{"id":15121,"date":"2020-10-28T15:40:33","date_gmt":"2020-10-28T21:40:33","guid":{"rendered":"http:\/\/canadianglycomics.ca\/?page_id=15121"},"modified":"2020-10-28T15:49:51","modified_gmt":"2020-10-28T21:49:51","slug":"curiculum-linkages","status":"publish","type":"page","link":"https:\/\/canadianglycomics.ca\/fr\/curiculum-linkages\/","title":{"rendered":"Liens avec le curriculum"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"15121\" class=\"elementor elementor-15121\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-25ac7350 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"25ac7350\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-3165b745\" data-id=\"3165b745\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-329e0739 elementor-widget elementor-widget-image\" data-id=\"329e0739\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/canadianglycomics.ca\">\n\t\t\t\t\t\t\t<img decoding=\"async\" src=\"https:\/\/canadianglycomics.ca\/wp-content\/uploads\/2019\/03\/Glyconet-Logo-300x104.png\" title=\"Glyconet-Logo-300\u00d7104\" alt=\"Glyconet-Logo-300x104\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-37f21a62\" data-id=\"37f21a62\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1429642a elementor-shape-circle e-grid-align-right elementor-grid-0 elementor-widget elementor-widget-social-icons\" data-id=\"1429642a\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;_animation&quot;:&quot;none&quot;}\" data-widget_type=\"social-icons.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-social-icons-wrapper elementor-grid\" role=\"list\">\n\t\t\t\t\t\t\t<span class=\"elementor-grid-item\" role=\"listitem\">\n\t\t\t\t\t<a class=\"elementor-icon elementor-social-icon elementor-social-icon-linkedin-in elementor-repeater-item-8c6dfe2\" href=\"https:\/\/www.linkedin.com\/company\/glyconet\/?trk=biz-companies-cym\" target=\"_blank\">\n\t\t\t\t\t\t<span class=\"elementor-screen-only\">Linkedin-in<\/span>\n\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-linkedin-in\"><\/i>\t\t\t\t\t<\/a>\n\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<span class=\"elementor-grid-item\" role=\"listitem\">\n\t\t\t\t\t<a class=\"elementor-icon elementor-social-icon elementor-social-icon-twitter elementor-repeater-item-3e2cd86\" href=\"https:\/\/twitter.com\/glyconet_nce\" target=\"_blank\">\n\t\t\t\t\t\t<span class=\"elementor-screen-only\">Twitter<\/span>\n\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-twitter\"><\/i>\t\t\t\t\t<\/a>\n\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<span class=\"elementor-grid-item\" role=\"listitem\">\n\t\t\t\t\t<a class=\"elementor-icon elementor-social-icon elementor-social-icon-facebook-f elementor-repeater-item-bd500a1\" href=\"https:\/\/www.facebook.com\/glyconet\" target=\"_blank\">\n\t\t\t\t\t\t<span class=\"elementor-screen-only\">Facebook-f<\/span>\n\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-facebook-f\"><\/i>\t\t\t\t\t<\/a>\n\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<span class=\"elementor-grid-item\" role=\"listitem\">\n\t\t\t\t\t<a class=\"elementor-icon elementor-social-icon elementor-social-icon-instagram elementor-repeater-item-8963384\" href=\"https:\/\/www.instagram.com\/glyconet_nce\/\" target=\"_blank\">\n\t\t\t\t\t\t<span class=\"elementor-screen-only\">Instagram<\/span>\n\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-instagram\"><\/i>\t\t\t\t\t<\/a>\n\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<span class=\"elementor-grid-item\" role=\"listitem\">\n\t\t\t\t\t<a class=\"elementor-icon elementor-social-icon elementor-social-icon-youtube elementor-repeater-item-10f9273\" href=\"https:\/\/www.youtube.com\/channel\/UC-pj074TiGmzzpb_HzSl9ag\/feed\" target=\"_blank\">\n\t\t\t\t\t\t<span class=\"elementor-screen-only\">Youtube<\/span>\n\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fab fa-youtube\"><\/i>\t\t\t\t\t<\/a>\n\t\t\t\t<\/span>\n\t\t\t\t\t\t\t<span class=\"elementor-grid-item\" role=\"listitem\">\n\t\t\t\t\t<a class=\"elementor-icon elementor-social-icon elementor-social-icon-envelope elementor-repeater-item-5ba1b1f\" href=\"mailto:glyconet@ualberta.ca\" target=\"_blank\">\n\t\t\t\t\t\t<span class=\"elementor-screen-only\">Envelope<\/span>\n\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-envelope\"><\/i>\t\t\t\t\t<\/a>\n\t\t\t\t<\/span>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-11a8d043 elementor-section-height-min-height elementor-section-content-middle elementor-section-boxed elementor-section-height-default elementor-section-items-middle\" data-id=\"11a8d043\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-no\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-5879f9b6\" data-id=\"5879f9b6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-5b8bab63 uael-nav-menu__align-right uael-submenu-icon-classic uael-submenu-open-hover uael-submenu-animation-none uael-link-redirect-child uael-nav-menu__breakpoint-tablet uael-nav-menu-toggle-label-no elementor-widget elementor-widget-uael-nav-menu\" data-id=\"5b8bab63\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;distance_from_menu&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:0,&quot;sizes&quot;:[]},&quot;distance_from_menu_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;distance_from_menu_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"uael-nav-menu.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"uael-nav-menu uael-layout-horizontal uael-nav-menu-layout uael-pointer__none\" data-layout=\"horizontal\">\n\t\t\t\t<div role=\"button\" class=\"uael-nav-menu__toggle elementor-clickable\">\n\t\t\t\t\t<span class=\"screen-reader-text\">Main Menu<\/span>\n\t\t\t\t\t<div class=\"uael-nav-menu-icon\">\n\t\t\t\t\t\t<i aria-hidden=\"true\" class=\"fas fa-align-justify\"><\/i>\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<nav class=\"uael-nav-menu__layout-horizontal uael-nav-menu__submenu-classic\" data-toggle-icon=\"&lt;i aria-hidden=&quot;true&quot; class=&quot;fas fa-align-justify&quot;&gt;&lt;\/i&gt;\" data-close-icon=\"&lt;i aria-hidden=&quot;true&quot; class=&quot;far fa-window-close&quot;&gt;&lt;\/i&gt;\" data-full-width=\"yes\"><ul id=\"menu-1-5b8bab63\" class=\"uael-nav-menu\"><li id=\"menu-item-10673\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/\" class = \"uael-menu-item\">About<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-13512\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/\" class = \"uael-sub-menu-item\">About GlycoNet<\/a><\/li>\n\t<li id=\"menu-item-18203\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/people\/\" class = \"uael-sub-menu-item\">People<\/a><\/li>\n\t<li id=\"menu-item-10674\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/administration\/\" class = \"uael-sub-menu-item\">Administration<\/a><\/li>\n\t<li id=\"menu-item-10680\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/glyconets-corporate-policies\/\" class = \"uael-sub-menu-item\">Corporate Policies<\/a><\/li>\n\t<li id=\"menu-item-13545\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/\" class = 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Committee<\/a><\/li>\n\t\t<li id=\"menu-item-13695\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/nominating-committee\/\" class = \"uael-sub-menu-item\">Nominating &#038; Governance Committee<\/a><\/li>\n\t\t<li id=\"menu-item-13701\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/research-management-committee\/\" class = \"uael-sub-menu-item\">Research Management Committee<\/a><\/li>\n\t\t<li id=\"menu-item-13700\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/scientific-advisory-board\/\" class = \"uael-sub-menu-item\">Scientific Advisory Board<\/a><\/li>\n\t\t<li id=\"menu-item-13699\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/commercialization-legacy-committee\/\" class = \"uael-sub-menu-item\">Commercialization Committee<\/a><\/li>\n\t\t<li id=\"menu-item-13698\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/equity-diversity-and-inclusion-committee\/\" class = \"uael-sub-menu-item\">Equity, Diversity and Inclusion Committee<\/a><\/li>\n\t\t<li id=\"menu-item-27267\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/steering-and-advisory-committee\/\" class = \"uael-sub-menu-item\">GIS Steering and Advisory Committee<\/a><\/li>\n\t\t<li id=\"menu-item-13703\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/governance\/training-committee\/\" class = \"uael-sub-menu-item\">Training Committee<\/a><\/li>\n\t<\/ul>\n<\/li>\n\t<li id=\"menu-item-21453\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/edi\/\" class = \"uael-sub-menu-item\">Equity, Diversity, and Inclusion<span class='uael-menu-toggle sub-arrow uael-menu-child-1'><i class='fa'><\/i><\/span><\/a><\/div>\n\t<ul class=\"sub-menu\">\n\t\t<li id=\"menu-item-25363\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/edi\/loop\/\" class = \"uael-sub-menu-item\">LOOP<\/a><\/li>\n\t<\/ul>\n<\/li>\n\t<li id=\"menu-item-10681\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/partners\/\" class = \"uael-sub-menu-item\">Partners<\/a><\/li>\n\t<li id=\"menu-item-10682\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/about\/become-a-member\/\" class = \"uael-sub-menu-item\">Become a Member<\/a><\/li>\n\t<li id=\"menu-item-10700\" class=\"menu-item menu-item-type-custom menu-item-object-custom menu-item-has-children uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/forum.glyconet.ca\/index.php\/Main_Page\" class = \"uael-sub-menu-item\">Forum<span class='uael-menu-toggle sub-arrow uael-menu-child-1'><i class='fa'><\/i><\/span><\/a><\/div>\n\t<ul class=\"sub-menu\">\n\t\t<li id=\"menu-item-13816\" class=\"menu-item menu-item-type-custom menu-item-object-custom uael-creative-menu\"><a href=\"https:\/\/forum.glyconet.ca\/index.php\/Main_Page\" class = \"uael-sub-menu-item\">GlycoNet Forum<\/a><\/li>\n\t\t<li id=\"menu-item-10670\" class=\"menu-item 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uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/research\/research-security\/\" class = \"uael-sub-menu-item\">Research Security<\/a><\/li>\n\t<li id=\"menu-item-17905\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/technology-highlights\/\" class = \"uael-sub-menu-item\">Technology Highlights<\/a><\/li>\n\t<li id=\"menu-item-10684\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/research\/glyco-backgrounder\/\" class = \"uael-sub-menu-item\">Introduction to Glycomics<\/a><\/li>\n\t<li id=\"menu-item-10685\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/research\/call-for-proposals\/\" class = \"uael-sub-menu-item\">Call for Proposals<\/a><\/li>\n\t<li id=\"menu-item-23739\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/research\/research-activities-costs\/\" class = \"uael-sub-menu-item\">Eligible Research Activities and Costs<\/a><\/li>\n\t<li id=\"menu-item-10688\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/research\/projects\/\" class = \"uael-sub-menu-item\">Projects<\/a><\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-19047\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/services\/\" class = \"uael-menu-item\">Services<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-25494\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/services\/\" class = \"uael-sub-menu-item\">Integrated Services<\/a><\/li>\n\t<li id=\"menu-item-19048\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/services\/accessing-the-facility-plus\/\" class = \"uael-sub-menu-item\">Accessing the Facility<\/a><\/li>\n\t<li id=\"menu-item-19050\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/services\/equipment-and-services-plus\/\" class = \"uael-sub-menu-item\">Equipment and Services<\/a><\/li>\n\t<li id=\"menu-item-19049\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/services\/request-services-plus\/\" class = \"uael-sub-menu-item\">Request Services<\/a><\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-10672\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/\" class = \"uael-menu-item\">Resources &#038; Training<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-13813\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/\" class = \"uael-sub-menu-item\">Training Programs<span class='uael-menu-toggle sub-arrow uael-menu-child-1'><i class='fa'><\/i><\/span><\/a><\/div>\n\t<ul class=\"sub-menu\">\n\t\t<li id=\"menu-item-28058\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/internships-exchanges-awards\/summer-awards-for-undergraduate-students\/\" class = \"uael-sub-menu-item\">Summer Awards for Undergraduate Students<\/a><\/li>\n\t\t<li id=\"menu-item-28057\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/internships-exchanges-awards\/advanced-training-opportunity-program\/\" class = \"uael-sub-menu-item\">Advanced Training Opportunity Program<\/a><\/li>\n\t<\/ul>\n<\/li>\n\t<li id=\"menu-item-10692\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/trainee-association\/\" class = \"uael-sub-menu-item\">Trainee Association<span class='uael-menu-toggle sub-arrow uael-menu-child-1'><i class='fa'><\/i><\/span><\/a><\/div>\n\t<ul class=\"sub-menu\">\n\t\t<li id=\"menu-item-29608\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/application\/\" class = \"uael-sub-menu-item\">Call for members for GTA Executive Committee<\/a><\/li>\n\t<\/ul>\n<\/li>\n\t<li id=\"menu-item-10691\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/internships-exchanges-awards\/\" class = \"uael-sub-menu-item\">Internships, Exchanges &#038; Awards<span class='uael-menu-toggle sub-arrow uael-menu-child-1'><i class='fa'><\/i><\/span><\/a><\/div>\n\t<ul class=\"sub-menu\">\n\t\t<li id=\"menu-item-13936\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/internships-exchanges-awards\/mitacs-internship\/\" class = \"uael-sub-menu-item\">Mitacs Internship<\/a><\/li>\n\t\t<li id=\"menu-item-16960\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/internships-exchanges-awards\/technical-skills-fundamentals-training-program\/\" class = \"uael-sub-menu-item\">Technical Skills Fundamentals Training Program<\/a><\/li>\n\t<\/ul>\n<\/li>\n\t<li id=\"menu-item-10693\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/opportunities\/\" class = \"uael-sub-menu-item\">Job Opportunities<\/a><\/li>\n\t<li id=\"menu-item-13814\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/glycomics-resources\/\" class = \"uael-sub-menu-item\">Resources<span class='uael-menu-toggle sub-arrow uael-menu-child-1'><i class='fa'><\/i><\/span><\/a><\/div>\n\t<ul class=\"sub-menu\">\n\t\t<li id=\"menu-item-12587\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/glycomics-resources\/\" class = \"uael-sub-menu-item\">Glycomics Resources<\/a><\/li>\n\t\t<li id=\"menu-item-20104\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/vaccines-and-hesitancy\/\" class = \"uael-sub-menu-item\">Vaccines and Hesitancy Teaching Resources<\/a><\/li>\n\t\t<li id=\"menu-item-12655\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/high-school-resources\/\" class = \"uael-sub-menu-item\">High School Resources<\/a><\/li>\n\t<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<li id=\"menu-item-10671\" class=\"menu-item menu-item-type-post_type menu-item-object-page menu-item-has-children parent uael-has-submenu uael-creative-menu\"><div class=\"uael-has-submenu-container\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/news-events\/\" class = \"uael-menu-item\">News &#038; Events<span class='uael-menu-toggle sub-arrow uael-menu-child-0'><i class='fa'><\/i><\/span><\/a><\/div>\n<ul class=\"sub-menu\">\n\t<li id=\"menu-item-13815\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/news-events\/\" class = \"uael-sub-menu-item\">News<\/a><\/li>\n\t<li id=\"menu-item-10695\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/curioseity\/\" class = \"uael-sub-menu-item\">CuriOSEity Blog<\/a><\/li>\n\t<li id=\"menu-item-13365\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/training\/webinar-series\/\" class = \"uael-sub-menu-item\">Webinar Series<\/a><\/li>\n\t<li id=\"menu-item-10694\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/news-events\/annual-reports\/\" class = \"uael-sub-menu-item\">Annual Reports<\/a><\/li>\n\t<li id=\"menu-item-10697\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/news-events\/newsletters\/\" class = \"uael-sub-menu-item\">Newsletters<\/a><\/li>\n\t<li id=\"menu-item-11049\" class=\"menu-item menu-item-type-custom menu-item-object-custom uael-creative-menu\"><a href=\"http:\/\/www.symposium.canadianglycomics.ca\/\" class = \"uael-sub-menu-item\">Canadian Glycomics Symposium<\/a><\/li>\n\t<li id=\"menu-item-10696\" class=\"menu-item menu-item-type-post_type menu-item-object-page uael-creative-menu\"><a href=\"https:\/\/canadianglycomics.ca\/fr\/news-events\/media-room\/\" class = \"uael-sub-menu-item\">Media Room<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul><\/nav>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-8fe748e elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"8fe748e\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-870f935\" data-id=\"870f935\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-fc3eb5e elementor-widget elementor-widget-text-editor\" data-id=\"fc3eb5e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong><a href=\"http:\/\/canadianglycomics.ca\/\">Hom<\/a><a href=\"http:\/\/canadianglycomics.ca\/\">e<\/a>\u00a0\/\u00a0<a href=\"http:\/\/canadianglycomics.ca\/training\/\">Training<\/a>\u00a0\/\u00a0<a href=\"http:\/\/canadianglycomics.ca\/training\/high-school-resources\/\">High School Resources<\/a><\/strong> <strong>\/<\/strong> Curriculum Linkages<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-add9e5c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"add9e5c\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-a2be3f5\" data-id=\"a2be3f5\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-d3283fb elementor-widget elementor-widget-text-editor\" data-id=\"d3283fb\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h1>Curriculum Linkages<\/h1>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-37cf91ec elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"37cf91ec\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-c193d3\" data-id=\"c193d3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1fd39192 elementor-widget elementor-widget-text-editor\" data-id=\"1fd39192\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Navigate this spreadsheet to connect GlycoNet&#8217;s high school resources with your classrooms. The spreadsheet provides information that can be used to meet the learning objectives of science courses. This project is a work in progress, and will be expanded continuously. Currently, the linkages are in English only and include provinces Alberta, British Columbia, Ontario, Quebec (including CEGEP), Saskatchewan, Manitoba, and Newfoundland &amp; Labrador.<\/p><h5>How to Use the Curriculum Linkages Tool<\/h5><ol><li>Search your classes (e.g. &#8220;Alberta Biology 30&#8221;) using the search box.<\/li><li>Sort the table according to grade level and unit.<\/li><li>Download the search results in .csv, .xlsx, or .pdf.<\/li><li>Go to <a href=\"https:\/\/canadianglycomics.ca\/training\/high-school-resources\/\" target=\"_blank\" rel=\"noopener\">High School Resources webpage<\/a>\u00a0to download the suggested resources.<\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-a293bfc elementor-widget elementor-widget-spacer\" data-id=\"a293bfc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-2a9dcee2 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"2a9dcee2\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-7de0db52\" data-id=\"7de0db52\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7f6a3379 elementor-widget elementor-widget-text-editor\" data-id=\"7f6a3379\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<table id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs\" class=\"igsv-table\" lang=\"fr-CA\" style=\"\" ><thead>\n<tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-1\" class=\"row-1 odd\"><th class=\"col-1 odd\"><div>Province<\/div><\/th><th class=\"col-2 even\"><div>Subject<\/div><\/th><th class=\"col-3 odd\"><div>Grade Level<\/div><\/th><th class=\"col-4 even\"><div>Unit<\/div><\/th><th class=\"col-5 odd\"><div>Resource<\/div><\/th><th class=\"col-6 even\"><div>Suggested Curriculum Connections<\/div><\/th><\/tr><\/thead><tbody>\n<tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-2\" class=\"row-2 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">7<\/td><td class=\"col-4 even\">Interactions and Ecosystems<\/td><td class=\"col-5 odd\">Webquest: Bacteria Are Dangerous! (2015)<\/td><td class=\"col-6 even\">\u2022 Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions <br \/>\n      \u25e6 describe examples of interaction and interdependency within an ecosystem<br \/>\n\u2022 Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results<br \/>\n      \u25e6 communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means<br \/>\n      \u25e6 evaluate individual and group processes used in planning, problem solving, decision making and completing a task<br \/>\n      \u25e6 defend a given position on an issue, based on their findings<br \/>\n\u2022 Work collaboratively in carrying out investigations and in generating and evaluating ideas<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-3\" class=\"row-3 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">7<\/td><td class=\"col-4 even\">Plants for Food and Fibre<\/td><td class=\"col-5 odd\">Explore an Issue: Hemp in Canada (2015)<\/td><td class=\"col-6 even\">\u2022 Investigate plant uses; and identify links among needs, technologies, products and impacts<br \/>\n\u2022 Investigate life processes and structures of plants, and interpret related characteristics and needs of plants in a local environment<br \/>\n\u2022 Identify and interpret relationships among human needs, technologies, environments, and the culture and use of living things as sources of food and fibre<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-4\" class=\"row-4 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Cycling of Matter in Living Systems<\/td><td class=\"col-5 odd\">Webquest: Cell Membranes and Medicines (2016)<\/td><td class=\"col-6 even\">\u2022 Describe how advancements in knowledge of cell structure and function have been enhanced and are increasing as a direct result of developments in microscope technology and staining techniques<br \/>\n\u2022 Identify areas of cell research at the molecular level (e.g., DNA and gene mapping, transport across cell membranes)<br \/>\n\u2022 Use models to explain and visualize complex processes like diffusion and osmosis, endo- and exocytosis, and the role of cell membranes in these processes<br \/>\n\u2022 Describe how knowledge about semi-permeable membranes, diffusion and osmosis is applied in various contexts<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-5\" class=\"row-5 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Energy Flow in Technological Systems<\/td><td class=\"col-5 odd\">Explore an Issue: Biofuel Brouhaha (2015)<\/td><td class=\"col-6 even\">\u2022 Analyze and illustrate how technologies based on thermodynamic principles were developed before the laws of thermodynamics were formulated<br \/>\n      \u25e6 describe, qualitatively, current and past technologies used to transform energy from one form to another, and that energy transfer technologies produce measurable changes in motion, shape or temperature<br \/>\n\u2022 Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems<br \/>\n      \u25e6 compare the energy content of fuels used in thermal power plants in Alberta, in terms of costs, benefits, efficiency and sustainability<br \/>\n      \u25e6 explain the need for efficient energy conversions to protect our environment and to make judicious use of natural resources<br \/>\n\u2022 Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds<br \/>\n\u2022 Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues<br \/>\n\u2022 Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-6\" class=\"row-6 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Protein Structure Papier M\u00e2ch\u00e9 (2016)<\/td><td class=\"col-6 even\">\u2022 20\u2013D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., glycosylases, lipases and proteases<br \/>\n\u2022 20\u2013D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition<br \/>\n\u2022 20\u2013D1.2sts explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems<br \/>\n\u2022 20\u2013D1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<br \/>\n\u2022 20\u2013D1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-7\" class=\"row-7 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Webquest: Vaccination<br \/>\n<br \/>\n(2016)<\/td><td class=\"col-6 even\">\u2022 20-D2.8k list the main cellular and non-cellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell<br \/>\n\u2022 20-D2.9k describe the ABO and Rh blood groups on the basis of antigens and antibodies<br \/>\n\u2022 20-D2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20-D2.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information<br \/>\n      \u25e6 research and design a simulation or model of the functioning of the main components of the human immune system<br \/>\n\u2022 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-8\" class=\"row-8 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Bringing New Drugs to Market (2016)<\/td><td class=\"col-6 even\">\u2022 20-D1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20-D1.2sts explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems<br \/>\n\u2022 20-D2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20-D2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<br \/>\n\u2022 20-D3.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20-D4.1sts explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations<br \/>\n\u2022 20-D4.2sts explain that the goal of technology is to provide solutions to practical problems<br \/>\n\u2022 20-D4.