| Curricular Competency |
Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data |
Science for Citizens 11 |
Planning and conducting |
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| Curricular Competency |
Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods |
Science for Citizens 11 |
Planning and conducting |
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| Curricular Competency |
Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) |
Science for Citizens 11 |
Planning and conducting |
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| Curricular Competency |
Planning and conducting |
Science for Citizens 11 |
Planning and conducting |
| Keyword: Planning and conducting |
Elaboration: Sample opportunities to support student inquiry:How would you design an experiment to test the effects of various concentrations of caffeine on heart rate in Daphnia (water fleas)? Can your conclusions be applied to other organisms? If so, are there any limitations?Devise a hypothetical experiment to test the claims in a scientific article about allergies.Design an experiment to test foods for various nutrients (e.g., proteins, carbohydrates).How would you design an experiment to test the heat conduction or insulation properties of objects or materials (e.g., heat exchangers, R values of building materials, thermoses)?How would you design an experiment to test glue strength in wet or dry environments on face, edge, or end grains (tangential, transverse, radial) of wood?Design an experiment to test the effectiveness of baking soda and different types and concentrations of vinegar in producing CO2. What risks are associated with gas production in an enclosed space?Design an experiment to investigate how components of the fire triangle contribute to combustion.Discuss ethical issues related to the use of living things in experiments, considering related safety precautions.Design a procedure to test the accuracy of instruments such as blood pressure monitors or smoke alarms. Discuss the importance of measurements being accurate (i.e., close to a given standard or known value). |
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| Curricular Competency |
Formulate multiple hypotheses and predict multiple outcomes |
Science for Citizens 11 |
Questioning and predicting |
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| Curricular Competency |
Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world |
Science for Citizens 11 |
Questioning and predicting |
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| Curricular Competency |
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest |
Science for Citizens 11 |
Questioning and predicting |
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| Curricular Competency |
Questioning and predicting |
Science for Citizens 11 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Sample opportunities to support student inquiry:What are the scientifically valid key points about allergies in a print or online article?What are some personal or public health issues that affect you or your family (e.g., food sensitivities, drug interactions, diabetes)?What kinds of resources are needed to design and create your cell phone?How do smoke detectors use alpha radiation to keep you safe?How have advancements in technologies affected your present or future employment?What are some of the chemical reactions that are important in society?What factors influence the frequency of forest fires? Predict several scenarios of how changes in these factors might affect the frequency.What are the purposes of using admixtures in concrete?How are temperature and colour linked to the process of hardening metals? |
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| Big Ideas |
Weathering and erosion processes continually reshape landscapes through the interaction of the geosphere with the hydrosphere and atmosphere. |
Geology 12 |
No CCG |
| Keyword: Weathering and erosion processes |
Elaboration: Sample questions to support inquiry with students:How have wind, water, ice, and mass movements shaped our landscape over time?What are the causes and effects of Earth’s glaciation events?How does First Peoples knowledge further our understanding of weathering and erosional processes?What impacts do human activities have on local and global groundwater resources? |
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| Big Ideas |
The form, arrangement, and structure of rocks are affected by three-dimensional forces over time. |
Geology 12 |
No CCG |
| Keyword: form, arrangement, and structure of rocks |
Elaboration: Sample questions to support inquiry with students:How are geologic maps and 3D block models used by different interest groups?What types of information do geoscientists use to reconstruct past landscapes, environments, and geological conditions?What factors contribute to the folding and faulting of strata?What patterns exist in rock strata that identify various geological structures? |
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| Big Ideas |
The plate tectonic theory explains the changes that occur within Earth and to Earth’s crust throughout geological time. |
Geology 12 |
No CCG |
| Keyword: plate tectonic theory |
Elaboration: Sample questions to support inquiry with students:What evidence suggests that a supercontinent will form again?What drives the motion of tectonic plates?What evidence do scientists have to support the idea that Earth is composed of layers?How can seismic data be used by scientists?What is the significance of the global distribution of volcanoes, mountain ranges, and earthquake epicentres? |
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| Big Ideas |
Earth’s geological and biological history is interpreted and inferred from information stored in rock strata and fossil evidence. |
Geology 12 |
No CCG |
| Keyword: Earth’s geological and biological history |
Elaboration: Sample questions to support inquiry with students:How do geoscientists establish the age of geological events and materials?How do fossils contribute to an understanding of past geological conditions and environments?How was the geologic time scale developed and what are its applications?How does the fossil record suggest that Earth has experienced significant periods of change? |
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| Big Ideas |
Minerals, rocks, and earth materials form in response to conditions within and on the Earth’s surface and are the foundation of many resource-based industries. |
Geology 12 |
No CCG |
| Keyword: Minerals, rocks, and earth materials |
Elaboration: Sample questions to support inquiry with students:What are the differences between various types of rocks, minerals, and earth materials?How does the rock cycle change rocks and minerals?What information can rock formations and mineral deposits provide on past environments and conditions? |
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| Content |
causes and controls of mass wasting |
Geology 12 |
No CCG |
| Keyword: controls of mass wasting |
Elaboration: for example, drainage, installation of perforated pipe |
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| Content |
groundwater and aquifers |
Geology 12 |
No CCG |
| Keyword: groundwater and aquifers |
Elaboration: quality and quantitywater table, zone of saturationeffect of porosity and permeability on aquifer characteristicsartesian wells and springsuse of groundwater (e.g., urbanization, agriculture, sea-water contamination of groundwater, over-pumping) |
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