problems and issues. By doing so, students become aware of the role of science in responding

IimersityofAlberta Library

1620 2435 9406

CHEMISTRY ^20-30

Mandatory

ImplementationSchedule Chemistry

20 September 2007

Chemistry 30

September 2008

Implementationpriorto these datesis not approved.

PROGRAM RATIONALE AND PHILOSOPHY

Science programs provide opportunities for students to develop the knowledge, skills

and

attitudes they

need

to

become

productive

and

responsible

members

of society.

The programs

also allow students to explore interests

and

prepare for further education

and

careers.

Students graduating

from

Alberta schools require the scientific

and

relatedtechnological

knowledge

and skills that will enable

them

to understand

and

interpret their world.

They

also need to develop attitudes that will motivate

them

to use their

knowledge

and skillsin aresponsible manner.

To become

scientifically literate, students need to a

knowledge

of science and its

to technologies and society.

They

to develop the broad-based skills

o identify

and

analyze problems; to nd test solutions;

and

to seek, interpret ate information.

To

ensure relevance to is well as to societal needs, a science must present science in a meaningful providing opportunities for students to eprocess ofscience, itsapplications and

ns,

and

to

examine

related technological

CURR GD HIST

lucation.Alberta,Canada

problems

and

issues.

By

doing so, students

become aware

ofthe role

of

science inresponding to social

and

cultural

change and

in meeting needs for a sustainable environment,

economy and

society.

Program Vision

j

The

secondary science

program

is guided

by

the vision that all students, regardless

of

gender or cultural background, are given the opportunity to develop scientific literacy.

The

goal

of

scientific literacy is to develop in students the science-relatedknowledge, skills andattitudesthat they need to solve problems

and make

decisions and, at the

same

time, to help students

become

lifelong learners

who

^{maintain their sense}

^of wonder

aboutthe

world

around them.

Diverse learning experiences within the science

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 theirpersonal lives, theircareers

and

theirfutures.

Chemistry

20-30

l\

(2007)

in 2012 with funding from University of Alberta Libraries

http://archive.org/details/shschemistry203007albe

CHEMISTRY ^20-30

Mandatory

ImplementationSchedule Chemistry 20

September 2007

Chemistry 30

September 2008

Implementation prior tothese dates isnot approved.

PROGRAM RATIONALE AND PHILOSOPHY

Science programs provide opportunities for students to develop the knowledge, skills and attitudes they

need

to

become

productive

and

responsible

members

of society.

The

programs also allow students to explore interests

and

prepare for further education

and

careers.

Students graduating from Alberta schools require the scientific

and

relatedtechnological

knowledge and

skills thatwill enable

them

to understand

and

interpret their world.

They

also need to develop attitudes that will motivate

them

to use their

knowledge

andskillsinaresponsiblemanner.

To become

scientifically literate, students need to

develop a

knowledge

of science and its relationship to technologies and society.

They

also need to develop the broad-based skills required to identify

and

analyze problems; to explore

and

test solutions;

and

to seek, interpret and evaluate information.

To

ensure relevance to students as well as to societal needs, a science

program must

present science in a meaningful context

—

^providing opportunities for students to exploretheprocess ofscience, its applications and implications,

and

to

examine

relatedtechnological

©AlbertaEducation, Alberta,Canada

problems

and

issues.

By

doing so, students

become aware

ofthe role ofscience in responding to socialand cultural change

and

in meeting needs for a sustainable environment,

economy and

society.

Program Vision

j

The

secondary science

program

is guided

by

the vision that all students, regardless

of

gender or cultural background, are given the opportunity to develop scientific literacy.

The

goal

of

scientific literacy is to develop in students the science-related knowledge, skillsand attitudesthat they need to solve problems

and make

decisions and, at the

same

time, to help students

become

lifelong learners

who

maintain their sense

of wonder

abouttheworld aroundthem.

Diverse learning experiences within the science

program

provide students with opportunities to explore, analyze

and

appreciate the interrelationships

among

science, technology, society

and

the environment

and

to develop understandingsthat will affect theirpersonal lives, theircareers

and

their futures.

Chemistry

20-30

/l

(2007)

The

following goals for Canadian science education, developed in the

Common Framework of

^Science Learning

Outcomes K

^{to 12:}

Pan-Canadian

Protocol for Collaboration

on

School Curriculum (1997), 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 oftheir lives

and

the livesofothers

• prepare students to critically address science-related societal,economic, ethical and environmentalissues

• provide students with a foundation in science that creates opportunities for

them

to pursue progressively higher levels ofstudy, prepares

them

for science-related occupations and engages

them

in science-related hobbies appropriateto their interests andabilities

• develop in students of varying aptitudes and interests a

knowledge

ofthe

wide

spectrum of careers related to science, technology and the environment.