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-9\" class=\"row-9 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Exploration Activity: Infectious Diseases and Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 20-D2.4k describe the main components of blood and their role in transport, clotting and resisting the influence of pathogens; i.e., plasma, erythrocytes, platelets, leucocytes<br \/>\n\u2022 20-D2.7k describe and explain, in general terms, the function of the lymphatic system<br \/>\n\u2022 20-D2.8k list the main cellular and noncellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell<br \/>\n\u2022 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-10\" class=\"row-10 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Exploration: Influenza and Sialic Acid (2017)<\/td><td class=\"col-6 even\">\u2022 20-D2.4k describe the main components of blood and their role in transport, clotting and resisting the influence of pathogens; i.e., plasma, erythrocytes, platelets, leucocytes<br \/>\n\u2022 20-D2.8k list the main cellular and noncellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell<br \/>\n\u2022 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-11\" class=\"row-11 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Drug Affordability and Accessibility (2016)<\/td><td class=\"col-6 even\">\u2022 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment<br \/>\n\u2022 20-D2.2sts explain that decisions regarding the application of scientific and technological developments involve a variety of perspective, including social, cultural, environmental, ethical and economic considerations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-12\" class=\"row-12 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Explore an Issue: The Ethics of Animal Testing (2017)<\/td><td class=\"col-6 even\">\u2022 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment<br \/>\n\u2022 20-D2.2sts explain that decisions regarding the application of scientific and technological developments involve a variety of perspective, including social, cultural, environmental, ethical and economic considerations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-13\" class=\"row-13 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Exploration Activity: Plant Puzzle (2015)<\/td><td class=\"col-6 even\">\u2022 20-D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., carbohydrases, lipases and proteases<br \/>\n\u2022 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition<br \/>\n\u2022 20-D1.4k describe the chemical and physical processing of matter through the digestive system into the circulatory system<br \/>\n\u2022 20-D1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20-D1.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-14\" class=\"row-14 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">WebQuest: Beta-What? A look at carbohydrates and our immune system (2015)<\/td><td class=\"col-6 even\">\u2022 20-D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., carbohydrases, lipases and proteases<br \/>\n\u2022 20-D2.8k list the main cellular and noncellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell<br \/>\n\u2022 20-D2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-15\" class=\"row-15 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Factors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)<\/td><td class=\"col-6 even\">\u2022 20-D1.2k Describe the chemical nature of carbohydrates, lipids, and proteins and their enzymes; i.e. glycosidases, lipases, and proteases.<br \/>\n\u2022 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition<br \/>\n\u2022 20-D1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-16\" class=\"row-16 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Lab Activity: Urinalysis (2015)<\/td><td class=\"col-6 even\">\u2022 20-D3.3k describe the function of the kidney in excreting metabolic wastes and expelling them into the environment<br \/>\n\u2022 20-D3.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information<br \/>\n\u2022 20-D3.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<br \/>\n\u2022 collect and interpret data in analysis of simulated urine, identify limitations of the data, compare the data to theoretical values and produce a generalization<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-17\" class=\"row-17 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Video: Regulation of Enzymes (2015)<\/td><td class=\"col-6 even\">\u2022 20-D1.2k Describe the chemical nature of carbohydrates, lipids, and proteins and their enzymes; i.e. glycosidases, lipases, and proteases.<br \/>\n\u2022 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition<br \/>\n\u2022 20-D1.1sts explain that the goal of technology is to provide solutions to practical problems<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-18\" class=\"row-18 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Career Profile: Prof. Mario Monteiro (2015)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-19\" class=\"row-19 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Career Profile: Prof. Mario Monteiro (2015)<\/td><td class=\"col-6 even\">\u2022 20-D2.1sts explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-20\" class=\"row-20 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Photosynthesis &amp; Cellular Respiration<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">\u2022 20-C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<br \/>\n\u2022 collect and interpret data from chromatography experiments and calculate reference flow (Rf) values<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-21\" class=\"row-21 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Photosynthesis &amp; Cellular Respiration<\/td><td class=\"col-5 odd\">Lab Activity: Bacteria in Food (2015)<\/td><td class=\"col-6 even\">\u2022 20-C2.1k explain, in general terms, how glucose is oxidized during glycolysis and the Krebs cycle to produce reducing power in NADH and FADH; and describe where in the cell these processes occur<br \/>\n\u2022 20-C2.3k distinguish, in general terms, between aerobic and anaerobic respiration and fermentation in plants, animals and yeast<br \/>\n\u2022 20-C2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20-C2.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-22\" class=\"row-22 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">\u2022 20-D1.2k describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., carbohydrases, lipases and proteases<br \/>\n\u2022 20-D1.3k explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition<br \/>\n\u2022 20-D1.1sts explain that the goal of technology is to provide solutions to practical problems<br \/>\n\u2022 20-D1.2sts explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems<br \/>\n\u2022 20-D1.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information<br \/>\n\u2022 20-D1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-23\" class=\"row-23 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20\/30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Career Connections(2015)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-24\" class=\"row-24 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Case Study: Pregnancy (2017)<\/td><td class=\"col-6 even\">\u2022 20-D2.9k describe the ABO and Rh blood groups on the basis of antigens and antibodies.<br \/>\n\u2022 20-D2.2sts explain that decisions regarding the application of scientific and technological developments involve a variety of perspective, including social, cultural, environmental, ethical and economic considerations<br \/>\n\u2022 20-D2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-25\" class=\"row-25 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Cell Division, Genetics, and Molecular Biology<\/td><td class=\"col-5 odd\">Case Study: Pregnancy (2017)<\/td><td class=\"col-6 even\">\u2022 30-C2.2k compare ratios and probabilities of genotypes and phenotypes for dominant and recessive, multiple, incompletely dominant, and codominant alleles<br \/>\n\u2022 30-C2.4k explain the relationship between variability and the number of genes controlling a trait<br \/>\n\u2022 30-C2.1sts explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations<br \/>\n\u2022 30-C2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<br \/>\n     \u2022 interpret patterns and trends of inheritance of traits and predict, quantitatively, the probability of inheritance of traits illustrated in monohybrid, dihybrid and sex-linked inheritance, using pedigrees and Punnett squares<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-26\" class=\"row-26 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20\/30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Career Connection: Dr. Sato (2016)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-27\" class=\"row-27 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20\/30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Career Connection: Guillaume Dejean (2015)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-28\" class=\"row-28 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20\/30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead (2017)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-29\" class=\"row-29 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20\/30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Career Connection: Dr. Wakarchuk (2017)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-30\" class=\"row-30 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">WebQuest: Science Careers (2017)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-31\" class=\"row-31 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Nervous &amp; Endocrine Systems<\/td><td class=\"col-5 odd\">WebQuest: Science Careers (2017)<\/td><td class=\"col-6 even\">\u2022 30-A1.3sts explain that the goal of technology is to provide solutions to practical problems<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-32\" class=\"row-32 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">20\/30<\/td><td class=\"col-4 even\">Human Systems<\/td><td class=\"col-5 odd\">Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)<\/td><td class=\"col-6 even\">\u2022 design an experiment, identifying and controlling major variables<br \/>\n\u2022 state a prediction and a hypothesis based on available evidence and background information<br \/>\n\u2022 identify the theoretical basis of an investigation, and develop a prediction and a hypothesis that are consistent with the theoretical basis<br \/>\n\u2022 compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-33\" class=\"row-33 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Cycling of Matter in Living Systems<\/td><td class=\"col-5 odd\">Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)<\/td><td class=\"col-6 even\">\u2022 describe how knowledge about semi-permeable membranes, diffusion and osmosis is applied in various contexts<br \/>\n\u2022 describe the cell as a functioning open system that acquires nutrients, excretes waste, and exchanges matter and energy<br \/>\n\u2022 design an experiment, identifying and controlling major variables<br \/>\n\u2022 state a prediction and a hypothesis based on available evidence and background information<br \/>\n\u2022 identify the theoretical basis of an investigation, and develop a prediction and a hypothesis that are consistent with the theoretical basis<br \/>\n\u2022 compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-34\" class=\"row-34 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Reproduction &amp; Development<\/td><td class=\"col-5 odd\">HIV\/AIDS Through Time (2016)<\/td><td class=\"col-6 even\">\u2022 30-B1.5k explain how sexually transmitted infections (STIs) can interfere with fertility and reproduction; e.g., chlamydia, gonorrhea, human papilloma virus.<br \/>\n\u2022 30-B1.1sts explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations<br \/>\n            \u25e6 discuss the impact of STIs on individuals, considering the physiological damage they cause.<br \/>\n\u2022 30-B1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n            \u25e6 identify ethical concerns about reproductive technologies, infertility and the transmission of STIs<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-35\" class=\"row-35 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Nervous &amp; Endocrine Systems<\/td><td class=\"col-5 odd\">Case Study: Diagnostics and PET Scans (2017)<\/td><td class=\"col-6 even\">\u2022 30-A1.1sts explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations<br \/>\n\u2022 30-A1.2sts explain that scientific investigation includes the process of analyzing evidence and providing explanations based upon scientific theories and concepts<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-36\" class=\"row-36 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Cell Division, Genetics, and Molecular Biology<\/td><td class=\"col-5 odd\">Exploration: Making a Bacteriophage (2016)<\/td><td class=\"col-6 even\">\u2022 30-C3.3k describe, in general, how genetic information is transcribed into sequences of bases in RNA molecules and is finally translated into sequences of amino acids in proteins<br \/>\n\u2022 30-C3.4k explain, in general, how restriction enzymes cut DNA molecules into smaller fragments and how ligases reassemble them<br \/>\n\u2022 30-C3.5k explain, in general, how cells may be transformed by inserting new DNA sequences into their genomes<br \/>\n\u2022 30-C3.2sts explain that scientific research and technological development help achieve a sustainable society, economy and environment<br \/>\n\u2022 30-C3.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information<br \/>\n      \u25e6 perform simulations to demonstrate the use of restriction enzymes and ligases<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-37\" class=\"row-37 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Career Connection: Prof. Eric Brown (2015)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-38\" class=\"row-38 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Population &amp; Community Dynamics<\/td><td class=\"col-5 odd\">Career Connection: Prof. Eric Brown (2015)<\/td><td class=\"col-6 even\">\u2022 30-D1.4k describe the molecular basis of gene-pool change and the significance of these changes over time; i.e., mutations and natural selection<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-39\" class=\"row-39 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Population &amp; Community Dynamics<\/td><td class=\"col-5 odd\">Case Study: MRSA (2015)<\/td><td class=\"col-6 even\">\u2022 30-D1.4k describe the molecular basis of gene-pool change and the significance of these changes over time; i.e., mutations and natural selection<br \/>\n\u2022 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-40\" class=\"row-40 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Cell Division, Genetics, &amp; Molecular Biology<\/td><td class=\"col-5 odd\">Explore an Issue: Antibiotic Resistance (2015)<\/td><td class=\"col-6 even\">\u2022 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment<br \/>\n\u2022 30-D1.2sts explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-41\" class=\"row-41 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Cell Division, Genetics, &amp; Molecular Biology<\/td><td class=\"col-5 odd\">Case Study: Antibiotics (2017)<\/td><td class=\"col-6 even\">\u2022 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment<br \/>\n\u2022 30-D1.2sts explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-42\" class=\"row-42 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Cell Division, Genetics, &amp; Molecular Biology<\/td><td class=\"col-5 odd\">Explore an Issue: New Antibiotics (2015)<\/td><td class=\"col-6 even\">\u2022 30-D1.1sts explain that science and technology have both intended and unintended consequences for humans and the environment<br \/>\n\u2022 30-D1.2sts explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-43\" class=\"row-43 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">The Diversity of Matter &amp; Chemical Bonding<\/td><td class=\"col-5 odd\">Exploration: Searching for Molecules at the Speed of Google<br \/>\n<br \/>\n(2016)<\/td><td class=\"col-6 even\">\u2022 20\u2013A2.3k relate electron pairing to multiple and covalent bonds<br \/>\n\u2022 20\u2013A2.4k draw electron dot diagrams of atoms and molecules, writing structural formulas for molecular substances and using Lewis structures to predict bonding in simple molecules<br \/>\n\u2022 20\u2013A2.5k apply VSEPR theory to predict molecular shapes for linear, angular (V-shaped, bent), tetrahedral, trigonal pyramidal and trigonal planar molecules<br \/>\n\u2022 20\u2013A2.6k illustrate, by drawing or by building models, the structure of simple molecular substances<br \/>\n\u2022 20\u2013A2.7k explain intermolecular forces, London (dispersion) forces, dipole-dipole forces and hydrogen bonding<br \/>\n\u2022 20\u2013A2.1s state a hypothesis and make a prediction about the properties of molecular substances based on attractive forces<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-44\" class=\"row-44 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Matter as Solutions, Acids and Bases<\/td><td class=\"col-5 odd\">Lab Investigation: Factors Influencing Solvent Flow<br \/>\n<br \/>\n(2016)<\/td><td class=\"col-6 even\">\u2022 20\u2013C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures<br \/>\n\u2022 20\u2013A2.8k relate properties of substances to the predicted intermolecular bonding in the substances<br \/>\n\u2022 20\u2013C1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20\u2013C1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<br \/>\n\u2022 20\u2013C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<br \/>\n\u2022 20\u2013C1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<br \/>\n\u2022 20\u2013A2.3sts explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-45\" class=\"row-45 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Matter as Solutions, Acids, and Bases<\/td><td class=\"col-5 odd\">Manufacturing a Vaccine (2016)<\/td><td class=\"col-6 even\">\u2022 20-C1.5k express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million<br \/>\n\u2022 20-C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations<br \/>\n\u2022 20-C1.2sts explain that science and technology have influenced, and been influenced by, historical development and societal needs<br \/>\n\u2022 20-C1.5sts explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability<br \/>\n\u2022 20-C2.2k recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity<br \/>\n\u2022 20-C2.6k explain how the use of indicators, pH paper or pH meters can be used to measure H3O+(aq)<br \/>\n\u2022 20-C2.1sts explain that the goal of technology is to provide solutions to practical problems<br \/>\n\u2022 20-C2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<br \/>\n      \u25e6 use indicators to determine the pH for a variety of solutions<br \/>\n\u2022 20-C2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-46\" class=\"row-46 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Matter as Solutions, Acids, and Bases<\/td><td class=\"col-5 odd\">Seeing the Unseeable! (2016)<\/td><td class=\"col-6 even\">\u2022 20-C1.6k calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations<br \/>\n\u2022 20-C1.11k describe the procedures and calculations required for preparing and diluting solutions.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-47\" class=\"row-47 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">20<\/td><td class=\"col-4 even\">Matter as Solutions, Acids, and Bases<\/td><td class=\"col-5 odd\">Lab Activity: Biofiltration (2017)<\/td><td class=\"col-6 even\">\u2022 20-C1.1k recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures<br \/>\n\u2022 20-C1.9k define solubility and identify related factors; i.e., temperature, pressure and miscibility<br \/>\n\u2022 20-C1.1sts explain how science and technology are developed to meet societal needs and expand human capability<br \/>\n\u2022 20-C1.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues<br \/>\n\u2022 20-C1.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information<br \/>\n\u2022 20-C1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions<br \/>\n\u2022 20-C1.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-48\" class=\"row-48 even\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">20\/30<\/td><td class=\"col-4 even\">Interest in Science<\/td><td class=\"col-5 odd\">Career Connection: Dr. Gigu\u00e8re (2016)<\/td><td class=\"col-6 even\">\u2022 science and technology provide opportunities for a diversity of careers based on post-secondary studies, for the pursuit of hobbies and interests, and for lifelong learning (SEC6)<br \/>\n\u2022 show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-49\" class=\"row-49 odd\"><td class=\"col-1 odd\">Alberta<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">30<\/td><td class=\"col-4 even\">Chemical Changes of Organic Compounds<\/td><td class=\"col-5 odd\">Case Study: Improving Human Health (2016)<\/td><td class=\"col-6 even\">\u2022 30\u2013C1.2k identify and describe significant organic compounds in daily life, demonstrating generalized knowledge of their origins and applications<br \/>\n\u2022 30\u2013C1.3k name and draw structural, condensed structural and line diagrams and formulas, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature guidelines, for saturated and unsaturated aliphatic (including cyclic) and aromatic carbon compounds<br \/>\n\u2022 30\u2013C1.4k identify types of compounds from the hydroxyl, carboxyl, ester linkage and halogen functional groups, given the structural formula<br \/>\n\u2022 30\u2013C1.5k define structural isomerism as compounds having the same molecular formulas, but with different structural formulas, and relate the structures to variations in the properties of the isomers<br \/>\n\u2022 30\u2013C2.3sts explain how science and technology have both intended and unintended consequences for humans and the environment<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-50\" class=\"row-50 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Microbiology<\/td><td class=\"col-5 odd\">Webquest: Bacteria Are Dangerous! (2015)<\/td><td class=\"col-6 even\">\u2022 C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the environment <br \/>\n\u2022 C3.3 explain the vital roles of microorganisms in symbiotic relationships with other organisms <br \/>\n\u2022 C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented<br \/>\n<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-51\" class=\"row-51 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Plants: Anatomy, Growth, Function<\/td><td class=\"col-5 odd\">Explore an Issue: Hemp in Canada (2015)<br \/>\n<\/td><td class=\"col-6 even\">\u2022 F1. evaluate the importance of sustainable use of plants to Canadian society and other cultures<br \/>\n\u2022 F1.1 evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion control; as a resource for recreation and ecotourism) [IP, PR, AI, C]<br \/>\n\u2022 F2.1 use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade, aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and gibberellin [C]<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-52\" class=\"row-52 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11\/12<\/td><td class=\"col-4 even\">Cellular Biology<br \/>\n <br \/>\n <\/td><td class=\"col-5 odd\">Webquest: Cell Membranes and Medicines (2016)<\/td><td class=\"col-6 even\">\u2022 B2.2 investigate the effect of various qualitative factors (e.g., temperature) on the rate of diffusion of molecules across a plasma membrane [PR, AI]<br \/>\n\u2022 B3.2 explain the roles of various organelles, including lysosomes, vacuoles, mitochondria, cell membranes, ribosomes, the endoplasmic reticulum, and Golgi bodies, in the processes<br \/>\n of digestion, cellular respiration, and protein synthesis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-53\" class=\"row-53 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Biochemistry<\/td><td class=\"col-5 odd\">Webquest: Cell Membranes and Medicines (2016)<\/td><td class=\"col-6 even\">\u2022 B2.2 plan and conduct an investigation to demonstrate the movement of substances across a membrane (e.g., the effects of salt water and distilled water on a potato) [IP, PR]<br \/>\n\u2022 B3.6 describe the structure of cell membranes according to the fluid mosaic model, and explain the dynamics of passive transport, facilitated diffusion, and the movement of large particles across the cell membrane by the processes of endocytosis and exocytosis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-54\" class=\"row-54 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Biochemistry<\/td><td class=\"col-5 odd\">Explore an Issue: Biofuel Brouhaha (2015)<\/td><td class=\"col-6 even\">\u2022 B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries<br \/>\n\u2022 B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells<br \/>\n\u2022 B3.4 describe the chemical structures and mechanisms of various enzymes<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-55\" class=\"row-55 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Biochemistry<\/td><td class=\"col-5 odd\">Protein Structure Papier M\u00e2ch\u00e9 (2016)<\/td><td class=\"col-6 even\">\u2022 B2.1 use appropriate terminology related to biochemistry, including, but not limited to: active and passive transport, covalent and ionic bond, allosteric site, substrate, substrate-enzyme complex, and inhibition<br \/>\n\u2022 B2.3 construct and draw three-dimensional molecular models of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells<br \/>\n\u2022 B3.3 identify common functional groups within biological molecules (e.g., hydroxyl, carbonyl, carboxyl, amino, phosphate), and explain how they contribute to the function of each molecule<br \/>\n\u2022 B3.4 describe the chemical structures and mechanisms of various enzymes<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-56\" class=\"row-56 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Pathogens and Disease<\/td><td class=\"col-5 odd\">Webquest: Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 C1.2 evaluate the impact of individual choices (e.g., with respect to vaccination, the proper use of antibiotics or mosquito repellent) on the control of pathogens and the prevention of disease<br \/>\n\u2022 C3.3 explain how the human immune response acts as a natural defence against infection<br \/>\n\u2022 C3.4 describe the role of vaccines, antibiotics, antiretrovirals, and other drug therapies and antiseptics in the control of