Page 104 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

Grade 11, University Preparation
f1. analyse the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;
f2. investigate gas laws that explain the behaviour of gases, and solve related problems;
f3. demonstrate an understanding of the laws that explain the behaviour of gases.
F1. Relating Science to Technology, Society, and the Environment
F2. Developing Skills of Investigation and Communication
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | science
SPECIFIC EXPECTATIONS
Sample issue: Historically, mining and smelting polluted the air, land, and water around Sudbury, Ontario. More recently, as a result of government By the end of this course, students will: regulations, industry has significantly reduced emissions, leading to an improvement in air f1.1 analyse the effects on air quality of some
quality and reversal in the acidification of technologies and human activities (e.g., smelting;
local waterways.
driving gas-powered vehicles), including their
own activities, and propose actions to reduce
Sample questions: How effective has Ontario’s their personal carbon footprint [AI, C]
Drive Clean program been in reducing green- house gas emissions in the province? What are Sample issue: Gas-powered lawnmowers cut
some industrial and geographic factors that grass quickly and efficiently, but they emit
might make air quality in some communities greenhouse gases. However, there are several
very different from that in others? What are alternatives, including electric or push mowers
some municipal governments doing to improve or replacing lawn with a naturalized garden.
local air quality? How can public transit Sample questions: In what ways does our con-
initiatives help improve air quality? What are sumption of products imported from distant
the limitations of such initiatives?
countries affect our carbon footprint? How
might “eat local–buy local” initiatives help to
reduce our carbon footprint? How effectively
does the use of digital communications for
business reduce our carbon footprint?
By the end of this course, students will:
f1.2 assess air quality conditions for a given
f2.1 use appropriate terminology related to gases Canadian location, using Environment Canada’s
and atmospheric chemistry, including, but not Air Quality Health Index, and report on some
limited to: standard temperature, standard pressure, Canadian initiatives to improve air quality and
molar volume, and ideal gas [C]
reduce greenhouse gases (e.g., Ontario’s Drive
Clean program to control vehicle emissions)
f2.2 determine, through inquiry, the quantitative [AI, C]
and graphical relationships between the pressure, volume, and temperature of a gas [PR, AI]
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f. gASeS And AtmoSpheric chemiStry
OVERALL EXPECTATIONS
By the end of this course, students will: