Page 253 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Canadian and World Studies

B. SPATIAL ORGANIZATION: CONCEPTS AND PROCESSES
OVERALL EXPECTATIONS
By the end of this course, students will:
B1. Applying Spatial Technology Skills: demonstrate the ability to use a variety of spatial technologies to collect and analyse data, communicate the results of their investigations, and make decisions based on their analyses (FOCUS ON: Spatial Significance; Geographic Perspective)
B2. Interpreting Spatial Data: interpret and analyse data produced by a variety of spatial technologies (FOCUS ON: Spatial Significance; Patterns and Trends)
B3. FundamentalsofSpatialOrganization:describeandapplythefundamentalcomponentsofspatial organization used in a variety of spatial technologies (FOCUS ON: Interrelationships; Geographic Perspective)
SPECIFIC EXPECTATIONS
B1. Applying Spatial Technology Skills
FOCUS ON: Spatial Significance; Geographic Perspective
By the end of this course, students will:
B1.1 use a variety of spatial technologies to gather data through a field study or survey, code and tabulate the data (e.g., by performing tasks such as gathering data through GPS coordinates and attributes of points, lines, and polygons; buffering data; geocoding; georeferencing; creating new spreadsheet fields; building attribute tables), and interpret the results to identify patterns in the data
Using spatial skills: In a field study, students can measure wind velocity in an urban centre and map the data in GIS to determine the pattern and identify the areas that experience the greatest wind chill. Students can use GPS to determine the elevation parameters needed to level agricultural fields in order to create an efficient irrigation system.
B1.2 query spatial databases they have built (e.g., request specific features or tabular attributes) to answer practical research questions
Sample question: “Which features or tabular data would you need to request to determine the interrelationship between the demographics of a region and voter turnout?”
Using spatial skills: Students can query their databases to request specific features or tabular data to determine the best transportation route for agricultural goods or the impact of disease on local vegetation.
B1.3 use spatial technologies to analyse geographic case studies and make associated decisions (e.g., determine the best route for a road or trail, the best location for a building, or the best place
for a specific land use; determine the area of impact of a physical phenomenon or disaster)
Sample questions: “What is the best route for a cycling, running, or snowmobile competition in your local area? How do you know?” “How large are the deposits of a valuable natural resource in a particular country?” “How would traffic flow be changed by adding a turning lane to a particular street?” “What is the best route for a recreational trail in an environmentally sensitive area?”
B1.4 construct a map that communicates qualitative and/or quantitative attribute data, using mapping conventions (e.g., title, scale, legend, orientation) as appropriate
Using spatial skills: Students can generate maps in GIS using attribute values such as physical data (e.g., climate, drainage features, ecozones) and human data (e.g., population density, ethnicity, voter turnout). Different
SPATIAL ORGANIZATION: CONCEPTS AND PROCESSES
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Spatial Technologies in Action
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