10 to 12
By the end of grade 12
Learning outcomes by grade grouping
NATURE OF SCIENCE AND TECHNOLOGY
STSE
It is expected students will…
General learning outcome
114
describe and explain disciplinary and interdisciplinary processes used to enable us to understand natural phenomena and develop technological solutions
Specific learning outcomes
114-1
explain how a paradigm shift can change scientific world views
114-2
explain the roles of evidence, theories, and paradigms in the development of scientific knowledge
114-3
evaluate the role of continued testing in the development and improvement of technologies
114-4
identify various constraints that result in tradeoffs during the development and improvement of technologies
114-5
describe the importance of peer review in the development of scientific knowledge
114-6
relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary studies
114-7
compare processes used in science with those used in technology
114-8
describe the usefulness of scientific nomenclature systems
114-9
explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions
General learning outcome
115
distinguish between science and technology in terms of their respective goals, products, and values, and describe the development of scientific theories and technologies over time
Specific learning outcomes
115-1
distinguish between scientific questions and technological problems
115-2
illustrate how science attempts to explain natural phenomena
115-3
explain how a major scientific milestone revolutionized thinking in the scientific communities
115-4
describe the historical development of a technology
115-5
analyse why and how a particular technology was developed and improved over time
115-6
explain how scientific knowledge evolves as new evidence comes to light
115-7
explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced
RELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY
General learning outcome
116
analyse and explain how science and technology interact with and advance one another
Specific learning outcomes
116-1
identify examples where scientific understanding was enhanced or revised as a result of the invention of a technology
116-2
analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology
116-3
identify examples where technologies were developed based on scientific understanding
116-4
analyse and describe examples where technologies were developed based on scientific understanding
116-5
describe the functioning of domestic and industrial technologies, using scientific principles
116-6
describe and evaluate the design of technological solutions and the way they function, using scientific principles
116-7
analyse natural and technological systems to interpret and explain their structure and dynamics
SOCIAL AND ENVIRONMENTAL CONTEXTS OF SCIENCE AND TECHNOLOGY
General learning outcome
117
analyse how individuals, society, and the environment are interdependent with scientific and technological endeavours
Specific learning outcomes
117-1
compare examples of how society supports and influences science and technology
117-2
analyse society’s influence on scientific and technological endeavours
117-3
describe how Canadian research projects in science and technology are funded
117-4
debate the merits of funding specific scientific or technological endeavours and not others
117-5
provide examples of how science and technology are an integral part of their lives and their community
117-6
analyse why scientific and technological activities take place in a variety of individual and group settings
117-7
identify and describe science- and technology-based careers related to the science they are studying
117-8
identify possible areas of further study related to science and technology
117-9
analyse the knowledge and skills acquired in their study of science, to identify areas of further study related to science and technology
117-10
describe examples of Canadian contributions to science and technology
117-11
analyse examples of Canadian contributions to science and technology
SOCIAL AND ENVIRONMENTAL CONTEXTS OF SCIENCE AND TECHNOLOGY
General learning outcome
118
evaluate social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a variety of perspectives
Specific learning outcomes
118-1
compare the risks and benefits to society and the environment of applying scientific knowledge or introducing a technology
118-2
analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology
118-3
evaluate the design of a technology and the way it functions on the basis of identified criteria such as safety, cost, availability, and impact on everyday life and the environment
118-4
evaluate the design of a technology and the way it functions on the basis of a variety of criteria that they have identified themselves
118-5
defend a decision or judgement and demonstrate that relevant arguments can arise from different perspectives
118-6
construct arguments to support a decision or judgement, using examples and evidence and recognizing various perspectives
118-7
identify instances in which science and technology are limited in finding the answer to questions or the solution to problems
118-8
distinguish between questions that can be answered by science and those that cannot, and between problems that can be solved by technology and those that cannot
