SCIENCE 10
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Science 10 Program of Studies
2005 - Updated 2014
PROGRAM RATIONALE AND PHILOSOPHY
Students graduating from Alberta schools require the scientific and related technological knowledge and skills that will enable them to understand and interpret their world and become productive members of society. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner. Science programs provide opportunities for students to develop knowledge, skills and attitudes that they need to explore interests and prepare for further education and careers.
To become scientifically literate, students must develop a thorough knowledge of science and its relationship to technologies and society. They must also develop the broad-based skills needed to identify and analyze problems; explore and test solutions; and seek, interpret and evaluate information. To ensure that the science program is relevant to students as well as societal needs, it must present science in meaningful context—providing opportunities for students to explore the process of science, its applications and implications, and to examine related technological problems and issues. By doing so, students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society.
Program Vision
The secondary science program is guided by the vision that all students have the opportunity to develop scientific literacy. The goal of scientific literacy is to develop the science-related knowledge, skills and attitudes that students need to solve problems and make decisions, and at the same time help them become lifelong learners—maintaining their sense of wonder about the world around them.
Diverse learning experiences within the Science 10 program provide students with opportunities to explore, analyze and appreciate the interrelationships among science, technology, society and the environment, and to develop understandings that will affect their personal lives, their careers and their futures.
Goals
The following goals for Canadian science education are addressed through the Alberta science program. Science education will:
Science 10 incorporates Aboriginal perspectives in order to develop, in all students, an appreciation of the cultural diversity and achievements of First Nations, Métis and Inuit (FNMI) peoples.
Science 10 is designed to:
To support the development of science literacy, school programs must provide a foundation of learning experiences that address critical aspects of science and its application. These critical areas—the foundations of the program—provide general direction for the program and identify major components of its structure.
PROGRAM RATIONALE AND PHILOSOPHY
Students graduating from Alberta schools require the scientific and related technological knowledge and skills that will enable them to understand and interpret their world and become productive members of society. They also need to develop attitudes that will motivate them to use their knowledge and skills in a responsible manner. Science programs provide opportunities for students to develop knowledge, skills and attitudes that they need to explore interests and prepare for further education and careers.
To become scientifically literate, students must develop a thorough knowledge of science and its relationship to technologies and society. They must also develop the broad-based skills needed to identify and analyze problems; explore and test solutions; and seek, interpret and evaluate information. To ensure that the science program is relevant to students as well as societal needs, it must present science in meaningful context—providing opportunities for students to explore the process of science, its applications and implications, and to examine related technological problems and issues. By doing so, students become aware of the role of science in responding to social and cultural change and in meeting needs for a sustainable environment, economy and society.
Program Vision
The secondary science program is guided by the vision that all students have the opportunity to develop scientific literacy. The goal of scientific literacy is to develop the science-related knowledge, skills and attitudes that students need to solve problems and make decisions, and at the same time help them become lifelong learners—maintaining their sense of wonder about the world around them.
Diverse learning experiences within the Science 10 program provide students with opportunities to explore, analyze and appreciate the interrelationships among science, technology, society and the environment, and to develop understandings that will affect their personal lives, their careers and their futures.
Goals
The following goals for Canadian science education are addressed through the Alberta science program. Science education will:
- encourage students at all grade levels to develop a critical sense of wonder and curiosity about scientific and technological endeavours
- enable students to use science and technology to acquire new knowledge and solve problems, so that they may improve the quality of their own lives and the lives of others
- prepare students to critically address science-related societal, economic, ethical and environmental issues
- provide students with a foundation in science that creates opportunities for them to pursue progressively higher levels of study, prepares them for science-related occupations, and engages them in science-related hobbies appropriate to their interests and abilities
- enable students, of varying aptitudes and interests, to develop a knowledge of the wide spectrum of careers related to science, technology and the environment.
Science 10 incorporates Aboriginal perspectives in order to develop, in all students, an appreciation of the cultural diversity and achievements of First Nations, Métis and Inuit (FNMI) peoples.
Science 10 is designed to:
- acknowledge the contributions of Aboriginal peoples to understandings of the natural world
- support relational thinking by integrating learning from various disciplines of science
- develop the concept of our connectivity to the natural world and the importance of caring for the environment
- foster the development of positive attitudes by providing experiences that encourage all students to feel confident about their ability to succeed in science.
To support the development of science literacy, school programs must provide a foundation of learning experiences that address critical aspects of science and its application. These critical areas—the foundations of the program—provide general direction for the program and identify major components of its structure.
Foundation 1
Science, Technology and Society (STS) - Students will develop an understanding of the nature of science and technology, the relationships between science and technology, and the social and environmental contexts of science and technology.
Foundation 2
Knowledge - Students will construct knowledge and understandings of concepts in life science, physical science and Earth and space science, and apply these understandings to interpret, integrate and extend their knowledge.
Foundation 3
Skills - Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively and for making informed decisions.
Foundation 4
Attitudes - Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society and the environment.
Foundation 1: Science, Technology and Society (STS)
Foundation 1 is concerned with understanding the scope and character of science, its connections to technology, and the social context in which it is developed. The following is a brief introduction to the major ideas that underlie this component of the program.
Nature of Science
Science provides an ordered way of learning about the nature of things, based on observation and evidence. Through science, we explore our environment, gather knowledge and develop ideas that help us interpret and explain what we see. Scientific activity provides a conceptual and theoretical base that is used in predicting, interpreting and explaining natural and technological phenomena. Science is driven by a combination of specific knowledge, theory and experimentation. Science-based ideas are continually being tested, modified and improved as new knowledge and explanations supersede existing knowledge and explanations.
Science and Technology
Technology is concerned with solving practical problems that arise from human needs. Historically, the development of technology has been strongly linked to the development of science, with each making contributions to the other. While there are important relationships and interdependencies, there are also important differences. Where the focus of science is on the development and verification of knowledge, in technology the focus is on the development of solutions, involving devices and systems that meet a given need within the constraints of the problem. The test of science knowledge is that it helps us explain, interpret and predict; the test of technology is that it works—it enables us to achieve a given purpose.
Social and Environmental Contexts of Science and Technology
The history of science shows that scientific development takes place within a social context. Many examples can be used to show that cultural and intellectual traditions have influenced the focus and methodologies of science, and that science in turn has influenced the wider world of ideas.
Today, research is often driven by societal and environmental needs and issues. As technological solutions have emerged from previous research, many of the new technologies have given rise to complex social and environmental issues. Increasingly, these issues are becoming part of the political agenda. The potential of science to inform and empower decision making by individuals, communities and society is a central role of scientific literacy in a democratic society.
Foundation 2: Knowledge
Foundation 2 focuses on the subject matter of science, including the theories, models, concepts and principles that are essential to an understanding of each science area. For organizational purposes, this foundation is framed using widely accepted science disciplines.
Life Science
Life science deals with the growth and interactions of life forms within their environments in ways that reflect their uniqueness, diversity, genetic continuity and changing nature. Life science includes such fields of study as ecosystems, biological diversity, the study of organisms, the study of the cell, biochemistry, genetic engineering and biotechnology.
Physical Science
Physical science, which encompasses chemistry and physics, deals with matter, energy and forces. Matter has structure, and there are interactions among its components. Energy links matter to gravitational, electromagnetic and nuclear forces in the universe. The conservation laws of mass and energy, and of momentum and charge, are addressed in physical science.
Earth and Space Science
Earth and space science brings global and universal perspectives to student knowledge. Earth, our home planet, exhibits form, structure and patterns of change, as does our surrounding solar system and the physical universe beyond it. Earth and space science includes such fields of study as geology, meteorology and astronomy.
Foundation 3: Skills
Foundation 3 is concerned with the skills that students develop in answering questions, solving problems and making decisions. While these skills are not unique to science, they play an important role in the development of scientific understandings and in the application of science and technology to new situations. Four broad skill areas are outlined in this program of studies.
Initiating and Planning
These are the skills of questioning, identifying problems and developing preliminary ideas and plans.
Performing and Recording
These are the skills of carrying out a plan of action that involves gathering evidence by observation and, in most cases, manipulating materials and equipment.
Analyzing and Interpreting
These are the skills of examining information and evidence; processing and presenting data so that it can be interpreted; and interpreting, evaluating and applying the results.
Communication and Teamwork
In science, as in other areas, communication skills are essential at every stage where ideas are being developed, tested, interpreted, debated and agreed upon. Teamwork skills are also important, as the development and application of science ideas is a collaborative process both in society and in the classroom.