pathogenesis<br \/>\n\u2022 C3.6 describe some of the means used by international non-governmental organizations (e.g., M\u00e9decins sans Fronti\u00e8res, Oxfam, Ryan\u2019s Well Foundation, UN agencies, the Stephen<br \/>\n Lewis Foundation) to control the spread of disease (e.g., distribution of vaccines, \u2026 )<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-57\" class=\"row-57 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Biology: Tissues, Organs, and Systems of Living Things<\/td><td class=\"col-5 odd\">Bringing New Drugs to Market (2016)<\/td><td class=\"col-6 even\">\u2022 B1.1 analyse, on the basis of research, ethical<br \/>\n issues related to a technological development in<br \/>\n the field of systems biology<br \/>\n\u2022 B3.4 explain the primary functions of a variety of<br \/>\n systems in animals<br \/>\n\u2022 B3.5 explain the interaction of different systems<br \/>\n within an organism<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-58\" class=\"row-58 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Pathogens and Disease<\/td><td class=\"col-5 odd\">Exploration Activity: Infectious Diseases and Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 C1.2 evaluate the impact of individual choices (e.g., with respect to vaccination, the proper use of antibiotics or mosquito repellent) on the control of pathogens and the prevention of disease<br \/>\n\u2022 C3.3 explain how the human immune response acts as a natural defence against infection<br \/>\n\u2022 C3.4 describe the role of vaccines, antibiotics, antiretrovirals, and other drug therapies and antiseptics in the control of pathogenesis<br \/>\n\u2022 C3.6 describe some of the means used by international non-governmental organizations (e.g., M\u00e9decins sans Fronti\u00e8res, Oxfam, Ryan\u2019s Well Foundation, UN agencies, the Stephen<br \/>\n Lewis Foundation) to control the spread of disease (e.g., distribution of vaccines, \u2026 )<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-59\" class=\"row-59 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Diversity of Living Things<br \/>\n <br \/>\n <\/td><td class=\"col-5 odd\">Exploration: Influenza and Sialic Acid (2017)<\/td><td class=\"col-6 even\">Grade 11 University Preparation Biology<br \/>\n\u2022 B2.1 use appropriate terminology related to biodiversity, including, but not limited to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology<br \/>\n\u2022 B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles, and other cell parts)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-60\" class=\"row-60 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Microbiology<\/td><td class=\"col-5 odd\">Exploration: Influenza and Sialic Acid (2017)<\/td><td class=\"col-6 even\"> Grade 11 College Preparation Biology<br \/>\n\u2022 C3. demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them<br \/>\n\u2022 C2.1 use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid<br \/>\n\u2022 C3.4 explain the different methods of reproduction in various types of bacteria, viruses, and fungi<br \/>\n\u2022 C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented (e.g., hepatitis viruses can damage the liver, but vaccinations can prevent infections; streptococcus bacteria can cause respiratory infections, which are treated with antibiotics; ringworm is a fungal infection of the skin, treated with fungicides)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-61\" class=\"row-61 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Medical Technologies<\/td><td class=\"col-5 odd\">Drug Affordability and Accessibility (2016)<\/td><td class=\"col-6 even\">\u2022 B1.1 assess the costs and benefits of a conventional medical technology, therapy, or device that is used to diagnose or treat a human health condition<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-62\" class=\"row-62 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Molecular Genetics<\/td><td class=\"col-5 odd\">Explore an Issue: The Ethics of Animal Testing (2017)<\/td><td class=\"col-6 even\">\u2022 D1.1 analyse, on the basis of research, some of the social, ethical, and legal implications of biotechnology<br \/>\n\u2022 D1.2 analyse, on the basis of research, some key aspects of Canadian regulations pertaining to biotechnology (e.g., current or potential legislation for mandatory DNA fingerprinting, human cloning, ownership of a genome, patenting of genetically modified organisms), and compare them to regulations from another jurisdiction<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-63\" class=\"row-63 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Cellular Biology<\/td><td class=\"col-5 odd\">Exploration Activity: Plant Puzzle (2015)<\/td><td class=\"col-6 even\">\u2022 B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes<br \/>\n\u2022 B2.4 investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect of temperature or pH on the breakdown of starch by salivary enzymes)<br \/>\n\u2022 B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-64\" class=\"row-64 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Metabolic Processes<\/td><td class=\"col-5 odd\">WebQuest: Beta-What? A look at carbohydrates and our immune system (2015)<\/td><td class=\"col-6 even\">\u2022 C1.2 assess the relevance, to their personal lives and to the community, of an understanding of cell biology and related technologies<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-65\" class=\"row-65 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Cellular Biology<br \/>\n <br \/>\n<\/td><td class=\"col-5 odd\">Factors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)<\/td><td class=\"col-6 even\">\u2022 B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes<br \/>\n\u2022 B2.4 investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect of temperature or pH on the breakdown of starch by salivary enzymes)<br \/>\n\u2022 B3.1 describe the structures and functions of important biochemical compounds, including carbohydrates, proteins, enzymes, and lipids<br \/>\n\u2022 B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)<br \/>\n<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-66\" class=\"row-66 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Biochemistry<\/td><td class=\"col-5 odd\">Factors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)<\/td><td class=\"col-6 even\">\u2022 B2.5 plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of substances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format<br \/>\n\u2022 B3.4 describe the chemical structures and mechanisms of various enzymes<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-67\" class=\"row-67 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Biology: Tissues, Organs, and Systems of Living Things<br \/>\n <br \/>\n<\/td><td class=\"col-5 odd\">Lab Activity: Urinalysis (2015)<\/td><td class=\"col-6 even\">\u2022 B2.7 use a research process to investigate a disease or abnormality related to tissues, organs, or systems of humans or plants<br \/>\n<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-68\" class=\"row-68 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Biology: Tissues, Organs, and Systems<\/td><td class=\"col-5 odd\">Lab Activity: Urinalysis (2015)<\/td><td class=\"col-6 even\">\u2022 B2.6 use scientific investigation skills to research health problems related to tissues, organs, or systems in humans (e.g., asthma, sickle-cell anemia, heart disease, Crohn\u2019s disease), and communicate their findings<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-69\" class=\"row-69 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Cellular Biology<\/td><td class=\"col-5 odd\">Video: Regulation of Enzymes (2015)<\/td><td class=\"col-6 even\">\u2022 B1.1 evaluate the effectiveness of medical devices and technologies that are intended to aid cellular functions or processes<br \/>\n\u2022 B3.1 describe the structures and functions of important biochemical compounds, including carbohydrates, proteins, enzymes, and lipids<br \/>\n\u2022 B3.4 explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-70\" class=\"row-70 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Career Exploration, Biochemistry<\/td><td class=\"col-5 odd\">Career Profile: Prof. Mario Monteiro (2015)<\/td><td class=\"col-6 even\">\u2022 A2.2- describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Aguayo, Kimberley J. Fernie, Michael Archer), to the fields under study.<br \/>\n\u2022 B.1 analyse technological application of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;<br \/>\n\u2022 B.2 investigate the chemical structures, functions and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;<br \/>\n\u2022 B1.2 evaluate, on the basis of research, some advances in cellular biology and related technological applications (e.g. new treatment for cancer, HIV\/AIDS, and hepatitis C; radioisotopic labelling to study the function of internal organs; fluorescence to study genetic material within cells; forensic biological techniques to aid in crime resolution [IP, PR, AI, C]<br \/>\n\u2022 B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-71\" class=\"row-71 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9<\/td><td class=\"col-4 even\">Atoms, Elements, and Compounds<br \/>\n <br \/>\n<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">\u2022 C1.1 assess the usefulness of and\/or the hazards associated with common elements or compounds in terms of their physical and chemical properties[AI, C]<br \/>\n\u2022 C2.2 conduct an inquiry to identify the physical and chemical properties of common elements and compounds (e.g., magnesium sulfate, water, carbon, copper II) [PR]<br \/>\n\u2022 C2.3 plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste), and distinguish the substances by their physical and chemical properties (e.g., physical properties: hardness, conductivity, colour, melting point, solubility, density; chemical properties: combustibility,<br \/>\n reaction with water) [IP, PR, AI]<br \/>\n\u2022 C3.4 describe the characteristic physical and chemical properties of common elements and compounds (e.g., aluminum is a good conductor of heat; copper reacts to moist air by developing a greenish surface of copper carbonate; sodium carbonate is a white, odourless powder that dissolves in water; water has unique physical properties that allow it to support life)<br \/>\n<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-72\" class=\"row-72 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Genetic Processes<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">\u2022 D1.1 analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics (e.g., genetic screening, gene therapy, in vitro fertilization) [IP, PR, AI, C]<br \/>\n\u2022 D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use) [IP, PR, AI, C]<br \/>\n\u2022 D3.4 describe some genetic disorders caused by chromosomal abnormalities (e.g., non-disjunction of chromosomes during meiosis) or other genetic mutations in terms of chromosomes affected, physical effects, and treatments<br \/>\n\u2022 D3.5 describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro fertilization, recombinant DNA), and explain how their use can increase the genetic diversity of a species (e.g., farm animals, crops)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-73\" class=\"row-73 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Biochemistry<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">\u2022 B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals) [AI, C]<br \/>\n\u2022 B2.1 use appropriate terminology related to biochemistry, including, but not limited to: active and passive transport, covalent and ionic bond, allosteric site, substrate, substrate-enzyme complex, and inhibition [C]<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-74\" class=\"row-74 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Molecular Biology<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">\u2022 D2.3 conduct an investigation to extract DNA from a specimen of plant or animal protein [PR]<br \/>\n\u2022 D3.4 explain how mutagens, such as radiation and chemicals, can cause mutations by changing the genetic material in cells (e.g., the mechanisms and effects of point mutations and frameshift mutations)<br \/>\n\u2022 D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA bases; the processes involved in the manipulation of genetic material and protein synthesis; the development and mechanisms of the polymerization chain reaction)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-75\" class=\"row-75 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Diversity of Living Things<br \/>\nMicrobiology<\/td><td class=\"col-5 odd\">Lab Activity: Bacteria in Food (2015)<\/td><td class=\"col-6 even\">\u2022 B2.3 use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem, and classify the organisms according to the principles of taxonomy<br \/>\n\u2022 B3.3 describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of reproduction, habitat, general physical structure) of representative organisms from each of the kingdoms<br \/>\n <br \/>\n\u2022 C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the environment<br \/>\n\u2022 C2.5 investigate and analyse the conditions (e.g., optimal temperature) needed by microorganisms for growth<br \/>\n\u2022 C3.3 explain the vital roles of microorganisms in symbiotic relationships with other organisms<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-76\" class=\"row-76 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Evolution<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">\u2022 C2.1 use appropriate terminology related to evolution, including, but not limited to: extinction, natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest [C]<br \/>\n\u2022 C2.2 use a research process to investigate some of the key factors that affect the evolutionary process (e.g., genetic mutations, selective pressures, environmental stresses) [IP, PR]<br \/>\n\u2022 C3.1 explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time<br \/>\n\u2022 C3.2 explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-77\" class=\"row-77 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Biotechnology<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">Overall expectations:<br \/>\n\u2022 B1. analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;<br \/>\n\u2022 B2. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions<br \/>\n <br \/>\nSpecific Expectations - Biotechnology<br \/>\n\u2022 B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals) [AI, C]<br \/>\n\u2022 B2.4 conduct biological tests to identify biochemical compounds found in various food samples (e.g., use Benedict\u2019s solution to test for carbohydrates in food samples) [PR, AI, C]<br \/>\n\u2022 B2.5 plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of substances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format [IP, PR, C]<br \/>\n<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-78\" class=\"row-78 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Molecular Genetics<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">Specific Expectations - Molecular Genetics<br \/>\n\u2022 D3.3 explain the steps involved in the process of protein synthesis and how genetic expression is controlled in prokaryotes and eukaryotes by regulatory proteins (e.g., the role of operons in prokaryotic cells; the mechanism of gene expression in eukaryotic cells)<br \/>\n <br \/>\nSIS (Scientific Investigation Skills) \u2013 both grade 11 and 12 U Biology<br \/>\nInitiating and Planning [IP]<br \/>\n\u2022 A1.1 formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and\/or formulate educated hypotheses to focus inquiries or research<br \/>\n <br \/>\nPerforming and Recording [PR]<br \/>\n\u2022 A1.5 conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data<br \/>\n\u2022 A1.6 compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and\/or diagrams<br \/>\n <br \/>\nAnalysing and Interpreting [AI]<br \/>\n\u2022 A1.8 synthesize, analyse, interpret, and evaluate qualitative and\/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and\/or error; and suggest improvements to the inquiry to reduce the likelihood of error<br \/>\n\u2022 A1.10 draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-79\" class=\"row-79 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<br \/>\nBiology<\/td><td class=\"col-3 odd\">9-12<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connections (2015)<\/td><td class=\"col-6 even\">\u2022 A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-80\" class=\"row-80 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Genetic Processes<\/td><td class=\"col-5 odd\">Case Study: Pregnancy (2017)<\/td><td class=\"col-6 even\">\u2022 D2. investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses<br \/>\n\u2022 D3. demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics<br \/>\n\u2022 D2.1 use appropriate terminology related to genetic processes, including, but not limited to: haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction, and somatic cell<br \/>\n\u2022 D2.3 use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes<br \/>\n\u2022 D3.2 explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance<br \/>\n\u2022 D3.3 explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-81\" class=\"row-81 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<br \/>\nBiology<\/td><td class=\"col-3 odd\">9-12<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connection: Dr. Sato (2016)<\/td><td class=\"col-6 even\">\u2022 A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-82\" class=\"row-82 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<br \/>\n <br \/>\nBiology<\/td><td class=\"col-3 odd\">9-12<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connection: Guillaume Dejean (2015)<\/td><td class=\"col-6 even\">\u2022 A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-83\" class=\"row-83 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Career Exploration<br \/>\nGenetic Processes<br \/>\nMolecular Genetics<br \/>\nBiothechnology<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead (2017)<\/td><td class=\"col-6 even\">Strand A: Scientific Investigation Skills (SIS)<br \/>\n\u2022 A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately<br \/>\n\u2022 A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and\/or human sources, using suitable formats<br \/>\n and an accepted form of academic documentation<br \/>\n\u2022 A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and\/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)<br \/>\n\u2022 A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D\u2019Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study<br \/>\n <br \/>\n Grade 11 Biology \u2013 Genetics Processes<br \/>\n\u2022 D1.2 evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use) [IP, PR, AI, C]<br \/>\n\u2022 D3.5 describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro fertilization, recombinant DNA), and explain how their use can increase the genetic diversity<br \/>\n of a species (e.g., farm animals, crops)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-84\" class=\"row-84 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Career Exploration<br \/>\nMolecular Genetics<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead<br \/>\n <br \/>\n(2017)<\/td><td class=\"col-6 even\">Strand A: Scientific Investigation Skills (SIS)<br \/>\n\u2022 A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately<br \/>\n\u2022 A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and\/or human sources, using suitable formats<br \/>\n and an accepted form of academic documentation<br \/>\n\u2022 A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and\/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)<br \/>\n\u2022 A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D\u2019Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study<br \/>\n <br \/>\n Grade 12 U Biology \u2013 Molecular Genetics Unit (depends on which researchers students listen to)<br \/>\n\u2022 D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA<br \/>\n bases; the processes involved in the manipulation of genetic material and protein synthesis; the development and mechanisms of the polymerization chain reaction)<br \/>\n\u2022 D3.6 describe the functions of some of the cell components used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)<br \/>\n<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-85\" class=\"row-85 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Career Exploration<br \/>\nBiotechnology<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead (2017)<\/td><td class=\"col-6 even\">Strand A: Scientific Investigation Skills (SIS)<br \/>\n\u2022 A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately<br \/>\n\u2022 A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and\/or human sources, using suitable formats<br \/>\n and an accepted form of academic documentation<br \/>\n\u2022 A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and\/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)<br \/>\n\u2022 A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D\u2019Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study<br \/>\n<br \/>\n Grade 12 U Biology \u2013 Biotechnology Unit<br \/>\n\u2022 B1.1 analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals) [AI, C]<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-86\" class=\"row-86 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<br \/>\nBiology<\/td><td class=\"col-3 odd\">9-12<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connection: Dr. Wakarchuk (2017)<\/td><td class=\"col-6 even\">\u2022 A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers.<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D\u2019Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-87\" class=\"row-87 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<br \/>\nBiology<\/td><td class=\"col-3 odd\">9-12<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">WebQuest: Science Careers (2017)<\/td><td class=\"col-6 even\">\u2022 A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-88\" class=\"row-88 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<br \/>\nChemistry<br \/>\nBiology<\/td><td class=\"col-3 odd\">9-12<\/td><td class=\"col-4 even\">Scientific Investigation Skills<\/td><td class=\"col-5 odd\">Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)<\/td><td class=\"col-6 even\">\u2022 A1.3 identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately<br \/>\n\u2022 A1.7 select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and\/or human sources, using suitable formats and an accepted form of academic documentation<br \/>\n\u2022 A1.9 analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias<br \/>\n\u2022 A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and\/or in electronic presentations, using appropriate language and a variety of formats<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-89\" class=\"row-89 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Science and Public Health Issues<\/td><td class=\"col-5 odd\">HIV\/AIDS Through Time (2016)<\/td><td class=\"col-6 even\">\u2022 E1.1 assess the impact of scientific research and technological advances on public health around the world<br \/>\n\u2022 E3.2 explain how pandemics have affected humanity throughout history<br \/>\n\u2022 E3.3 explain the impact of various threats to public health, including infectious diseases (e.g., hepatitis, HIV\/AIDS, tuberculosis, malaria, sexually transmitted diseases), chronic diseases (e.g., cardiovascular disease, diabetes, asthma),<br \/>\n and environmental factors (e.g., climate change, air pollution, chemical pollutants, radiation<br \/>\n\u2022 E3.6 explain why some populations are particularly susceptible to specific health problems<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-90\" class=\"row-90 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Medical Technologies<\/td><td class=\"col-5 odd\">Case Study: Diagnostics and PET Scans (2017)<\/td><td class=\"col-6 even\">\u2022 B1.1 assess the costs and benefits of a conventional medical technology, therapy, or device that is used to diagnose or treat a human health condition<br \/>\n\u2022 B2.4 interpret information generated by a variety of imaging technologies (e.g., X-rays, ultrasound), and communicate their findings<br \/>\n\u2022 B3.3 explain the function and use of a variety of medical devices and technologies for diagnostic and treatment purposes<br \/>\n\u2022 B3.5 describe a recent technological development or advance in diagnosis or treatment in the health care field<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-91\" class=\"row-91 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Molecular Genetics<\/td><td class=\"col-5 odd\">Exploration: Making a Bacteriophage (2016)<\/td><td class=\"col-6 even\">\u2022 D2.1 use appropriate terminology related to molecular genetics, including, but not limited to: polymerase I, II, and III, DNA ligase, helicase, Okazaki fragment, mRNA, rRNA, tRNA, codon, anticodon, translation, transcription, and ribosome subunits<br \/>\n\u2022 D2.2 analyse a simulated strand of DNA to determine the genetic code and base pairing of DNA<br \/>\n\u2022 D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture<br \/>\n\u2022 D3.6 describe the functions of some of the cell components used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-92\" class=\"row-92 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Career Exploration<br \/>\n <br \/>\nBiochemistry<\/td><td class=\"col-5 odd\">Career Connection: Prof. Eric Brown (2015)<\/td><td class=\"col-6 even\">\u2022 A2.1 identify and describe a variety of careers related to the field of science under study (scientific journalist, fisheries and wildlife officer, physician, infectious disease researcher, geneticist) and the education and training necessary for these careers<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g. Evelyn Roden Nelson, Maude Menten, Albert Juan Agugyo, Kimberley J. Fernie, Michael Archer), to the fields under study<br \/>\n\u2022 B3.2 describe the structure of important biochemical compounds, including carbohydrates, proteins,<br \/>\n lipids, and nucleic acids, and explain their