Course Profile - Curriculum Services Canada

• Design/Innovation: applying knowledge to define a problem or challenge, setting criteria for a
satisfactory solution, devising and executing a procedure, and assessing the result.
Every inquiry should be driven by a clear question that is manageable and has relevance to the students.
Students should be given instruction and repeated practice in:
• identifying and refining good inquiry questions;
• developing testable hypotheses;
• setting the parameters of the solutions;
• assessing results.
All forms of inquiry as well as other activities throughout the course develop Communication Skills.
Although the traditional written report is one form of communication, students need to describe what
they do and what they learn in other formats as well – such as poster presentations, computer
presentations, video, music. Through various formats of co-operative learning, they discuss, debate, and
reflect on their own thinking and learning.
In addition to key chemical concepts, every learning activity should identify a technique or skills that will
be taught or reinforced and assessed. Over the length of the course, all skills required to meet the Overall
Expectations should be practised repeatedly in a variety of contexts.
Initially, the teacher may assign specific review exercises from a textbook or other resource. Later
students could simply be told to complete the questions that they feel are necessary to ensure their own
understanding of the concepts.
Use of Computer Technology
Computer applications should be included in activities whenever they enhance student learning by
enabling them to complete work more efficiently or to complete work that otherwise could not be done.
A wide variety of software tools should be used to record and display information. Examples include
word-processing, e.g., reports, spreadsheets; class data from measurements taken in the laboratory;
graphics; flow charts; concept maps; diagrams of investigations; databases; gathering small groups or
individual’s observations into class sets; collecting data from replicated experiments, and electronic
presentation. Probeware should be used to collect data (e.g., to permit replications of experiments where
complex procedures would limit students to single experiments). Simulations may substitute for
experiences but should not be used to replace direct experiences that are safe, ethical, and available. The
portability of calculator-based laboratory systems makes them useful for work outside the classroom.
Online communication between teacher and students could occur throughout the course. Homework
assignments and answers could be posted, along with reminders about upcoming assignment deadlines
and evaluation dates. Sample exam questions could be included and links made to pertinent sites,
covering a variety of STSE topic. Online tutorials could be arranged and one of the later units in the
course could be presented online. Many of these experiences will mirror what students will encounter at
university.
Group Work Considerations
A number of group activities are described in this profile. These allow students opportunities to practise
and be assessed and evaluated for Teamwork, one of the five Learning Skills. Teamwork is often
identified as a key employability skill. Initiative, Organization, and Work Habits/Homework, three other
Learning Skills, can be practised, assessed, and evaluated.
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• Chemistry – University Preparation