118-9
propose a course of action on social issues related to science and technology, taking into account human and environmental needs
118-10
propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability
INITIATING AND PLANNING
SKILLS
It is expected students will…
General learning outcome
212
ask questions about observed relationships and plan investigations of questions, ideas, problems, and issues
Specific learning outcomes
212-1
identify questions to investigate that arise from practical problems and issues
212-2
define and delimit problems to facilitate investigation
212-3
design an experiment identifying and controlling major variables
212-4
state a prediction and a hypothesis based on available evidence and background information
212-5
identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis
212-6
design an experiment and identify specific variables
212-7
formulate operational definitions of major variables
212-8
evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making
212-9
develop appropriate sampling procedures
PERFORMING AND RECORDING
General learning outcome
213
conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information
Specific learning outcomes
213-1
implement appropriate sampling procedures
213-2
carry out procedures controlling the major variables and adapting or extending procedures where required
213-3
use instruments effectively and accurately for collecting data
213-4
estimate quantities
213-5
compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data
213-6
use library and electronic research tools to collect information on a given topic
213-7
select and integrate information from various print and electronic sources or from several parts of the same source
213-8
select and use apparatus and materials safely
213-9
demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for handling and disposing of lab materials
ANALYSING AND INTERPRETING
General learning outcome
214
analyse data and apply mathematical and conceptual models to develop and assess possible explanations
Specific learning outcomes
214-1
describe and apply classification systems and nomenclatures used in the sciences
214-2
identify limitations of a given classification system and identify alternative ways of classifying to accommodate anomalies
214-3
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots
214-4
identify a line of best fit on a scatter plot and interpolate or extrapolate based on the line of best fit
214-5
interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables
214-6
apply and assess alternative theoretical models for interpreting knowledge in a given field
214-7
compare theoretical and empirical values and account for discrepancies
214-8
evaluate the relevance, reliability, and adequacy of data and data collection methods
214-9
identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information
214-10
identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty
214-11
provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion
214-12
explain how data support or refute the hypothesis or prediction
214-13
identify and correct practical problems in the way a technological device or system functions
214-14
construct and test a prototype of a device or system and troubleshoot problems as they arise
214-15
propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan
214-16
evaluate a personally designed and constructed device on the basis of criteria they have developed themselves
214-17
identify new questions or problems that arise from what was learned
214-18
identify and evaluate potential applications of findings
COMMUNICATION AND TEAMWORK
General learning outcome
215
work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results
Specific learning outcomes
215-1
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others
215-2
select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results
215-3
synthesize information from multiple sources or from complex and lengthy texts and make inferences based on this information
215-4
identify multiple perspectives that influence a science-related decision or issue
215-5
develop, present, and defend a position or course of action, based on findings
215-6
work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise
215-7
evaluate individual and group processes used in planning, problem solving and decision making, and completing a task
Life SCIENCE
KNOWLEDGE
It is expected students will…
General learning outcome
313
compare and contrast the reproduction and development of representative organisms
Specific learning outcomes
313-1
analyse and explain the life cycle of a representative organism from each kingdom, including a representative virus
313-2
describe in detail mitosis and meiosis
313-3
analyse and describe the structure and function of female and male mammalian reproductive systems
313-4
explain the human reproductive cycle
313-5
explain current reproductive technologies for plants and animals
313-6
evaluate the use of reproductive technologies for humans
General learning outcome
314
determine how cells use matter and energy to maintain organization necessary for life
Specific learning outcomes
314-1
identify chemical elements and compounds that are commonly found in living systems
314-2
identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems
314-3
identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids
314-4
explain the critical role of enzymes in cellular metabolism
314-5
explain the cell theory
314-6
describe cell organelles visible with the light and electron microscopes
314-7
compare and contrast different types of procaryotic and eucaryotic cells
314-8
describe how organelles manage various cell processes such as ingestion, digestion, transportation, and excretion
314-9
compare and contrast matter and energy transformations associated with the processes of photosynthesis and aerobic respiration
General learning outcome
315
demonstrate an understanding of the structure and function of genetic material
Specific learning outcomes
315-1
summarize the main scientific discoveries that led to the modern concept of the gene
315-2
describe and illustrate the roles of chromosomes in the transmission of hereditary information from one cell to another
315-3
demonstrate an understanding of Mendelian genetics, including the concepts of dominance, co dominance, recessiveness, and independent assortment, and predict the outcome of various genetic crosses
315-4
compare and contrast the structures of DNA and RNA and explain their roles in protein synthesis
315-5
explain the current model of DNA replication
315-6
describe factors that may lead to mutations in a cell’s genetic information
315-7
predict the effects of mutations on protein synthesis, phenotypes, and heredity
315-8
explain circumstances that lead to genetic diseases
315-9
demonstrate an understanding of genetic engineering, using their knowledge of DNA
315-10
explain the importance of the Human Genome Project and summarize its major findings
General learning outcome
316
analyse the patterns and products of evolution
Specific learning outcomes
316-1
describe historical and cultural contexts that have changed evolutionary concepts
316-2
evaluate current evidence that supports the theory of evolution and that feeds the debate on gradualism and punctuated equilibrium
316-3
analyse evolutionary mechanisms such as natural selection, genetic variation, genetic drift, artificial selection, and biotechnology, and their effects on biodiversity and extinction
316-4
outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth
316-5
use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy
316-6
describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus
General learning outcome
317
compare and contrast mechanisms used by organisms to maintain homeostasis
Specific learning outcomes
317-1
explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis
317-2
analyse homoeostatic phenomena to identify the feedback mechanisms involved
317-3
explain the importance of nutrition and fitness to the maintenance of homeostasis
317-4
evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis
317-5
evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery, and chemotherapy
317-6
predict the impact of environmental factors such as allergens on homeostasis within an organism
317-7
describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis
317-8
explain how behaviours such as tropisms, instinct, and learned behaviour help to maintain homeostasis
General learning outcome
318
evaluate relationships that affect the biodiversity and sustainability of life within the biosphere
Specific learning outcomes
318-1
illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen, and oxygen
318-2
describe the mechanisms of bioaccumulation, and explain its potential impact on the viability and diversity of consumers at all trophic levels
318-3
explain why ecosystems with similar characteristics can exist in different geographical locations
318-4
explain why different ecosystems respond differently to short-term stresses and long-term changes
318-5
explain various ways in which natural populations are kept in equilibrium and relate this equilibrium to the resource limits of an ecosystem
318-6
explain how the biodiversity of an ecosystem contributes to its sustainability
318-7
compare Canadian biomes in terms of climate, vegetation, physical geography, and location
318-8
describe population growth and explain factors that influence population growth
318-9
analyse interactions within and between populations
318-10
evaluate Earth’s carrying capacity, considering human population growth and its demands on natural resources
318-11
use the concept of the energy pyramid to explain the production, distribution, and use of food resources
CHEMISTRY
General learning outcome
319
identify and explain the diversity of organic compounds and their impact on the environment
Specific learning outcomes
319-1
name and write formulas for some common ionic and molecular compounds, using the periodic table and a list of ions
319-2
classify substances as acids, bases, or salts, based on their characteristics, name, and formula
319-3
illustrate, using chemical formulas, a wide variety of natural and synthetic compounds that contain carbon
319-4
explain the large number and diversity of organic compounds with reference to the unique nature of the carbon atom
319-5
write the formula and provide the IUPAC name for a variety of organic compounds
319-6
define isomers and illustrate the structural formulas for a variety of organic isomers
