The modules in this unit form a series of logically connected lessons.
These modules cover outcomes which focus primarily on 1) high school physics, and 2) environmental science. These modules cover the basic science sufficient for an understanding of the key ideas and concepts. They are suitable for students with a wide range of backgrounds and abilities. It is left to the teachers to decide upon the depth of treatment best suited to their students.
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From the Common Framework of Science Learning Outcomes K-12, Pan-Canadian Protocol for Collaboration on School Curriculum, Council of Ministers of Education, Canada (CMEC), 1997. |
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| Earth and Space Science: Earth Processes | |
| Performing and recording | Use library and electronic research tools to collect information on a given topic. |
| Analysing and interpreting | Compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots. |
| Explain how data support or refute the hypothesis or prediction. | |
| Earth and Space Science: Earth Resources | |
| Analysing and interpreting | Provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion. |
| Communication and teamwork | Develop, present, and defend a position or course of action, based on findings. |
| Earth and Space Science: Earth Systems | |
| Knowledge | Analyse the interactions between the atmosphere and human activities. |
| Describe the composition and structure of the atmosphere. | |
| Describe the dominant factors that produce seasonal weather phenomena. | |
| Describe the characteristics of Canada's three oceans. | |
| Describe interactions of components of the hydrosphere, including the cryosphere. | |
| Analyse energy and matter transfer in the water cycle. | |
| Describe major interactions among the hydrosphere, lithosphere, and the atmosphere. | |
| Physics: Waves | |
| Nature of science and technology | Explain the roles of evidence, theories, and paradigms in the development of scientific knowledge. |
| 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 | Analyse and describe examples where scientific understanding was enhanced or revised as a result of the invention of a technology. |
| Describe and evaluate the design of technological solutions and the way they function, using scientific principles. | |
| Analyse natural and technological systems to interpret and explain their structure and dynamics. | |
| Social and environmental contexts of science and technology | Analyse society's influence on scientific and technological endeavours. |
| Analyse the knowledge and skills acquired in their study of science to identify areas of further study related to science and technology. | |
| Performing and recording | Implement appropriate sampling procedures. |
| Use library and electronic research tools to collect information on a given topic. | |
| Analysing and interpreting | Evaluate the relevance, reliability, and adequacy of data and data collection methods. |
| Knowledge | Apply the wave equation and predict the behaviour of waves. |
| Explain quantitatively the relationship between displacement, velocity, time, and acceleration for simple harmonic motion. | |
| Describe how sound and electromagnetic radiation, as forms of energy, are produced and transmitted. | |
| Apply the laws of reflection and the laws of refraction to predict wave behaviour. | |
| Explain qualitatively and quantitatively the phenomena of wave interference, diffraction, reflection, and refraction, and the Doppler-Fizeau effect. | |
| Criteria | Level 1 | Level 2 | Level 3 | Level 4 |
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approaching the standard |
the standard | exceeding the standard | ||
| understands basic concepts | demonstrates limited understanding of concepts | demonstrates some understanding of concepts | demonstrates considerable understanding of concepts | demonstrates thorough understanding of concepts |
| transfers concepts to new contexts | infrequently transfers simple concepts to new contexts | sometimes transfers simple concepts to new contexts | usually transfers simple and some complex concepts to new contexts | routinely transfers complex concepts to new contexts |
| understands relationships between concepts | demonstrates limited understanding of relationships between concepts | demonstrates some understanding of relationships between concepts | demonstrates considerable understanding of relationships between concepts | demonstrates thorough and insightful understanding of relationships between concepts |
| uses scientific terminology, symbols, conventions, and standard (SI) units accurately | uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness | uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness | uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness | uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness |