Standard set
Grade 12 - Science 30 (2014)
Standards
Showing 180 of 180 standards.
Science
12.A
Living Systems Respond to Their Environment
12.B
Chemistry & the Environment
12.C
Electromagnetic Energy
12.D
Energy & the Environment
12.A.1
Students will analyze how the human circulatory system facilitates interaction between blood cells and the external environment and investigate cardiovascular health.
12.A.2
Students will analyze the defense mechanisms used by the human body to protect itself from pathogens found in the external environment.
12.A.3
Students will apply the principles of heredity and molecular genetics to explain how human diseases can arise from inherited traits, the risks and benefits of genetic technology, and the need for ethical considerations in the application of scientific knowledge.
12.B.1
Students will analyze the sources of acids and bases and their effects on the environment.
12.B.2
Students will analyze the sources of organic compounds and their effects on the environment.
12.B.3
Students will analyze, from a variety of perspectives, the risks and benefits of using chemical processes in meeting human needs and assess technologies for reducing the impact of chemical compounds on the environment.
12.C.1
Students will explain field theory and analyze its applications in technologies used to produce, transmit and transform electrical energy.
12.C.2
Students will describe the properties of the electromagnetic spectrum and their applications in medical technologies, communication systems and remote-sensing technologies used to study the universe.
12.D.1
Students will explain the need for balancing the growth in global energy demands with maintaining a viable biosphere.
12.D.2
Students will describe the sun as Earth's main source of energy and explain the functioning of some conventional and alternative technologies that convert solar, nuclear, tidal and other energy sources into useable forms.
12.A.1.1
Specific Outcomes for Knowledge
12.A.1.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
12.A.1.3
Specific Outcomes for Skills (Nature of Science Emphasis)
12.A.2.1
Specific Outcomes for Knowledge
12.A.2.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
12.A.2.3
Specific Outcomes for Skills (Nature of Science Emphasis)
12.A.3.1
Specific Outcomes for Knowledge
12.A.3.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
12.A.3.3
Specific Outcomes for Skills (Nature of Science Emphasis)
12.B.1.1
Specific Outcomes for Knowledge
12.B.1.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
12.B.1.3
Specific Outcomes for Skills (Nature of Science Emphasis)
12.B.2.1
Specific Outcomes for Knowledge
12.B.2.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
12.B.2.3
Specific Outcomes for Skills (Social and Environmental Emphasis)
12.B.3.1
Specific Outcomes for Knowledge
12.B.3.2
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
12.B.3.3
Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)
12.C.1.1
Specific Outcomes for Knowledge
12.C.1.2
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
12.C.1.3
Specific Outcomes for Skills (Nature of Science Emphasis)
12.C.2.1
Specific Outcomes for Knowledge
12.C.2.2
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
12.C.2.3
Specific Outcomes for Skills (Science and Technology Emphasis)
12.D.1.1
Specific Outcomes for Knowledge
12.D.1.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
12.D.1.3
Specific Outcomes for Skills (Nature of Science Emphasis)
12.D.2.1
Specific Outcomes for Knowledge
12.D.2.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
12.D.2.3
Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)
12.A.1.1.a
describe the principal structures and associated blood vessels of the heart; i.e., ventricles, atria, septum, valves (specific names of valves not required), aorta, vena cavae, pulmonary arteries and veins, coronary arteries
12.A.1.1.b
describe the rhythmic contraction of the heart and its function in the general circulation of blood through pulmonary and systemic pathways
12.A.1.1.c
describe the structure and function of blood vessels and the flow of blood through arteries, arterioles, venules, veins and capillaries
12.A.1.1.d
describe the main components of blood (i.e., plasma, red blood cells, white blood cells, platelets, blood proteins that include antibodies, hemoglobin and hormones) and their role in the transportation of substances (e.g., nutrients, wastes, gases, hormones), blood clotting, the defence against pathogens and the distribution of thermal energy.
12.A.1.2.a
describe how society provides direction for scientific and technological development
12.A.1.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.A.1.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.A.1.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.A.1.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.A.2.1.a
describe how pathogens in the environment (e.g., mosquito-borne parasites, bacteria, viruses) enter the circulatory system and may have an adverse affect on health
12.A.2.1.b
describe, in general terms, the function of various body mechanisms, including the skin and body secretions (i.e., tears and stomach acid), in preventing pathogens from entering body tissues
12.A.2.1.c
describe, in general terms, how immunity to pathogens develops, how the immune system responds to a foreign antigen and the roles of macrophages, B cells, helper T cells, killer T cells, suppressor T cells, memory cells and antibodies
12.A.2.1.d
explain the interrelationship of autoimmune diseases and the human immune system; e.g., multiple sclerosis, arthritis, lupus
12.A.2.1.e
analyze how vaccines defend against disease-causing bacteria and viruses.
