Page 236 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

Grade 12, University/College Preparation
e1. assess the impact of scientific research, technological advances, and government initiatives on public health;
e2. investigate various strategies related to contemporary public health issues;
e3. demonstrate an understanding of major public health issues, past and present.
E1. Relating Science to Technology, Society, and the Environment
E2. Developing Skills of Investigation and Communication
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | science
OVERALL EXPECTATIONS
By the end of this course, students will:
SPECIFIC EXPECTATIONS
By the end of this course, students will:
e1.1 assess the impact of scientific research and technological advances on public health around the world (e.g., widespread immunization for diseases such as polio, telemedicine for people in remote areas, new drug therapies to combat disease) [AI, C]
Sample issue: In developed countries, people living with HIV/AIDS have access to highly effective but expensive drugs, which most people in the developing world cannot afford. Although patent restrictions have prevented the widespread use of cheaper generic drugs, some of these restrictions have recently been relaxed, which may decrease the global death toll from AIDS.
Sample questions: How are monitoring and reporting technologies used to contain the spread of infectious diseases such as avian flu and severe acute respiratory syndrome (SARS)? How effective is the use of mosquito nets in reducing the spread of malaria?
e1.2 assess, on the basis of research, the effect- iveness of a municipal, provincial, or federal government initiative intended to protect the public health of Canadians (e.g., immunization programs, smoking bans, Health Canada advis- ories) [IP, PR, AI, C]
Sample issue: The Canadian Food Inspection Agency is responsible for administering laws
that regulate agriculture and the food-processing industry. Its mandate includes monitoring farm animals for avian flu and mad cow dis- ease and ensuring the safety of food additives. Although agency regulations have made food safer, each year many Canadians contract food- borne illnesses.
Sample questions: How effective have the safety measures for blood donation and transfusions been in reducing the spread of blood-borne diseases since the tainted-blood scandal of the 1980s? What is the impact on immunization programs of claims that vaccinations can cause severe side effects? How useful is the information on emergency preparedness and response in your local area?
By the end of this course, students will:
e2.1 useappropriateterminologyrelatedtopublic health issues, including, but not limited to: pandemic, contamination, infectious disease, quarantine, and vaccination [C]
e2.2 analyse and interpret, using a case study or research data, scientific evidence regarding the effectiveness of a public health program intended to reduce disease transmission (e.g., distribution of bed nets to fight malaria; safe injection sites for intravenous drug users; programs to encourage hand washing in hospitals to stop the spread of C. difficile) [AI, C]
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e. Science And puBlic heAlth iSSueS