Foundation 4: Attitudes
Foundation 4 is concerned with generalized aspects of behaviour-commonly referred to as attitudes. Attitude outcomes are of a different form than outcomes for skills and knowledge; they are exhibited in a different way, and they have deeper roots in the experiences that students bring to school. Attitude development is a lifelong process that involves the home, the school, the community and society at large.
Attitudes are best shown not by the events of a particular moment but by the pattern of behaviours over time. Development of positive attitudes plays an important role in students’ growth by interacting with their intellectual development and creating a readiness for responsible application of what is learned.
Interest in Science
Students will be encouraged to develop enthusiasm and continuing interest in the study of science.
Mutual Respect
Students will be encouraged to appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds.
Scientific Inquiry
Students will be encouraged to develop attitudes that support active inquiry, problem solving and decision making.
Collaboration
Students will be encouraged to develop attitudes that support collaborative activity.
Stewardship
Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment.
Safety
Students will be encouraged to demonstrate a concern for safety in science and technology contexts.
PROGRAM ORGANIZATION AND FORMAT
This program of studies is organized into units as outlined below.
Science, Technology and Society (STS) - Students will develop an understanding of the nature of science and technology, the relationships between science and technology, and the social and environmental contexts of science and technology.
Foundation 2
Knowledge - Students will construct knowledge and understandings of concepts in life science, physical science and Earth and space science, and apply these understandings to interpret, integrate and extend their knowledge.
Foundation 3
Skills - Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively and for making informed decisions.
Foundation 4
Attitudes - Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society and the environment.
Foundation 1: Science, Technology and Society (STS)
Foundation 1 is concerned with understanding the scope and character of science, its connections to technology, and the social context in which it is developed. The following is a brief introduction to the major ideas that underlie this component of the program.
Nature of Science
Science provides an ordered way of learning about the nature of things, based on observation and evidence. Through science, we explore our environment, gather knowledge and develop ideas that help us interpret and explain what we see. Scientific activity provides a conceptual and theoretical base that is used in predicting, interpreting and explaining natural and technological phenomena. Science is driven by a combination of specific knowledge, theory and experimentation. Science-based ideas are continually being tested, modified and improved as new knowledge and explanations supersede existing knowledge and explanations.
Science and Technology
Technology is concerned with solving practical problems that arise from human needs. Historically, the development of technology has been strongly linked to the development of science, with each making contributions to the other. While there are important relationships and interdependencies, there are also important differences. Where the focus of science is on the development and verification of knowledge, in technology the focus is on the development of solutions, involving devices and systems that meet a given need within the constraints of the problem. The test of science knowledge is that it helps us explain, interpret and predict; the test of technology is that it works—it enables us to achieve a given purpose.
Social and Environmental Contexts of Science and Technology
The history of science shows that scientific development takes place within a social context. Many examples can be used to show that cultural and intellectual traditions have influenced the focus and methodologies of science, and that science in turn has influenced the wider world of ideas.
Today, research is often driven by societal and environmental needs and issues. As technological solutions have emerged from previous research, many of the new technologies have given rise to complex social and environmental issues. Increasingly, these issues are becoming part of the political agenda. The potential of science to inform and empower decision making by individuals, communities and society is a central role of scientific literacy in a democratic society.
Foundation 2: Knowledge
Foundation 2 focuses on the subject matter of science, including the theories, models, concepts and principles that are essential to an understanding of each science area. For organizational purposes, this foundation is framed using widely accepted science disciplines.
Life Science
Life science deals with the growth and interactions of life forms within their environments in ways that reflect their uniqueness, diversity, genetic continuity and changing nature. Life science includes such fields of study as ecosystems, biological diversity, the study of organisms, the study of the cell, biochemistry, genetic engineering and biotechnology.
Physical Science
Physical science, which encompasses chemistry and physics, deals with matter, energy and forces. Matter has structure, and there are interactions among its components. Energy links matter to gravitational, electromagnetic and nuclear forces in the universe. The conservation laws of mass and energy, and of momentum and charge, are addressed in physical science.
Earth and Space Science
Earth and space science brings global and universal perspectives to student knowledge. Earth, our home planet, exhibits form, structure and patterns of change, as does our surrounding solar system and the physical universe beyond it. Earth and space science includes such fields of study as geology, meteorology and astronomy.
Foundation 3: Skills
Foundation 3 is concerned with the skills that students develop in answering questions, solving problems and making decisions. While these skills are not unique to science, they play an important role in the development of scientific understandings and in the application of science and technology to new situations. Four broad skill areas are outlined in this program of studies.
Initiating and Planning
These are the skills of questioning, identifying problems and developing preliminary ideas and plans.
Performing and Recording
These are the skills of carrying out a plan of action that involves gathering evidence by observation and, in most cases, manipulating materials and equipment.
Analyzing and Interpreting
These are the skills of examining information and evidence; processing and presenting data so that it can be interpreted; and interpreting, evaluating and applying the results.
Communication and Teamwork
In science, as in other areas, communication skills are essential at every stage where ideas are being developed, tested, interpreted, debated and agreed upon. Teamwork skills are also important, as the development and application of science ideas is a collaborative process both in society and in the classroom.
Foundation 4: Attitudes
Foundation 4 is concerned with generalized aspects of behaviour-commonly referred to as attitudes. Attitude outcomes are of a different form than outcomes for skills and knowledge; they are exhibited in a different way, and they have deeper roots in the experiences that students bring to school. Attitude development is a lifelong process that involves the home, the school, the community and society at large.
Attitudes are best shown not by the events of a particular moment but by the pattern of behaviours over time. Development of positive attitudes plays an important role in students’ growth by interacting with their intellectual development and creating a readiness for responsible application of what is learned.
Interest in Science
Students will be encouraged to develop enthusiasm and continuing interest in the study of science.
Mutual Respect
Students will be encouraged to appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds.
Scientific Inquiry
Students will be encouraged to develop attitudes that support active inquiry, problem solving and decision making.
Collaboration
Students will be encouraged to develop attitudes that support collaborative activity.
Stewardship
Students will be encouraged to develop responsibility in the application of science and technology in relation to society and the natural environment.
Safety
Students will be encouraged to demonstrate a concern for safety in science and technology contexts.
PROGRAM ORGANIZATION AND FORMAT
This program of studies is organized into units as outlined below.
Unit | Title | Emphasis |
---|---|---|
A | Energy and Matter in Chemical Change | Nature of Science |
B | Energy Flow in Technological Systems | Science and Technology |
C | Cycling of Matter in Living Systems | Nature of Science |
D | Energy Flow in Global Systems | Social and Environmental Contexts |
Unit Organization
In Science 10, four units of study are outlined. Each unit includes the following components.
Unit Overview
Each unit of study begins with an overview that introduces the contents of the unit and suggests an approach to its development.
Focusing Questions
These questions frame a context for introducing the unit and suggest a focus for investigative activities and application of ideas by students.
Links to Science
This section lists the science concepts and skills, relevant to the unit, that are part of the Alberta Science Grades 7–8–9 Program of Studies.
Key Concepts
Key concepts identify major ideas to be developed in each unit. Some of the key concepts may be addressed in additional units of the same course, as well as at other grade/course levels. The intended scope of treatment of these concepts is indicated by the outcomes.
Outcomes
Two levels of outcomes are provided in this program of studies.
Many of the outcomes are supported by examples. The examples do not form part of the required program but are provided as an illustration of how the outcomes might be developed. Illustrative examples are written in italics and are separated from the outcomes by being placed in parentheses.
Links to Mathematics
The purpose of the links to mathematics is to identify mathematical concepts and skills related to science content in the science units of study. The mathematics links identify where similar concepts and skills are developed in the mathematics programs of study to support making connections between mathematics and science learning, to build upon previous student learning, and to identify possible connections to mathematics learning that students may encounter. These links do not represent learning outcomes for science and are not considered prerequisites for Alberta science courses.
Unit Emphases
Each unit of study begins with an overview and a set of focusing questions that identify a context for study. In defining the context, one of the following areas of emphasis is identified for each unit.
Developing a Nature of Science Emphasis
The following concepts and skills are developed through this program emphasis.
Concepts
Initiating and Planning; e.g.,
Developing a Science and Technology Emphasis
The following concepts and skills are developed through this program emphasis.
Concepts
Initiating and Planning; e.g.,
Developing a Social and Environmental Contexts Emphasis
The following concepts and skills are developed through this program emphasis.