Aboriginal

Perspectives

Courses in the senior high school sciences incorporate Aboriginal perspectives in order to develop, in all students, an appreciation of the cultural diversity

and

achievements of First Nations, Metis and Inuit

(FNMI)

peoples. These coursesaredesignedto:

•

acknowledge

the contributions of Aboriginal peoplestounderstandings

of

the naturalworld

• support relational thinking

by

integrating learningfromvarious disciplinesofscience

• develop the concept of humankind's connectivitytothe naturalworld and fosteran appreciation for the importance ofcaring for theenvironment

providing experiences that encourage all students tofeel confidentabout theirabilityto succeedinscience.

Information and Communication Technology (ICT)

Selected curriculum outcomes from Alberta Education's Information and

Communication

Technology (ICT)

Program

ofStudies are infused throughout the 20-level and 30-level sciences so that students will develop a broad perspective

on

the nature of technology, learn

how

to use and apply a variety oftechnologies, and considerthe impact of

ICT on

individuals and society.

The

infusion of

ICT outcomes

supports and reinforces the understandings

and

abilities that students are expectedto developwithinFoundation3 (Science, Technology

and

Society) and Foundation 4

(Skills) ofthese courses. Effective, efficient and ethical application of

ICT outcomes

contributesto the programvision.

Infusion of

ICT outcomes

provides learning opportunitiesforstudentsto:

• understandthe nature of technology and apply terminology appropriately

• use equipmentcarefullyand share limited

ICT

resources

• usetechnology inan ethicalmanner,including respecting the ownership of information and

digital resourcesandcitingelectronicsources

• use technology safely, including applying ergonomic principles

and

appropriate safety procedures

• use the Internet safely, including protecting personal information

and

avoiding contact withstrangers

• use technology appropriately, including following

communication

etiquette and respectingthe privacyofothers.

PROGRAM FOUNDATIONS

To

support the

development

ofscientific literacy, a science

program must

provide learning experiences that address critical aspects ofscience and its application.

These

foundations providea general direction for theprogram

and

identifythe

major components

ofitsstructure.

Program

Rationale

and

Philosophy

I

Foundation 1 Foundation2 Foundation 3 Foundation 4

ATTITUDES

Interest inScience

Mutual Respect ScientificInquiry

Collaboration

Stewardship Safety

<->

KNOWLEDGE

Life Science

Physical Science

Earthand SpaceScience

Change Equilibrium Diversity Matter

Energy Systems

<->

SCIENCE,

TECHNOLOGY AND SOCIETY

Nature ofScience

Scienceand Technology

Socialand Environmental

Contexts ofScienceand

Technology

<->

SKILLS

Initiatingand Planning

Performingand Recording

Analyzingand Interpreting

Communicationand

Teamwork

Foundation

1

Attitudes

—

Studentswillbe

encouraged

todevelop attitudes thatsupport the responsible acquisition

and

application of scientific

and

technological

knowledge

to the mutual benefit ofself, society and theenvironment.

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

extendtheirknowledge.

Foundation

3

Science,

Technology and

Society

(STS) —

Students willdevelop an understanding ofthe nature

of

science

and

technology, the relationships between science

and

technology,

and

the social

and

environmental contextsofscience andtechnology.

Foundation

4

Skills

—

Students willdevelop the skills required for scientific

and

technological inquiry, for solving problems, for

communicating

scientific ideas and results, for

working

collaborativelyand for

making

informed decisions.

©AlbertaEducation, Alberta,Canada

Chemistry

20-30

/3

(2007)

Foundation ¹ is concerned with the generalized aspects of behaviour that are

commonly

referred to as attitudes. Attitude

outcomes

are of a different form than

outcomes

for skills and knowledge: they are exhibited in a differentway, and they are rooted

more

deeply in the experiencesthatstudentsbringto school. Attitude development isalifelong processthatinvolvesthe

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 animportant rolein studentgrowth

by

interacting with students' intellectual development and

by

creating a readiness for responsible application

of what

islearned.

Interest in Science

Students will be

encouraged

to develop enthusiasm and continuing interest inthe study of science.

Mutual

Respect

Students will be

encouraged

to appreciate that scientific understanding evolves from the interaction of ideas involving people with differentviewsand backgrounds.

ScientificInquiry

Students will be

encouraged

to develop attitudes that support active inquiry, problem solving

and

decisionmaking.

Collaboration

Students will be

encouraged

to develop attitudes thatsupport collaborativeactivity.

Stewardship

Students will be

encouraged

to develop responsibility in the application of science and technology in relation to society and the natural environment.

Students will be

encouraged

to demonstrate a concern for safety in science and technology contexts.

Foundation

2:

Knowledge

Foundation 2 focuses on the subject matter of science, including the laws, theories, models, concepts and principles that are essential to an understanding of each science area. For organizational purposes,this foundation is framed using widely acceptedscience disciplines.

LifeScience

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 suchfields

of

study as ecosystems, biological diversity, organisms, cells, biochemistry, genetic engineeringandbiotechnology.

PhysicalScience

Physical science,

which

encompasses chemistry and physips, 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. Physical science also addresses the conservation laws of

mass

and energy,

momentum and

charge.

Earth and Space

Science

Earth and space science brings global and universal perspectives to studentknowledge.

The

planet Earth exhibits form, structure and patterns

of

change, as does ^the surrounding solar system and the physical universe

beyond

it. Earth and space science includes such fields of study as geology,meteorologyand astronomy.

4/ Chemistry

20-30

Themes

arc the

major

ideas of science

and

technology

mat

transcend discipline boundaries and demonstrate unity

among

the natural sciences.

Six themes have been identified for the senior high school sciencesprogram.

Change

Studentswilldevelop

an

understandingof:

How

all natural entities are modified over time,

how

the direction of change might be predicted and, in

some

instances,

how

change can be controlled.

Diversity

Studentswilldevelop

an

understandingof:

The

array

of

living

and

nonliving forms ofmatter

and

the procedures used to understand, classify

and

distinguish these forms ofmatter on the basis ofrecurring patterns.

Energy

Studentswilldevelop

an

understandingof:

The

capacity for doing

work

that drives

much of what

takes place intheuniverse through^its variety ofinterconvertible forms.

Equilibrium

Studentswilldevelop

an

understandingof:^

The

state in

which

opposing forces or processes balancein astaticor

dynamic

way.

Matter

Studentswilldevelop

an

understandingof:

The

constituent parts,

and

the variety ofstates, of the materialinthephysicalworld.

Systems

Studentswilldevelop

an

understanding_of:

The

interrelated groups of things or events that can be defined

by

their boundaries and, in

some

instances, bytheirinputs

and

outputs.

Foundation

3: Science,

Technology and

Society

(STS)

Foundation 3 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 underlying this

component of

theprogram.

Nature

ofScience

Scienceprovides an ordered

way

oflearningabout 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, observation

and

experimentation. Science-based ideas are continually being tested, modified

and improved

as

new knowledge and

explanations supersedeexisting

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 importantrelationships

and

interdependencies, there are also important differences.

Whereas

the focus

of

science is

on

the

development and

verification of knowledge, the focus of technology is

on

the

development of

solutions, involvingdevices and systemsthat

meet

a given

need

within the constraints ofa problem.

The

testofscientific

knowledge

is thatit helpsus explain, interpret

and

predict; the test of technology is that it

works —

^{it enables us to}

achievea givenpurpose.

©AlbertaEducation, Alberta,Canada

Chemistry

20-30

/5

(2007)

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

ofthe

new

technologies have given rise to

complex

social and environmental issues.

Increasingly, these issues are

becoming

partofthe political agenda.

The

potential of science to inform and

empower

decision

making by

individuals, communities and society is central to scientific literacyina democratic society.

Foundation

4: Skills

Foundation 4 ^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

technologyto

new

situations. Four broadskill areas are outlined in the secondary science program.

Each

^skill area is developed at each level with increasing scope

and

complexity of application.

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 include gathering evidence

by

observation and, in

most

cases, manipulating materialsand equipment.

These are the skills ofexamining information and evidence; of processing and presenting data so that they can be interpreted; and of interpreting, evaluating andapplyingthe results.

Communication and Teamwork

Inscience, as in otherareas, communication skills are essential atevery stage during

which

ideas are being developed, tested, interpreted, debated and agreedupon.

Teamwork

^{skillsare also} important, as the development and application of science ideas are collaborative processes both in society

and

inthe classroom.

PROGRAM ORGANIZATION

Attitude Outcomes

A

listing ofAttitude outcomes is included at the beginning of each of the 20-level and 30-level courses in the senior high school sciences program. These specific outcomes are to be developed throughout the particular course in conjunction with the specific outcomes for

Knowledge, STS

and Skillslistedwithineachunit

of

study. j

Units of Study

In the senior high school sciences program, four units ofstudy are outlined for each course.

Each

unit in the 20-level and 30-level courses includes the followingcomponents.

Themes

Themes

are the major ideas of science that transcendtopics ofstudy.

Overview

The

overview introduces the contents of^{the unit} andsuggestsanapproachto unitdevelopment.

Links

to

Mathematics STS Emphases

This section lists topics from mathematics programs of study that are related to the science content ofthe unit.

Focusing

Questions

These

questions frame a context for introducing the unit and suggest a focus for investigative activities

and

applicationofideas

by

students.

Key Concepts

Key

concepts ^identify

major

ideas tobe developed

in the unit.

Some of

the concepts

may

be addressed in additional units ofthe

same

course, as well as in other courses.

The

intended scope

of

treatment of these concepts ^is indicated

by

the outcomes.

Outcomes

Two

^levelsof

outcomes

are providedineach unit:

• General

Outcomes: These

are the

major outcomes

in the unit that students are to demonstrateoverthe course

of

theirlearning.

• Specific

Outcomes: These

are detailed

outcomes

that delineate the scope

of

each general

outcome

and the unit. Specific

outcomes

for

Knowledge;

Science,

Technology and

Society (STS);

and

Skills are identified.

The outcomes

are

numbered

for the purpose

of

referencing. This

numbering

is not intended to imply afixedinstructional sequence.

Examples

Many

ofthe

outcomes

are supported by examples.