319-7
classify various organic compounds by determining to which families they belong, based on their names or structures
319-8
write and balance chemical equations to predict the reactions of selected organic compounds
319-9
describe processes of polymerization and identify some important natural and synthetic polymers
General learning outcome
320
demonstrate an understanding of the characteristics and interactions of acids and bases
Specific learning outcomes
320-1
describe various acid-base definitions up to the Brønsted-Lowry definition
320-2
predict products of acid-base reactions
320-3
compare strong and weak acids and bases using the concept of equilibrium
320-4
calculate the pH of an acid or a base given its concentration, and vice versa
320-5
describe the interactions between H+ ions and OH- ions using Le Châtelier’s principle
320-6
determine the concentration of an acid or base solution using stoichiometry
320-7
explain how acid-base indicators function
General learning outcome
321
illustrate and explain the various forces that hold structures together at the molecular level, and relate the properties of matter to its structure
Specific learning outcomes
321-1
represent chemical reactions and the conservation of mass, using molecular models and balanced symbolic equations
321-2
describe how neutralization involves tempering the effects of an acid with a base or vice versa
321-3
illustrate how factors such as heat, concentration, light, and surface area can affect chemical reactions
321-4
illustrate and explain the formation of ionic, covalent, and metallic bonds
321-5
illustrate and explain hydrogen bonds and van der Waals’ forces
321-6
write and name the formulas of ionic and molecular compounds, following simple IUPAC rules
321-7
identify and describe the properties of ionic and molecular compounds and metallic substances
321-8
describe how intermolecular forces account for the properties of ionic and molecular compounds and metallic substances
321-9
classify ionic, molecular, and metallic substances according to their properties
321-10
relate the properties of a substance to its structural model
321-11
explain the structural model of a substance in terms of the various bonds that define it
General learning outcome
322
use the redox theory in a variety of contexts related to electrochemistry
Specific learning outcomes
322-1
define oxidation and reduction experimentally and theoretically
322-2
write and balance half reactions and net reactions
322-3
compare oxidation-reduction reactions with other kinds of reactions
322-4
illustrate and label the parts of electrochemical and electrolytic cells and explain how they work
322-5
predict whether oxidation-reduction reactions are spontaneous based on their reduction potentials
322-6
predict the voltage of various electrochemical cells
322-7
compare electrochemical and electrolytic cells in terms of energy efficiency, electron flow/transfer, and chemical change
322-8
explain the processes of electrolysis and electroplating
322-9
explain how electrical energy is produced in a hydrogen fuel cell
General learning outcome
323
develop an understanding of solutions and stoichiometry in a variety of contexts
Specific learning outcomes
323-1
define molar mass and perform mole-mass interconversions for pure substances
323-2
describe the process of dissolving, using concepts of intramolecular and intermolecular forces
323-3
define the concept of equilibrium as it pertains to solutions
323-4
explain solubility, using the concept of equilibrium
323-5
explain how different factors affect solubility, using the concept of equilibrium
323-6
determine the molar solubility of a pure substance in water
323-7
explain the variations in the solubility of various pure substances, given the same solvent
323-8
use the solubility generalizations to predict the formation of precipitates
323-9
explain the effect of solutes on the melting point of solid water, using intermolecular forces
323-10
identify mole ratios of reactants and products from balanced chemical equations
323-11
perform stoichiometric calculations related to chemical equations
323-12
identify various stoichiometric applications
323-13
predict how the yield of a particular chemical process can be maximized
General learning outcome
324
predict and explain energy transfers in chemical reactions
Specific learning outcomes
324-1
write and balance chemical equations for combustion reactions of alkanes
324-2
define endothermic reaction, exothermic reaction, specific heat, enthalpy, bond energy, heat of reaction, and molar enthalpy
324-3
calculate and compare the energy involved in changes of state and that in chemical reactions
324-4
calculate the changes in energy of various chemical reactions using bond energy, heat of formation, and Hess’s law
324-5
illustrate changes in energy of various chemical reactions, using potential energy diagrams
324-6
determine experimentally the changes in energy of various chemical reactions
324-7
compare the molar enthalpies of several combustion reactions involving organic compounds
PHYSICS
General learning outcome
325
analyse and describe relationships between force and motion
Specific learning outcomes
325-1
describe quantitatively the relationship among displacement, time, and velocity