Concepts
Skills (focus on the use of research and inquiry skills to inform the decision-making process)
Initiating and Planning; e.g.,
In Science 10, four units of study are outlined. Each unit includes the following components.
Unit Overview
Each unit of study begins with an overview that introduces the contents of the unit and suggests an approach to its development.
Focusing Questions
These questions frame a context for introducing the unit and suggest a focus for investigative activities and application of ideas by students.
Links to Science
This section lists the science concepts and skills, relevant to the unit, that are part of the Alberta Science Grades 7–8–9 Program of Studies.
Key Concepts
Key concepts identify major ideas to be developed in each unit. Some of the key concepts may be addressed in additional units of the same course, as well as at other grade/course levels. The intended scope of treatment of these concepts is indicated by the outcomes.
Outcomes
Two levels of outcomes are provided in this program of studies.
- General Outcomes: These are the major outcomes for each unit. For Foundations 1 and 2 (STS and knowledge), the outcomes are combined and unique to each unit. For Foundation 3 (skills) and Foundation 4 (attitudes), the outcomes are common to all units.
- Specific Outcomes: These are detailed outcomes that flesh out the scope of each unit. They are shown in bulleted form.
Many of the outcomes are supported by examples. The examples do not form part of the required program but are provided as an illustration of how the outcomes might be developed. Illustrative examples are written in italics and are separated from the outcomes by being placed in parentheses.
Links to Mathematics
The purpose of the links to mathematics is to identify mathematical concepts and skills related to science content in the science units of study. The mathematics links identify where similar concepts and skills are developed in the mathematics programs of study to support making connections between mathematics and science learning, to build upon previous student learning, and to identify possible connections to mathematics learning that students may encounter. These links do not represent learning outcomes for science and are not considered prerequisites for Alberta science courses.
Unit Emphases
Each unit of study begins with an overview and a set of focusing questions that identify a context for study. In defining the context, one of the following areas of emphasis is identified for each unit.
- Nature of Science Emphasis: In these units, student attention is focused on the processes by which scientific knowledge is developed and tested, and on the nature of the scientific knowledge itself. The skills emphasized in these units are the skills of scientific inquiry.
- Science and Technology Emphasis: In these units, students seek solutions to practical problems by developing and testing prototypes, products and techniques to meet a given need. The skills emphasized are those of problem solving, in combination with the skills of scientific inquiry.
- Social and Environmental Contexts Emphasis: In these units, student attention is focused on issues and decisions relating to how science and technology are applied. Skill emphasis is on the use of research and inquiry skills to inform the decision-making process; students seek and analyze information and consider a variety of perspectives.
Developing a Nature of Science Emphasis
The following concepts and skills are developed through this program emphasis.
Concepts
- The goal of science is knowledge about the natural world.
- Scientific knowledge and theories develop through hypotheses, collection of evidence through experimentation and the ability to provide explanations.
- Scientific knowledge results from peer review and replication of the research of others.
- Scientific knowledge is subject to change as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised or reinforced.
- The process of scientific investigation includes:
- identifying the theoretical basis of the investigation
- clearly defining and delimiting research questions or ideas to be tested
- designing the investigation
- evaluating and selecting means to collect and record evidence
- analyzing the evidence, and providing explanations based upon scientific theories and concepts.
- Scientific paradigms are conceptual inventions that help organize, interpret and explain findings.
- Concepts, models and theories are often used in interpreting and explaining observations, and in predicting future observations.
- Conventions of mathematics, nomenclature and notation provide a basis for organizing and communicating scientific theory, relationships and concepts; e.g., chemical symbols.
- Scientific language is precise, and specific terms may be used in each field of study.
- Scientific inquiry is limited to certain questions.
Initiating and Planning; e.g.,
- identify questions to investigate
- define and delimit questions to facilitate investigation
- state a prediction and a hypothesis based on available evidence, background information or theory
- evaluate and select appropriate procedures and instruments for collecting evidence and information, including appropriate sampling procedures.
- carry out procedures, controlling the major variables, and adapt or extend procedures, if needed
- use appropriate instruments effectively and accurately for collecting data
- select and collect information from various print and electronic sources
- organize and integrate data, using a format that is appropriate to the task or experiment
- select and use apparatus safely, and apply Workplace Hazardous Materials Information System (WHMIS) standards to handle and dispose of materials.
