ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students maintain a journal of scientific concepts and personal reflections about science.

- Apply data collection, organization and interpretation skills (SO, Sc. 14, 24).

- Propose and explain interpretations or conclusions (GO, Sc. 10, 20, 30; Bio 20-30; Chem. 20, 30; Phys. 20, 30).

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

C1 (4.2) - Select information from appropriate sources, including primary and secondary sources.

C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose that extend and communicate understanding of complex issues.

C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics.

C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources.

C3 (3.1) - Evaluate the authority, reliability and validity of electronic accessed information.

C3 (3.2) — Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns among ideas.

P4 (4.1) - Integrate a variety of visual and audio and information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

P5 (4.1) - Create multiple-link documents appropriate to the content of a particular topic.

Students write lab reports and research papers with supporting diagrams, tables, and graphs. Students communicate the results of investigations in a clearly written report. (Science 10 General Learner Expectation: Organizing and Communicating)

- Organize and present data (themes, groups, tables, graphs, flow charts and Venn diagrams) in a concise and effective form (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Communicate data more effectively, using mathematical and statistical calculations, where necessary (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Express measured and calculated quantities to the appropriate number of significant digits, using SI notation for all quantities (GO, Sc. 10, 20, 30; Bio 20-30; Chem. 20, 30; Phys. 20, 30).

- Communicate findings of investigations in a clearly written report (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

C7 (4.2) - Analyze and synthesize information to determine patterns among ideas.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

C1 (4.2) - Select information from appropriate sources, including primary and secondary sources.

C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for content, audience and purpose that extend and communicate understanding of complex issues.

C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics.

C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources.

C3 (3.1) - Evaluate the authority, reliability and validity of electronic accessed information.

C3 (3.2) — Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio and information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students use CD-ROM reference materials to obtain information on scientific topics. (frog dissection, physics simulations)

- Summarize articles, based on the scientific principles of energy and matter exchange, the latest scientific and/or technological developments (SO, Sc. 10).

- Perform an experiment or a simulation on the growth of a population of organisms, and hypothesizing how the trends observed would affect human populations (GO, Sc. 20).

- Research the potential of tidal power, using library resources, newspaper articles or the Internet (SO, Sc. 30).

- Analyze published data, collected data and information from computer simulations and models (GO, Bio 20).

- Collect and record neural and hormonal data from observations and published research (GO, Bio 30).

- Formulate hypotheses from published data on an environmental factor that can be detected and responded to by the human organism; e.g., ultraviolet light and pigment deposition, diet and thyroid function (SO, Bio 30).

- Infer the role of insulin in the regulation of blood sugar, by performing an experiment to investigate the presence of reducing sugars in simulated urine; and comparing the results with urinalysis data; and/or investigating the role of insulin in the regulation of blood sugar, using a computer simulation (SO, Bio. 30).

- Perform a simulation to demonstrate the behaviour of chromosomes during meiosis (GO, Bio 30).

- Analyze published and collected genetic information for trends, patterns and relationships (SO, Bio 30).

- Use library resources to research and report on selected scientists who contributed to our understanding of the structure of the nucleus (GO, Phys. 30).

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

C1 (4.1) - Plan and perform complex searches, using more than one electronic source.

C1 (4.2) - Select information from appropriate sources, including primary and secondary sources.

C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies.

C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues.

C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students access the most current data on scientific topics.

- Summarize articles, based on the scientific principles of energy and matter exchange, the latest scientific and/or technological developments (SO, Sc. 10).

- Understand the geologic evidence for the existence and causes of the ice ages and their relationship to climate change; and by interpreting topographical features and drainage patterns in terms of past glaciation; making inferences from ice cores, and evaluating and synthesizing current predictions of global climatic change (SO, Sc. 20).

- Evaluate, from the past to the present, the evidence for changes in atmospheric composition, with respect to carbon dioxide and its significance to current biosphere equilibrium (SO, Bio 20).

- Appreciate, and be critical about, current research and theories concerning genetic information (SO, Bio 30).

C1 (4.2) - Select information from appropriate sources, including primary and secondary sources.

C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C1 (4.1) - Plan and perform complex searches, using more than one electronic source.

C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies.

C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources.