The examples

are written in italics

and do

not

form

part of the required

program

but are provided as an illustration of

how

the

outcomes

might be developed.

The

specific

outcomes

for Science,

Technology and

Society (STS)

and

Skills for each general

outcome

in a unit include one of the following emphases:

• Natureof Science

• Science

and Technology

• Social

and

Environmental Contexts

The STS emphases

provide opportunities for students to develop related concepts and skills as outlined

on

pages 8 to 10.

Additional

Links

Links tothe

STS

emphasis

frameworks

(pages8 to 10) are

shown

in boldface

and

(in parentheses) after specific

outcomes

for

STS

and afterspecific

outcomes

or

examples

for Skills. Links to the Division 4

ICT

curriculum (pages 11 to 13) are

shown

in boldface

and

[in brackets] after

some of

the specific

outcomes and examples

for

STS and

Skills.

The STS and ICT

links indicate that the concept or skill from the

STS

emphasis

framework

or the Division 4

ICT outcome

has been addressed in the specific

outcome

or example.

J

Note:

The

listing of

STS and ICT

links is not exhaustive;otherlinks

may

exist.

©AlbertaEducation, Alberta,Canada

Chemistry

20-30

II (2007)

The

followingconcepts andskillsare developed throughthis

STS

emphasis.

Concepts

(focus on

how

scientific

knowledge

^is developed)

Studentswilldevelopan understandingthat:

• the goalof scienceisknowledgeaboutthe naturalworld (NS1)

• scientificknowledge andtheoriesdevelopthrough hypotheses, thecollectionofevidence,investigationand the ability toprovide explanations(NS2)

• scientificknowledgeresultsfrompeerreview and replicationofthe researchofothers(NS3)

• scientificknowledgeissubjecttochangeasnew

evidencebecomesapparentandaslaws andtheoriesare testedandsubsequentlyrevised,reinforcedorrejected (NS4)

• theprocess ofscientific investigationincludes(NS5):

identifyingthetheoreticalbasisoftheinvestigation (NS5a)

defininganddelimiting, clearly,researchquestions or ideastobetested(NS5b)

- _designingthe investigation(NS5c)

- evaluatingandselectingmeanstocollectand recordevidence(NS5d)

- _carryingoutthe investigation(NS5e)

- _{analyzingtheevidenceand}providing explanations baseduponscientifictheoriesandconcepts(NS5f)

• scientificparadigmsareconceptual inventionsthathelp organize,interpretandexplain findings(NS6)

Concepts,models andtheories areoftenusedin interpretingandexplaining observationsandin predicting futureobservations(NS6a)

- Conventions ofmathematics,nomenclatureand notationprovide a basisfororganizingand communicatingscientifictheory, relationshipsand concepts;e.g.,chemicalsymbols(NS6b)

Scientificlanguageisprecise,andspecificterms

maybe usedineachfieldofstudy(NS6c)

• scientificinquiryislimitedtocertainquestions(NS7)

Skills (focuson scientific inquiry)

InitiatingandPlanning(1P-NS) Studentswill:

• identify,defineanddelimitquestionstoinvestigate (IP-NS1)

• designanexperiment,identifyingandcontrollingmajor variables(IP-NS2)

• statea predictionandahypothesisbasedonavailable evidence orbackgroundinformationorona theory (IP-NS3)

• evaluateandselectappropriate procedures, including appropriate sampling procedures,andinstrumentsfor collectingevidenceandinformation(TP-NS4) Performingand Recording(PR-NS)

Studentswill:

• research, integrateandsynthesize informationfrom variousprintandelectronicsources regardinga scientificquestion(PR-NS1)

• selectanduse appropriate instrumentsforcollectingdata effectively,safelyandaccurately(PR-NS2)

• carryout procedures,controllingthemajorvariables, andadapt orextend procedureswhererequired (PR-NS3)

• compile andorganize findingsanddatabyhandor computer, using appropriate formatssuchasdiagrams, flowcharts, tablesandgraphs(PR-NS4)

• applyWorkplace HazardousMaterials Information System(

WHMS)

standardstohandleanddisposeof materials(PR-NS5)

AnalyzingandInterpreting(AI-NS) Studentswill:

• apply appropriate terminology,classificationsystems and nomenclature usedinthesciences(AI-NS1)

• interpretpatternsandtrendsindataandpredict thevalue ofavariablebyinterpolatingor extrapolatingfrom graphicaldata orfromalineofbestfit(AI-NS2)

• estimateandcalculate thevalueofvariables,compare

theoreticalandempiricalvalues,andaccountfor discrepancies(AI-NS3)

• identifylimitationsofdataormeasurements;explain sources oferror,and^evaluatethe relevance,reliability

and adequacy ofdataanddatacollectionmethods (AI-NS4)

• identifynewquestions orproblemsthat arisefrom what waslearned(AI-NS5)

• statea conclusion,basedondataobtainedfrom investigations,andexplain

how

evidence gathered supports orrefutesa hypothesis, prediction or theory (AI-NS6)

CommunicationandTeamwork(CT-NS)

Studentswill:

• workcollaborativelytodevelopandcarryout investigations(CT-NS1)

• selectanduse appropriate numeric, symbolic, graphical andlinguisticmodesofrepresentationtocommunicate findingsandconclusions(CT-NS2)

• evaluateindividualand groupprocessesusedin planningandcarrying outinvestigative tasks(CT-NS3)

Framework

for

Developing

a

Science and Technology Emphasis (Grades 10-12) The

followingconcepts andskills aredeveloped throughthis

STS

emphasis.

