Page 132 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

Grade 12, College Preparation
f1. evaluate the importance of government regulations, scientific analyses, and individual actions in improving air and water quality, and propose a personal plan of action to support these efforts;
f2. investigate chemical reactions, using appropriate techniques of quantitative analysis;
f3. demonstrate an understanding of chemical reactions that occur in the environment as a result of both natural processes and human activities.
F1. Relating Science to Technology, Society, and the Environment
F2. Developing Skills of Investigation and Communication
f. chemiStry in the environment OVERALL EXPECTATIONS
By the end of this course, students will:
SPECIFIC EXPECTATIONS
advisories need to be issued; systems to monitor the quality of drinking water), and explain how these analyses contribute to environmental By the end of this course, students will: awareness and responsibility [AI, C]
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | science
f1.1 evaluate, on the basis of research, the effect- iveness of government initiatives or regulations (e.g., the Great Lakes Action Plan), and the actions of individuals (e.g., use of public trans- portation), intended to improve air and water quality, and propose a personal action plan to support these efforts [IP, PR, AI, C]
Sample issue: The Yellow Fish Road is a nation- wide program in which volunteers paint yellow fish symbols by storm drains to remind people that material poured into the drains flows directly into our local waterways, and that they should not pour hazardous substances down the drains. However, not everyone is aware of the symbolism of the fish, so the program may not be as effective as it could be.
Sample questions: How can your personal actions influence the air or water quality in your local area? Why have government initia- tives, such as mass transit in urban areas, not been readily accepted by everyone? What can be done to encourage more people to use mass transit? What plans do local conservation authorities have to improve water quality in lakes, rivers, and streams in your local area? How effective are these plans?
f1.2 evaluate the importance of quantitative chemical analysis in assessing air and water quality (e.g., the use of Environment Canada’s Air Quality Index to determine when smog
Sample issue: Traditional stationary monitoring stations may not be able to supply sufficient data to reflect the differences in air quality from one location to another. However, researchers in Ontario now use mobile air quality monitors to measure vehicle emissions in high traffic areas and “hot spots” where vehicles idle for long periods of time. These data can be used to develop more precise air quality indices.
Sample questions: How can increased monitor- ing and reporting of air and water pollution influence the actions of individuals? Why are present chemical analyses not sufficient to detect and quantify all organic and inorganic contaminants in the water supply? How does WHMIS aid in minimizing damage to the environment and ensuring the safety of indi- viduals in a case of an industrial accident?
By the end of this course, students will:
f2.1 use appropriate terminology related to chemical analysis and chemistry in the environ- ment, including, but not limited to: ozone, hard water, titration, pH, ppm, and ppb [C]
f2.2 write balanced chemical equations to repre- sent the chemical reactions involved in the neutralization of acids and bases [AI, C]
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