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C5 (4.1) - Use telecommunications to pose critical questions to Experts.

C5 (4.2) - Participate in a variety of electronic group formats.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings.

Students participate in collaborative on-line science activities. E.g. National Geographic science projects, SchoolNet.

- Students will be encouraged to develop the affective attributes of scientists at work, including:

• appreciation for group work
• developing consensus within a group (GO, Sc. 14, 24).

- Use technology to solve practical problems (SO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources.

C5 (4.2) - Participate in a variety of electronic group formats.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

C5 (4.1) - Use telecommunications to pose critical questions to Experts.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P3 (4.2) - Support communication with appropriate images, sounds and music.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

Students participate in live research taking place in the field. E.g. Mt. Everest Climb, Amazon Jungle Trek, Mars missions.

- Students will be encouraged to develop the affective attributes of scientists at work, including:

• appreciation for group work

• developing consensus within a group (GO, Sc. 14, 24).

- Students will appreciate the value of teamwork and make a positive contribution when working with others to solve problems and complete tasks (LO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources.

C5 (4.2) - Participate in a variety of electronic group formats.

P3 (4.1) - Select and use, independently, multimedia capabilities for presentations in various subject areas.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues.

C5 (4.1) - Use telecommunications to pose critical questions to Experts.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P3 (4.2) - Support communication with appropriate images, sounds and music.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

Students post data from experiments collected at the school site.

- Students will be encouraged to develop the affective attributes of scientists at work, including:

• appreciation for group work

• developing consensus within a group (GO, Sc. 14, 24).

- Students will appreciate the value of teamwork and make a positive contribution when working with others to solve problems and complete tasks (LO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P3 (4.2) - Support communication with appropriate images, sounds and music.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

P5 (4.1) - Create multiple-link documents appropriate to the content of a particular topic.

P5 (4.2) - Post multiple-link pages on the World Wide Web or on a local or wide area network.

ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students organize and display data in table or graph form to predict, compare, classify, infer, or measure outcomes. E.g. Students graph data showing how the density of water varies with temperature. (Science 10: Unit 1, Energy From The Sun)

- Perform an experiment to demonstrate the role of light energy in the production of carbohydrates and oxygen by green plants (SO, Sc.10).

- Identify the manipulated, respond and control variables (variables held constant) in an experimental investigation of photosynthesis (SO, Sc. 10).

- Distinguish between a controlled variable and a controlled experiment (an experiment carried out under the same conditions as another experiment except for one factor) (SO, Sc. 10).

- Design a closed system to illustrate the dynamic balance between photosynthesis and respiration (S), Sc. 10).

- Trace the flow of energy through the biosphere, interrelating autotrophic and heterotrophic matter needs by comparing representative producers and consumers (SO, Sc. 10).

- Observe and record some of the physical properties of water (SO, Sc. 10).

- Collect and graph data showing the effect of heat on the temperature of water (SO, Sc. 10).

- Perform an experiment to determine the heat of fusion of ice (SO, Sc. 10).

- Calculate any variable in the equation, Q=mcDT, given the other three variables (SO, Sc. 10).

- Graph and analyze data showing how the density of water varies with temperature.

- Design an experiment to investigate the change in volume of water upon freezing (SO, Sc. 10).

- Compare mean monthly temperature data for cities of similar latitude and accounting for any differences (SO, Sc. 10).

- Construct and interpret climate graphs (SO, Sc. 10).

- Design an experiment to investigate the heating effect of solar energy (SO, Sc. 10).

- Perform an experiment to investigate the heat changes involved in the compression and expansion of air (S), Sc. 10).

- Communicate meteorological data in SI units; e.g., temperature, wind velocity, atmospheric pressure, precipitation (SO, Sc. 10).

- Interpret weather maps of local weather (SO, Sc. 10).

- Compare weather forecasts to observed weather (S), Sc. 10).

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C1 (4.1) - Plan and perform complex searches, using more than one electronic source.

C1 (4.2) - Select information from appropriate sources, including primary and secondary sources.

C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

Students control and manipulate data, observing changes in the manipulated variable. Eg. They manipulate the concentration of the solute. (Chemistry 20: Solutions)

- Use a simple conductivity apparatus to perform an experiment to identify solutions (SO, Chem. 20).

- Use a balance and volumetric glassware to prepare solutions of specified concentration (SO, Chem. 20).

- Perform an experiment to determine the identity of an ion, use simple qualitative tests, including solution colour, flame tests and solubility (SO, Chem. 20).

- Write dissociation/ionization equations for dissolved strong acids and ionic compounds (SO, Chem. 20).

- Calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations (SO, Chem. 20).

- Calculate, from empirical data, the concentration of diluted solutions, and the quantities of a solution and water to use when diluting (SO, Chem. 20).

- Use empirical data and dissociation equations to calculate the concentration of ions in a solution (SO, Chem. 20).

- Use indicators, pH and conductivity to perform experiments to differentiate among acidic, basic and neutral solutions (SO, Chem. 20).

- Calculate concentrations of H + or OH — for strong acids and bases.

- Construct a table comparing pH and hydrogen ion concentration in order to illustrate that as the hydrogen ion concentration increases, the pH decreases (SO, Chem. 20).

- Draw and interpret graphs of experimental data that relate pressure and temperature to gas volume (SO, Chem. 20).

- Design and perform an experiment to illustrate the gas laws, which identify and control variables (SO, Chem. 20).

- Perform and evaluate an experiment to determine molar mass from gaseous volume (SO, Chem. 20).

- Use empirical data to do calculations based on the ideal gas law (SO, Chem. 20).

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

Students observe patterns, hypothesize and make predictions about collected data.

- Understand that the array of living and nonliving forms of matter and the procedures used to understand, classify and distinguish those forms on the basis of recurring patterns (GO, Sc. 10, 20, 30; Chem. 20, 30; Phys. 20, 30).

- Analyze data or information for trends, patterns, relationships, reliability and accuracy (GO, Sc. 10, 20, 30; Chem. 20, 30; Phys. 20, 30).

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

Students collect and organize researched data. E.g. Students order substances according to density. (Science 10) Students classify bacteria according to strain.

- Observe and record some of the physical properties of water (SO, gr. 10).

- Collect and graph data showing the effect of heat on the temperature of water (SO, gr. 10).

- Perform an experiment to determine the heat of fusion of ice (SO, gr. 10).

- Calculate any variable in the equation, Q=mDT, given the other three variables (SO, gr. 10).

- Graph and analyze data showing how the density of water varies with temperature (SO, gr. 10).

- Design an experiment to investigate the change in volume of water upon freezing (SO, gr. 10).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C1 (4.1) - Plan and perform complex searches, using more than one electronic source.

C1 (4.2) - Select information from appropriate sources, including primary and secondary sources.

C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

Students evaluate the appropriateness of technology used to solve a specific problem.

- Design and/or describe a plan for research, or to solve a problem (GO, Sc. 10, 20, 20; Bio 20-30; Chem. 20, 30; Phys. 20, 30).

- Use technology to solve practical problems (GO, Sc. 10, 20, 20; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Analyze the use of technology to solve problems of incompatibility between fetus and mother, and possible solutions to such problems (GO, Sc. 10, 20, 20; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Describe the use of technology to solve practical problems; e.g., the operation of weather satellites in monitoring weather systems (SO, Sc. 10).

- Describe the use of technology to solve practical problems; e.g., bacterial products or processes used in research and industry (SO, Sc. 10).

- Describe how gas compression technology has been used to solve the practical problems encountered by humans working in high altitudes or deep oceans, and explaining what happens in altitude sickness and caisson disease (SO, Gr. 10).

- Describe the use of technology to solve practical problems; e.g., the use of vacuum-tapping system technology of sap recovery while taking advantage of the natural transport system of maple trees (SO, Gr. 10)/

- Discuss the use of technology to solve practical problems; e.g., the pharmaceutical applications of biotechnology (SO, Sc. 30).

- Describe the chemical principles involved in the technologies designed to reduce pollution, and evaluate the effectiveness of these technologies, given the limitations of scientific knowledge and technology to solve environmental problems (SO, Sc. 30).

- Describe some current uses of technologies, such as electromagnets and transformers, to solve practical problems in the school and the home (SO, Sc. 20).

- Identify medical and industrial uses of gamma ray, X-ray and ultraviolet light technology to solve practical problems and advance scientific knowledge (SO, Sc. 20).