function within cells<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-93\" class=\"row-93 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Diversity of Living Things<br \/>\nMicrobiology<\/td><td class=\"col-5 odd\">Case Study: MRSA (2015)<\/td><td class=\"col-6 even\">\u2022 B2.2 classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or nonvascular plants)<br \/>\n\u2022 B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles,<br \/>\n and other cell parts)<br \/>\n\u2022 C1.1 assess some of the effects, both beneficial and harmful, of microorganisms in the environment<br \/>\n\u2022 C3.1 describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)<br \/>\n\u2022 C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-94\" class=\"row-94 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Evolution<\/td><td class=\"col-5 odd\">Explore an Issue: Antibiotic Resistance (2015)<\/td><td class=\"col-6 even\">\u2022 C2.4 investigate, through a case study or computer simulation, the processes of natural selection and artificial selection (e.g., selective breeding, antibiotic resistance in microorganisms), and analyse the different mechanisms by which they occur<br \/>\n\u2022 C3.2 explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to<br \/>\n slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-95\" class=\"row-95 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Diversity of Living Things<\/td><td class=\"col-5 odd\">Case Study: Antibiotics (2017)<\/td><td class=\"col-6 even\">Grade 11 University Preparation Biology<br \/>\n\u2022 B2.1 use appropriate terminology related to biodiversity, including, but not limited to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology<br \/>\n\u2022 B2.2 classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or nonvascular plants)<br \/>\n\u2022 B3.2 compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles, and other cell parts)<br \/>\n\u2022 B3.3 describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of reproduction, habitat, general physical structure) of representative organisms from each of the kingdoms<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-96\" class=\"row-96 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Microbiology<\/td><td class=\"col-5 odd\">Case Study: Antibiotics (2017)<\/td><td class=\"col-6 even\">Grade 11 College Preparation Biology<br \/>\n\u2022 C3. demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them<br \/>\n\u2022 C2.1 use appropriate terminology related to microbiology, including, but not limited to: fission, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid<br \/>\n\u2022 C3.1 describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)<br \/>\n\u2022 C3.5 describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented (e.g., hepatitis viruses can damage the liver, but vaccinations can prevent infections; streptococcus bacteria can cause respiratory infections, which are treated with antibiotics; ringworm is a fungal infection of the skin, treated with fungicides)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-97\" class=\"row-97 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Diversity of Living Things<\/td><td class=\"col-5 odd\">Explore an Issue: New Antibiotics (2015)<\/td><td class=\"col-6 even\">\u2022 B1. analyse the effects of various human activities on the diversity of living things<br \/>\n\u2022 B1.1 analyse some of the risks and benefits of human intervention (e.g. tree planting, monoculture of livestock or agricultural crops; overharvesting of wild plants for medicinal purposes; using pesticides to control pests; suppression of wild fires) to the biodiversity of aquatic or terrestrial ecosystems[Al, C]<br \/>\n\u2022 B2.1 use appropriate terminology related to biodiversity, including, but not related to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology [C]<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-98\" class=\"row-98 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Structure and Properties of Matter<\/td><td class=\"col-5 odd\">Exploration: Searching for Molecules at the Speed of Google (2016)<\/td><td class=\"col-6 even\">\u2022 C2.3 predict the shapes of simple molecules and ions (e.g., CH4, SO3, O2, H2O, NH4+), using the valence shell electron pair repulsion (VSEPR) model, and draw diagrams to represent their<br \/>\n molecular shapes<br \/>\n\u2022 C2.4 predict the polarity of various chemical compounds, based on their molecular shapes and the difference in the electronegativity values of the atoms<br \/>\n\u2022 C3.4 explain how the physical properties of a solid or liquid (e.g., solubility, boiling point, melting point, melting point suppression, hardness, electrical conductivity, surface tension) depend on the particles present and the types of intermolecular and intramolecular forces (e.g., covalent bonding, ionic bonding, Van der Waals forces, hydrogen bonding, metallic bonding)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-99\" class=\"row-99 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Structures &amp; Properties of Matter<\/td><td class=\"col-5 odd\">Lab Investigation: Factors Influencing Solvent Flow (2016)<\/td><td class=\"col-6 even\">\u2022 C2.4 predict the polarity of various chemical compounds, based on their molecular shapes and the difference in the electronegativity values of the atoms<br \/>\n\u2022 C2.6 conduct an inquiry to observe and analyse the physical properties of various substances (e.g., salts, metals) and to determine the type of chemical bonding present in each substance<br \/>\n\u2022 C3.4 explain how the physical properties of a solid or liquid (e.g., solubility, boiling point, melting point, melting point suppression, hardness, electrical conductivity, surface tension) depend on the particles present and the types of intermolecular and intramolecular forces (e.g., covalent bonding, ionic bonding,<br \/>\n Van der Waals forces, hydrogen bonding, metallic bonding)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-100\" class=\"row-100 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Chemistry: Chemical Reactions<br \/>\n <br \/>\n<\/td><td class=\"col-5 odd\">Manufacturing a Vaccine (2016)<\/td><td class=\"col-6 even\">\u2022 C3.7 describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g., a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)<br \/>\n <br \/>\n<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-101\" class=\"row-101 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Quantities in Chemical Reactions<br \/>\nSolutions and Solubility<\/td><td class=\"col-5 odd\">Manufacturing a Vaccine (2016)<\/td><td class=\"col-6 even\">\u2022 D1.1 analyse processes in the home, the workplace, and the environmental sector that involve the use of chemical quantities and calculations<br \/>\n\u2022 D2.3 solve problems related to quantities in chemical reactions by performing calculations involving quantities in moles, number of particles, and atomic mass<br \/>\n\u2022 E2.2 solve problems related to the concentration of solutions by performing calculations involving moles, and express the results in various units<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-102\" class=\"row-102 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organic Chemistry<\/td><td class=\"col-5 odd\">Seeing the Unseeable! (2016)<\/td><td class=\"col-6 even\">\u2022 B2.2 use International Union of Pure and Applied Chemistry (IUPAC) nomenclature conventions to identify names, write chemical formulae, and create structural formulae for the different classes of organic compounds, including hydrocarbons,<br \/>\n alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, amides, and simple aromatic compounds<br \/>\n\u2022 B3.2 describe the similarities and differences in physical properties (e.g., solubility in different solvents, odour, melting point, boiling point) within each class of organic compounds<br \/>\n B3.3 explain the chemical changes that occur during various types of organic chemical reactions, including substitution, addition, elimination, oxidation, esterification, and hydrolysis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-103\" class=\"row-103 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Environmental Science<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Human Impact on the Environment<\/td><td class=\"col-5 odd\">Lab Activity: Biofiltration (2017)<\/td><td class=\"col-6 even\">\u2022 B1.1 propose possible solutions, on the basis of research, to a current practical environmental problem that is caused, directly or indirectly, by human activities<br \/>\n\u2022 B2.3 plan and conduct an inquiry, using appropriate technology, to compare water quality in natural and disturbed environments<br \/>\n\u2022 B3.5 explain the effects of human activity on an aquatic or terrestrial ecosystem<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-104\" class=\"row-104 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">General Science<br \/>\nChemistry<\/td><td class=\"col-3 odd\">9-12<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connection: Dr. Gigu\u00e8re (2016)<\/td><td class=\"col-6 even\">\u2022 A2.1 identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers.<br \/>\n\u2022 A2.2 describe the contributions of scientists, including Canadians (e.g., Colin D\u2019Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-105\" class=\"row-105 odd\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organic Chemistry<\/td><td class=\"col-5 odd\">Case Study: Improving Human Health (2016)<\/td><td class=\"col-6 even\">\u2022 B1.1 assess the impact on human health, society, and the environment of organic compounds used in everyday life<br \/>\n\u2022 B2.1 use appropriate terminology related to organic chemistry, including, but not limited to: organic compound, functional group, saturated hydrocarbon, unsaturated hydrocarbon, structural isomer, stereoisomer, and polymer<br \/>\n\u2022 B2.2 use International Union of Pure and Applied Chemistry (IUPAC) nomenclature conventions to identify names, write chemical formulae, and create structural formulae for the different classes of organic compounds, including hydrocarbons,<br \/>\n alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, amides, and simple aromatic compounds<br \/>\n\u2022 B3.5 explain the concept of isomerism in organic compounds, and how variations in the properties of isomers relate to their structural and molecular formulae<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-106\" class=\"row-106 even\"><td class=\"col-1 odd\">Ontario<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Molecular Genetics<\/td><td class=\"col-5 odd\">Exploration: Therapeutic Proteins (2017)<\/td><td class=\"col-6 even\">\u2022 D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture<br \/>\n\u2022 D2.1 use appropriate terminology related to molecular genetics, including, but not limited to: polymerase I, II, and III, DNA ligase, helicase, Okazaki fragment, mRNA, rRNA, tRNA, codon, anticodon, translation, transcription, and ribosome subunits<br \/>\n\u2022 D3.2 compare the structures and functions of RNA and DNA, and explain their roles in the process of protein synthesis<br \/>\n\u2022 D3.3 explain the steps involved in the process of protein synthesis and how genetic expression is controlled in prokaryotes and eukaryotes by regulatory proteins (e.g., the role of operons in prokaryotic cells; the mechanism of gene expression in eukaryotic cells)<br \/>\n\u2022 D3.5 describe some examples of genetic modification, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA bases; the processes involved in the manipulation of genetic<br \/>\n material and protein synthesis; the development and mechanisms of the polymerization chain reaction)<br \/>\n\u2022 D3.6 describe the functions of some of the cell components used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-107\" class=\"row-107 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">8<\/td><td class=\"col-4 even\">Life processes are performed at the cellular level<\/td><td class=\"col-5 odd\">Webquest: Bacteria Are Dangerous! (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Evaluating: Consider social, ethical, &amp; environmental implications of the findings from their own &amp; others\u2019 investigations<br \/>\n\u2022 Applying &amp; Innovating: Contribute to care for self, others, community, &amp; world through personal or collaborative approaches; Cooperatively design projects; Transfer &amp; apply learning to new situations; Generate &amp; introduce new or refined ideas when problem solving<br \/>\n\u2022 Communicating: Communicate ideas, findings, &amp; solutions to problems, using scientific language, representations, &amp; digital technologies as appropriate; Express &amp; reflect on a variety of experiences &amp; perspectives of place<br \/>\nContent:<br \/>\n\u2022 The relationship of micro-organisms with living things: Basic functions of the immune system; Vaccination and antibiotics; Impacts of epidemics and pandemics on human populations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-108\" class=\"row-108 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">DNA and Cells<\/td><td class=\"col-5 odd\">Explore an Issue: Hemp in Canada (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Evaluating: Assess risks in the context of personal safety and social responsibility<br \/>\n\u2022 Applying and innovating: Consider the role of scientists in innovation<br \/>\n\u2022 Communicating: Express and reflect on a variety of experiences, perspectives, and worldviews through place<br \/>\n <br \/>\n Content:<br \/>\n\u2022 DNA carries the cell\u2019s genetic information: biotechnology, cloning, and recombinant DNA<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-109\" class=\"row-109 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Homeostasis<\/td><td class=\"col-5 odd\">Webquest: Cell Membranes and Medicines (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Connect scientific explorations to careers in science<br \/>\n\u2022 Formulate physical or mental theoretical models to describe a phenomenon<br \/>\nContent:<br \/>\n\u2022 Structure of plasma membrane<br \/>\n\u2022 Transport across a cell membrane<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-110\" class=\"row-110 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Homeostasis<\/td><td class=\"col-5 odd\">Explore an Issue: Biofuel Brouhaha (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Evaluating: Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources<br \/>\nContent:<br \/>\n\u2022 Homeostasis: Cellular compounds and biological molecules; enzymes and metabolic pathways<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-111\" class=\"row-111 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Environmental Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Global Warming and Climate Change<br \/>\n <br \/>\n Land Use and Sustainability<\/td><td class=\"col-5 odd\">Explore an Issue: Biofuel Brouhaha (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Evaluating: Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources<br \/>\nContent:<br \/>\n\u2022 Global warming and climate change: global changes to the Earth\u2019s climate system; impacts on society; mitigation and personal choices<br \/>\n\u2022 Land use and sustainability: Land use practices<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-112\" class=\"row-112 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Homeostasis<\/td><td class=\"col-5 odd\">Protein Structure Papier M\u00e2ch\u00e9 (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world<br \/>\n\u2022 Processing and analyzing: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; analyze cause and effect relationships<br \/>\n\u2022 Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\n <br \/>\n Content:<br \/>\n\u2022 Homeostasis: cellular compounds and biological molecules; enzymes and metabolic pathways<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-113\" class=\"row-113 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">Webquest: Vaccination (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of<br \/>\n personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations<br \/>\n <br \/>\n Content:<br \/>\n\u2022 Health science: medications and supplements<br \/>\n\u2022 science literacy and informed decision making: pseudo-science versus science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-114\" class=\"row-114 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">Bringing New Drugs to Market (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning &amp; predicting: Formulate multiple hypotheses and predict multiple outcomes<br \/>\n\u2022 Planning and conducting: Assess risks and address ethical, cultural, and\/or environmental issues associated with their proposed methods<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Analyze cause-and-effect relationships<br \/>\n\u2022 Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled; Assess risks in the context of personal safety and social responsibility<br \/>\n <br \/>\n Content:<br \/>\n\u2022 Health science: medications and supplements<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-115\" class=\"row-115 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Life Sciences<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Characteristics of Living Things<\/td><td class=\"col-5 odd\">Exploration Activity: Infectious Diseases and Vaccination (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams<br \/>\n\u2022 Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled<br \/>\nContent:<br \/>\n\u2022 Viruses: basic structure and function of a virus; effects of viruses on organisms<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-116\" class=\"row-116 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Life Sciences<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Characteristics of Living Things<\/td><td class=\"col-5 odd\">Exploration: Influenza and Sialic Acid (2017)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams<br \/>\n\u2022 Evaluating: Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled<br \/>\n Content:<br \/>\n\u2022 Viruses: basic structure and function of a virus; effects of viruses on organisms<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-117\" class=\"row-117 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">Drug Affordability and Accessibility (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data<br \/>\n (qualitative and quantitative)<br \/>\n\u2022 Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Evaluating: Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources; Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources<br \/>\n\u2022 Communicating: Express and reflect on a variety of  experiences, perspectives, and worldviews through place<br \/>\n Content:<br \/>\n\u2022 Health science: medications and supplements<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-118\" class=\"row-118 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organization<\/td><td class=\"col-5 odd\">Explore an Issue: The Ethics of Animal Testing (2017)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including fieldwork and lab experiments, to collect reliable data (qualitative and quantitative)<br \/>\n\u2022 Processing and analyzing data and information: Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information<br \/>\n\u2022 Evaluating: Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources; Consider social, ethical, and environmental implications of the findings from their own and others\u2019 investigations<br \/>\n\u2022 Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations; Express and reflect on a variety of experiences, perspectives, and worldviews through place<br \/>\nContent:<br \/>\n\u2022 Medical conditions may affect body systems<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-119\" class=\"row-119 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Homeostasis<\/td><td class=\"col-5 odd\">Exploration Activity: Plant Puzzle (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\nContent:<br \/>\n\u2022 Enzymes and metabolic pathways: models of enzymatic reactions; effects on enzyme activity; metabolism<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-120\" class=\"row-120 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">WebQuest: Beta-What? A look at carbohydrates and our immune system (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of<br \/>\n personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations<br \/>\nContent:<br \/>\n\u2022 Health science: medications and supplements<br \/>\n\u2022 science literacy and informed decision making: pseudo-science versus science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-121\" class=\"row-121 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Homeostasis<\/td><td class=\"col-5 odd\">Factors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\nContent:<br \/>\n\u2022 Enzymes and metabolic pathways: models of enzymatic reactions; effects on enzyme activity; metabolism<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-122\" class=\"row-122 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organization<\/td><td class=\"col-5 odd\">Lab Activity: Urinalysis (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including fieldwork and lab experiments, to collect reliable data (qualitative and quantitative)<br \/>\n\u2022 Assess risks and address ethical, cultural, and\/or<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\nContent:<br \/>\n\u2022 Organs within each of the systems are interconnected to maintain homeostasis: urinary system<br \/>\n\u2022 Nutrition and lifestyle differences affect<br \/>\n human health<br \/>\n\u2022 medical conditions may affect body systems<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-123\" class=\"row-123 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Homeostasis<\/td><td class=\"col-5 odd\">Video: Regulation of Enzymes (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\nContent:<br \/>\n\u2022 Enzymes and metabolic pathways: models of enzymatic reactions; role of vitamins and coenzymes; effects on enzyme<br \/>\n activity; metabolism<br \/>\n\u2022 Organization: digestive system<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-124\" class=\"row-124 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organization<\/td><td class=\"col-5 odd\">Career Profile: Prof. Mario Monteiro (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Evaluating: Connect scientific explorations to careers in science; Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources; Consider social, ethical, and environmental implications of the findings from their own and others\u2019 investigations<br \/>\nContent:<br \/>\n\u2022 medical conditions may affect body systems<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-125\" class=\"row-125 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solution Chemistry<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative); Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data; Apply the concepts of accuracy and precision to experimental procedures and data (significant figures, uncertainty, scientific notation)<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\nContent:<br \/>\n\u2022 polarity of water and other solvents<br \/>\n\u2022 analysis techniques<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-126\" class=\"row-126 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Acids and Bases<\/td><td class=\"col-5 odd\">Lab Activity: Bacteria in Food (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations<br \/>\n and conclusions<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\nContent:<br \/>\n\u2022 Indicators<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-127\" class=\"row-127 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Homeostasis<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n\u2022 Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations<br \/>\n and conclusions<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\nContent:<br \/>\n\u2022 Enzymes and metabolic pathways: models of enzymatic reactions, metabolism<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-128\" class=\"row-128 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\n Chemistry<br \/>\n Life Sciences<br \/>\n Anatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">Career Connections (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-129\" class=\"row-129 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">DNA &amp; Cells<\/td><td class=\"col-5 odd\">Case Study: Pregnancy (2017)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies; Construct, analyze, and interpret graphs (including interpolation and extrapolation), models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\nContent:<br \/>\n\u2022 Genes are the foundation for the diversity of living things: genes and chromosomes; simple patterns of inheritance<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-130\" class=\"row-130 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\n Chemistry<br \/>\n Life Sciences<br \/>\n Anatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">Career Connection: Dr. Sato (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-131\" class=\"row-131 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\n Chemistry<br \/>\n Life Sciences<br \/>\n Anatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">Career Connection: Guillaume Dejean (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-132\" class=\"row-132 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\n Chemistry<br \/>\n Life Sciences<br \/>\n Anatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-133\" class=\"row-133 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\n Chemistry<br \/>\n Life Sciences<br \/>\n Anatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">Career Connection: Dr. Wakarchuk<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-134\" class=\"row-134 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\n Chemistry<br \/>\n Life Sciences<br \/>\n Anatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">WebQuest: Science Careers (2017)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-135\" class=\"row-135 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Life Sciences<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Characteristics of Living Things<\/td><td class=\"col-5 odd\">Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations<br \/>\n and conclusions; Critically analyze the validity of information in primary and secondary sources and evaluate the approaches used to solve problems<br \/>\n\u2022 Applying and innovating: Contribute to care for self, others, community, and world through individual or collaborative approaches; Co-operatively design projects with local and\/or global connections and applications<br \/>\nContent:<br \/>\n\u2022 Cells are the basic unit of life: Comparing cell structures, prokaryotic and eukaryotic<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-136\" class=\"row-136 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">HIV\/AIDS Through Time (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Evaluating: Consider the changes in knowledge over time as tools and technologies have developed; Consider social, ethical, and environmental implications of the findings from their own and others\u2019 investigations<br \/>\nContent:<br \/>\n\u2022 Health science: Nutrition and lifestyle; medications and supplements<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-137\" class=\"row-137 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organization<\/td><td class=\"col-5 odd\">Case Study: Diagnostics and PET Scans (2017)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships<br \/>\n\u2022 Evaluating: Consider the changes in knowledge over time as tools and technologies have developed; Assess risks in the context of personal safety and social responsibility<br \/>\nContent:<br \/>\n\u2022 Organs within each of the systems are interconnected to maintain homeostasis: nervous system<br \/>\n\u2022 Medical conditions may affect body systems<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-138\" class=\"row-138 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">DNA and Cells<\/td><td class=\"col-5 odd\">Exploration: Making a Bacteriophage (2016)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Questioning and predicting: Formulate multiple hypotheses and predict multiple outcomes<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies<br \/>\n\u2022 Applying and innovating: Implement multiple strategies to solve problems in real-life, applied, and conceptual situations<br \/>\nContent:<br \/>\n\u2022 DNA carries the cell\u2019s genetic information: process of DNA replication; process of protein synthesis; genomics; biotechnology, cloning, and recombinant DNA<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-139\" class=\"row-139 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\n Chemistry<br \/>\n Life Sciences<br \/>\n Anatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">Career Connection: Prof. Eric Brown (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-140\" class=\"row-140 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Life Sciences<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Characteristics of Living Things<\/td><td class=\"col-5 odd\">Case Study: MRSA (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence; Analyze cause-and-effect relationships<br \/>\nContent:<br \/>\n\u2022 Cells are the basic unit of life: Comparing cell structures, prokaryotic and eukaryotic, unicellular and multicellular<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-141\" class=\"row-141 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">Explore an Issue: Antibiotic Resistance (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\nContent:<br \/>\n\u2022 Health science: medications and supplements<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-142\" class=\"row-142 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">Case Study: Antibiotics (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\nContent:<br \/>\n\u2022 Health science: medications and supplements<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-143\" class=\"row-143 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science for Citizens<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Personal\/Home Science<\/td><td class=\"col-5 odd\">Explore an Issue: New Antibiotics (2015)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Questioning and predicting: Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n Content:<br \/>\n\u2022 Health science: medications and supplements<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-144\" class=\"row-144 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">DNA and Cells<\/td><td class=\"col-5 odd\">Exploration: Searching for Molecules at the Speed of Google (2016)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Questioning and predicting: Formulate multiple hypotheses and predict multiple outcomes<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies<br \/>\n\u2022 Applying and innovating: Implement multiple strategies to solve problems in real-life, applied, and conceptual situations<br \/>\nContent:<br \/>\n\u2022 DNA carries the cell\u2019s genetic information: Process of DNA replication; process of protein synthesis; genomics, biotechnology, cloning, and recombinant DNA<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-145\" class=\"row-145 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solution Chemistry<br \/>\nOrganic Chemistry<\/td><td class=\"col-5 odd\">Lab Investigation: Factors Influencing Solvent Flow (2016)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative); Use appropriate SI units and appropriate equipment, including digital technologies, to<br \/>\n systematically and accurately collect and record data; Apply the concepts of accuracy and precision to experimental procedures and data (significant figures, uncertainty, and scientific notation)<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies; Construct, analyze, and interpret graphs, models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent<br \/>\n with evidence<br \/>\n\u2022 Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations<br \/>\n and conclusions<br \/>\n\u2022 Communicating: Formulate physical or mental theoretical models to describe a phenomenon<br \/>\n Content:<br \/>\n\u2022 Polarity of water and other solvents<br \/>\n\u2022 Bonds\/forces in organic compounds<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-146\" class=\"row-146 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">The Mole<br \/>\nSolution Chemistry<br \/>\nAcids and Bases<\/td><td class=\"col-5 odd\">Manufacturing a Vaccine (2016)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies<br \/>\n\u2022 Evaluating: Consider the changes in knowledge over time as tools and technologies have developed<br \/>\n Content:<br \/>\n\u2022 Stoichiometric calculations<br \/>\n\u2022 Indicators<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-147\" class=\"row-147 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solution Chemistry<\/td><td class=\"col-5 odd\">Seeing the Unseeable! (2016)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Processing and analyzing data and information: Construct, analyze, and interpret graphs, models, and\/or diagrams; Use knowledge of scientific concepts to draw conclusions that are consistent with evidence<br \/>\n Content:<br \/>\n\u2022 Properties of solutions<br \/>\n\u2022 Stoichiometric calculations<br \/>\n\u2022 Analysis techniques<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-148\" class=\"row-148 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solution Chemistry<\/td><td class=\"col-5 odd\">Lab Activity: Biofiltration (2017)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Questioning and predicting: Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world<br \/>\n\u2022 Planning and conducting: Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies<br \/>\n\u2022 Evaluating: Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions<br \/>\n\u2022 Applying and innovating: Contribute to finding solutions to problems at a local and\/or global level through inquiry<br \/>\n\u2022 Communicating: Communicate scientific ideas, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations<br \/>\n Content:<br \/>\n\u2022 Properties of solutions<br \/>\n\u2022 Analysis techniques<br \/>\n\u2022 Environmental impacts of non-metal oxide solutions<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-149\" class=\"row-149 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Science<br \/>\nChemistry<br \/>\nLife Sciences<br \/>\nAnatomy and Physiology<\/td><td class=\"col-3 odd\">9 10 11 12<\/td><td class=\"col-4 even\">Any<\/td><td class=\"col-5 odd\">Career Connection: Dr. Gigu\u00e8re (2016)<\/td><td class=\"col-6 even\">Curricular Competencies:<br \/>\n\u2022 Connect scientific explorations to careers in science<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-150\" class=\"row-150 even\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Organic Chemistry<\/td><td class=\"col-5 odd\">Case Study: Improving Human Health (2016)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies<br \/>\n\u2022 Evaluating: Consider the changes in knowledge over time as tools and technologies have developed<br \/>\n Content:<br \/>\n\u2022 Bonds\/forces in organic compounds<br \/>\n\u2022 Names, structures, and geometry of simple organic compunds<br \/>\n\u2022 Common functional groups<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-151\" class=\"row-151 odd\"><td class=\"col-1 odd\">British Columbia (BC)<\/td><td class=\"col-2 even\">Anatomy and Physiology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">DNA and Cells<\/td><td class=\"col-5 odd\">Exploration: Therapeutic Proteins (2017)<\/td><td class=\"col-6 even\">Curricular Connections:<br \/>\n\u2022 Processing and analyzing data and information: Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies<br \/>\n\u2022 Evaluating: Consider the changes in knowledge over time as tools and technologies have developed<br \/>\n Content:<br \/>\n\u2022 DNA carries the cell\u2019s genetic information<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-152\" class=\"row-152 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Sant\u00e9 et bien-\u00eatre<\/td><td class=\"col-5 odd\">Activit\u00e9 d&#039;exploration : VIH et SIDA (2016)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-153\" class=\"row-153 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Sant\u00e9 et bien-\u00eatre<br \/>\nOrientation et entrepreneuriat<\/td><td class=\"col-5 odd\">Activit\u00e9 d&#039;exploration : Fabrication d&#039;un vaccin (2016)<\/td><td class=\"col-6 even\">Chercher des r\u00e9ponses \u00e0 des questions ou des solutions \u00e0 des questions d\u2019ordre scientifiques et\/ou technologiques.<br \/>\n\u2022 Cerner un probl\u00e8me<br \/>\n\u2022 Analyser les r\u00e9sultats<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-154\" class=\"row-154 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Chimie<br \/>\nScience et technologie<\/td><td class=\"col-3 odd\">5 secondaire<br \/>\n4 secondaire<br \/>\n<\/td><td class=\"col-4 even\">Orientation et entrepreneuriat<\/td><td class=\"col-5 odd\">Connexion carri\u00e8res : Dr. Denis Gigu\u00e8re (2016)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-155\" class=\"row-155 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Sant\u00e9 et bien-\u00eatre<br \/>\nOrientation et entrepreneuriat<\/td><td class=\"col-5 odd\">Activit\u00e9 d&#039;exploration : Commercialisation d&#039;un m\u00e9dicament (2016)<\/td><td class=\"col-6 even\">Chercher des r\u00e9ponses \u00e0 des questions ou des solutions \u00e0 des questions d\u2019ordre scientifiques et\/ou technologiques.<br \/>\n\u2022 Cerner un probl\u00e8me<br \/>\n\u2022 \u00c9laborer un plan d\u2019action<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-156\" class=\"row-156 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Syst\u00e8me respiratoire et circulatoire<\/td><td class=\"col-5 odd\">Activit\u00e9 d&#039;exploration : Maladies infectieuses et vaccins (2016)<\/td><td class=\"col-6 even\">Syst\u00e8me lymphatique<br \/>\n\u2022 D\u00e9crire deux moyens qui permettent d\u2019acqu\u00e9rir l\u2019immunit\u00e9 active (production d\u2019anticorps et vaccination)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-157\" class=\"row-157 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Propri\u00e9t\u00e9s physiques des solutions<\/td><td class=\"col-5 odd\">Activit\u00e9 d&#039;exploration : Identifier l&#039;invisible \u00e0 l&#039;oeil nu! (2016)<\/td><td class=\"col-6 even\">Concentration<br \/>\n\u2022 D\u00e9terminer la concentration d\u2019une solution aqueuse (g\/L, pourcentage, ppm, mol\/L)<br \/>\nEchelle pH<br \/>\n\u2022 D\u00e9terminer le pH de quelques substances usuelles (ex. : eau distill\u00e9e, eau de pluie, salive, jus de citron, produit nettoyant)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-158\" class=\"row-158 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Sant\u00e9 et bien-\u00eatre<\/td><td class=\"col-5 odd\">D\u00e9bat sur le prix des m\u00e9dicaments (2016)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique\/application dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique\/application<br \/>\n\u2022 Construire son opinion sur la probl\u00e9matique \u00e0 l\u2019\u00e9tude<br \/>\nCommuniquer \u00e0 l\u2019aide des langages utilis\u00e9s en science et technologie<br \/>\n\u2022 Participer \u00e0 des \u00e9changes d\u2019information \u00e0 caract\u00e8re scientifique et technologique<br \/>\n\u2022 Interpr\u00e9ter des messages \u00e0 caract\u00e8re scientifique et technologique<br \/>\n\u2022 Produire et transmettre des messages \u00e0 caract\u00e8re scientifique et technologique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-159\" class=\"row-159 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Orientation et entrepreneuriat<\/td><td class=\"col-5 odd\">Connexion carri\u00e8res : Dr. Sachiko Sato (2016)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique\/application dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique\/application<br \/>\n\u2022 Construire son opinion sur la probl\u00e9matique \u00e0 l\u2019\u00e9tude<br \/>\nCommuniquer \u00e0 l\u2019aide des langages utilis\u00e9s en science et technologie<br \/>\n\u2022 Participer \u00e0 des \u00e9changes d\u2019information \u00e0 caract\u00e8re scientifique et technologique<br \/>\n\u2022 Interpr\u00e9ter des messages \u00e0 caract\u00e8re scientifique et technologique<br \/>\n\u2022 Produire et transmettre des messages \u00e0 caract\u00e8re scientifique et technologique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-160\" class=\"row-160 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Chimie organique<\/td><td class=\"col-3 odd\">C\u00e9gep<\/td><td class=\"col-4 even\">Isom\u00e9rie<\/td><td class=\"col-5 odd\">\u00c9tude de cas : Am\u00e9liorer la sant\u00e9 des humains (2016)<\/td><td class=\"col-6 even\"><\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-161\" class=\"row-161 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Chimie organique<\/td><td class=\"col-3 odd\">C\u00e9gep<\/td><td class=\"col-4 even\">Forces intermol\u00e9culaires<\/td><td class=\"col-5 odd\">Exploration : Recherche de mol\u00e9cules \u00e0 la vitesse de Google (2016)<\/td><td class=\"col-6 even\"><\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-162\" class=\"row-162 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Propri\u00e9t\u00e9s physiques des solutions<\/td><td class=\"col-5 odd\">Enqu\u00eate au laboratoire : Observation de l\u2019\u00e9coulement des solvants (2016)<\/td><td class=\"col-6 even\">Solvant<br \/>\n\u2022 Reconna\u00eetre le solvant dans une solution aqueuse donn\u00e9e (ex. : lymphe, larmes, plasma cellulaire, urine)<br \/>\nTechniques d\u2019utilisation s\u00e9curitaire du mat\u00e9riel de laboratoire<br \/>\n\u2022 Utiliser le mat\u00e9riel de laboratoire de fa\u00e7on s\u00e9curitaire (ex. : laisser refroidir une plaque chauffante, utiliser une pince \u00e0 b\u00e9cher)<br \/>\nStrat\u00e9gies d&#039;exploration<br \/>\n\u2022 \u00c9mettre des hypoth\u00e8ses (ex. : seul, en \u00e9quipe, en groupe)<br \/>\n\u2022 Explorer diverses avenues de solution <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-163\" class=\"row-163 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">2 secondaire<\/td><td class=\"col-4 even\">Maintien de la vie<\/td><td class=\"col-5 odd\">Cyberqu\u00eate : Membranes cellulaires et m\u00e9dicine (2016)<\/td><td class=\"col-6 even\">Constituants cellulaires visibles au microscope<br \/>\n\u2022 Identifier les principaux constituants cellulaires visibles au microscope (membrane cellulaire, cytoplasme, noyau, vacuoles)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-164\" class=\"row-164 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Exploration : Construire un bact\u00e9riophage (2016)<\/td><td class=\"col-6 even\">Synth\u00e8se des prot\u00e9ines<br \/>\n\u2022 D\u00e9crire le r\u00f4le de l\u2019ADN dans la synth\u00e8se des prot\u00e9ines<br \/>\n\u2022 Expliquer les ph\u00e9nom\u00e8nes de la transcription et de la traduction d\u2019un brin d\u2019ADN<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-165\" class=\"row-165 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Perp\u00e9tuation des esp\u00e8ces<br \/>\nStrat\u00e9gies d&#039;exploration<\/td><td class=\"col-5 odd\">Litt\u00e9rature primaire adapt\u00e9e : D\u00e9tecteurs de microorganismes en papier et ruban adh\u00e9sif (2016)<\/td><td class=\"col-6 even\">Division cellulaire<br \/>\n\u2022 Mitose<br \/>\n\u2022 Fonctions de la division cellulaire<br \/>\n\u2022 Diversit\u00e9 g\u00e9n\u00e9tique<br \/>\nStrat\u00e9gies d&#039;exploration<br \/>\n\u2022 Aborder un probl\u00e8me ou un ph\u00e9nom\u00e8ne \u00e0 partir de divers cadres de r\u00e9f\u00e9rence (ex. : social, environnemental, historique, \u00e9conomique)<br \/>\n\u2022 \u00c9voquer des probl\u00e8mes similaires d\u00e9j\u00e0 r\u00e9solus <br \/>\n\u2022 Formuler des questions<br \/>\n\u2022 \u00c9mettre des hypoth\u00e8ses (ex. : seul, en \u00e9quipe, en groupe) P<br \/>\n\u2022 Explorer diverses avenues de solution P<br \/>\n\u2022 Anticiper les r\u00e9sultats de sa d\u00e9marche<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-166\" class=\"row-166 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Structure de prot\u00e9ine en papier m\u00e2ch\u00e9 (2016)<\/td><td class=\"col-6 even\">Synth\u00e8se des prot\u00e9ines<br \/>\n\u2022 D\u00e9crire le r\u00f4le de l\u2019ADN dans la synth\u00e8se des prot\u00e9ines<br \/>\n\u2022 Expliquer les ph\u00e9nom\u00e8nes de la transcription et de la traduction d\u2019un brin d\u2019ADN<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-167\" class=\"row-167 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Biotechnologie<br \/>\nStrat\u00e9gies de communication<\/td><td class=\"col-5 odd\">Cyberqu\u00eate : Vaccination (2016)<\/td><td class=\"col-6 even\">Fabrication d&#039;un vaccin<br \/>\n\u2022 D\u00e9crire le proc\u00e9d\u00e9 de fabrication d\u2019un vaccin<br \/>\nStrat\u00e9gies de communication<br \/>\n\u2022 Recourir \u00e0 des modes de communication vari\u00e9s pour proposer des explications ou des solutions (ex. : expos\u00e9, texte, protocole)<br \/>\n\u2022 Organiser les donn\u00e9es en vue de les pr\u00e9senter (ex. : tableau, diagramme, graphique)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-168\" class=\"row-168 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<br \/>\n<br \/>\nScience et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">3\/4 secondaire<\/td><td class=\"col-4 even\">Biotechnologie<\/td><td class=\"col-5 odd\">Explorer un probl\u00e8me : L&#039;\u00e9thique de l&#039;experimentation animale (2016)<\/td><td class=\"col-6 even\">Strat\u00e9gies de communication<br \/>\n\u2022 Aborder un probl\u00e8me ou un ph\u00e9nom\u00e8ne \u00e0 partir de divers cadres de r\u00e9f\u00e9rence (ex. : social, environnemental, historique, \u00e9conomique)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-169\" class=\"row-169 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Transformations<\/td><td class=\"col-5 odd\">\u00c9tude de cas : Diagnostics et TEP scans (2017)<\/td><td class=\"col-6 even\">Transformations nucl\u00e9aires<br \/>\n\u2022 Radioactivit\u00e9 : Associer l\u2019utilisation de la radioactivit\u00e9 \u00e0 des applications technologiques (ex. : radioth\u00e9rapie, datation)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-170\" class=\"row-170 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Biotechnologie<\/td><td class=\"col-5 odd\">Enqu\u00eate au laboratoire : Biofiltration (2017)<\/td><td class=\"col-6 even\">Traitement des eaux us\u00e9es <br \/>\n\u2022 D\u00e9crire des traitements qui permettent de d\u00e9contaminer des eaux us\u00e9es<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-171\" class=\"row-171 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Transformations<br \/>\nOrientation et entrepreneuriat<\/td><td class=\"col-5 odd\">Cyberqu\u00eate : Carri\u00e8res (2017)<\/td><td class=\"col-6 even\">Transformations nucl\u00e9aires<br \/>\n\u2022 Radioactivit\u00e9 : Associer l\u2019utilisation de la radioactivit\u00e9 \u00e0 des applications technologiques (ex. : radioth\u00e9rapie, datation)<br \/>\nMettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-172\" class=\"row-172 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Biotechnologie<br \/>\nOrientation et entrerpreneuriat<\/td><td class=\"col-5 odd\">Envisager le cheminement de carri\u00e8re \u00e0 venir (2017)<\/td><td class=\"col-6 even\">Culture cellulaire<br \/>\n\u2022 Nommer des param\u00e8tres \u00e0 contr\u00f4ler dans le cas des cellules cultiv\u00e9es (sources des cellules m\u00e8res, croissance, conservation, caract\u00e9ristiques des milieux de culture et normes \u00e9thiques)<br \/>\nTransformation g\u00e9n\u00e9tique (organismes g\u00e9n\u00e9tiquement modifi\u00e9s)<br \/>\n\u2022 Nommer les principaux avantages et inconv\u00e9nients des transformations g\u00e9n\u00e9tiques<br \/>\nMettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-173\" class=\"row-173 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Orientation et entrerpreneuriat<\/td><td class=\"col-5 odd\">Connexion carri\u00e8res : Dr Warren Wakarchuk (2017)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-174\" class=\"row-174 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">1\/2 secondaire<\/td><td class=\"col-4 even\">Transformations<\/td><td class=\"col-5 odd\">Exploration sur la s\u00e9paration (2017)<\/td><td class=\"col-6 even\">S\u00e9paration des m\u00e9langes <br \/>\n\u2022 Associer une technique de s\u00e9paration au type de m\u00e9lange qu\u2019elle permet de s\u00e9parer<br \/>\n\u2022 D\u00e9crire les \u00e9tapes \u00e0 suivre pour s\u00e9parer un m\u00e9lange complexe (ex. : pour s\u00e9parer de l\u2019eau sal\u00e9e contenant du sable, on effectue une s\u00e9dimentation, une d\u00e9cantation, puis une \u00e9vaporation)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-175\" class=\"row-175 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Syst\u00e8mes<br \/>\n<br \/>\nDiversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Laboratoire Lactase (2017)<\/td><td class=\"col-6 even\">Glandes digestives<br \/>\n\u2022 D\u00e9crire la fonction des principales glandes de l\u2019appareil digestif (ex. : s\u00e9cr\u00e9tion de salive, d\u2019enzymes gastriques, de sucs digestifs, de bile)<br \/>\nTransformations des aliments<br \/>\n\u2022 D\u00e9crire les deux types de transformations subies par les aliments dans le syst\u00e8me digestif (m\u00e9canique et chimique)<br \/>\n\u00c9volution<br \/>\n\u2022 Expliquer le processus de la s\u00e9lection naturelle<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-176\" class=\"row-176 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">1\/2 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">\u00c9tude de cas : Antibiotiques (2017)<\/td><td class=\"col-6 even\">Diversit\u00e9 chez les vivants<br \/>\n\u2022 Adaptations physiques et comportementales<br \/>\n\u2022 \u00c9volution : Expliquer le processus de la s\u00e9lection naturelle<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-177\" class=\"row-177 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Biotechnologie<\/td><td class=\"col-5 odd\">La grippe et l&#039;acide sialique (2017)<\/td><td class=\"col-6 even\">Fabrication d&#039;un vaccin<br \/>\n\u2022 D\u00e9crire le proc\u00e9d\u00e9 de fabrication d\u2019un vaccin<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-178\" class=\"row-178 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<br \/>\nPerp\u00e9tuation des esp\u00e8ces<\/td><td class=\"col-5 odd\">\u00c9tude de cas : Grossesse (2017)<\/td><td class=\"col-6 even\">G\u00e9n\u00e9tique<br \/>\n\u2022 Caract\u00e8re<br \/>\n\u2022 All\u00e8le<br \/>\n\u2022 Homozygote et h\u00e9t\u00e9rozygote<br \/>\n\u2022 G\u00e9notype et ph\u00e9notype<br \/>\nReproduction<br \/>\n\u2022 Grossesse<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-179\" class=\"row-179 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Prot\u00e9ines Th\u00e9rapeutiques (2017)<\/td><td class=\"col-6 even\">G\u00e9n\u00e9tique<br \/>\n\u2022 Synth\u00e8se des prot\u00e9ines<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-180\" class=\"row-180 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Syst\u00e8mes<\/td><td class=\"col-5 odd\">Cyberqu\u00eate : Beta-comment? Exploration des glucides (2015)<\/td><td class=\"col-6 even\">Syst\u00e8me digestif<br \/>\n\u2022 D\u00e9crire les principales fonctions biologiques des diff\u00e9rents constituants alimentaires qui se trouvent dans les aliments (eau, protides, glucides, lipides, vitamines, sels min\u00e9raux)<br \/>\n\u2022 Associer les constituants alimentaires \u00e0 leurs sources principales (ex. : les protides dans les viandes et substituts)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-181\" class=\"row-181 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Propri\u00e9t\u00e9s<br \/>\nSyst\u00e8mes<\/td><td class=\"col-5 odd\">Activit\u00e9 d&#039;exploration : Puzzle de plante (2015)<\/td><td class=\"col-6 even\">Propri\u00e9t\u00e9s chimiques caract\u00e9ristiques - R\u00e9action \u00e0 