Skills(focus

on problem

solving)

Concepts

(focus

on

the interrelationship of

science

and

technology)

Studentswilldevelopanunderstandingthat:

• thegoaloftechnologyistoprovide solutionstopractical problems(ST1)

• technologicaldevelopmentmayinvolvethecreationof prototypes,the testingofprototypesandthe application ofknowledgefromrelated scientificandinterdisciplinary fields(ST2)

• technologicalproblemsoften require multiple solutions thatinvolvedifferentdesigns,materialsandprocesses andthathave bothintendedand unintended

consequences(ST3)

• scientificknowledgemayleadtothedevelopment ofnew

technologies,andnewtechnologiesmayleadtoor facilitatescientificdiscovery(ST4)

• the processfortechnologicaldevelopmentincludes (ST5):

- defininganddelimiting, clearly,theproblemstobe solvedandestablishingcriteriatoassess the technological solution(ST5a)

- identifyingthe constraints,thebenefitsandthe drawbacks (ST5b)

- _{developingdesignsandprototypes(ST5c)}

- _testingandevaluating designsandprototypesonthe basisofestablishedcriteria(ST5d)

• theproductsoftechnology aredevices,systemsand processesthatmeetgiven needs;however,theseproducts cannotsolveallproblems(ST6)

• theappropriateness,risksandbenefitsoftechnologies needtobeassessedforeachpotentialapplicationfrom a varietyofperspectives,includingsustainability(ST7)

Initiatingand Planning(IP-ST) Studentswill:

• identifyquestionstoinvestigate arisingfrompractical problems(IP-ST1)

• proposeandassessalternativesolutionstoagiven practicalproblem,selectone and developa plan (IP-ST2)

• evaluateandselectappropriateproceduresand instrumentsforcollecting dataandinformationandfor solvingproblems(IP-ST3)

Performing and Recording(PR-ST) Students^will:

• research, integrateandsynthesizeinformationfrom variousprintandelectronicsources relevanttoa practicalproblem(PR-ST1)

• constructandtesta prototype device orsystemand troubleshootproblemsas theyarise(PR-ST2)

• selectandusetools,apparatusandmaterialssafely

(PR-ST3)

AnalyzingandInterpreting(AI-ST) Students^will:

• evaluatedesignsandprototypesonthebasisof self-developedcriteria; e.g.,function,reliability,cost, safety, efficientuseofmaterials,impactonthe environment(AI-ST1)

• analyzealternativesolutionstoagiven problem,identify potentialstrengthsand weaknesses of each and

recommendanapproachtosolving theproblem,based onfindings(AI-ST2)

• solveproblemsbyselectingappropriatetechnologyto performmanipulationsandcalculations(AI-ST3)

• identifynewquestionsand problemsthat arisefrom whatwaslearnedandevaluatepotentialapplicationsof findings(AI-ST4)

CommunicationandTeamwork (CT-ST)

Studentswill:

• workcollaborativelytotestaprototype device orsystem andtroubleshootproblemsastheyarise(CT-ST1)

• selectanduse appropriate numeric, symbolic, graphical andlinguisticmodesofrepresentationtocommunicate findingsandconclusions(CT-ST2)

• evaluate individualand groupprocessesusedinplanning andcarryingoutproblem-solvingtasks(CT-ST3)

©AlbertaEducation,Alberta,Canada

Chemistry

20-30

19 (2007)

The

following conceptsand skillsare developed throughthis

STS

^emphasis.

Concepts

(focuson issues related to the application of science

and

technology)

Studentswilldevelopanunderstandingthat:

• scienceandtechnologyaredevelopedtomeetsocietal needsand expandhumancapability(SEC1)

• scienceandtechnologyhaveinfluenced,and been influenced by,historicaldevelopmentandsocietalneeds (SEC2)

• scienceandtechnologyhaveboth intendedand unintendedconsequencesforhumansandthe environment(SEC3)

• societyprovidesdirection for scientificandtechnological development(SEC4)

- Canadiansocietysupportsscientificresearchand technologicaldevelopmenttofacilitateasustainable society,economyand environment(SEC4a) - Decisions regarding the applicationofscientificand

technologicaldevelopmentinvolve avarietyof perspectives,includingsocial,cultural,

environmental,ethicalandeconomicconsiderations (SEC4b)

- Societysupportsscientificandtechnological development byrecognizing accomplishments, publishinganddisseminatingresultsandproviding financialsupport(SEC4c)