- Describe, in general terms, the use of radio waves, microwaves and infrared light in communications and remote sensing technology to solve practical problems and advance scientific knowledge (SO, Sc. 20).

- Develop healthy skepticism in regard to technology as the ultimate solution to environmental issues (SO, Sc. 14).

- Appreciate that in solving problems scientifically, new technologies develop (SO, Sc. 14).

- Describe and explain the design and function of technological solutions to practical problems, using scientific principles; and relate the ways in which chemistry and technology advance one another, using appropriate and relevant examples (GO, Chem. 20-30).

- Investigate the use of technology to solve practical problems related to corrosion (SO, Chem. 30).

- Explain, using chemical principles, the formation of acid deposition, describe the environmental impact and the measures being taken by industries to reduce emissions, and evaluate the problem of acid deposition, recognize that a practical solution is limited by current scientific knowledge and technology and may require a compromise between competing priorities (SO, Chem. 30).

- Investigate the application of acoustical phenomena, and other wave characteristics and behaviour, to solve practical problems in recreational, medical, industrial and research technology, and the influence of the needs, interests and financial support of society on scientific and technological research; e.g., sonar, ultrasound, sonography, radar, pipe organs, wind and brass instruments (SO, Phys. 20).

- Assess the processes in which light affects living organisms, and the use of light technology to solve practical problems; e.g., growth, vision (SO, Phys. 30).

- Understand that changes in kinetic and potential energy occur in mechanical energy interactions; and analyze and solve, quantitatively, kinematic and dynamics problems, using mechanical energy concepts, and algebraic and/or graphical analyses; and by gathering, and graphically analyzing, relevant data inferring mathematical relationships, within the context of: investigate and report the application of conservation principles in research and design or any other relevant context (SO, Phys. 20).

- Analyze, in general terms, the functioning of various technological applications of the photoelectric effect to solve practical problems; e.g., automatic door openers, burglar alarms, light meters, smoke detectors (GO, Phys. 30).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics.

C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students create a multimedia report of a concept with supporting graphics, animation, video and audio.

- Organize and present data (themes, groups, tables, graphs, flow charts and Venn diagrams) in a concise and effective form (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Communicate findings of investigations in a clearly written report (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Understand that electromagnetic energy emitted by celestial bodies reveals the structure and history of the Universe; and describe how the temperature and composition of objects can be determined from spectra; and explain and describe how Doppler shift evidence indicates star speed and an expanding Universe; and observe and describe various spectra, using diffraction gratings, and investigate and report on communications technology for studying the Universe, within the context of:

• describing, in terms of the scientific principles involved, the role of the ozone layer in filtering ultraviolet radiation

OR

• describing, in general terms, the technological developments that enable the use of the entire electromagnetic spectrum to extend our knowledge of the Universe

OR

• describing, in general terms, and evaluating, objectively, the functioning of Earth-based optical and radio telescopes, satellites and space probes, and their role in gathering scientific evidence on the nature of the Universe, and the influence of the needs, interests and financial support of society on scientific and technological research

OR

• explaining how the studies of cosmic rays have advanced scientific knowledge and our understanding of the Universe and the structure of matter; and evaluating, from a variety of perspectives, the costs and benefits of, and societal support for, cosmological research

OR

• recognizing the central role of evidence in the accumulation of scientific knowledge, and speculating on its limitations in the development of theories on how the Universe began and how it might end

OR

• any other relevant context (GO, Sc. 30).

- Research and report on the use of kinematics principles in traffic accident investigations (SO, Phys. 20-30)

- Investigate and report on careers, supported by societal needs and interests, that require an understanding and application of kinematics and dynamics (SO, Phys. 30).

- Investigate and report on Newton’s influence, and the role of experimental evidence, in the development of a model for the theory of light (SO, Phys. 20).

- Investigate and report the application of conservation principles in research and design (SO, Phys. 30).

- Investigate and report on a technology developed to improve the efficiency of energy transfer in a response to reconcile the energy needs of society with its responsibility to protect the environment and to use energy judiciously (SO, Phys. 30).

- Investigate and report on a safety device that results in a cost saving to consumers and society, in terms of the problem addressed and its impact on quality of life (SO, Phys. 30).