des indicateurs<br \/>\n\u2022 Identifier une substance \u00e0 l\u2019aide de ses propri\u00e9t\u00e9s chimiques caract\u00e9ristiques (ex. : l\u2019amidon bleuit en pr\u00e9sence d\u2019une solution iod\u00e9e, une solution acide fait jaunir le bleu de bromothymol)<br \/>\nSyst\u00e8me digestif<br \/>\n\u2022 Identifier les principales glandes digestives (glandes salivaires, glandes gastriques, pancr\u00e9as, foie, glandes intestinales)<br \/>\n\u2022 D\u00e9crire la fonction des principales glandes de l\u2019appareil digestif (ex. : s\u00e9cr\u00e9tion de salive, d\u2019enzymes gastriques, de sucs digestifs, de bile)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-182\" class=\"row-182 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Propri\u00e9t\u00e9s<\/td><td class=\"col-5 odd\">Activit\u00e9 de laboratoire : Les bact\u00e9ries dans les aliments (2015)<\/td><td class=\"col-6 even\">Propri\u00e9t\u00e9s chimiques caract\u00e9ristiques - R\u00e9action \u00e0 des indicateurs<br \/>\n\u2022 Identifier une substance \u00e0 l\u2019aide de ses propri\u00e9t\u00e9s chimiques caract\u00e9ristiques (ex. : l\u2019amidon bleuit en pr\u00e9sence d\u2019une solution iod\u00e9e, une solution acide fait jaunir le bleu de bromothymol)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-183\" class=\"row-183 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Propri\u00e9t\u00e9s<br \/>\nSyst\u00e8mes<\/td><td class=\"col-5 odd\">Activit\u00e9 de laboratoire : Analyse d&#039;urine (2015)<\/td><td class=\"col-6 even\">Propri\u00e9t\u00e9s chimiques caract\u00e9ristiques - R\u00e9action \u00e0 des indicateurs<br \/>\n\u2022 Identifier une substance \u00e0 l\u2019aide de ses propri\u00e9t\u00e9s chimiques caract\u00e9ristiques (ex. : l\u2019amidon bleuit en pr\u00e9sence d\u2019une solution iod\u00e9e, une solution acide fait jaunir le bleu de bromothymol)<br \/>\nSyst\u00e8me digestif<br \/>\n\u2022 Identifier les principales glandes digestives (glandes salivaires, glandes gastriques, pancr\u00e9as, foie, glandes intestinales)<br \/>\n\u2022 D\u00e9crire la fonction des principales glandes de l\u2019appareil digestif (ex. : s\u00e9cr\u00e9tion de salive, d\u2019enzymes gastriques, de sucs digestifs, de bile)<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-184\" class=\"row-184 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">4 secondaire<\/td><td class=\"col-4 even\">Ph\u00e9nom\u00e8nes g\u00e9ologiques et g\u00e9ophysiques<\/td><td class=\"col-5 odd\">Examiner une question : Brouhaha des biocarburants (2015)<\/td><td class=\"col-6 even\">Ressources \u00e9nerg\u00e9tiques renouvelables et non renouvelables<br \/>\n\u2022 Distinguer des ressources \u00e9nerg\u00e9tiques renouvelables et non renouvelables (ex. : soleil, roche en fusion, eau en mouvement, p\u00e9trole)<br \/>\n\u2022 D\u00e9crire des moyens technologiques utilis\u00e9s par les humains pour produire de l\u2019\u00e9lectricit\u00e9 \u00e0 partir des ressources \u00e9nerg\u00e9tiques de la lithosph\u00e8re, de l\u2019hydrosph\u00e8re et de l\u2019atmosph\u00e8re<br \/>\n\u2022 D\u00e9crire les principaux impacts de l\u2019exploitation des ressources \u00e9nerg\u00e9tiques de la lithosph\u00e8re, de l\u2019hydrosph\u00e8re et de l\u2019atmosph\u00e8re<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-185\" class=\"row-185 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">1\/2 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Connexion carri\u00e8res : Pr Eric Brown (2015)<\/td><td class=\"col-6 even\">\u00c9volution<br \/>\n\u2022 Expliquer le processus de la s\u00e9lection naturelle<br \/>\nMettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-186\" class=\"row-186 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<br \/>\nScience et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">3\/4 secondaire<\/td><td class=\"col-4 even\">Orientation et entrepreneuriat<\/td><td class=\"col-5 odd\">Connexion carri\u00e8res (2015)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-187\" class=\"row-187 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<br \/>\nScience et technologie de l&#039;environnement<\/td><td class=\"col-3 odd\">3\/4 secondaire<\/td><td class=\"col-4 even\">Orientation et entrepreneuriat<\/td><td class=\"col-5 odd\">Connexion carri\u00e8res : Guillaume Dejean (2015)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-188\" class=\"row-188 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">1\/2 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">\u00c9tude de cas : SARM (2015)<\/td><td class=\"col-6 even\">\u00c9volution<br \/>\n\u2022 Expliquer le processus de la s\u00e9lection naturelle<br \/>\nTaxonomie<br \/>\n\u2022 D\u00e9finir la taxonomie comme \u00e9tant un syst\u00e8me de classification des vivants principalement bas\u00e9 sur leurs caract\u00e9ristiques anatomiques et g\u00e9n\u00e9tiques<br \/>\n\u2022 Identifier une esp\u00e8ce \u00e0 l\u2019aide d\u2019une cl\u00e9 taxonomique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-189\" class=\"row-189 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">1\/2 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Examiner une question : Bact\u00e9ries antibior\u00e9sistantes (2015)<\/td><td class=\"col-6 even\">\u00c9volution<br \/>\n\u2022 Expliquer le processus de la s\u00e9lection naturelle<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-190\" class=\"row-190 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Mat\u00e9riaux<\/td><td class=\"col-5 odd\">Examiner une question : Fibre de chanvre (2015)<\/td><td class=\"col-6 even\">Propri\u00e9t\u00e9s m\u00e9caniques<br \/>\n\u2022 D\u00e9crire des propri\u00e9t\u00e9s m\u00e9caniques de mat\u00e9riaux vari\u00e9s (ex. : duret\u00e9, ductilit\u00e9, \u00e9lasticit\u00e9, mall\u00e9abilit\u00e9, r\u00e9sistance \u00e0 la corrosion)<br \/>\nTypes et propri\u00e9t\u00e9s<br \/>\n\u2022 Associer l\u2019usage de diff\u00e9rents types de mat\u00e9riaux \u00e0 leurs propri\u00e9t\u00e9s respectives<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-191\" class=\"row-191 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">1\/2 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Examiner une question : Nouveaux antibiotiques (2015)<\/td><td class=\"col-6 even\">\u00c9volution<br \/>\n\u2022 Expliquer le processus de la s\u00e9lection naturelle<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-192\" class=\"row-192 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Chimie<\/td><td class=\"col-3 odd\">5 secondaire<\/td><td class=\"col-4 even\">Vitesse de r\u00e9action<\/td><td class=\"col-5 odd\">Activit\u00e9 de laboratoire : Factors influen\u00e7ant la vitesse d&#039;une r\u00e9action catalys\u00e9e (2015)<\/td><td class=\"col-6 even\">Facteurs qui influencent la vitesse de r\u00e9action<br \/>\n\u2022 D\u00e9terminer exp\u00e9rimentalement des moyens d\u2019influer sur la vitesse d\u2019une r\u00e9action<br \/>\nCatalyseurs<br \/>\n\u2022 Expliquer l\u2019effet d\u2019un catalyseur sur la vitesse d\u2019une r\u00e9action<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-193\" class=\"row-193 odd\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">3 secondaire<\/td><td class=\"col-4 even\">Biotechnologie<br \/>\nOrientation et entrerpreneuriat<\/td><td class=\"col-5 odd\">Profil de carri\u00e8re : Pr Mario Monteiro (2015)<\/td><td class=\"col-6 even\">Fabrication d\u2019un vaccin<br \/>\n\u2022 D\u00e9crire le proc\u00e9d\u00e9 de fabrication d\u2019un vaccin<br \/>\nMettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique scientifique ou technologique dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-194\" class=\"row-194 even\"><td class=\"col-1 odd\">Qu\u00e9bec \/ Quebec<\/td><td class=\"col-2 even\">Science et technologie<\/td><td class=\"col-3 odd\">1\/2 secondaire<\/td><td class=\"col-4 even\">Diversit\u00e9 de la vie<\/td><td class=\"col-5 odd\">Cyberqu\u00eate : Les bact\u00e9ries sont dangereuses !!! (2015)<\/td><td class=\"col-6 even\">Mettre \u00e0 profit ses connaissances scientifiques et technologiques<br \/>\n\u2022 Situer une probl\u00e9matique\/application dans son contexte<br \/>\n\u2022 Comprendre des principes scientifiques li\u00e9s \u00e0 la probl\u00e9matique\/application<br \/>\n\u2022 Construire son opinion sur la probl\u00e9matique \u00e0 l\u2019\u00e9tude<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-195\" class=\"row-195 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<br \/>\nBiology 30<br \/>\nEnglish 20\/30<\/td><td class=\"col-3 odd\">11, 12<\/td><td class=\"col-4 even\">Career Exploration<br \/>\nHealth Care Philosophies and Ethics<br \/>\nStudent-Directed Study<br \/>\nCompose and Create<br \/>\n<\/td><td class=\"col-5 odd\">Explore an Issue: The Ethics of Animal Testing (2017)<\/td><td class=\"col-6 even\">\u2022 HS20-CE1f: Examine the role of self-regulating professional bodies (e.g., college, association society, board and council) in the healthcare field.<br \/>\n\u2022 HS20-HC2a: Pose questions about ethical dilemmas within health care.<br \/>\n\u2022 HS20-HC2c: Analyze a health care issue with respect to the core ethical questions.<br \/>\n\u2022 HS20-HC2g: Examine ethical considerations and perspectives related to issues such as the use of cadavers in professional studies, dissection and raising animals for the purpose of dissection, and public exhibits of plastinated organs and bodies, all of which could provide increased scientific understanding of human anatomy.<br \/>\n\u2022 HS20-HC2k: Debate a decision related to ethics in health care from the viewpoint of individuals who hold different belief systems.<br \/>\n\u2022 HS20-HC2e: Examine ethical considerations related to various practices and treatments that might be considered in Western, Indigenous, traditional, complementary and alternative approaches to health care.<br \/>\n\u2022 BI30-SDS1e: Debate an issued related to biology, including developing materials to support the arguments for and arguments against a position.<br \/>\n\u2022 ELA20-CC20.1: Create a range of visual, multimedia, oral, and written texts to explore: identity, social responsibility, social action (agency)<br \/>\n\u2022 ELA30-CCB30.1: Create a range of visual, multimedia, oral, and written texts to explore: identity, social responsibility, social action (agency)<br \/>\n\u2022 ELA30-CCB30.3: Create and defend an informed critical response to a global issue in formal (including a workshop presentation, a debate, and an oral reading of poetry or a prose passage related to the issue) and informal (including discussion and collaborative group work) situations.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-196\" class=\"row-196 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<br \/>\nBiology 30<\/td><td class=\"col-3 odd\">11, 12<\/td><td class=\"col-4 even\">Human Body<br \/>\nDiagnostics and Treatment<br \/>\nGenetics and Biotechnology<\/td><td class=\"col-5 odd\">Case Study: Diagnostics and PET Scans (2017)<\/td><td class=\"col-6 even\">\u2022 HS20- HB2c: Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and\/or systems) of a pathology that affects one or more body systems.<br \/>\n\u2022 HS20-DT1e: Research the operation, risks, benefits and imaging modalities (e.g., sound, light, radiation and nuclear medicine) of medical imaging tools, including X-ray radiography, magnetic resonance imaging [MRI], computed tomography [CT], ultrasound and positron emission tomography [PET]).<br \/>\n\u2022 HS20-DT1f: Describe technological advances in medical imaging tools (e.g., X-ray, ultrasound, computerized tomography and magnetic resonance imaging).<br \/>\n\u2022 BI30-GB1d: Discuss the importance of probability in predicting the likelihood of inheriting particular traits.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-197\" class=\"row-197 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Environmental Science 20<br \/>\nChemistry 30<\/td><td class=\"col-3 odd\">11, 12<\/td><td class=\"col-4 even\">Aquatic Systems<br \/>\nTerrestrial Systems<br \/>\nChemical Bonding and Materials Science<br \/>\nChemical Equilibria<\/td><td class=\"col-5 odd\">Lab Activity: Biofiltration (2017)<\/td><td class=\"col-6 even\">\u2022 ES20-AS1c. Measure abiotic factors (e.g., turbidity, temperature, dissolved oxygen and particulates) of an ecosystem using a variety of techniques and technologies (e.g., probe ware, pH paper, Secchi disk, Imhoff settling cone and chemical water quality test kit) effectively and safely.<br \/>\n\u2022 ES20-AS2e. Describe the operation and effectiveness of technologies and processes developed to protect drinking water sources locally and globally.<br \/>\n\u2022 ES20-AS2k. Design a system of source water protection for a community\u2019s drinking water recognizing the precautionary principle.<br \/>\n\u2022 ES20-TE1k. Investigate how various small- and large-scale composting systems such as composting toilets, trench composting, vermicomposting, windrow composting, anaerobic digestion and mechanical biological treatment work to maintain and improve soil quality.<br \/>\n\u2022 CH30-MS3a. Pose questions about the prevalence and diversity of organic compounds in daily life.<br \/>\n\u2022 CH30-MS3h. Describe applications of the various classes of organic compounds, including compounds (e.g., carbohydrates, lipids, proteins, nucleic acids) important to biological systems.<br \/>\n\u2022 CH30-MS4a. Determine the properties of a material that make it suitable to meet the specifications for a particular product (e.g., catalysts and solvents for oil extraction and refining, metals in equipment for mining, bulletproof fabric, nanotechnologies, superconductors and instant adhesives).<br \/>\n\u2022 CH30-EQ1e. Recognize that equilibrium constant (K eq ) values are dependent upon pressure (for gases only) and temperature but are independent of concentration and the presence of a catalyst.<br \/>\n\u2022 CH30-EQ1m. Describe ways in which industry manipulates chemical reactions to change the equilibrium point to make processes economically viable.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-198\" class=\"row-198 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Science 10<br \/>\nHealth Science 20<br \/>\nPhysical Science 20<br \/>\nPhysics 30<\/td><td class=\"col-3 odd\">10, 11, 12<\/td><td class=\"col-4 even\">Career Investigation\/Exploration<br \/>\nModern Physics<\/td><td class=\"col-5 odd\">WebQuest: Science Careers (2017)<\/td><td class=\"col-6 even\">\u2022 SCI10-CI1b. Explore the breadth of science\u2010related work roles and who is engaged in those work roles in the community.<br \/>\n\u2022 SCI10-CI1i. Represent the range of career options available related to a specific branch or sub\u2010branch of science.<br \/>\n\u2022 HS20-CE1b. Explore the connection between topics in Health Science 20 and occupations of personal interest.<br \/>\n\u2022 HS20-CE1d. Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health-science related jobs.<br \/>\n\u2022 HS20-CE1e. Reflect upon personal suitability or non-suitability for a specific health-science related occupation considering a variety of criteria.<br \/>\n\u2022 PS20-CE1d. Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.<br \/>\n\u2022 PS20-CE1e. Reflect upon personal suitability or non-suitability for a specific physical-science related occupation considering a variety of criteria.<br \/>\nExtension Activity:<br \/>\n\u2022 PH30-MP2d. Represent nuclear reactions involving alpha, beta and gamma decay using words, diagrams and equations.<br \/>\n\u2022 PH30-MP2e. Explain that some isotopes undergo natural radioactive decay, and that half-life is a measure of the rate of radioactive decay.<br \/>\n\u2022 PH30-MP2f. Assess the short- and long-term implications of radiation on living things, including the effects on different types of tissues and cells.<br \/>\n\u2022 PH30-MP2n. Analyze societal and environmental impacts of applications of nuclear technologies such as medical isotopes, food irradiation, smoke detectors, industrial radiography, pesticide tracers, nuclear weapons, nuclear reactors and nuclear waste disposal.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-199\" class=\"row-199 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Science 10<br \/>\n<br \/>\nHealth Science 20<\/td><td class=\"col-3 odd\">10, 11<\/td><td class=\"col-4 even\">Career Investigation\/Exploration<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead (2017)<\/td><td class=\"col-6 even\">\u2022 SCI10-CI1b: Explore the breadth of science-related work roles and who is engaged in those work roles in the community.<br \/>\n\u2022 SCI10-CI1c: Develop a profile of a specific individual involved in a science career, addressing factors such as their educational and personal background, what drew them to their career, the focus of their work and their advice for others who wish to pursue a similar career.<br \/>\n\u2022 SCI10-CI1f: Research the educational qualifications of people engaged in science-related careers. <br \/>\n\u2022 SCI10-CI1h: Identify how personal activities and interests relate to topics in secondary science curricula. <br \/>\n\u2022 SCI10-CI1b: Represent the range of career options available related to a specific branch or sub-branch of science. <br \/>\n\u2022 HS20-CE1b: Explore the connection between topics in Health Science 20 and occupations of personal interest.<br \/>\n\u2022 HS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health\u2010science related jobs<br \/>\n\u2022 HS20-CE1e: Reflect upon personal suitability or non\u2010suitability for a specific health\u2010science related occupation considering criteria<br \/>\n\u2022 HS20-CE1h: Communicate research findings related to health\u2010science occupations through a display, brochure, video, presentation software, website or orally<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-200\" class=\"row-200 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Science 10<br \/>\nHealth Science 20<\/td><td class=\"col-3 odd\">10, 12<\/td><td class=\"col-4 even\">Career Investigation\/Exploration<\/td><td class=\"col-5 odd\">Career Connection : Dr. Wakarchuk (2017)<\/td><td class=\"col-6 even\">\u2022 SCI10-CI1b: Explore the breadth of science-related work roles and who is engaged in those work roles in the community.<br \/>\n\u2022 SCI10-CI1c: Develop a profile of a specific individual involved in a science career, addressing factors such as their educational and personal background, what drew them to their career, the focus of their work and their advice for others who wish to pursue a similar career.<br \/>\n\u2022 SCI10-CI1f: Research the educational qualifications of people engaged in science-related careers. <br \/>\n\u2022 SCI10-CI1h: Identify how personal activities and interests relate to topics in secondary science curricula. <br \/>\n\u2022 SCI10-CI1b: Represent the range of career options available related to a specific branch or sub-branch of science. <br \/>\n\u2022 HS20-CE1b: Explore the connection between topics in Health Science 20 and occupations of personal interest.<br \/>\n\u2022 HS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health\u2010science related jobs<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-201\" class=\"row-201 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Science 9<\/td><td class=\"col-3 odd\">9<\/td><td class=\"col-4 even\">Chemical Bonding and Materials Science<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">\u2022 AE9.1e: Classify substances found in household, commercial,industrial, and agricultural applications based on their physical and\/or chemical properties. <br \/>\n\u2022 AE9.1h: Use equipment, tools, and materials appropriately and safely when conducting investigations into physical and chemical properties of substances.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-202\" class=\"row-202 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetics and Biotechnology<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017)<\/td><td class=\"col-6 even\">\u2022 BI30-GB2i: Model or simulate common techniques (e.g., agarose gel electrophoresis, polymerase chain reacon, DNA sequencing and DNA fingerprinng) used by molecular genecists.<br \/>\n\u2022 BI30-GB3a: Identify examples of historical, current and emerging biotechnologies (e.g., selective breeding, applications of fermentation, genetic engineering, cloning, gene therapy, assistive reproductive technologies and synthetic biology). <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-203\" class=\"row-203 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Human Body<br \/>\nNutrition<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">\u2022 HS20-HB2e: Outline the history of a disease or illness and its causes, including societal and cultural perspectives.<br \/>\n\u2022 HS20-NU1a: Identify which macronutrients and micronutrients are commonly found in each food group (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives and oils and fats).<br \/>\n\u2022 HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.<br \/>\n\u2022 HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-204\" class=\"row-204 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<br \/>\nBiology 30<\/td><td class=\"col-3 odd\">11, 12<\/td><td class=\"col-4 even\">Human Body<br \/>\nDiagnostics and Treatment<br \/>\nGenetics and Biotechnology<\/td><td class=\"col-5 odd\">Case Study: Antibiotics (2017)<\/td><td class=\"col-6 even\">\u2022 HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.<br \/>\n\u2022 HS20-HB2c: Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and\/or systems) of a pathology that affects one or more body systems.<br \/>\n\u2022 HS20-HB2d: Create a representation (e.g., illness narrative, journal, timeline, story, video or diorama) of the progression of a specific pathology from the perspective of a real or hypothetical individual, including impacts on their lifestyle.<br \/>\n\u2022 HS20-HB2g: Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ in how they are transmitted, their impact on the human body and how each is treated.<br \/>\n\u2022 HS20-DT1a: Assess the significance of monitoring vital signs in health care, including obtaining accurate medical history and patient perception of pain. (K, S)<br \/>\n\u2022 HS20-DT1b: Identify examples of procedures (e.g., visual inspection) and tools (e.g., stethoscope, octoscope and sphygmomanometer) commonly used for non-invasive diagnostic observations in health care.<br \/>\n\u2022 HS20-DT1g: Discuss factors (e.g., severity of illness, dose received, cost and availability) that influence the choice to use a diagnostic tool or procedure. (K)<br \/>\n\u2022 HS20-DT1h: Discuss the responsibility, including preparation and expectations, of the patient in diagnostic and imaging procedures. <br \/>\n\u2022 BI30-GB3e: Explore how the use and misuse of antibiotics has led to increased bacterial resistance, including the emergence of superbugs.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-205\" class=\"row-205 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Human Body<\/td><td class=\"col-5 odd\">Exploration: Influenza and Sialic Acid (2017)<\/td><td class=\"col-6 even\">\u2022 HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.<br \/>\n\u2022 HS20-HB2c: Research the symptoms, possible causes, stages and scope (e.g., cells, tissues, organs and\/or systems) of a pathology that affects one or more body systems<br \/>\n\u2022 HS20-HB2g: Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ in how they are transmitted, their impact on the human body and how each is treated.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-206\" class=\"row-206 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Human Body<\/td><td class=\"col-5 odd\">Case Study: Pregnancy (2017)<\/td><td class=\"col-6 even\">\u2022 HS20-HB1g: Discuss the interrelationships between the ABO and Rh blood group systems, an individual&#039;s blood type and blood donor compatibilities.<br \/>\n\u2022 HS20-HB1i: Research advances in scientific understanding of human anatomy and physiology.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-207\" class=\"row-207 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organizaton of Life<br \/>\n<br \/>\nGenetics and Biotechnology<\/td><td class=\"col-5 odd\">Exploration: Therapeutic Proteins (2017)<\/td><td class=\"col-6 even\">\u2022 BI30-OL3d: Discuss how the characteristics of the taxonomic hierarchy represent relationships among organisms.<br \/>\n\u2022 BI30-GB2d: Model molecular genetic processes of DNA replication and protein synthesis (i.e., transcription and translation), including the roles of DNA, mRNA, tRNA and rRNA.<br \/>\n\u2022 BI30-GB2h: Describe how environmental and epigenetic factors influence genetic expression.<br \/>\n\u2022 BI30-GB2i: Model or simulate common techniques (e.g., agarose gel electrophoresis, polymerase chain reaction, DNA sequencing and DNA fingerprinting) used by molecular geneticists.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-208\" class=\"row-208 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Human Body<\/td><td class=\"col-5 odd\">HIV\/AIDS Through Time (2016)<\/td><td class=\"col-6 even\">\u2022 HS20-HB2a: Differentiate among the ways in which medical practitioners and the public use terms such as disease, illness, ailment, disorder, infection, medical condition, syndrome and abnormal condition.<br \/>\n\u2022 HS20-HB2d: Create a representation (e.g., illness narrative, journal, timeline, story, video or diorama) of the progression of a specific pathology from the perspective of a real or hypothetical individual, including impacts on their lifestyle.<br \/>\n\u2022 HS20-HB2e: Outline the history of a disease or illness and its causes, including societal and cultural perspectives. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-209\" class=\"row-209 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Physical Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Foundations of Chemistry<\/td><td class=\"col-5 odd\">Manufacturing a Vaccine (2016)<\/td><td class=\"col-6 even\">\u2022 PS20-FC2g: Calculate the molar mass of various molecular and ionic compounds.<br \/>\n\u2022 PS20-FC2h: Perform molar conversions, including mass to mole, number of particles to mole, volume to mole, concentration of a solution to mole and their inverse operations, using the correct number of significant figures. <br \/>\n\u2022 PS20-FC2i: Prepare solutions of known concentration using molarity and dilution calculations.