Curriculum Expectations

Quebec Curriculum Expectations:

The Physical Science (Physical Environment) course is designed to help the students :

1. gain knowledge of certain physical phenomena in the environment, and consequently, learn about the properties of matter;
2. develop certain skills necessary for scientific experiments;
3. develop certain attitudes regarding the scientific method, such as a critical sense and a taste for research. This will help the students increase their awareness of the impact of modern technology on the physical environment.

Pan-Canadian Curriculum Expectations:

Grade 10

Curriculum Strand - Weather Dynamics

Knowledge Expectations

• describe and explain heat transfer within the water cycle.
• describe and explain heat transfer in the hydrosphere and atmosphere and its effects on air and water currents.
• describe how the hydrosphere and atmosphere act as heat sinks within the water cycle.
• describe and explain the effects of heat transfer within the hydrosphere and atmosphere on the development, severity, and movement of weather systems.
• analyse meteorological data for a given time span and predict future weather conditions, using appropriate methodologies and technologies.

Skills Expectations

• compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots.
• identify and explain sources of error and uncertainty in measurement and express results in a form that acknowledges the degree of uncertainty.
• provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion.
• identify new questions or problems that arise from what was learned.
• identify questions to investigate that arise from practical problems and issues.
• use library and electronic research tools to collect information on a given topic.
• select and integrate information from various print and electronic sources or from several parts of the same source.
• develop, present, and defend a position or course of action, based on findings.

Science, Technology, Society and the Environment Expectations

• identify examples where scientific understanding was enhanced or revised as a result of the invention of a technology.
• analyse why scientific and technological activities take place in a variety of individual and group settings.
• describe examples of Canadian contributions to science and technology.
• relate personal activities and various scientific and technological endeavours to specific science disciplines and interdisciplinary studies.
• illustrate how science attempts to explain natural phenomena.
• explain how scientific knowledge evolves as new evidence comes to light.

Grade 11/12

Curriculum Strand - Energy and Momentum

Knowledge Expectations

• analyse quantitatively the relationships among mass, height, speed, and heat energy using the law of conservation of energy.
• apply quantitatively Newton's laws of motion to impulse and momentum.
• describe quantitatively mechanical energy as the sum of kinetic and potential energies.
• analyse quantitatively problems related to kinematics and dynamics using the mechanical energy concept.
• analyse common energy transformation situations using the work-energy theorem.
• determine the per cent efficiency of energy transformations.

Skills Expectations

• compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots.
• provide a statement that addresses the problem or answers the question investigated in light of the link between data and the conclusion.
• construct and test a prototype of a device or system and troubleshoot problems as they arise.
• evaluate a personally designed and constructed device on the basis of criteria they have developed themselves.
• identify questions to investigate that arise from practical problems and issues.
• design an experiment identifying and controlling major variables.
• evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring, and decision making.
• carry out procedures controlling the major variables and adapting or extending procedures where required.
• select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results.
• identify multiple perspectives that influence a science-related decision or issue.

Science, Technology, Society and the Environment Expectations

• analyse and describe examples where technologies were developed based on scientific understanding.
• describe and evaluate the design of technological solutions and the way they function, using scientific principles.
• analyse why scientific and technological activities take place in a variety of individual and group settings.
• identify various constraints that result in tradeoffs during the development and improvement of technologies.
• explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions.
• distinguish between scientific questions and technological problems.
• analyse why and how a particular technology was developed and improved over time.
• distinguish between questions that can be answered by science and those that cannot.
• propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability.