Page 17 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

Each of the Grade 11 and 12 science courses is organized into six strands, numbered A, B, C, D, E, and F.
The overall expectations describe in general terms the knowledge and skills students are expected to demonstrate by the end of each course. Two or three overall expectations are provided for each strand in every course. The numbering of overall expectations indicates the strand to which they belong (e.g., D1 through D3 are the overall expectations for strand D).
D. ENERGY CONSERVATION OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 11, Workplace Preparation A numbered subheading identifies each group of specific expectations and relates to one particular overall expectation (e.g., “D1. Relating Science to Technology, Society, and the Environment” relates to overall expectation D1).
The sample issues provide a broader context for expectations in the strand Relating Science to Technology, Society, and the Environment. They are examples of relevant topics or open-ended issues or problems related to the expectations. Students can explore and debate the issues, forming and justifying their own conclusions. THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Science
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The sample questions are intended to help teachers initiate open discussions on a range of current issues related to the topic of the expectation. They can also provide students with a focus for inquiry and/or research.
D1. evaluate initiatives and technological innovations related to energy consumption and conservation, and assess their impact on personal lifestyles, social attitudes, and the environment;
D2. investigate various methods of conserving energy and improving energy efficiency;
D3. demonstrate an understanding of the basic principles of energy production, with reference to both renewable and non-renewable sources, and of various methods of energy conservation.
SPECIFIC EXPECTATIONS
By the end of this course, students will:
D1.1 assess, on the basis of research, the impact that initiatives for reducing energy consump- tion and waste have on personal lifestyles, societal attitudes, and the environment (e.g., local, provincial, or national initiatives by gov- ernment, business, or non-governmental organizations) [IP, PR, AI, C]
Sample issue: Home energy audit and retrofit rebate programs have been established by many provincial governments to help homeowners re- duce their energy bills. Although these programs raise awareness of the environmental impact of wasting energy and provide practical ways of reducing waste, not all homeowners take advantage of them.
Sample questions: What types of incentives exist to encourage consumers to purchase energy-efficient products and services? How effective are such incentives? What methods do energy companies use to encourage consumers to conserve energy? What are some of the non-governmental organizations in Canada that raise awareness of the environmental costs of energy consumption? Are there any groups in your local community that focus on energy conservation? How effective are they?
D1.2 evaluate, on the basis of research, some of the advantages or disadvantages of techno- logical innovations that contribute to the production of renewable energy and/or aid in conservation (e.g., bio-oil, biodiesel, wind tur- bines, improved insulation, programmable thermostats) [IP, PR, AI, C]
Sample issue: Tankless water heaters heat water only when it is needed. They save energy over traditional water heaters, which keep a large tank of water hot at all times. However, tank- less water heaters may not be able to supply enough hot water for multiple uses.
Sample questions: What technologies are used
The specific expectations
to produce biofuels? How do these fuels help to
reduce use of non-renewable energy? What
describe the expected
problems might be associated with the use of
agricultural crops for fuel rather than food? In
knowledge and skills in
what ways has the design of wind farm tech-
greater detail. The expectation nology improved over the years? What are the
advantages and disadvantages of replacing old
number identifies the strand appliances with more energy-efficient ones?
to which the expectation belongs and the overall expectation to which it relates By the end of this course, students will:
(e.g., D2.1 and D2.2 relate to D2.1 use appropriate terminology related to en-
the second overall expectation ergy conservation and consumption, including,
in strand D).
but not limited to: conventional source, alternative
source, efficiency, watt, kilowatt-hour [kWh], joule,
BTU, gas meter, electric meter, thermostat, and
EnerGuide [C]
D1. Relating Science to Technology, Society, and the Environment
D2. Developing Skills of Investigation and Communication
D2.2 determine the energy consumption of their household over a given time period by reading and interpreting gas and/or electric meters, calculate the cost of consumption (e.g., the number of kWh × cost per kWh, cubic metres of gas × cost per cubic metre), and suggest ways in which the household could conserve energy [PR, AI, C]
The examples are meant to illustrate the kind of knowledge or skills, the specific area of learning, the depth of learning, and/or the level of complexity that the expectation entails. The examples are illustrations only, not requirements. They appear in parentheses within specific expectations.
The abbreviations in square brackets following many specific expectations link the expectation to one or more of the four broad areas of scientific investigation skills (see p. 20). In achieving the expectation, students are expected to apply skills from the area(s) specified by the abbreviation(s).
THE PROGRAM IN SCIENCE
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