- Investigate and report the affects of magnetism on the behaviour of living organisms in terms of the limitations of scientific knowledge and technology and in terms of quality of life (SO, Phys. 30).

- Research, report on and evaluate the use of electromagnetic radiation technology in such scientific fields as biology, chemistry, medicine, astronomy, in terms of societal needs, interests and financial support, and the contribution to the accumulation of scientific knowledge (SO, Phys. 30).

- Investigating and reporting on the use of line spectra in the study of the Universe and the identification of substances (SO, Phys. 30).

C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings.

P3 (4.1) - Select and use, independently, multimedia capabilities for presentations in various subject areas.

P3 (4.2) - Support communication with appropriate images, sounds and music.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

Students create a concept map with multimedia components to represent their understanding of concepts.

- Draw graphs, charts, flow charts, maps and diagrams (GO, Sc. 14-24).

- Prepare required observation charts or diagrams, and carry out preliminary calculations (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Organize and present data (themes, groups, tables, graphs, flow charts and Venn diagrams) in a concise and effective form (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Collect, verify and organize data into tables of their own design, and graphs and diagrams of others’ design, using written and symbolic forms; and describe findings or relationships, using scientific vocabulary, notation, theories and models (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Research a range of reproductive strategies in seed plants and animals; and presenting this information in the form of charts, tables or diagrams; e.g., budding, spore production, binary fission (SO, Bio. 30).

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P3 (4.1) - Select and use, independently, multimedia capabilities for presentations in various subject areas.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings.

P3 (4.2) - Support communication with appropriate images, sounds and music.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students use a simulation that allows the manipulation of variables that may otherwise be too dangerous. E.g. Students identify effects of pollutants on respiration rates. Students identify the effects of radiation on biological organisms.

- Connect, synthesize and integrate by drawing analogies among villi, alveoli, nephrons and capillaries; and integrate information from models, simulations and research to demonstrate how equilibrium is maintained with respect to energy and matter exchange (SO, Bio. 20).

- Observe the principal features of the digestive and respiratory systems of a mammal, using models, computer simulations or dissected organisms; and identifying the structures from drawings of those systems; e.g., villi, alveoli (SO, Bio. 20).

- Observe the principal features of the circulatory and excretory systems of a mammal, using models, computer simulations or dissected organisms; and identify the structures from drawings of those systems (SO, Bio. 20).

- Summarize, from models, computer simulations or a dissected organ, the structures and direction of blood flow through a mammalian heart the circulatory system in the delivery of prescription drugs to their sites of action (SO, Bio. 20).

- Research and design a simulation or model of the functioning of the main components of the human immune system (SO, Bio. 20-30).

- Observe the principal features of the mammalian brain, using models, computer simulations or dissected mammalian brains; and identifying the major visible structures from drawings or models of that organ (SO, Bio. 20).

- Observe the principal features of the mammalian eye and ear, using models, computer simulations or dissected mammalian eyes; and identifying the major visible structures from drawings or models of those organs (SO, Bio. 30).

- Infer the role of insulin in the regulation of blood sugar, by performing an experiment to investigate the presence of reducing sugars in simulated urine; and comparing the results with urinalysis data; and/or investigating the role of insulin in the regulation of blood sugar, using a computer simulation (SO, Bio. 30).

- Observe the principal features of the human reproductive system, using models or computer simulations (SO, Bio. 30).

- Understand how development from conception is regulated by genetics, hormones and environment; and describe these developmental events and the technologies that influence them; and by observing slides, models or computer simulations of nonhuman embryo development (SO, Bio. 30).

- Collect and record empirical data on single gene inheritance, cell division and information from computer simulations and models (SO, Bio. 30).

- Perform experiments and/or computer simulations to demonstrate population growth and gene pool change (SO, Bio. 30).

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

Students use a scanner to input graphics or data into a report. E.g. Students will organize and present data in a concise and effective form such as themes, groups, tables, graphs, or flow charts. (Science 10 General Learner Expectation: Organizing and Communicating)

- Organize and present data (themes, groups, tables, graphs, flow charts and Venn diagrams) in a concise and effective form (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Communicate data more effectively, using mathematical and statistical calculations, where necessary (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Express measured and calculated quantities to the appropriate number of significant digits, using SI notation for all quantities (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

- Communicate findings of investigations in a clearly written report (GO, Sc. 10, 20, 30; Bio 20, 30; Chem. 20, 30; Phys. 20, 30).