12.A.2.2.a
describe how society provides direction for scientific and technological development
12.A.2.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.A.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.A.2.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.A.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.A.3.1.a
describe, in general, the behaviour of chromosomes during mitosis, meiosis and fertilization
12.A.3.1.b
explain, with the aid of Punnett squares, the inheritance of single traits by applying current understanding of the gene, segregation and dominance
12.A.3.1.c
distinguish autosomal from sex-linked patterns of inheritance
12.A.3.1.d
describe the structure of DNA by: identifying the structure of DNA as a double helix, listing the essential components of DNA as nucleotides and identifying the base pairings between the strands of the double helix
12.A.3.1.e
explain the general process of DNA replication
12.A.3.1.f
describe a primary function of DNA by describing how an amino acid sequence of a polypeptide (protein) is determined by the sequence of DNA triplet codes, i.e., use of a table of DNA triplets matched with amino acids
12.A.3.1.g
describe the role of proteins in the human body as regulatory molecules (enzymes), as structural molecules and as a source of energy
12.A.3.1.h
describe how mutations in DNA affect the proteins produced resulting in human diseases; e.g., sickle-cell anemia, hemophilia, Huntington's disease, cystic fibrosis
12.A.3.1.i
describe, in general terms, genetic engineering and its application to gene therapy and the development of genetically modified organisms
12.A.3.1.j
describe the development of resistance in bacteria and viruses, based on the concepts of mutation, plasmid transfer, transformation and natural selection.
12.A.3.2.a
explain that science and technology are developed to meet societal needs and expand human capability
12.A.3.2.b
explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations
12.A.3.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.A.3.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.A.3.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.A.3.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.B.1.1.a
define acids and bases in terms of proton donors and proton acceptors
12.B.1.1.b
differentiate among acids, bases, neutral ionic compounds, neutral molecular compounds and strong and weak acids, based on appropriate diagnostic tests
12.B.1.1.c
describe the relationship between pH and hydronium ion concentration
12.B.1.1.d
explain, qualitatively, how buffers maintain a relatively constant pH when a small amount of acid or base is added to an aqueous system
12.B.1.1.e
explain the importance of maintaining a relatively constant pH in a living system; e.g., the role of the hydrogen carbonate ion in maintaining the pH of blood, the evolution of the Arctic herb Artemisia tilesii in resisting acidic moisture by extracting calcium from the soil and pumping the calcium to its leaves
12.B.1.1.f
trace the historical use of acid-base indicators; e.g., early Aboriginal methods of using extracts from natural substances
12.B.1.1.g
explain what is meant by buffering capacity; e.g., soil or bedrock
12.B.1.1.h
outline the chemical reactions (e.g., combustion reactions) that produce air pollutants (i.e., sulfur dioxide and nitrous oxides) that, when combined with water, ultimately result in acid deposition
12.B.1.1.i
describe impacts on the biotic and abiotic components of the environment caused by acid deposition; e.g., lowered pH in water systems, accelerated corrosion, metal leaching from bedrock, the impact of leached metals on plants and the food chain.
12.B.1.2.a
demonstrate an understanding that science and technology developed to meet societal needs and expand human capacity
12.B.1.2.b
explain how science and technology have both intended and unintended consequences for humans and the environment
12.B.1.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.B.1.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.B.1.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.B.1.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.B.2.1.a
identify and name carbon compounds, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature that contain up to three carbon atoms in the parent chain and a single occurrence of one type of functional group, including simple halogenated hydrocarbons hydrocarbons (e.g., 2-chloropropane), alcohols (e.g., propan-1-ol), carboxylic acids (e.g., propanoic acid) and esters (e.g., methyl propanoate)
12.B.2.1.b
identify organic compounds commonly considered to be environmental pollutants; i.e., hydrocarbons, organic waste, CFCs, polychlorinated biphenyls (PCBs), dioxins and furans
12.B.2.1.c
list the sources of, and analyze the hazards posed by, halogenated hydrocarbons and benzene derivatives
12.B.2.1.d
identify and explain how human activities and natural events contribute to the production of photochemical smog, the depletion of the ozone layer and increased concentrations of organic compounds in the environment; e.g., driving a car, use of CFCs, agricultural practices
12.B.2.1.e
explain the mechanism and significance of biomagnification.