• scientificandtechnologicalactivitymayarisefrom,and giverise to,such personalandsocialvaluesasaccuracy, honesty,perseverance,tolerance,open-mindedness, critical-mindedness,creativityandcuriosity(SEC5)

• scienceandtechnology provide opportunitiesfora diversityofcareersbasedonpost-secondarystudies,for the pursuitofhobbiesandinterests,andforlifelong learning(SEC6)

Skills(focus

on

applying scienceto

inform

decision-making processes)

InitiatingandPlanning(IP-SEC) Studentswill:

• identifyquestionsto investigate that arisefromissues related totheapplicationof scienceandtechnology (IP-SEC1)

• plancomplex^searchesforinformation, using awide varietyofelectronicandprintsources(EP-SEC2)

• assessand developappropriateprocessesforcollecting relevantdataandinformationabout science-and- technology-relatedissues(IP-SEC3)

Performing and Recording(PR-SEC)

Studentswill:

• research, integrateandsynthesizeinformationfrom variousprintandelectronicsourcesrelevant toa given question,problemorissue(PR-SEC1)

• selectinformationandgather evidencefromappropriate sourcesandevaluate searchstrategies(PR-SEC2)

AnalyzingandInterpreting(AI-SEC) Studentswill:

• apply givencriteriaforevaluatingevidenceandassess theauthority,reliability, scientificaccuracyandvalidity ofsourcesofinformation(AI-SEC1)

• apply avarietyof perspectivesinassessing therisksand benefitsofscientificandtechnologicaldevelopments (AI-SEC2)

• assesspotentialdecisionsandrecommendthebestone, basedonfindings(AI-SEC3)

• identifynewquestionsthatariseandevaluate,froma varietyofperspectives, potentialimplicationsoffindings (AI-SEC4)

CommunicationandTeamwork(CT-SEC)

Studentswill:

• workcollaborativelytoinvestigatea science-and- technology-relatedissue(CT-SEC1)

• communicateina persuasiveand an engaging manner, using appropriatemultimediaforms,tofurther understand acomplexscience-and-technology-related issue(CT-SEC2)

• makeclearandlogicalargumentstodefenda given decisionon anissue,basedonfindings(CT-SEC3)

• evaluate individualand groupprocessesusedin investigatinganissueandinevaluatingalternative decisions(CT-SEC4)

Division 4

ICT Outcomes

Category:

Communicating,

Inquiring, Decision

Making and Problem

Solving

General Outcomes

Specific

Outcomes

CI ^{Studentswillaccess,use}and CI ^{4.1 plan}and performcomplexsearches,usingmorethanone communicateinformationfroma electronicsource

varietyoftechnologies. 4.2 _selectinformationfromappropriate sources,includingprimary andsecondary sources

4.3 evaluateandexplain the advantagesanddisadvantagesofvarious searchstrategies

4.4 communicateina persuasiveand engaging manner,through appropriateforms,suchasspeeches,letters,reportsand multimediapresentations,applying information technologiesfor context,audienceand purposethatextendandcommunicate understandingofcomplexissues

C2 ^{Studentswillseek}alternative C2 ^{4.1 consult awidevarietyofsources}that reflectvariedviewpoints viewpoints, usinginformation onparticulartopics

technologies. 4.2 evaluate thevalidityofgathered viewpoints against other sources

C3 ^Studentswill criticallyassess informationaccessedthroughtheuse

C3 ^{4.1 assess theauthority,}reliabilityandvalidityofelectronically accessed information

ofa varietyoftechnologies. 4.2 demonstratediscriminatoryselectionofelectronicallyaccessed informationthatisrelevanttoaparticulartopic

C4 ^Studentswilluse organizational

C4

^4.1 use calendars,timemanagementor projectmanagementsoftware

' ' processesandtools to manage to assistinconductinganinquiry inquiry.

C5 ^{Studentswillusetechnologytoaid} C5 ^{4.1 use}telecommunicationstoposecriticalquestionstoexperts 1—

—

1 collaborationduringinquiry.

J

1 ' 4.2 participate inavarietyofelectronicgroupformats

C6

^{Studentswillusetechnologyto}

investigateand/orsolveproblems.

C6 ^4.1 investigateandsolveproblemsofprediction,calculationand inference

4.2 investigateand^solveproblems oforganizationand manipulation ofinformation

4.3 manipulate databyusing chartingand graphingtechnologiesin ordertotestinferencesandprobabilities

4.4 generatenewunderstandingsofproblematicsituationsbyusing someform of technologyto facilitatetheprocess

4.5 evaluate theappropriatenessofthetechnology usedto investigateor solvea problem

C7 ^Studentswilluse electronicresearch techniquestoconstructpersonal

C7 ^4.1 use appropriatestrategies tolocateinformationtomeetpersonal needs

knowledge and meaning. _4.2

analyzeandsynthesize informationtodeterminepatternsand linksamongideas

4.3 use appropriate presentation softwaretodemonstratepersonal understandings

©AlbertaEducation, Alberta,Canada

Chemistry

20-30

/ll (2007)

Division 4

ICT Outcomes

(continued)

Category: Foundational Operations,

Knowledge and Concepts

General Outcomes

Specific

Outcomes

Fl

F2

F3

F4

F5

F6

Studentswilldemonstrate an understanding ofthenature of technology.