- compile and display findings by hand or computer, using a variety of formats
- interpret patterns and trends in data, and infer and calculate linear and nonlinear relationships among the variables
- predict the value of a variable, by interpolating or extrapolating from graphical data or from a line of best fit
- identify and explain sources of error; and evaluate the relevance, reliability and adequacy of data and data collection methods
- state a conclusion, based on experimental data; and explain how evidence gathered supports or refutes a hypothesis, prediction or theory.
- work cooperatively with team members to develop and carry out a plan and troubleshoot problems as they arise
- select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate findings and conclusions
- evaluate individual and group processes used in planning and carrying out investigative tasks.
Developing a Science and Technology Emphasis
The following concepts and skills are developed through this program emphasis.
Concepts
- The goal of technology is to provide solutions to practical problems.
- Technological development may involve creation of prototypes and testing, as well as application of knowledge from related scientific and interdisciplinary fields.
- Technological problems often lend themselves to multiple solutions, involving different designs, materials and processes, and have intended and unintended consequences.
- Scientific knowledge may lead to the development of new technologies, and new technologies may lead to scientific discovery.
- The process for technological development includes:
- clearly defining and delimiting the problems to be solved, and establishing criteria to assess the technological solution
- identifying the constraints and trade-offs
- developing designs and prototypes
- testing and evaluating designs and prototypes on the basis of established criteria.
- The products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems.
- The appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability.
Initiating and Planning; e.g.,
- define practical problems
- identify questions to investigate arising from practical problems
- assess and propose alternative solutions to a given practical problem, select one and develop a plan
- evaluate and select appropriate procedures and instruments for collecting data and information and for solving problems.
- research and synthesize information relevant to a given problem, using various print and electronic sources
- construct and test a prototype device or system, and troubleshoot problems as they arise
- select and use tools and apparatus safely.
- identify and troubleshoot problems, and refine the operation of prototype devices
- evaluate designs and prototypes on the basis of self-developed criteria; e.g., function, reliability, safety, efficient use of materials, impact on the environment
- identify and evaluate potential applications of findings
- identify new questions and problems that arise from what was learned.
- work cooperatively with team members to develop and carry out a plan and troubleshoot problems as they arise
- assess and recommend an approach to solving a given problem, based on findings of investigations
- evaluate individual and group processes used in planning and carrying out problem-solving tasks.
Developing a Social and Environmental Contexts Emphasis
The following concepts and skills are developed through this program emphasis.
Concepts
- Science and technology are developed to meet societal needs and expand human capability.
- Science and technology are influenced and supported by society and have influenced, and been influenced by, historical development and societal needs.
- Science and technology have both intended and unintended consequences for humans and the environment.
- Society provides direction for scientific and technological development.
- Canadian society supports scientific research and technological development that helps achieve a sustainable society, economy and environment.
- Decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations.
- Society supports scientific and technological development by recognizing accomplishments, publishing and disseminating results, and providing financial support.
- Scientific and technological activity may arise from, and give rise to, such personal and social values as accuracy, honesty, perseverance, tolerance, open-mindedness, critical-mindedness, creativity and curiosity.
- Science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning.
Skills (focus on the use of research and inquiry skills to inform the decision-making process)
Initiating and Planning; e.g.,
- identify science-related issues
- identify questions to investigate arising from science-and technology-related issues
- assess and develop appropriate procedures and instruments for collecting relevant data and information.
- research and synthesize information relevant to a given question, problem or issue
- identify data and information, from various print and electronic sources, that are relevant to the issue
- select and integrate information from various print and electronic sources, or from several parts of the same source.
- apply given criteria for evaluating evidence and sources of information
- apply a variety of perspectives in assessing the risks and benefits of scientific and technological developments
- identify new questions and problems that arise from what was learned
- identify and evaluate potential applications of findings from a variety of scientific, technological and environmental perspectives.
- work cooperatively with team members to develop and carry out a plan and troubleshoot problems as they arise
- assess potential decisions; and recommend the best decision, based on findings
- make clear and logical arguments to defend a given decision on an issue, based on findings
- evaluate individual and group processes used in investigating an issue and in assessing alternative decisions.