: Chemical Reactions and Their Practical Applications
Overall Expectations
CHV.01P
– demonstrate an understanding of chemical reactions and the symbolic systems used to describe them;
CHV.02P
– investigate chemical reactions encountered in everyday life and their practical applications;
CHV.03P
– demonstrate an understanding of how chemical reactions relate to technological products and processes commonly encountered in everyday life.
Specific Expectations
Understanding Basic Concepts
CH1.01P
– recognize the relationships among chemical formulae, composition, and names;
CH1.02P
– demonstrate an understanding of chemical reactions, including conservation of mass, and their representation through balanced chemical equations;
CH1.03P
– 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);
CH1.04P
– describe qualitatively, using their observations, how factors such as heat, concentration, light, and surface area can affect rates of chemical reactions;
CH1.05P
– classify substances as acids, bases, or salts based on their characteristic properties (e.g., reactions with indicators and with metals), names, and formulae (e.g., HCl, NaOH, NaCl);
CH1.06P
– demonstrate an understanding of neutralization through investigation of simple acid-base reactions;
CH1.07P
– describe how the pH scale is used to identify the concentration of acids and bases;
CH1.08P
– name and write the formulae for common ionic and molecular compounds (e.g., H2SO4, NaNO3, CO2, NaOH).
Developing Skills of Inquiry and Communication
CH2.01P
– 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 to handle, dispose of, and recycle acids, bases, and heavy metal ions; describe procedures to be followed in an emergency);
CH2.02P
– through investigations and applications of basic concepts formulate scientific questions about acid-base neutralization reactions and outline experimental procedures to answer the questions;
CH2.03P
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct practical experiments on acid-base neutralization reactions, and collect data using appropriate instruments and techniques in a safe and accurate manner (e.g., an experiment to neutralize a dilute solution of sodium hydroxide with dilute hydrochloric acid and extract the sodium chloride produced);
CH2.04P
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic, print, and community resources, to answer the questions chosen;
CH2.05P
– through investigations and applications of basic concepts analyse the data and information gathered to clarify aspects of the questions chosen (e.g., data on changes in the acidity, fish populations, and clarity of Ontario’s small lakes over the years);
CH2.06P
– through investigations and applications of basic concepts communicate the results of the investigation, using a variety of oral, written, and graphic formats (e.g., use molecular models to represent chemical reactions);
CH2.07P
– use the pH scale to determine the acidity or basicity of some common household substances (e.g., vinegar);
CH2.08P
– conduct experiments to determine the factors that affect the rate of a chemical reaction (e.g., temperature, surface area of a solid, concentration of a solution);
CH2.09P
– represent simple chemical reactions using word equations, balanced chemical equations, and, where appropriate, molecular models.
Relating Science to Technology, Society, and the Environment
CH3.01P
– use scientific nomenclature to identify common consumer products (e.g., identify ingredients in food products or cosmetics from the labels);
CH3.02P
– investigate applications of acid-base reactions in common products and processes (e.g., compare the effectiveness of different brands of antacid tablets by quantitative analysis; prepare soap from lard and sodium hydroxide and compare its lather formation with that of commercial soaps);
CH3.03P
– relate chemical reactions (including the rates of reactions) to familiar processes encountered in everyday life (e.g., acid-base reactions in film processing, food processing, fabric and hair dyeing, agriculture, wine making, pulp-and-paper and mineral processing) and identify careers that require knowledge of such processes (e.g., environmental engineering, swimming-pool maintenance);
CH3.04P
– research the methods of chemical disposal used in Canada and the environmental and individual health and safety consequences of inappropriate disposal methods (e.g., examine the effects of dumping car batteries, tires, plastics, paints, or metals in landfill sites).
Earth and Space Science: Weather Systems
Overall Expectations
ESV.01P
– demonstrate an understanding of the factors affecting the fundamental processes of weather systems;
ESV.02P
– investigate and analyse trends in local and global weather conditions in order to forecast local weather patterns;
ESV.03P
– describe new technologies in meteorology and explain the impact of weather on our daily lives.
Specific Expectations
Understanding Basic Concepts
ES1.01P
– identify and describe the principal characteristics of the hydrosphere and the four regions of the atmosphere;
ES1.02P
– describe and explain heat transfer within the water cycle and how the hydrosphere and atmosphere act as heat sinks;
ES1.03P
– describe and illustrate the factors affecting heat transfer within the water cycle in the atmosphere (e.g., temperature, pressure, humidity, winds);
ES1.04P
– observe, through experiment and simulation, and describe (a) the effects of atmospheric pressure, (b) the pattern of air movement in convection, (c) the phenomenon of inversion, (d) the greenhouse effect, and (e) heat transfer through radiation (e.g., (a) the reduction of the boiling point of water with reduced pressure or altitude; (c) the formation of dew or frost early in the morning following a clear calm night; (e) the use of dark solar panels for effective heat transfer);
ES1.05P
– describe the factors relating to the rotation of the Earth that cause the movement of air masses and variations in the Earth’s temperature;
ES1.06P
– describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents;
ES1.07P
– 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).