12.B.2.2.a
explain how science and technology have both intended and unintended consequences for humans and the environment
12.B.2.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.B.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.B.2.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.B.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.B.3.1.a
describe the risks and benefits of using chemical processes that may produce products and/or by-products that have the potential to harm the environment
12.B.3.1.b
describe technologies used to reduce the production and emission of chemical compounds that have the potential to harm the environment; e.g., activities related to internal combustion engines, smelting, pesticide production, sweetening of sour gas
12.B.3.1.c
describe alternatives to the use of chemical technologies; e.g., bioremediation for contaminated soil, biological controls for pests, biodegradable products.
12.B.3.2.a
explain how science and technology have both intended and unintended consequences for humans and the environment
12.B.3.2.b
explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
12.B.3.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.B.3.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.B.3.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.B.3.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.C.1.1.a
define a field as a property of space around a mass, an electric charge or a magnet that causes another mass, electric charge or magnet introduced in to this region to experience a force
12.C.1.1.b
compare the interaction between static electric charges with the interaction between magnetic poles and with the interaction between two masses at a distance
12.C.1.1.c
compare the basic properties (source, direction and strength) of vector fields (gravitational, electric and magnetic), as determined by a test object
12.C.1.1.d
describe gravitational and electric field strength at a given distance from a mass or a point charge, using the equations |g̅|=Gm/r2 and |E̅|=kq/r2
12.C.1.1.e
describe the effect of a conductor moving through a magnetic field and inducing an electrical current
12.C.1.1.f
describe the relationships, for up to three resistors, among power, current, voltage and resistance for series and parallel circuits, using the equations V = IR, P = VI, P=I2R, RT = R1 + R2 + R3, and 1/Rt=1/R1+1/R2+1/R3
12.C.1.1.g
describe electrical energy in kilowatt hours and joules, using the equation Ee = Pt for electrical energy and the equation P = VI for power
12.C.1.1.h
distinguish between alternating current (AC) and direct current (DC) in terms of electron flow and electric field
12.C.1.1.i
describe the operation of a transformer, in terms of the relationship among current, voltage and the number of turns in the primary and secondary coils, using the equation Np / Ns = Vp / Vs = Is / Ip
12.C.1.1.j
describe the advantage of AC over DC for transmitting and using electrical energy
12.C.1.1.k
compare the general design and function of a DC electric motor and a generator
12.C.1.1.l
describe, in terms of design and electrical energy, the functioning of safety technologies; e.g., circuit fuses and breakers, polarized plugs and ground wiring.
12.C.1.2.a
explain that the goal of technologies, based on the application of field theory, is to provide solutions to practical problems
12.C.1.2.b
explain that technological development may involve the creation of prototypes, the testing of prototypes and the application of knowledge from related and interdisciplinary fields
12.C.1.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.C.1.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.C.1.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.C.1.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.C.2.1.a
describe the range of the electromagnetic spectrum from long, low-frequency radio waves through microwaves, infrared (IR) rays, visible light rays and ultraviolet (UV) radiation to very short, high-frequency waves, such as X-rays and gamma rays
12.C.2.1.b
compare and contrast, to each other, the various constituents of the electromagnetic spectrum, on the basis of source, frequency, wavelength and energy, and their effect on living tissue; e.g., UV radiation on human skin and photosynthetic organisms; gamma radiation on living cells; visible light on plants, phytoplankton and humans; artificial illumination on the growth of plants
12.C.2.1.c
recognize that Earth's atmosphere absorbs certain frequencies of EMR
12.C.2.1.d
investigate and describe, qualitatively, the phenomena of reflection, refraction, diffraction and polarization of visible light
12.C.2.1.e
compare and contrast the properties of radiation, from any region of the electromagnetic spectrum, with those of visible light; i.e., wavelength, frequency, speed, reflection, refraction, diffraction, penetrability
12.C.2.1.f
investigate and describe the relationships of the variables in the universal wave equation v=fλ
12.C.2.1.g
explain, in general terms, the design of telescopes that are used to gather information about the universe through the collection of as much EMR as possible; i.e., reflecting and refracting optical and radio telescopes
12.C.2.1.h
explain that nuclear fusion in the sun, represented by the equation 21H+21H = 32He+10n produces a wide spectrum of EMR
12.C.2.1.i
describe, in general terms, how a spectroscope can be used to determine the composition of incandescent objects or substances, and the conditions necessary to produce emission (bright line) and absorption (dark line) spectra, in terms of light source and temperature
12.C.2.1.j
describe technologies used to study stars
12.C.2.1.k
describe, in general terms, the evolution of stars and the existence of black holes, white dwarves and neutron stars.
12.C.2.2.a
explain that the goal of technology is to provide solutions to practical problems
12.C.2.2.b
explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery
12.C.2.2.c
explain how the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
12.C.2.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.C.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.C.2.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.C.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.D.1.1.a
compare the energy consumption of contemporary society with that of traditional cultures and precontact Aboriginal societies, and investigate and analyze the exponential growth of global energy consumption in recent history
12.D.1.1.b
compare Canada's per-capita energy consumption with developed and developing countries and identify factors that affect consumption; e.g., economy, lifestyle, level of technology, geography, climate
12.D.1.1.c
apply the concept of sustainable development to increasing the efficient use of energy; e.g., efficient use of energy in the home, in industry and in transportation
12.D.1.1.d
explain the need to develop technologies that use renewable and nonrenewable energy sources to meet the increasing global demand
12.D.1.1.e
describe the environmental impact of developing and using various energy sources; i.e., conventional oil, oil sands, solar power, wind power, biomass, hydroelectricity, coalburning power, nuclear power, geothermal
12.D.1.1.f
describe how the Aboriginal perspective of an interconnected environment demonstrates the need to balance resource extraction with environmental impact.
12.D.1.2.a
explain that science and technology are developed to meet societal needs and expand human capability
12.D.1.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.D.1.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.D.1.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.D.1.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
12.D.2.1.a
explain how Hess's Law, ΔH∘=∑ΔfH∘ (products)- ∑ΔfH∘ (reactants), leads to prediction of heats of combustion
12.D.2.1.b
contrast the proportion of solar energy that creates wind and drives the water cycle with the small proportion captured by photosynthesis as chemical potential energy
12.D.2.1.c
describe the conversion of solar energy into renewable forms (e.g., wind, hydropower, chemical potential energy by photosynthesis) and nonrenewable forms (e.g., coal, oil and gas) and further conversion into electrical and thermal energy
12.D.2.1.d
describe the functioning of renewable energy technologies and assess their advantages and disadvantages, including active and passive solar-heating technologies, wind turbines, hydroelectric power, biomass energy, geothermal energy, hydrogen fuel cells
12.D.2.1.e
explain the difference between fission and fusion and balance simple nuclear reaction equations to show the conservation of nucleons; e.g.,10n+23592U=14156Ba+9236Kr+ 310n; 21H+21H=32He+10n
12.D.2.1.f
describe the main types and sources of radioactive decay and resulting ionizing radiation; i.e., alpha (α), beta (β) and gamma (γ) decay
12.D.2.1.g
describe mass-energy changes in fission and fusion reactions, as represented by the formula E = mc2
12.D.2.1.h
describe, in general terms, the operation of a fission reactor (e.g., the Canadian Deuterium Uranium [CANDU] Reactor) and the current state of fusion research
12.D.2.1.i
trace the relationship between nuclear energy and geothermal energy
12.D.2.1.j
compare and contrast conventional coal, oil-fired or hydroelectric power stations with nuclear power stations, in terms of purpose, process of energy conversions, design and function
12.D.2.1.k
contrast, quantitatively, the orders of magnitude of energy produced by nuclear, chemical and phase changes
12.D.2.1.l
explain the source of tides, in terms of gravitational attraction and the relative motions of the sun, moon and Earth
12.D.2.1.m
describe the energy transformations involved in converting tidal energy to electrical energy and compare tidal power to hydroelectric power; e.g., tidal generating stations at the Bay of Fundy, Canada and La Rance, France.
12.D.2.2.a
explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations
12.D.2.2.b
explain that science and technology are developed to meet societal needs and expand human capability
12.D.2.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
12.D.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
12.D.2.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
12.D.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
Framework metadata
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- Grade 12 - Science 30 (2014)
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- CC BY 4.0 US