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

P3 (4.2) - Support communication with appropriate images, sounds and music.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

Students use a digital or video camera in the field to capture pictures that may then be manipulated and put into a report or database.

- Connect, synthesize and integrate by drawing analogies among villi, alveoli, nephrons and capillaries; and integrate information from models, simulations and research to demonstrate how equilibrium is maintained with respect to energy and matter exchange (SO, Bio. 20).

- Observe the principal features of the digestive and respiratory systems of a mammal, using models, computer simulations or dissected organisms; and identifying the structures from drawings of those systems; e.g., villi, alveoli (SO, Bio. 20).

- Observe the principal features of the circulatory and excretory systems of a mammal, using models, computer simulations or dissected organisms; and identify the structures from drawings of those systems (SO, sc. 20).

- Summarize, from models, computer simulations or a dissected organ, the structures and direction of blood flow through a mammalian heart the circulatory system in the delivery of prescription drugs to their sites of action (SO, Bio. 20).

- Research and design a simulation or model of the functioning of the main components of the human immune system (SO, Bio. 20).

- Observe the principal features of the mammalian brain, using models, computer simulations or dissected mammalian brains; and identifying the major visible structures from drawings or models of that organ (SO, Bio. 20).

- Observe the principal features of the mammalian eye and ear, using models, computer simulations or dissected mammalian eyes; and identifying the major visible structures from drawings or models of those organs (SO, Bio. 30).

- Infer the role of insulin in the regulation of blood sugar, by performing an experiment to investigate the presence of reducing sugars in simulated urine; and comparing the results with urinalysis data; and/or investigating the role of insulin in the regulation of blood sugar, using a computer simulation (SO, Bio. 30).

- Observe the principal features of the human reproductive system, using models or computer simulations (SO, Bio. 30).

- Understand how development from conception is regulated by genetics, hormones and environment; and describe these developmental events and the technologies that influence them; and by observing slides, models or computer simulations of nonhuman embryo development (SO, Bio. 30).

- Collect and record empirical data on single gene inheritance, cell division and information from computer simulations and models (SO, Bio. 30).

- Perform experiments and/or computer simulations to demonstrate population growth and gene pool change (SO, Bio. 30).

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

P3 (4.2) - Support communication with appropriate images, sounds and music.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students create drawings of basic or complex electrical circuits. E.g. (Physics 20, Physics 30)

- Perform an experiment to explain the relationships among current, voltage and resistance (SO. Phys. 30).

- Design, analyze and solve simple resistive DC circuits (SO. Phys. 30).

- Draw diagrams of simple resistive DC circuits, use accepted symbols for circuit components (SO. Phys. 30).

- Design and perform an experiment demonstrating the heating effect of electric energy (SO. Phys. 30).

P3 (4.2) - Support communication with appropriate images, sounds and music.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

Students illustrate the food web. E.g. (Biology 20, 30)

- Collect information and building a model depicting the food web of a chosen ecosystem (SO, Bio. 20).

- Explaining, quantitatively, the energy and matter exchange in ecosystems, using models, such as pyramids (SO, Bio. 20).

- Evaluate, quantitatively, the energy and matter exchange in a chosen ecosystem, use a pyramid of mass or numbers (SO, Bio. 20).

- Analyze data on the diversity of plants, animals and decomposers that make up the biotic component of a specific endangered ecosystem; and predict the future outcome of that ecosystem future outcome

- Observe the principal features of the digestive and respiratory systems of a mammal, use models, computer simulations or dissected organisms; and identify the structures from drawings of those systems; e.g., villi, alveoli (SO, Bio. 20).

- Perform experiments to detect the presence, in food, of organic molecules, such as carbohydrates, lipids and proteins, using qualitative chemical tests (SO, Bio. 20).

- Design and perform a calorimetry experiment to determine, quantitatively, the potential energy of carbohydrates and fats in foods (SO, Bio. 20).