325-2
analyse graphically and mathematically the relationship among displacement, velocity, and time
325-3
distinguish between instantaneous and average velocity
325-4
describe quantitatively the relationship among velocity, time, and acceleration
325-5
use vectors to represent force, velocity, and acceleration
325-6
analyse quantitatively the horizontal and vertical motion of a projectile
325-7
identify the frame of reference for a given motion
325-8
apply Newton’s laws of motion to explain inertia, the relationship between force, mass, and acceleration, and the interaction of forces between two objects
325-9
analyse quantitatively the relationships among force, distance, and work
325-10
analyse quantitatively the relationships among work, time, and power
325-11
analyse quantitatively two-dimensional motion in a horizontal plane and a vertical plane
325-12
describe uniform circular motion, using algebraic and vector analysis
325-13
explain quantitatively circular motion, using Newton’s laws
General learning outcome
326
analyse interactions within systems, using the laws of conservation of energy and momentum
Specific learning outcomes
326-1
analyse quantitatively the relationships among mass, height, speed, and heat energy, using the law of conservation of energy
326-2
apply quantitatively Newton’s laws of motion to impulse and momentum
326-3
apply quantitively the laws of conservation of momentum to one- and two-dimensional collisions and explosions
326-4
determine which laws of conservation of energy or momentum are best used to solve particular real-life situations involving elastic and inelastic collisions
326-5
describe quantitatively mechanical energy as the sum of kinetic and potential energies
326-6
analyse quantitatively problems related to kinematics and dynamics using the mechanical energy concept
326-7
analyse common energy transformation situations using the work-energy theorem
326-8
determine the per cent efficiency of energy transformations
326-9
apply quantitatively the law of conservation of mass and energy, using Einstein’s mass-energy equivalence
General learning outcome
327
predict and explain interactions between waves and with matter, using the characteristics of waves
Specific learning outcomes
327-1
describe the characteristics of longitudinal and transverse waves
327-2
apply the wave equation to explain and predict the behaviour of waves
327-3
explain quantitatively the relationships between displacement, velocity, time, and acceleration for simple harmonic motion
327-4
explain quantitatively the relationship between potential and kinetic energies of a mass in simple harmonic motion
327-5
compare and describe the properties of electromagnetic radiation and sound
327-6
describe how sound and electromagnetic radiation, as forms of energy, are produced and transmitted
327-7
apply the laws of reflection and the laws of refraction to predict wave behaviour
327-8
explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction, and the Doppler-Fizeau effect
327-9
describe how the quantum energy concept explains black-body radiation and the photoelectric effect
327-10
explain qualitatively and quantitatively the photoelectric effect
327-11
summarize the evidence for the wave and particle models of light
General learning outcome
328
explain the fundamental forces of nature, using the characteristics of gravitational, electric, and magnetic fields
Specific learning outcomes
328-1
describe gravitational, electric, and magnetic fields as regions of space that affect mass and charge
328-2
describe gravitational, electric, and magnetic fields by illustrating the source and directions of the lines of force
328-3
describe electric fields in terms of like and unlike charges, and magnetic fields in terms of poles
328-4
compare Newton’s universal law of gravitation and Coulomb’s law, and apply both laws quantitatively
328-5
analyse, qualitatively and quantitatively, the forces acting on a moving charge and on an electric current in a uniform magnetic field
328-6
describe the magnetic field produced by current in both a solenoid and a long, straight conductor
328-7
analyse, qualitatively and quantitatively, electromagnetic induction by both a changing magnetic flux and a moving conductor
328-8
develop and compare expressions used when measuring gravitational, electric, and magnetic fields and forces
328-9
compare the way a motor and a generator function, using the principles of electromagnetism
General learning outcome
329
analyse and describe different means of energy transmission and transformation
Specific learning outcomes
329-1
explain quantitatively the Compton effect and the de Broglie hypothesis, using the laws of mechanics, the conservation of momentum, and the nature of light
329-2
explain quantitatively the Bohr atomic model as a synthesis of classical and quantum concepts
329-3
explain the relationship between the energy levels in Bohr’s model, the energy difference between the levels, and the energy of the emitted photons
329-4
describe the products of radioactive decay and the characteristics of alpha, beta, and gamma radiation
329-5
describe sources of radioactivity in the natural and constructed environments
329-6
compare and contrast qualitatively and quantitatively nuclear fission and fusion
