Physics 30S
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It is hoped that Manitoba science education will:
• Encourage students at all levels to develop a rational 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 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 proficiency in science that creates opportunities for them to pursue progressively higher levels of advanced study, preparing them for science-related occupations, and engaging them in science-related activities appropriate to their interests and abilities; and
• Develop in students of varying aptitudes and interests a knowledge of the wide variety of careers related to science, technology, and support for the natural and human environments.
• Enable students to use science and technology to acquire new knowledge and solve problems, so 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 proficiency in science that creates opportunities for them to pursue progressively higher levels of advanced study, preparing them for science-related occupations, and engaging them in science-related activities appropriate to their interests and abilities; and
• Develop in students of varying aptitudes and interests a knowledge of the wide variety of careers related to science, technology, and support for the natural and human environments.
Many students arrive at physics courses, expecting to learn by memorizing formulas disconnected from each other, as well as from the students’ experiences of the physical world.
Effective instruction challenges these expectations, helping students to see physics learning as a matter of identifying, applying, and refining their current understanding. Students learn to examine assumptions hidden in their reasoning; to monitor the quality and consistency of their understanding; to formulate, implement, critique, and refine models of physical phenomena; and to make use of a spectrum of appropriate representational tools.
Effective instruction challenges these expectations, helping students to see physics learning as a matter of identifying, applying, and refining their current understanding. Students learn to examine assumptions hidden in their reasoning; to monitor the quality and consistency of their understanding; to formulate, implement, critique, and refine models of physical phenomena; and to make use of a spectrum of appropriate representational tools.
GENERAL LEARNING OUTCOMES:
Nature of Science and Technology
A1. recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena
A2. recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop
A3. distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values
A4. identify and appreciate contributions made by women and men from many societies and cultural backgrounds towards increasing our understanding
of the world and in bringing about technological innovations
A5. recognize that science and technology interact with and advance one another
Science, Technology, Society, and the Environment (STSE)
B1. describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment,
both locally and globally
B2. recognize that scientific and technological endeavours have been and continue to be influenced by human needs and the societal context of the time
B3. identify the factors that affect health and explain the relationships among personal habits, lifestyle choices, and human health, both individual and social
B4. demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers
B5. identify and demonstrate actions that promote a sustainable environment, society, and economy, both locally and globally
Scientific and Technological Skills and Attitudes
C1. recognize safety symbols and practices related to scientific and technological activities and to their daily lives, and apply this knowledge in
appropriate situations
C2. demonstrate appropriate scientific inquiry skills when seeking answers to questions
C3. demonstrate appropriate problem-solving skills while seeking solutions to technological challenges
C4. demonstrate appropriate critical thinking and decision-making skills when choosing a course of action based on scientific and technological information
C5. demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy, precision, honesty, and persistence, and appreciate their importance as scientific and technological habits of mind
C6. employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data
C7. work cooperatively and value the ideas and contributions of others while carrying out scientific and technological activities
C8. evaluate, from a scientific perspective, information and ideas encountered during investigations and in daily life
Essential Science Knowledge
D1. understand essential life structures and processes pertaining to a wide variety of organisms, including humans
D2. understand various biotic and abiotic components of ecosystems, as well as their interaction and interdependence within ecosystems and within the biosphere as a whole
D3. understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter
D4. understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts
D5. understand the composition of the Earth’s atmosphere, hydrosphere, and lithosphere, as well as the processes involved within and among them
D6. understand the composition of the universe, the interactions within it, and the impacts of humankind’s continued attempts to understand and explore it
Unifying Concepts
E1. describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world
E2. describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems
E3. recognize that characteristics of materials and systems can remain constant or change over time, and describe the conditions and processes involved
E4. recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them
A1. recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena
A2. recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop
A3. distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values
A4. identify and appreciate contributions made by women and men from many societies and cultural backgrounds towards increasing our understanding
of the world and in bringing about technological innovations
A5. recognize that science and technology interact with and advance one another
Science, Technology, Society, and the Environment (STSE)
B1. describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies, and the environment,
both locally and globally
B2. recognize that scientific and technological endeavours have been and continue to be influenced by human needs and the societal context of the time
B3. identify the factors that affect health and explain the relationships among personal habits, lifestyle choices, and human health, both individual and social
B4. demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers
B5. identify and demonstrate actions that promote a sustainable environment, society, and economy, both locally and globally
Scientific and Technological Skills and Attitudes
C1. recognize safety symbols and practices related to scientific and technological activities and to their daily lives, and apply this knowledge in
appropriate situations
C2. demonstrate appropriate scientific inquiry skills when seeking answers to questions
C3. demonstrate appropriate problem-solving skills while seeking solutions to technological challenges
C4. demonstrate appropriate critical thinking and decision-making skills when choosing a course of action based on scientific and technological information
C5. demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy, precision, honesty, and persistence, and appreciate their importance as scientific and technological habits of mind
C6. employ effective communication skills and utilize information technology to gather and share scientific and technological ideas and data
C7. work cooperatively and value the ideas and contributions of others while carrying out scientific and technological activities
C8. evaluate, from a scientific perspective, information and ideas encountered during investigations and in daily life
Essential Science Knowledge
D1. understand essential life structures and processes pertaining to a wide variety of organisms, including humans
D2. understand various biotic and abiotic components of ecosystems, as well as their interaction and interdependence within ecosystems and within the biosphere as a whole
D3. understand the properties and structures of matter as well as various common manifestations and applications of the actions and interactions of matter
D4. understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts
D5. understand the composition of the Earth’s atmosphere, hydrosphere, and lithosphere, as well as the processes involved within and among them
D6. understand the composition of the universe, the interactions within it, and the impacts of humankind’s continued attempts to understand and explore it
Unifying Concepts
E1. describe and appreciate the similarity and diversity of forms, functions, and patterns within the natural and constructed world
E2. describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems
E3. recognize that characteristics of materials and systems can remain constant or change over time, and describe the conditions and processes involved
E4. recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them
Skills and Attitudes Outcomes Overview
Nature of Science
S3P-0-1a Explain the roles of theory, evidence, and models in the development of scientific knowledge.
S3P-0-1b Describe the importance of peer review in the evaluation and acceptance of scientific theories, evidence, and knowledge claims.
S3P-0-1c Relate the historical development of scientific ideas and technology to the form and function of scientific knowledge today.
S3P-0-1d Describe how scientific knowledge changes as new evidence emerges and/or new ideas and interpretations are advanced.
S3P-0-1e Differentiate between how scientific theories explain natural phenomena and how scientific laws identify regularities and patterns in nature.
Inquiry Skills
S3P-0-2a Select and use appropriate visual, numeric, graphical, and symbolic modes of representation to identify and represent relationships.
S3P-0-2b Propose problems, state hypotheses, and plan, implement, adapt, or extend procedures to carry out an investigation where required.
S3P-0-2c Formulate operational definitions of major variables or concepts.
S3P-0-2d Estimate and measure accurately, using Système International (SI) units.
S3P-0-2e Evaluate the relevance, reliability, and adequacy of data and datacollection methods. Include: discrepancies in data and sources of error
S3P-0-2f Record, organize, and display data, using an appropriate format. Include: labelled diagrams, tables, graphs.
S3P-0-2g Interpret patterns and trends in data, and infer or calculate linear relationships among variables.
S3P-0-2h Analyze problems, using vectors. Include: adding and subtracting vectors in straight lines and at right angles, vector components
S3P-0-2i Select and integrate information obtained from a variety of sources. Include: print, electronic, and/or specialist sources, resource people.
Science, Technology, Society, and the Environment (STSE)
S3P-0-3a Analyze, from a variety of perspectives, the risks and benefits to society and the environment when applying scientific knowledge or introducing technology.
S3P-0-3b Describe examples of how technology has evolved in response to scientific advances, and how scientific knowledge has evolved as a result of new innovations in technology.
S3P-0-3c Identify social issues related to science and technology, taking into account human and environmental needs and ethical considerations.
S3P-0-3d Use the decision-making process to address an STSE issue.
S3P-0-3e Identify a problem, initiate research, and design a technological or other solution to address the problem.
Attitudes
S3P-0-4a Demonstrate work habits that ensure personal safety, the safety of others, and consideration of the environment.
S3P-0-4b Work cooperatively with a group to identify prior knowledge, initiate and exchange ideas, propose problems and their solutions, and carry out investigations.
S3P-0-4c Demonstrate confidence in carrying out scientific investigations and in addressing STSE issues.
S3P-0-4d Develop a sense of personal and shared responsibility for the impact of humans on the environment, and demonstrate concern for social and environmental consequences of proposed actions.
S3P-0-4e Demonstrate a continuing and more informed interest in science and science-related issues.
S3P-0-4f Value skepticism, honesty, accuracy, precision, perseverance, and open-mindedness as scientific and technological habits of mind.
S3P-0-1a Explain the roles of theory, evidence, and models in the development of scientific knowledge.
S3P-0-1b Describe the importance of peer review in the evaluation and acceptance of scientific theories, evidence, and knowledge claims.
S3P-0-1c Relate the historical development of scientific ideas and technology to the form and function of scientific knowledge today.
S3P-0-1d Describe how scientific knowledge changes as new evidence emerges and/or new ideas and interpretations are advanced.
S3P-0-1e Differentiate between how scientific theories explain natural phenomena and how scientific laws identify regularities and patterns in nature.
Inquiry Skills
S3P-0-2a Select and use appropriate visual, numeric, graphical, and symbolic modes of representation to identify and represent relationships.
S3P-0-2b Propose problems, state hypotheses, and plan, implement, adapt, or extend procedures to carry out an investigation where required.
S3P-0-2c Formulate operational definitions of major variables or concepts.
S3P-0-2d Estimate and measure accurately, using Système International (SI) units.
S3P-0-2e Evaluate the relevance, reliability, and adequacy of data and datacollection methods. Include: discrepancies in data and sources of error
S3P-0-2f Record, organize, and display data, using an appropriate format. Include: labelled diagrams, tables, graphs.
S3P-0-2g Interpret patterns and trends in data, and infer or calculate linear relationships among variables.
S3P-0-2h Analyze problems, using vectors. Include: adding and subtracting vectors in straight lines and at right angles, vector components
S3P-0-2i Select and integrate information obtained from a variety of sources. Include: print, electronic, and/or specialist sources, resource people.
Science, Technology, Society, and the Environment (STSE)
S3P-0-3a Analyze, from a variety of perspectives, the risks and benefits to society and the environment when applying scientific knowledge or introducing technology.
S3P-0-3b Describe examples of how technology has evolved in response to scientific advances, and how scientific knowledge has evolved as a result of new innovations in technology.
S3P-0-3c Identify social issues related to science and technology, taking into account human and environmental needs and ethical considerations.
S3P-0-3d Use the decision-making process to address an STSE issue.
S3P-0-3e Identify a problem, initiate research, and design a technological or other solution to address the problem.
Attitudes
S3P-0-4a Demonstrate work habits that ensure personal safety, the safety of others, and consideration of the environment.
S3P-0-4b Work cooperatively with a group to identify prior knowledge, initiate and exchange ideas, propose problems and their solutions, and carry out investigations.
S3P-0-4c Demonstrate confidence in carrying out scientific investigations and in addressing STSE issues.
S3P-0-4d Develop a sense of personal and shared responsibility for the impact of humans on the environment, and demonstrate concern for social and environmental consequences of proposed actions.
S3P-0-4e Demonstrate a continuing and more informed interest in science and science-related issues.
S3P-0-4f Value skepticism, honesty, accuracy, precision, perseverance, and open-mindedness as scientific and technological habits of mind.