- Perform an experiment to demonstrate the action of digestive enzymes from plant or animal tissue; e.g., potato, liver (SO, Bio. 20).

- Design and perform experiments to investigate the influence of enzyme concentration, temperature and pH on the activity of enzymes; e.g., pepsin, pancreatin (SO, Bio. 20).

P3 (4.2) - Support communication with appropriate images, sounds and music.

P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

P3 (4.3) - Apply general principles of graphic layout and design to a document in process.

P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal.

P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.

P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

ICT Outcomes

Correlation to the Curriculum in Science (Division 4 Outcomes)

Correlation to the Information and Communication Technology Program of Studies for Division 4

Students use temperature, ph, humidity, or light probes connected to a computer to collect data. E.g. (applicable in part to all senior high courses)

- Use indicators, pH and conductivity to perform experiments to differentiate among acidic, basic and neutral solutions (SO, Chem. 20).

- Perform a field study and measuring, quantitatively, appropriate abiotic factors, such as temperature, precipitation, snow depth, ice thickness, light intensity, pH, hardness and oxygen content in an aquatic and a terrestrial ecosystem; and presenting the data in a form, such as graphs, tables or charts, that describe, in general terms, the abiotic structure of the ecosystem chosen (SO, Bio. 20).

- Design and perform experiments to investigate the influence of enzyme concentration, temperature and pH on the activity of enzymes; e.g., pepsin, pancreatin (SO, Bio. 20).

- Perform an experiment to investigate simulated urine composition, analyzing the data and summarize the role of the kidney in homeostatic regulation of water, pH and ionic substances (SO, Bio. 20).

- Perform a field study and measure, quantitatively and qualitatively, appropriate biotic and abiotic factors in the aquatic or terrestrial ecosystem chosen, and present the data in a form that describes, in general terms, the structure of the ecosystem; e.g., pH, temperature, precipitation, hardness, oxygen content, humidity, invertebrates, vertebrates, plants (SO, Sc. 20)

- Measure the pH of some common substances, using a pH meter and/or pH paper and indicators (SO, Sc. 30).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

Students use blood pressure, heart rate, or ECG devices connected to a computer to collect data. E.g. (applicable in part to all senior high courses)

- Students measure and interpret their own blood pressure; and investigate the role of exercise in influencing blood pressure (SO, Sc. 30).

- Measure blood pressure, analyze class data to investigate the role of various factors influencing blood pressure; e.g., exercise, lifestyle, gender, and present the data in tables or charts (SO, Sc. 30).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

Students use force and acceleration sensors connected to a computer to collect data. E.g. (applicable in part to all senior high courses)

- Understand and explain, quantitatively, linear motion in terms of displacement, time, velocity and acceleration; and by gathering, numerically analyzing and graphing relevant data (SO, Sc. 20).

- Gather data necessary to infer the relationships among acceleration, velocity and time (SO, Sc. 20).

- Determine velocity, displacement and acceleration from position—time and velocity—time graphs (SO, Sc. 20

- Perform and evaluate an experiment to determine the local value of the acceleration due to gravity (SO, Sc. 20

- Understand the effects of forces on the linear motion of objects described in terms of force, mass, acceleration and momentum, and analyzed in terms of Newton’s laws of motion; and gather and numerically analyze relevant data (SO, Sc. 20).

- Gather data necessary to infer the relationships among acceleration, force and mass (SO, Sc. 20).

- Understand, explain and use the relationship among uniform circular motion, Newton’s universal law of gravitation and Kepler’s laws; and investigate the relationship between centripetal force and centripetal acceleration, and solving satellite motion problems (SO, Sc. 20).

- Perform and evaluate an experiment to investigate the relationship between centripetal force and centripetal acceleration (SO, Sc. 20).

- Understand the motion of objects and systems in terms of position, time, velocity and acceleration, and explain uniform motion, using graphical, algorithmic and vector methods; and gather, and numerically and graphically analyze relevant data to determine mathematical relationships among acceleration, displacement, velocity and time (SO, Phys. 20).

- Perform experiments to demonstrate the relationships among acceleration, displacement, velocity and time, using interval timers to gather the necessary data (SO, Phys, 20).

- Perform experiments to determine the local value of the acceleration due to gravity (SO, Phys, 20).