Developing Skills of Inquiry and Communication
ES2.01P
– through investigations and applications of basic concepts identify factors that affect the development, severity, and movement of local weather systems (e.g., microclimates in rural and urban areas, El Niño, bodies of water, frontal systems, smog);
ES2.02P
– through investigations and applications of basic concepts formulate scientific questions about these factors and outline experimental procedures for finding answers;
ES2.03P
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct a weather-related inquiry, and collect data using appropriate instruments and techniques safely and accurately (e.g., record temperatures and atmospheric pressure; interpret weather maps and satellite photographs);
ES2.04P
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic, print, and community resources, to answer the questions chosen (e.g., historical trend data, local weather records, rates of evaporation of water);
ES2.05P
– through investigations and applications of basic concepts analyse the data and information gathered to clarify aspects of the questions chosen;
ES2.06P
– through investigations and applications of basic concepts communicate the results of the investigation, using a variety of oral, written, and graphic formats (e.g., diagrams, group presentations to the class, flow charts, simulations, graphs).
Relating Science to Technology, Society, and the Environment
ES3.01P
– identify the impact of climate change on economic, social, and environmental conditions;
ES3.02P
– describe examples of Canadian contributions to the field of meteorology (e.g., in satellite observation and imaging; in cold-climate meteorology);
ES3.03P
– describe the impact of new technologies on our ability to predict local daily weather (e.g., Doppler radar, satellite imaging);
ES3.04P
– assess the impact of weather on a variety of economic activities in Canada (e.g., agriculture, forestry, tourism, home construction, fruit growing).
Physics: Motion and Its Applications
Overall Expectations
PHV.01P
– describe different kinds of motion and the quantitative relationships among displacement, velocity, and acceleration;
PHV.02P
– design and conduct investigations to study the displacement, velocity, and acceleration of a vehicle;
PHV.03P
– identify ways in which the principles of motion are used in developing new technologies and describe the consequences of such developments.
Specific Expectations
Understanding Basic Concepts
PH1.01P
– distinguish among and provide examples of
scalar and vector quantities as they relate to the description of linear motion
(e.g., among distance Δd, displacement Δ
, and position 
, and between speed v and velocity 
);
PH1.02P
– distinguish among constant, instantaneous, and average speed and among constant, instantaneous, and average velocity, and give examples involving uniform and non-uniform motion;
PH1.03P
– describe quantitatively the relationship among one-dimensional average speed vav, distance travelled Δd, and elapsed time Δt, and solve simple problems involving these physical quantities (vav = Δd/Δt);
PH1.04P
– describe quantitatively the relationship
among one-dimensional average velocity 
av, displacement Δ
, and elapsed time Δt, and solve simple problems
involving these physical quantities (
av = Δ
/Δt);
PH1.05P
– draw position-time graphs and calculate the average velocity and instantaneous velocity from such graphs;
PH1.06P
– describe quantitatively the relationship
among one-dimensional average acceleration aav, change in velocity
Δ
, and elapsed time Δt, and solve simple problems
involving these physical quantities (
av = Δ
/Δt).
Developing Skills of Inquiry and Communication
PH2.01P
– through investigations and applications of basic concepts formulate scientific questions about the motion of an object, including displacement, velocity, and acceleration, and outline experimental procedures for finding answers (e.g., “How can you accurately measure the displacement, velocity, and acceleration of a person, a bicycle, or a falling object?”);
PH2.02P
– through investigations and applications of basic concepts demonstrate the skills required to plan and conduct an inquiry into motion, identifying the variables to be measured, and collect data using appropriate instruments and techniques safely and accurately (e.g., measure and analyse an object’s motion in terms of displacement, velocity, and acceleration);
PH2.03P
– through investigations and applications of basic concepts select and integrate information from various sources, including electronic, print, and community resources, to answer the questions chosen (e.g., compare the characteristics of the different object motions investigated);
PH2.04P
– through investigations and applications of basic concepts analyse the data and information gathered to clarify aspects of the chosen questions (e.g., estimate journey times from road maps and average speeds);
PH2.05P
– through investigations and applications of basic concepts communicate the results of the investigation using a variety of oral, written, and graphic formats.
Relating Science to Technology, Society, and the Environment
PH3.01P
– perform a cost-benefit analysis, including environmental and safety factors, of technologies which have enabled us to attain ever-faster speeds on land and water and in the air, and of alternative modes of transportation (e.g., snowmobiles, automobiles, trains, subways);
PH3.02P
– investigate the benefits and risks to the community and the individual of alternatives to motor-vehicle transportation (e.g., public transit, high-speed trains, walking, bicycling, in-line skating, horseback riding, skiing);
PH3.03P
– describe examples of Canadian and other contributions to the science and technology of motion (e.g., snow vehicles, aircraft, hydrofoils, the G-suit, the canoe, the spring skate).
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