329-7
use the quantum mechanical model to explain natural luminous phenomena
EARTH AND SPACE SCIENCE
General learning outcome
330
demonstrate an understanding of the nature and diversity of energy sources and matter in the universe
Specific learning outcomes
330-1
describe theories and evaluate the limits of our understanding of Earth’s internal structure
330-2
classify rocks according to their structure, chemical composition, and method of formation
330-3
classify common minerals according to their physical and chemical characteristics
330-4
analyse the interactions between the atmosphere and human activities
330-5
describe the composition and structure of the atmosphere
330-6
describe the dominant factors that produce seasonal weather phenomena
330-7
describe the characteristics of Canada’s three oceans
330-8
describe the importance of minerals and mineral exploration at the local, provincial, national, and global levels
330-9
describe the historical evolution of extraction and of the use of several resources obtained from the lithosphere
330-10
describe the processes and technologies involved in developing an Earth resource, from exploration to extraction to refining
330-11
identify factors involved in responsibly developing Earth’s resources
330-12
use appropriate evidence to describe the geologic history of an area
General learning outcome
331
describe and predict the nature and effects of changes to terrestrial systems
Specific learning outcomes
331-1
describe and explain heat transfer within the water cycle
331-2
describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents
331-3
describe how the hydrosphere and atmosphere act as heat sinks within the water cycle
331-4
describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems
331-5
analyse meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies
331-6
analyse the impact of external factors on an ecosystem
331-7
describe how soil composition and fertility can be altered and how these changes could affect an ecosystem
331-8
describe the evidence used to determine the age of Earth, and the historical evolution of establishing Earth’s chronology
331-9
describe methods of monitoring and predicting earthquakes, volcanic eruptions, and plate interactions
General learning outcome
332
demonstrate an understanding of the relationships among systems responsible for changes to Earth’s surface
Specific learning outcomes
332-1
describe interactions of components of the hydrosphere, including the cryosphere
332-2
analyse energy and matter transfer in the water cycle
332-3
describe major interactions among the hydrosphere, lithosphere, and atmosphere
332-4
illustrate the geologic time scale and compare to human time scales
332-5
compare and contrast the principles of uniformitarianism and of catastrophism in historical geology
332-6
explain the appropriate applications of absolute and relative dating
332-7
describe geological evidence that suggests life forms, climate, continental positions, and Earth’s crust have changed over time
332-8
analyse evidence for plate tectonics theory
332-9
relate plate tectonics to the processes that change Earth’s surface
General learning outcome
333
describe the nature of space and its components and the history of the observation of space
Specific learning outcomes
333-1
compare and contrast a variety of theories for the origin of the universe
333-2
describe tools and methods used to observe and measure the universe
333-3
identify and compare various components of the universe
333-4
compare characteristics of various galaxies
333-5
describe the life cycles of stars
333-6
compare the composition of stars at different stages of their life cycles
From grade 10 through grade 12
ATTITUDES*
It is expected that students will be encouraged to…
General learning outcomes
436
value the role and contribution of science and technology in our understanding of phenomena that are directly observable and those that are not
437
appreciate that the applications of science and technology can raise ethical dilemmas
438
value the contributions to scientific and technological development made by women and men from many societies and cultural backgrounds
439
show a continuing and more informed curiosity and interest in science and science-related issues
440
acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
441
consider further studies and careers in science- and technology-related fields
442
confidently evaluate evidence and consider alternative perspectives, ideas, and explanations
443
use factual information and rational explanations when analysing and evaluating
444
value the processes for drawing conclusions
445
work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas
446
have a sense of personal and shared responsibility for maintaining a sustainable environment
447
project the personal, social, and environmental consequences of proposed action
448
want to take action for maintaining a sustainable environment
449
show concern for safety and accept the need for rules and regulations
450
be aware of the direct and indirect consequences of their actions
* Because of the nature of the attitudes foundation, no specific learning outcomes have been identified.
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