- Perform experiments to determine the relationships among acceleration, force and mass, using interval timers to gather the necessary data (SO, Phys, 20).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

Students use plant transpiration sensors connected to a computer to collect data. E.g. (applicable in part to all senior high courses)

- Design and perform an experiment to measure inherited variation in a plant or animal population (SO, Bio. 20).

- Prepare plant and animal material for microscopic examination, using stains and observing the materials (SO, Sc. 10).

- How populations of plant and animal species adapt to a changing environment (SO, Sc. 20).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

Students use solution concentration sensors connected to a computer to collect data. E.g. (applicable in part to all senior high courses)

- Calculate the concentration of solutions in a variety of ways, including moles per litre, and calculate mass or volume when the concentration is known; e.g., per cent by volume, parts per million (ppm) (SO, Chem. 20).

- Determine the concentration of diluted solutions and the quantities of solution and solvent to use when diluting (SO, Chem. 20).

- Compare the ways in which concentrations of solutions are expressed in the chemistry laboratory (moles per litre), in industry (a variety of ways), in household products (per cent by volume) and in environmental studies (parts per million), then evaluating the importance of concentration in relation to biomagnification and risk management (SO, Sc. 20).

- Differentiate between strength and concentration, using examples of organic and inorganic acids (SO, Sc. 30).

- Understand solutions and their significance in living and nonliving systems; and ways of expressing and calculating concentration; and prepare solutions, use qualitative tests to identify solutions and ions in solution (SO, Chem. 20).

- Use evidence from titration to determine the concentration of a solution (SO, Chem. 20).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

Students use oscilloscope sensors connected to a computer to display the wave forms of various sounds, beats, pitches and frequencies. E.g. (applicable in part to all senior high courses)

- Use simple equipment and techniques to measure two other forms of energy; e.g., light, sound (SO, Sc. 24).

- Design and perform experiments to measure the speed of sound in air, using resonance in an air column that is closed at one end (SO, Phys. 20).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.

Students use electrical current and voltage sensors connected to a computer to collect data. E.g. (applicable in part to all senior high courses)

- Understand that the concept of field explains action at a distance; and describing, compare and contrast scalar, vector, gravitational, electric and magnetic fields; and compare and contrast the interactions of static electric charges and magnetic poles; and drawing diagrams of gravitational, electric and magnetic fields, using field lines (SO, Sc. 30).

- Compare the interaction of static electric charges to the interaction of magnetic poles (SO, Sc. 30).

- Describe, quantitatively, analyze and predict the behaviour of electric charges in electric and/or magnetic fields, using the principles of kinematics, dynamics, conservation of energy and electric charge, electrostatics and electromagnetism (GO, Phys. 20-30).

- Understand that the electrical model of matter is fundamental to the explanation of electrical phenomena; and explaining electrical interactions in terms of the law of conservation of charge and the law of electric charge; and by investigating, empirically, and explaining electrostatics, using the electric nature of matter (SO, Phys. 30).

- Perform an experiment demonstrating the relationships among magnitude of charge, electric force and distance (SO, Phys. 30).

- Explain, quantitatively, using vector addition, electric fields in terms of intensity (strength) and direction relative to the source of the field (SO, Phys. 30).

- Understand the concept of field as related to electrical interactions; and explain, quantitatively, using vector addition electric fields in terms of intensity and direction relative to the source of the field and its effect on an electric charge; and plot electric fields, using field lines and linking centripetal force to the electric force (SO, Phys, 30).

- Explain, qualitatively, how the problem of protecting sensitive components in a computer from electric fields is solved (SO, Phys, 30).

- Determine, from empirical and theoretical evidence, the relationships among electric energy/power, current, resistance and voltage (SO, Phys, 30).

C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information.

P2 (4.1) - Manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/or spreadsheets.

C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.

C6 (4.1) - Investigate and solve problems of prediction, calculation and inference.

C6 (4.2) - Investigate and solve problems of organization and manipulation of information.

C6 (4.3) - Manipulate data by using charting and graphing technologies in order to test inferences and probabilities.

C6 (4.4) - Generate new understandings of problematic situations by using some form of technology to facilitate the process.

C6 (4.5) - Evaluate the appropriateness of the technology used to investigate or solve a problem.

C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas.