Page 159 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

c2.3 investigate, through laboratory inquiry or field study, water samples from natural and disturbed environments (e.g., tap water; pond, river, or lake water from disturbed and undis- turbed areas; water from an outdoor pool), and analyse the resulting data [PR, AI]
c2.4 analyse, on the basis of a laboratory inquiry, computer simulation, or field study, particulate matter in air (e.g., an air sample from an ex- haust pipe or air vent, particles in a filter that cigarette smoke has passed through, particles caught on sticky paper set up in an open area) [PR, AI]
c2.5 investigate health standards for buildings and methods to retrofit or otherwise improve structures to reduce their negative impact on human health (e.g., the use of materials that do not contain volatile organic compounds, the use of biological air and water filters), and communicate their findings [PR, C]
C. Understanding Basic Concepts
By the end of this course, students will:
c3.1 identify the main pollutants and environ- mental contaminants that can affect human health (e.g., air pollutants such as sulfur dioxide, nitrous oxide, and particulates; noise pollution; heavy metals such as lead and mercury; DDT; PCBs; mould; volatile organic compounds such as acetone and chlorinated solvents)
c3.2 describe the effects of a variety of environ- mental factors on human health (e.g., air pollutants are associated with disorders such as asthma; consumption of fish products from contaminated water may lead to increased levels of heavy metals in the human body; the thinning of the ozone layer may lead to increased incidence of skin cancer; noise pollution may impair hearing)
c3.3 describe ways in which a variety of environ- mental contaminants (e.g., volatile organic compounds in paints, carpets, and cleaning products; mercury in fish; E. coli in the water at public beaches) can enter the human body (e.g., inhalation, ingestion, absorption)
c3.4 describe measures that can reduce exposure to environmental contaminants (e.g., wearing protective clothing or sunscreen, or remaining indoors during peak UV hours, to prevent exposure to ultraviolet rays; avoiding the use of paints, solvents, and cleaning agents that contain volatile organic compounds)
c3.5 identify a variety of populations who are particularly vulnerable to the effects of environmental factors, and explain why these populations are vulnerable (e.g., seniors are vulnerable to extreme temperatures because the ability to regulate body temperature diminishes as people age; Inuit who follow a traditional diet are vulnerable to contaminants that accumulate in the fatty tissue of sea mammals because these animals are their main food source)
HUMAN HEALTH AND THE ENVIRONMENT
1
Environmental Science
SVN3M