Studentswillunderstandtheroleof technologyasitappliestoself,work andsociety.

Studentswilldemonstrateamoral andethicalapproachtotheuseof technology.

Studentswillbecomediscerning consumersofmassmediaand electronicinformation.

Studentswillpractise theconceptsof ergonomicsandsafetywhenusing technology.

Studentswilldemonstrateabasic understandingof theoperatingskills

requiredin avarietyoftechnologies.

Fl

F2

F3

F4

F5

F6

4. assess the strengthsand weaknesses of computersimulationsin relationtoreal-worldproblems

4.2 solvemathematicalandscientificproblemsbyselecting appropriatetechnologytoperformcalculationsandexperiments 4.3 apply terminology appropriatetotechnologyinallformsof

communication

4.4 demonstrateanunderstandingofthegeneralconceptsof computerprogramming andthealgorithmsthatenable

technological devicestoperformoperationsandsolveproblems

4.1 usetechnology outside formalclassroomsettings

4.2 analyzehowtechnological innovationsandcreativity affectthe economy

4. demonstrateanunderstandingofnewand emerging communicationsystems

4.4 evaluate possiblepotential foremergingtechnologies 4.5 demonstrate conservationmeasureswhenusingtechnology 4.6 demonstrateanunderstandingofthebasic principlesandissues

of e-commerce,includingsuchtopicsas securityandprivacy, marketing,andimplicationsforgovernments, businessesand consumersalike

4.7 usecurrent, reliableinformation sourcesfrom aroundtheworld 4.8 analyzeandassess theimpact oftechnologyontheglobal

community

4. demonstrateanunderstandingofhowchangesintechnologycan benefitorharmsociety

4.2 recordrelevantdataforacknowledgingsourcesofinformation, andcitesourcescorrectly ^>

4.3 respectownershipandintegrityofinformation

4.1 discriminatebetweenstyleandcontentina presentation 4.2 evaluatetheinfluenceandresultsofdigitalmanipulationonour

perceptions

4.3 identifyandanalyze avarietyoffactors that affectthe authenticityofinformation derivedfrom mass media and electroniccommunication

4. assessnewphysicalenvironmentswithrespect toergonomics 4.2 identify safetyregulationsspecific^tothetechnology beingused

4.1 continuetodemonstrate theoutcomesaddressed withinthe previousdivisions. Studentsinterestedinpursuingadvanced studyinsuchareasas electronics,programming,computer-aided designanddrafting(CADD),roboticsandotherindustrial applicationsof technologywillfindopportunitiesinCareerand TechnologyStudies(CTS)courses

Division 4

ICT Outcomes

(continued) Category: Processes for Productivity

General Outcomes

Specific

Outcomes

Pi

P2

P3

P4

P5

P6

Studentswillcompose,reviseand

edittext.

Studentswillorganizeand manipulatedata.

Studentswillcommunicatethrough multimedia.

Studentswillintegratevarious applications.

Studentswillnavigateandcreate hyperlinkedresources.

Studentswillusecommunication technologytointeractwithothers.

J

PI

P2

P3

P4

P5

P6

4.1 continuetodemonstratetheoutcomes achievedinpriorgrades andcourse subjects

4.1 manipulateandpresent datathroughthe selectionofappropriate tools,suchas scientificinstrumentation,calculators,databases and/or spreadsheets

4.1 selectanduse,independently,multimediacapabilities for presentationsinvarious subject areas

4.2 supportcommunication withappropriateimages,soundsand music

4.3 apply generalprinciplesofgraphic layoutanddesigntoa documentinprocess

4.1 integrateavarietyofvisualand audioinformationintoa documenttocreateamessagetargetedforaspecificaudience 4.2 applyprinciplesofgraphicdesigntoenhancemeaningand

audienceappeal

4.3 useintegratedsoftwareeffectivelyandefficientlytoreproduce workthatincorporatesdata,graphicsandtext

4.

1

createmultiple-linkdocumentsappropriatetothecontentofa particular topic

4.2 post multiple-linkpagesontheWorldWide

Web

oronalocalor wideareanetwork

4.1 selectandusetheappropriatetechnologiestocommunicate

effectivelywith a targetedaudience

©AlbertaEducation, Alberta,Canada

Chemistry

20-30

/13 (2007)

CHEMISTRY ²⁰

Chemistry 20consists offourunits ofstudy:

A.

The

Diversityof Matter

and

Chemical

Bonding

B.

Forms

ofMatter: Gases

C. Matteras Solutions, Acids

and

Bases

D. Quantitative Relationships in

Chemical Changes Attitude Outcomes

Students will be encouragedto developpositive attitudes thatsupportthe responsible acquisition

and

application of

knowledge

related to science andtechnology.

The

followingattitude

outcomes

are to be developed throughout Chemistry 20, inconjunction withthe specific

outcomes

for

Knowledge;

Science,

Technology

and Society(STS);and Skills in eachunit.

Interestin Science

Studentswillbe

encouraged

to:

show

interestin science-relatedquestions

and

issues

and

confidently pursuepersonalinterests andcareer possibilitieswithin science-relatedfields; e.g.,

• appreciate

how

scientific

problem

solving

and new

technologiesare related

• appreciatethe usefulness

of

^models

and

theories inhelpingexplain thestructure

and

behaviour

of

matter

• investigatecareers infieldssuch as

food

^science, engineering, laboratorytechnology, environmental chemistry, agriculture, watertreatment

and

forensic science

• develop

an

interestin the role

of

^{chemistryindailylife}

• developaquestioningattitude

and a

desiretounderstand

more about

matter

• express interest inscience

and

technologytopicsnotdirectlyrelatedtotheir

formal

studies

• develop

an

awareness

of

^the relationshipbetween chemicalprinciples

and

applications

of

^chemistry

• identify industrial,

commercial and household

processes

and

products

and

associatedcareers that

require a

knowledge of

quantitative analysis. ^J

Mutual

Respect

Studentswillbe

encouraged

to:

appreciatethat scientific understandingevolves fromthe interaction ofideasinvolvingpeople with differentviews

and

backgrounds;e.g.,

• use

a

multiperspectiveapproach, consideringscientific, technological, economic, cultural,political

and

environmentalfactors

when

formulatingconclusions, solving

problems

or

making

decisions

on an STS

issue

recognize thattheories developasa result

of

^{the sharing}

of

^ideas by

many

scientists trace,

from a

historicalperspective,

how

theobservations

and

experimental

work _of many

individuals ledto

modern

understandings

of

^matter

value traditional

knowledge of common

solutions

and

substances research the role

of

^{chemistryin the}International

Space

Stationproject

investigate

how

earlypeoplesdevelopedrecipesfor

common

foods, cleaners

and

remedies recognizethat the scientific

approach

is

one of many ways of

^{viewingthe universe}

recognize thecontributions

of

^variouspeoples

and

cultures in

advancing

understanding

and

applications

of

^chemistry

recognize the research contributions

of

^both

men and women

recognize the research contributions

of

Canadians.

Attitude

Outcomes

Chemistry20 /l5

©AlbertaEducation,Alberta,Canada (2007)

Students willbe

encouraged

to:

seek

and

applyevidence

when

evaluatingalternative approachesto investigations,problems andissues;

eg-,

• developcuriosityaboutthenature

of

^chemistry

• tolerate the uncertainty involvedinprovidingexplanations

and

theoretical definitions

• appreciate thelimitednature

of

^evidence

when

interpretingobserved

phenomena

• appreciate thatscientificevidenceis thefoundation forgeneralizations

and

explanationsabout chemistry

• value therole

of

^preciseobservation

and

careful experimentationinlearningaboutchemistry.

Collaboration

Studentswillbe

encouraged

to:

work

collaborativelyinplanning andcarrying outinvestigationsandingeneratingandevaluatingideas;

e.g.,

•

assume a

variety

of

^roleswithin

a

group, as required

• acceptresponsibilityfor

any

taskthathelpsthe

group

complete

an

activity

• evaluate theideas

of

^others objectively

• seekthepoints

of

^view

of

others

and

consider

a

multitude

of

perspectives.

Stewardship

Studentswillbe

encouraged

to:

demonstrate sensitivityand responsibility inpursuinga balance

between

theneeds of

humans and

a sustainable environment;e.g.,

• evaluate, willingly, the impact

of

^their

own

choicesorthechoicesscientists

make when

theycarry out

an

investigation

• remaincritical-mindedregardingtheshort-

and

long-termconsequences

of human

actions

• consideravariety

of

perspectives

when

addressingissues, weighing scientific, technological, economic,political

and

ecological factors

• develop

an

awareness that theapplication

of

^{technologyhasrisks}

and

benefits

• evaluate thecontributions

of

technologicalinnovations toquality

of

life

and

care

of

^theenvironment.

Safety

Students willbe

encouraged

to:

show

concernfor safety inplanning, carrying out

and

reviewingactivities,referring to the

Workplace Hazardous

MaterialsInformation

System (WHMIS)

and

consumer

productlabellinginformation; e.g.,

• treatequipmentwith respect

and

manipulate materialscarefully

• value the

need

forsafehandling

and

storage

of

chemicals

• recognize the significant role thatchemicalresearchers

and

thechemicalindustryplayinidentifying risks

and

developingguidelinesforsafeexposure

• useminimalquantitiesof chemicals

when

performing experiments

• keepthe

work

station uncluttered, withonlyappropriate laboratory materials present

•

assume

responsibilityforthe safety

of

allthose

who

^share

^a common

working environment

• clean

up

after

an

activity

and

dispose

of

^materialsin

a

safeplaceaccordingtosafety guidelines.