<br \/>\n\u2022 PS20-FC2j: Research the use of solutions in industrial, mining and agricultural processes. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-210\" class=\"row-210 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Physical Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connection: Dr. Gigu\u00e8re (2016)<\/td><td class=\"col-6 even\">\u2022 PS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.<br \/>\n\u2022 PS20-CE1f: Interview or connect with others to discuss physical science related occupations.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-211\" class=\"row-211 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Health Care Philosophies and Ethics<\/td><td class=\"col-5 odd\">Bringing New Drugs to Market (2016)<\/td><td class=\"col-6 even\">\u2022 HS-20-HC1h: Assess the importance of clinical trial features (e.g., informed consent, randomized control trial, blind and double-blind protocols and placebos) in providing reliable scientific evidence to support Western approaches to health care. <br \/>\n\u2022 HS20-HC2j: Assess how various ethical considerations (e.g., personal beliefs, informed consent, the roles of institutional review boards and regulatory agencies) may influence an individual&#039;s decision to participate in a clinical study of a new biomedical intervention (e.g., vaccine, drug, treatment, device or process).<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-212\" class=\"row-212 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Human Body<\/td><td class=\"col-5 odd\">Exploration Activity: Infectious Diseases and Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.<br \/>\n\u2022 HS20-HB2g: Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold, influenza and herpes) differ in how they are transmitted, their impact on the human body and how each is treated.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-213\" class=\"row-213 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Chemistry 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Chemical Bonding and Materials Science<\/td><td class=\"col-5 odd\">Lab Activity: Seeing the Unseeable! (2016)<\/td><td class=\"col-6 even\">\u2022 CH30-MS2a: Predict the polarity of molecules using the property of electronegativity and VSEPR theory.<br \/>\n\u2022 CH30-MS2c: Recognize that a material&#039;s chemical and physical properties are dependent on the type of bonds and the forces between atoms, molecules or ions. <br \/>\n\u2022 CH30-MS2e: Design and carry out a procedure to compare several physical and chemical properties of various materials (e.g., sugar, salt, sand, paradichlorobenzene [mothballs], paraffin and beeswax). <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-214\" class=\"row-214 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Health Care Philosophies and Ethics<\/td><td class=\"col-5 odd\">Student Debate: Drug Affordability and Accessibility (2016)<\/td><td class=\"col-6 even\">\u2022 HS20-HC1e: Research the costs associated with various approaches to health care and the health benefits available to residents of Saskatchewan and Canada.<br \/>\n\u2022 HS20-HC2a: Pose questions about ethical dilemmas within health care.<br \/>\n\u2022 HS20-HC2b: Understand the core ethical questions to be considered when making health care decisions<br \/>\n\u2022 HS20-HC2c: Analyze a health care issue with respect to the core ethical questions.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-215\" class=\"row-215 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connection: Dr. Sato (2016)<\/td><td class=\"col-6 even\">\u2022 HS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in health-science related jobs. (S, A)<br \/>\n\u2022 HS20-CE1e: Reflect upon personal suitability or non-suitability for a specific health-science related occupation<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-216\" class=\"row-216 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Chemistry 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Chemical Bonding and Materials Science<\/td><td class=\"col-5 odd\">Case Study: Improving Human Health (2016)<\/td><td class=\"col-6 even\">\u2022 CH30-MS3a: Pose questions about the prevalence and diversity of organic compounds in daily life<br \/>\n\u2022 CH30-MS3f: Discuss the importance of isomerization, including geometric and optical isomerization, in materials science and biological applications.<br \/>\n\u2022 CH30-MS3g: Identify various classes of organic compounds based on functional groups including cyclics, aromatics, alcohols, aldehydes, ketones, ethers, esters, organic acids and halocarbons. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-217\" class=\"row-217 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Chemistry 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Chemical Bonding and Materials Science<\/td><td class=\"col-5 odd\">Exploration: Searching for Molecules at the Speed of Google (2016)<\/td><td class=\"col-6 even\">\u2022 CH30-MS2a: Predict the polarity of molecules using the property of electronegativity and VSEPR theory. <br \/>\n\u2022 CH30-MS2b: Differentiate between the different types of intermolecular (i.e., van der Waals [i.e., London dispersion, dipole-dipole, hydrogen bonding and ion-dipole], ionic crystal and network-covalent) and intramolecular (i.e., non-polar covalent, polar-covalent, ionic and metallic) forces.<br \/>\n\u2022 CH30-MS2c: Recognize that a material&#039;s chemical and physical properties are dependent on the type of bonds and the forces between atoms, molecules or ions. <br \/>\n\u2022 CH30-MS3c: Describe and compare the advantages of using different models (e.g., molecular, structural, condensed-structural, space-filled, 2-dimensional and 3-dimensional) to represent organic molecules.<br \/>\n\u2022 CH30-MS3f: Discuss the importance of isomerization, including geometric and optical isomerization, in materials science and biological applications. <br \/>\n\u2022 CH30-MS3g: Identify various classes of organic compounds based on functional groups including cyclics, aromatics, alcohols, aldehydes, ketones, ethers, esters, organic acids and halocarbons. (S, K)<br \/>\n\u2022 CH30-MS3h: Describe applications of the various classes of organic compounds, including compounds (e.g., carbohydrates, lipids, proteins, nucleic acids) important to biological systems.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-218\" class=\"row-218 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Chemistry 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Chemical Bonding and Materials Science<\/td><td class=\"col-5 odd\">Lab Investigation: Factors Affecting Solvent Flow (2016)<\/td><td class=\"col-6 even\">\u2022 CH30-MS2b: Differentiate between the different types of intermolecular (i.e., van der Waals [i.e., London dispersion, dipole-dipole, hydrogen bonding and ion-dipole], ionic crystal and network-covalent) and intramolecular (i.e., non-polar covalent, polar-covalent, ionic and metallic) forces.<br \/>\n\u2022 CH30-MS2c: Recognize that a material&#039;s chemical and physical properties are dependent on the type of bonds and the forces between atoms, molecules or ions.<br \/>\n\u2022 CH30-MS2e: Design and carry out a procedure to compare several physical and chemical properties of various materials (e.g., sugar, salt, sand, paradichlorobenzene [mothballs], paraffin and beeswax). <br \/>\n\u2022 CH30-MS2f: Construct a classification system of student-tested materials according to one or more properties. <br \/>\n\u2022 CH30-MS2g: Determine which intermolecular force is dominant in a student-tested material, based on test results and knowledge of intermolecular forces. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-219\" class=\"row-219 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organization of Life<\/td><td class=\"col-5 odd\">Webquest: Cell Membranes and Medicines (2016)<\/td><td class=\"col-6 even\">\u2022 BI30-OL1c: Describe how biologically important molecules work together to form complex structures (e.g., cell membranes, ribosomes and deoxyribonucleic acid [DNA]).<br \/>\n\u2022 BI30-OL1d: Compare the structure and composition (e.g., chitin, cellulose and peptidoglycan) of cell walls in a variety of organisms.<br \/>\n\u2022 BI30-OL1h: Research how advances in tools (e.g., light microscopes, transmission electron microscopes and scanning electron microscopes) and techniques (e.g., culturing cells and cell fractionation) have enabled scientists to develop deeper understandings of cell structure and processes.<br \/>\n\u2022 BI30-OL1i: Design, construct and evaluate the function of a model to demonstrate passive and active transport of materials at the interface of the cell membrane.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-220\" class=\"row-220 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetics and Biotechnology<\/td><td class=\"col-5 odd\">Exploration: Making a Bacteriophage (2016)<\/td><td class=\"col-6 even\">\u2022 BI30-GB2d: Model molecular genetic processes of DNA replication and protein synthesis (i.e., transcription and translation), including the roles of DNA, mRNA, tRNA and rRNA.<br \/>\n\u2022 BI30-GB2i: Model or simulate common techniques (e.g., agarose gel electrophoresis, polymerase chain reaction, DNA sequencing and DNA fingerprinting) used by molecular geneticists.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-221\" class=\"row-221 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<br \/>\nHealth Science 20<\/td><td class=\"col-3 odd\">12, 11<\/td><td class=\"col-4 even\">Organization of Life<br \/>\nDiagnostics and Treatment<\/td><td class=\"col-5 odd\">Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)<\/td><td class=\"col-6 even\">\u2022 BI30-OL1h: Research how advances in tools (e.g., light microscopes, transmission electron microscopes and scanning electron microscopes) and techniques (e.g., culturing cells and cell fractionation) have enabled scientists to develop deeper understandings of cell structure and processes.<br \/>\n\u2022 HS20-DT1i: Identify differences in tools and procedures used in diagnosing illness from the perspectives of Western, Indigenous, traditional, complementary and alternative approaches to health care. <br \/>\n\u2022 HS20-DT1j: Discuss the importance of diagnosis in improving the care of patients, protecting the health of clients and improving the economics of health care. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-222\" class=\"row-222 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetics and Biotechnology<\/td><td class=\"col-5 odd\">Protein Structure Papier M\u00e2ch\u00e9 (2016)<\/td><td class=\"col-6 even\">\u2022 BI30-GB2d: Model molecular genec processes of DNA replicaon and protein synthesis (i.e., transcripon and translaon), including the roles of DNA, mRNA, tRNA and rRNA.<br \/>\n\u2022 BI30-GB2e: Recognize how various types of gene mutaons (e.g., deleon, inseron, point and frameshift) may lead to genec disorders.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-223\" class=\"row-223 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<br \/>\nBiology 30<\/td><td class=\"col-3 odd\">11, 12<\/td><td class=\"col-4 even\">Health Care Philosophies and Ethics<br \/>\nHuman Body<br \/>\nGenetics and Biotechnology<\/td><td class=\"col-5 odd\">Webquest: Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 HS20-HC2b: Understand the core ethical questions to be considered when making health care decisions:<br \/>\n\u2022 HS20-HC2c: Analyze a health care issue with respect to the core ethical questions. <br \/>\n\u2022 HS20-HC2d: Contrast how procedures to prevent illness, such as immunizations, vitamin supplements, physical activity, nutrition and prayer, might be viewed from the perspective of Western, Indigenous, traditional, complementary and alternative approaches to health care.<br \/>\n\u2022 HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.<br \/>\n\u2022 BI30-GB3g: Critique the media&#039;s role in crafting public perception related to biotechnologies (e.g., vaccines, genetically modified organisms and genetic screening).<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-224\" class=\"row-224 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Physical Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connections (2015)<\/td><td class=\"col-6 even\">\u2022 PS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.<br \/>\n\u2022 PS20-CE1e: Reflect upon personal suitability or non-suitability for a specific physical-science related occupation<br \/>\n\u2022 PS20-CE1f: Interview or connect with others to discuss physical science related occupations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-225\" class=\"row-225 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Human Body<\/td><td class=\"col-5 odd\">Career Profile: Prof. Mario Monteiro (2015)<\/td><td class=\"col-6 even\">\u2022 HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-226\" class=\"row-226 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetics and Biotechnology<\/td><td class=\"col-5 odd\">Career Connection: Prof. Eric Brown (2015)<\/td><td class=\"col-6 even\">\u2022 BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-227\" class=\"row-227 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organization of Life<br \/>\n<br \/>\nGenetics and Biotechnology<\/td><td class=\"col-5 odd\">Case Study: MRSA (2015)<\/td><td class=\"col-6 even\">\u2022 BI30-OL3d: Discuss how the characteristics of the taxonomic hierarchy represent relationships among organisms.<br \/>\n\u2022 BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-228\" class=\"row-228 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetics and Biotechnology<\/td><td class=\"col-5 odd\">Explore an Issue: Antibiotic Resistance (2015)<\/td><td class=\"col-6 even\">\u2022 BI30-GB3b: Explore how societal pressures such as food, energy and resource shortages can drive the development of biotechnologies<br \/>\n\u2022 BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-229\" class=\"row-229 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Environmental Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Terrestrial Systems<\/td><td class=\"col-5 odd\">Explore an Issue: Hemp in Canada (2015)<\/td><td class=\"col-6 even\">\u2022 ES20-TE2a: Discuss the many roles of plants including their roles as providers of ecological goods and services as well as natural capital.<br \/>\n\u2022 ES20-TE2c: Explain how plant morphology and physiology determines the role of plants in an ecosystem (e.g., anchoring soil, filtering air and water, providing shelter for other organisms and providing organic matter to the ecosystem).<br \/>\n\u2022 ES20-TE2g: Examine advances in crop science that have influenced the types and yields of agricultural and\/or horticultural crops grown in various areas of Saskatchewan.<br \/>\n\u2022 ES20-TE2h: Assess the economic, environmental and societal impacts of various agriculture practices (e.g., industrial, traditional, subsistence, sustainable agriculture, organic farming, urban agriculture, local food and community supported agriculture).<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-230\" class=\"row-230 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetics and Biotechnology<\/td><td class=\"col-5 odd\">Explore an Issue: New Antibiotics (2015)<\/td><td class=\"col-6 even\">\u2022 BI30-GB3e. Explore how the use and misuse of anbiotics has led to increased bacterial resistance, including the emergence of superbugs.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-231\" class=\"row-231 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Biology 30<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Organization of Life<\/td><td class=\"col-5 odd\">Lab Activity: Bacteria in Food (2015)<\/td><td class=\"col-6 even\">\u2022 BI30-OL1a: Pose questions regarding the diverse ways in which organisms perform life&#039;s processes such as locomotion, reproduction, acquiring energy and responding to stimuli. <br \/>\n\u2022 Bi30-OL1b: Analyze the processes (e.g., chemosynthesis, photosynthesis and cellular respiration) through which organisms from each kingdom synthesize energy in the form of adenosine triphosphate (ATP).<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-232\" class=\"row-232 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Science 8<\/td><td class=\"col-3 odd\">8<\/td><td class=\"col-4 even\">Life Science: Cells, Tissues, Organs, and Systems<\/td><td class=\"col-5 odd\">Webquest: Bacteria Are Dangerous! (2015)<\/td><td class=\"col-6 even\">\u2022 CS8.1a: Explain that the cell is a living system that exhibits all the characteristics of life including growth, movement, reaction to stimulus, and reproduction.<br \/>\n\u2022 CS8.1b: Categorize organisms as single-celled and multi-cellular.<br \/>\n\u2022 CS8.1c: Observe and describe how single-celled organisms take in food and move.<br \/>\n\u2022 CS8.1d: Explain how growth and reproduction of living organisms depends on cell division.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-233\" class=\"row-233 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Physical Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Career Exploration<\/td><td class=\"col-5 odd\">Career Connection: Guillaume Dejean (2015)<\/td><td class=\"col-6 even\">\u2022 PS20-CE1d: Examine the roles, responsibilities, educational qualifications and personal and professional qualities common to people involved in physical-science related jobs.<br \/>\n\u2022 PS20-CE1e: Reflect upon personal suitability or non-suitability for a specific physical-science related occupation<br \/>\n\u2022 PS20-CE1f: Interview or connect with others to discuss physical science related occupations<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-234\" class=\"row-234 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Nutrition<\/td><td class=\"col-5 odd\">Exploration Activity: Plant Puzzle (2015)<\/td><td class=\"col-6 even\">\u2022 HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.<br \/>\n\u2022 HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.<br \/>\n\u2022 HS20-NU1g:  Recognize issues (e.g., hypo\/hyperglycemia, high\/low cholesterol and denaturation of proteins) that may arise when macromolecules disrupt homeostasis.<br \/>\n\u2022 HS20-NU1j: Research the food source and health claims associated with various phytochemicals (e.g., carotenoids, flavonoids, phenolic acids, phytoestrogens and organosulphur compounds). <br \/>\n\u2022 HS20-NU1k: Examine the connection between undernutrition or overnutrition and development of diseases such as anemia, scurvy, Type 2 diabetes and heart disease.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-235\" class=\"row-235 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Health Care Philosophies and Ethics<br \/>\nHuman Body<br \/>\nNutrition<\/td><td class=\"col-5 odd\">WebQuest: Beta-What? A look at carbohydrates and our immune system (2015)<\/td><td class=\"col-6 even\">\u2022 HS20-HC1f: Investigate the intended results of using natural products (e.g., herbs, vitamins, minerals, probiotics, and essential oils), mind and body practices (e.g., acupuncture, various massage therapies, yoga, spinal manipulation, relaxation techniques, meditation, and movement therapies) and other complementary and\/or alternative approaches to health care. <br \/>\n\u2022 HS20-HB2b: Investigate how the immune system uses a layered defense to respond to pathogens, including the difference between the innate and adaptive immune system.<br \/>\n\u2022 HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-236\" class=\"row-236 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Science 10<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Climate and Ecosystem Dynamics<\/td><td class=\"col-5 odd\">Explore an Issue: Biofuel Brouhaha (2015)<\/td><td class=\"col-6 even\">\u2022 SCI10-CD1f: Discuss why it is important to consider economic, social justice and environmental perspectives when examining sustainability.<br \/>\n\u2022 SCI10-CD1h: Provide examples of human actions that have contributed to the anthropogenic greenhouse effect.<br \/>\n\u2022 SCI10-CD1j: Reflect upon individual and societal behavioural and lifestyle choices that can help to minimize anthropogenic sources of global climate change.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-237\" class=\"row-237 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Science 10<\/td><td class=\"col-3 odd\">10<\/td><td class=\"col-4 even\">Chemical Reactions<\/td><td class=\"col-5 odd\">Factors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)<\/td><td class=\"col-6 even\">\u2022 SCI10-CR4b: Predict how factors such as temperature of the reactant(s), concentration of the reactant(s), surface area of the reactant(s) and the presence or absence of catalysts or inhibitors might affect the rate of a chemical reaction. <br \/>\n\u2022 SCI10-CR4c: Formulate scientific questions about the rates of chemical reactions and the factors that affect rates of chemical reactions. <br \/>\n\u2022 SCI10-CR4d: Design and perform an experiment to determine how various factors affect chemical reaction rates, including identifying and controlling major variables.<br \/>\n\u2022 SCI10-CR4e: Compile and organize data, using appropriate formats and data treatments to facilitate interpretation of data related to rates of chemical reactions. <br \/>\n\u2022 SCI10-CR4f: Interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables related to chemical reaction rates.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-238\" class=\"row-238 even\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Nutrition<\/td><td class=\"col-5 odd\">Lab Activity: Urinalysis (2015)<\/td><td class=\"col-6 even\">\u2022 HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.<br \/>\n\u2022 HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.<br \/>\n\u2022 HS20-NU1g:  Recognize issues (e.g., hypo\/hyperglycemia, high\/low cholesterol and denaturation of proteins) that may arise when macromolecules disrupt homeostasis.<br \/>\n\u2022 HS20-NU1k: Examine the connection between undernutrition or overnutrition and development of diseases such as anemia, scurvy, Type 2 diabetes and heart disease.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-239\" class=\"row-239 odd\"><td class=\"col-1 odd\">Saskatchewan<\/td><td class=\"col-2 even\">Health Science 20<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Nutrition<\/td><td class=\"col-5 odd\">Video: Regulation of Enzymes (2015)<\/td><td class=\"col-6 even\">\u2022 HS20-NU1b: Explore how the body breaks down and uses simple (e.g., monosaccharide and disaccharide) and complex (i.e., polysaccharide) carbohydrates and dietary fiber.<br \/>\n\u2022 HS20-NU1f: Investigate how enzymes (e.g., amylase, pepsin, lipase and protease) found in the mouth, stomach, pancreas and small intestine aid in the chemical digestion of food.<br \/>\n\u2022 HS20-NU1g:  Recognize issues (e.g., hypo\/hyperglycemia, high\/low cholesterol and denaturation of proteins) that may arise when macromolecules disrupt homeostasis.<br \/>\n\u2022 HS20-NU1k: Examine the connection between undernutrition or overnutrition and development of diseases such as anemia, scurvy, Type 2 diabetes and heart disease.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-240\" class=\"row-240 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">WebQuest: Bacteria are Dangerous!!! (2015)<\/td><td class=\"col-6 even\">\u2022 B11-5-01: Describe the body\u2019s defence mechanisms for protection from foreign agents. <br \/>\n\u2022 B11-5-02: Describe the body\u2019s response to allergens, vaccines, and viruses\/bacteria. <br \/>\n\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-241\" class=\"row-241 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Career Connection: Guillaume Dejean (2015)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-242\" class=\"row-242 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Digestion &amp; Nutrition<\/td><td class=\"col-5 odd\">Exploration Activity: Plant Puzzle (2015)<\/td><td class=\"col-6 even\">\u2022 B11-2-03: Identify functions of secretions along the digestive tract. <br \/>\n\u2022 B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.  <br \/>\n\u2022 B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action. <br \/>\n\u2022 B11-2-08: Describe the functions of each of the six basic types of nutrients\u2014carbohydrates, lipids, proteins, vitamins, minerals, and water. <br \/>\n\u2022 B11-2-11: Investigate and describe conditions\/disorders that affect the digestive process.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-243\" class=\"row-243 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology <\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">WebQuest: Beta-What? A Look at Carbohydrates and our Immune System (2015)<\/td><td class=\"col-6 even\">\u2022 B11-5-02: Describe the body\u2019s response to allergens, vaccines, and viruses\/bacteria. <br \/>\n\u2022 B11-5-10: Describe how personal lifestyle choices can influence the functioning of protection and\/or control systems.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-244\" class=\"row-244 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Conservation of Biodiversity<\/td><td class=\"col-5 odd\">Explore an Issue: Biofuel Brouhaha (2015)<\/td><td class=\"col-6 even\">\u2022 B12-5-04: Investigate an issue related to the conservation of biodiversity.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-245\" class=\"row-245 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Digestion &amp; Nutrition<\/td><td class=\"col-5 odd\">Factors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)<\/td><td class=\"col-6 even\">\u2022 B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.  <br \/>\n\u2022 B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-246\" class=\"row-246 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Excretion &amp; Waste Management<\/td><td class=\"col-5 odd\">Lab Activity: Urinalysis (2015)<\/td><td class=\"col-6 even\">\u2022 B11-4-07: Describe what types of information can be gained through urinalysis.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-247\" class=\"row-247 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Digestion &amp; Nutrition<\/td><td class=\"col-5 odd\">Video: Regulation of Enzymes (2015)<\/td><td class=\"col-6 even\">\u2022 B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.  <br \/>\n\u2022 B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action. <br \/>\n\u2022 B11-2-11: Investigate and describe conditions\/disorders that affect the digestive process.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-248\" class=\"row-248 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Career Connections (2015)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-249\" class=\"row-249 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Career Profile: Prof. Mario Monteiro (2015)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-250\" class=\"row-250 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Career Connection: Prof. Eric Brown (2015)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-251\" class=\"row-251 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">Case Study: MRSA (2015)<\/td><td class=\"col-6 even\">\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <br \/>\n\u2022 B11-5-11: Investigate and describe conditions\/disorders that affect protection and\/or control in the human body. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-252\" class=\"row-252 even\"><td class=\"col-1 odd\">Manitoba <\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">Explore an Issue: Antibiotic Resistance (2015)<\/td><td class=\"col-6 even\">\u2022 B11-5-01: Describe the body\u2019s defence mechanisms for protection from foreign agents. <br \/>\n\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <br \/>\n\u2022 B11-5-11: Investigate and describe conditions\/disorders that affect protection and\/or control in the human body. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-253\" class=\"row-253 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Conservation of Biodiversity<\/td><td class=\"col-5 odd\">Explore an Issue: Hemp in Canada (2015)<\/td><td class=\"col-6 even\">\u2022 B12-5-04: Investigate an issue related to the conservation of biodiversity.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-254\" class=\"row-254 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">Explore an Issue: New Antibiotics (2015)<\/td><td class=\"col-6 even\">\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <br \/>\n\u2022 B11-5-11: Investigate and describe conditions\/disorders that affect protection and\/or control in the human body. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-255\" class=\"row-255 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Acids and Bases<\/td><td class=\"col-5 odd\">Lab Activity: Bacteria in Food (2015)<\/td><td class=\"col-6 even\">\u2022 C12-5-04 Perform a laboratory activity to formulate an operational definition of pH.<br \/>\n\u2022 C12-5-05 Describe how an acid-base indicator works in terms of colour shifts and Le Ch\u00e2telier\u2019s principle.<br \/>\n\u2022 C12-5-10 Perform a laboratory activity to determine the concentration of an unknown acid or base, using a standardized acid or base.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-256\" class=\"row-256 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Organic Chemistry<\/td><td class=\"col-5 odd\">Case Study: Improving Human Health (2016)<\/td><td class=\"col-6 even\">\u2022 C11-5-03 Describe the structural characteristics of carbon.<br \/>\n\u2022 C11-5-23 Describe how the products of organic chemistry have influenced quality of life.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-257\" class=\"row-257 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Mechanisms of Inheritance<\/td><td class=\"col-5 odd\">Exploration: Searching for Molecules at the Speed of Google (2016)<\/td><td class=\"col-6 even\">\u2022 B12-2-02: Describe the structure of a DNA nucleotide. <br \/>\n\u2022 B12-2-03: Describe the structure of a DNA molecule. <br \/>\n\u2022 B12-2-06: Outline the steps involved in protein synthesis.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-258\" class=\"row-258 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Physical Properties of Matter<\/td><td class=\"col-5 odd\">Lab Investigation: Factors Influencing Solvent Flow (2016)<\/td><td class=\"col-6 even\">\u2022 C11-1-01 Describe the properties of gases, liquids, solids, and plasma.<br \/>\n\u2022 C11-1-03 Explain the properties of liquids and solids using the Kinetic Molecular Theory.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-259\" class=\"row-259 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Wellness &amp; Homeostasis<\/td><td class=\"col-5 odd\">Webquest: Cell Membranes and Medicines (2016)<\/td><td class=\"col-6 even\">\u2022 B11-1-07: Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis.<br \/>\n\u2022 B11-1-08: Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-260\" class=\"row-260 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Mechanisms of Inheritance<\/td><td class=\"col-5 odd\">Exploration: Making a Bacteriophage (2016)<\/td><td class=\"col-6 even\">\u2022 B12-2-06: Outline the steps involved in protein synthesis.<br \/>\n\u2022 B12-2-07: Relate the consequences of gene mutation to the final protein product.<br \/>\n\u2022 B12-2-08: Discuss implications of gene mutation for genetic variation.<br \/>\n\u2022 B12-2-10: Investigate an issue related to the application of gene technology in humans.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-261\" class=\"row-261 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)<\/td><td class=\"col-6 even\">\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-262\" class=\"row-262 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Mechanisms of Inheritance<\/td><td class=\"col-5 odd\">Protein Structure Papier M\u00e2ch\u00e9 (2016)<\/td><td class=\"col-6 even\">\u2022 B12-2-06: Outline the steps involved in protein synthesis.<br \/>\n\u2022 B12-2-07: Relate the consequences of gene mutation to the final protein product.<br \/>\n\u2022 B12-2-08: Discuss implications of gene mutation for genetic variation.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-263\" class=\"row-263 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">Webquest: Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 B11-5-01: Describe the body\u2019s defence mechanisms for protection from foreign agents. <br \/>\n\u2022 B11-5-02: Describe the body\u2019s response to allergens, vaccines, and viruses\/bacteria. <br \/>\n\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health.<br \/>\n\u2022 B11-5-10: Describe how personal lifestyle choices can influence the functioning of protection and\/or control systems.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-264\" class=\"row-264 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<br \/>\nHealth Education<\/td><td class=\"col-3 odd\">11<br \/>\n<br \/>\n9<\/td><td class=\"col-4 even\">Protection &amp; Control<br \/>\nHealthy Lifestyle Practices - Human Sexuality<br \/>\n<br \/>\n<\/td><td class=\"col-5 odd\">HIV\/AIDS Through Time (2016)<\/td><td class=\"col-6 even\">\u2022 B11-5-02: Describe the body\u2019s response to allergens, vaccines, and viruses\/bacteria. <br \/>\n\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <br \/>\n\u2022 B11-5-10: Describe how personal lifestyle choices can influence the functioning of protection and\/or control systems. <br \/>\n\u2022 B11-5-11: Investigate and describe conditions\/disorders that affect protection and\/or control in the human body. <br \/>\n\u2022 K.5.S1.E.1b: Describe the potential consequences and risks associated with sexual behaviour and different types of contraceptive methods.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-265\" class=\"row-265 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solutions<\/td><td class=\"col-5 odd\">Manufacturing a Vaccine (2016)<\/td><td class=\"col-6 even\">\u2022 C11-4-01 Describe and give examples of various types of solutions.<br \/>\n\u2022 C11-4-14 Solve problems involving calculation for concentration, moles, mass, and volume.<br \/>\n\u2022 C11-4-18 Describe examples of situations where solutions of known concentration are important.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-266\" class=\"row-266 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Career Connection: Dr. Gigu\u00e8re (2016)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-267\" class=\"row-267 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Wellness &amp; Homeostatic Change<\/td><td class=\"col-5 odd\">Bringing New Drugs to Market (2016)<\/td><td class=\"col-6 even\">\u2022 B11-6-01: Analyze examples of how different body systems work together to maintain homeostasis under various conditions.<br \/>\n\u2022 B11-6-05: Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-268\" class=\"row-268 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection &amp; Control<\/td><td class=\"col-5 odd\">Exploration Activity: Infectious Diseases and Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 B11-5-01: Describe the body\u2019s defence mechanisms for protection from foreign agents. <br \/>\n\u2022 B11-5-02: Describe the body\u2019s response to allergens, vaccines, and viruses\/bacteria. <br \/>\n\u2022 B11-5-03: Explain the role of the lymphatic system in protecting the human body. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-269\" class=\"row-269 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solutions<\/td><td class=\"col-5 odd\">Lab Activity: Seeing the Unseeable! (2016)<\/td><td class=\"col-6 even\">\u2022 C11-4-14 Solve problems involving calculation for concentration, moles, mass, and volume.<br \/>\n\u2022 C11-4-15 Prepare a solution, given the amount of solute (in grams) and the volume of solution (in millilitres), and determine the concentration in moles\/litre.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-270\" class=\"row-270 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Global Issues: Citizenship and Sustainability<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Health and Biotechnology<\/td><td class=\"col-5 odd\">Student Debate: Drug Affordability and Accessibility (2016)<\/td><td class=\"col-6 even\">\u2022 Be open to new ideas and divergent thinking.<br \/>\n\u2022 Seek knowledge from diverse sources and perspectives.<br \/>\n\u2022 Use creative, critical, and systems thinking to address complex questions.<br \/>\n\u2022 Conduct focused in-depth inquiry.<br \/>\n\u2022 Explore alternative approaches to issues without fear of challenging the status quo.<br \/>\n\u2022 Engage in long-term thinking, and articulate a vision for a sustainable future.<br \/>\n\u2022 Individuals, groups, governments, and corporations have the power to effect change and the responsibility to contribute to a sustainable future.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-271\" class=\"row-271 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Career Connection: Dr. Sato (2016)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-272\" class=\"row-272 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead (2017)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-273\" class=\"row-273 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">Career Connection: Dr. Wakarchuk (2017)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-274\" class=\"row-274 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solutions<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017) (Gr. 9 version)<\/td><td class=\"col-6 even\">\u2022 C11-4-02 Describe the structure of water in terms of electronegativity and the polarity of its chemical bonds.<br \/>\n\u2022 C11-4-05 Perform a lab to illustrate the formation of solutions in terms of the polar and nonpolar nature of substances.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-275\" class=\"row-275 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Mechanisms of Inheritance<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017) (Gr. 11 version)<\/td><td class=\"col-6 even\">\u2022 B12-2-02: Describe the structure of a DNA nucleotide. <br \/>\n\u2022 B12-2-03: Describe the structure of a DNA molecule. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-276\" class=\"row-276 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Digestion &amp; Nutrition<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">\u2022 B11-2-04: Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested.  <br \/>\n\u2022 B11-2-05: Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action. <br \/>\n\u2022 B11-2-11: Investigate and describe conditions\/disorders that affect the digestive process.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-277\" class=\"row-277 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection and Control<\/td><td class=\"col-5 odd\">Case Study: Antibiotics (2017)<\/td><td class=\"col-6 even\">\u2022 B11-5-01: Describe the body\u2019s defence mechanisms for protection from foreign agents. <br \/>\n\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <br \/>\n\u2022 B11-5-11: Investigate and describe conditions\/disorders that affect protection and\/or control in the human body. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-278\" class=\"row-278 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Protection and Control<\/td><td class=\"col-5 odd\">Exploration: Influenza and Sialic Acid (2017)<\/td><td class=\"col-6 even\">\u2022 B11-5-01: Describe the body\u2019s defence mechanisms for protection from foreign agents. <br \/>\n\u2022 B11-5-02: Describe the body\u2019s response to allergens, vaccines, and viruses\/bacteria. <br \/>\n\u2022 B11-5-04: Investigate issues related to the immune system and the protection of public health. <\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-279\" class=\"row-279 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Transportation and Respiration<\/td><td class=\"col-5 odd\">Case Study: Pregnancy (2017)<\/td><td class=\"col-6 even\">\u2022 B11-3-03: Compare and contrast the characteristics of different blood groups. <br \/>\n\u2022 B11-3-04: Predict the physiological consequences of blood transfusions involving different blood groups.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-280\" class=\"row-280 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Mechanisms of Inheritance<\/td><td class=\"col-5 odd\">Exploration: Therapeutic Proteins (2017)<\/td><td class=\"col-6 even\">\u2022 B12-2-06: Outline the steps involved in protein synthesis.<br \/>\n\u2022 B12-2-07: Relate the consequences of gene mutation to the final protein product.<br \/>\n\u2022 B12-2-08: Discuss implications of gene mutation for genetic variation.<br \/>\n\u2022 B12-2-09: Investigate an issue related to the application of gene technology in bioresources. <br \/>\n\u2022 B12-2-10: Investigate an issue related to the application of gene technology in humans.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-281\" class=\"row-281 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9 &amp; 10<\/td><td class=\"col-4 even\">Overall Skills and Attitudes<\/td><td class=\"col-5 odd\">WebQuest: Science Careers (2017)<\/td><td class=\"col-6 even\">\u2022 S1\/2-0-8f Relate personal activities and possible career choices to specific science disciplines.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-282\" class=\"row-282 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Physics<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Medical Physics<\/td><td class=\"col-5 odd\">Case Study: Diagnostics and PET Scans (2017)<\/td><td class=\"col-6 even\">\u2022 S4P-4-9 Research, identify, and examine the application of radiation to diagnostic imaging<br \/>\nand treatment techniques.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-283\" class=\"row-283 odd\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Global Issues: Citizenship and Sustainability<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Health and Biotechnology<\/td><td class=\"col-5 odd\">Explore an Issue: The Ethics of Animal Testing (2017)<\/td><td class=\"col-6 even\">\u2022 Be open to new ideas and divergent thinking.<br \/>\n\u2022 Seek knowledge from diverse sources and perspectives.<br \/>\n\u2022 Use creative, critical, and systems thinking to address complex questions.<br \/>\n\u2022 Conduct focused in-depth inquiry.<br \/>\n\u2022 Explore alternative approaches to issues without fear of challenging the status quo.<br \/>\n\u2022 Engage in long-term thinking, and articulate a vision for a sustainable future.<br \/>\n\u2022 Individuals, groups, governments, and corporations have the power to effect change and the responsibility to contribute to a sustainable future.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-284\" class=\"row-284 even\"><td class=\"col-1 odd\">Manitoba<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Solutions<\/td><td class=\"col-5 odd\">Lab Activity: Biofiltration (2017)<\/td><td class=\"col-6 even\">\u2022 C11-4-19 Describe the process of treating a water supply, identifying the allowable concentrations of metallic and organic species in water suitable for consumption.<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-285\" class=\"row-285 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Matter and Energy for Life<\/td><td class=\"col-5 odd\">WebQuest: Bacteria are Dangerous!!! (2015)<\/td><td class=\"col-6 even\">\u2022 314-7 compare and contrast different types of procaryotic and eucaryotic cells<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-286\" class=\"row-286 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetic Continuity<\/td><td class=\"col-5 odd\">Career Connection: Guillaume Dejean (2015)<\/td><td class=\"col-6 even\">\u2022 117-7 identify and describe science- and technology-based careers related to the science they are studying<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-287\" class=\"row-287 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11 or 12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium I\/II<\/td><td class=\"col-5 odd\">Exploration Activity: Plant Puzzle (2015)<\/td><td class=\"col-6 even\">\u2022 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems<br \/>\n\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 314-4 explain the critical role of enzymes in cellular metabolism<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-288\" class=\"row-288 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">WebQuest: Beta-What? A Look at Carbohydrates and our Immune System (2015)<\/td><td class=\"col-6 even\">\u2022 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<br \/>\n\u2022 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-289\" class=\"row-289 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Environmental Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">The Atmosphere and the Environment<\/td><td class=\"col-5 odd\">Explore an Issue: Biofuel Brouhaha (2015)<\/td><td class=\"col-6 even\">\u2022 Alternate Energy Sources - 5.26 identify alternate sources of energy. Include: (i) wind (ii) tidal (iii) solar (iv) biomass fuel (v) nuclear<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-290\" class=\"row-290 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamica Equilibrium II<\/td><td class=\"col-5 odd\">Factors Affecting the Rate of an Enzyme Catalyzed Reaction (2015)<\/td><td class=\"col-6 even\">\u2022 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems<br \/>\n\u2022 314-4 explain the critical role of enzymes in cellular metabolism<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-291\" class=\"row-291 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Lab Activity: Urinalysis (2015)<\/td><td class=\"col-6 even\">\u2022 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems<br \/>\n\u2022 314-4 explain the critical role of enzymes in cellular metabolism<br \/>\n\u2022 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-292\" class=\"row-292 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Video: Regulation of Enzymes (2015)<\/td><td class=\"col-6 even\">\u2022 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems<br \/>\n\u2022 314-4 explain the critical role of enzymes in cellular metabolism<br \/>\n\u2022 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-293\" class=\"row-293 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">General Science<br \/>\n<br \/>\nBiology<\/td><td class=\"col-3 odd\">8 or 12<\/td><td class=\"col-4 even\">Cells, Tissues, Organs, and Systems<br \/>\nGenetic Continuity<\/td><td class=\"col-5 odd\">Career Connections (2015)<\/td><td class=\"col-6 even\">\u2022 112-10 provide examples of science and technology-based careers in their province or territory<br \/>\n\u2022 117-7 identify and describe science- and technology-based careers related to the science they are studying<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-294\" class=\"row-294 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Career Profile: Prof. Mario Monteiro (2015)<\/td><td class=\"col-6 even\">\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<br \/>\n\u2022 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-295\" class=\"row-295 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Career Connection: Prof. Eric Brown (2015)<\/td><td class=\"col-6 even\">\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 314-4 explain the critical role of enzymes in cellular metabolism<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-296\" class=\"row-296 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Biodiversity<\/td><td class=\"col-5 odd\">Case Study: MRSA (2015)<\/td><td class=\"col-6 even\">\u2022 316-5 use organisms found in a local or regional ecosystem to demonstrate an understanding of fundamental principles of taxonomy<br \/>\n\u2022 316-6 describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-297\" class=\"row-297 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Explore an Issue: Antibiotic Resistance (2015)<\/td><td class=\"col-6 even\">\u2022 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems<br \/>\n\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-298\" class=\"row-298 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Biodiversity<\/td><td class=\"col-5 odd\">Explore an Issue: Hemp in Canada (2015)<\/td><td class=\"col-6 even\">\u2022 115-7 explain how scientific knowledge evolves as new evidence comes to light and as laws and theories are tested and subsequently restricted, revised, or replaced<br \/>\n\u2022 316-6 describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-299\" class=\"row-299 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Explore an Issue: New Antibiotics (2015)<\/td><td class=\"col-6 even\">\u2022 314-2 identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems<br \/>\n\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-7 describe how the use of prescription and non-prescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-300\" class=\"row-300 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Matter and Energy for Life<\/td><td class=\"col-5 odd\">Lab Activity: Bacteria in Food (2015)<\/td><td class=\"col-6 even\">\u2022 213-2 carry out procedures controlling the major variables and adapting or extending procedures where required<br \/>\n\u2022 213-5 compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data<br \/>\n\u2022 214-3 compile and display evidence and information, by hand or computer in a variety of formats, including diagrams, flow charts, tables, graphs, and scatter plots<br \/>\n\u2022 314-8 describe how organelles manage various cell processes such as ingestion, digestion, transportation and excretion<br \/>\n\u2022 314-9 compare and contrast matter and energy transformations associated with the processes of photosynthesis and aerobic respiration<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-301\" class=\"row-301 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Organic Chemistry<\/td><td class=\"col-5 odd\">Case Study: Improving Human Health (2016)<\/td><td class=\"col-6 even\">\u2022 67.0 classify various organic compounds by determining to which families they belong, based on their names or structures<br \/>\n\u2022 69.0 define isomers and illustrate the structural formulas for a variety of organic isomers<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-302\" class=\"row-302 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetic Continuity<\/td><td class=\"col-5 odd\">Exploration: Searching for Molecules at the Speed of Google (2016)<\/td><td class=\"col-6 even\">\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis<br \/>\n\u2022 315-5 explain the current model of DNA replication<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-303\" class=\"row-303 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">From Structure to Properties<\/td><td class=\"col-5 odd\">Lab Investigation: Factors Influencing Solvent Flow (2016)<\/td><td class=\"col-6 even\">\u2022 4.0 identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis <br \/>\n\u2022 45.0 illustrate and explain hydrogen bonds and van der Waals\u2019 forces<br \/>\n\u2022 47.0 describe how intermolecular forces account for the properties of molecular compounds<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-304\" class=\"row-304 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Matter and Energy for Life<\/td><td class=\"col-5 odd\">Webquest: Cell Membranes and Medicines (2016)<\/td><td class=\"col-6 even\">\u2022 314-8 describe how organelles manage various cell processes such as ingestion, digestion, transportation and excretion<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-305\" class=\"row-305 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetic Continuity<\/td><td class=\"col-5 odd\">Exploration: Making a Bacteriophage (2016)<\/td><td class=\"col-6 even\">\u2022 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis<br \/>\n\u2022 315-9 demonstrate an understanding of genetic engineering, using their knowledge of DNA<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-306\" class=\"row-306 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Matter and Energy for Life<\/td><td class=\"col-5 odd\">Adapted Primary Literature: Paper and Tape Microorganism Detectors (2016)<\/td><td class=\"col-6 even\">\u2022 114-5 describe the importance of peer review in the development of scientific knowledge<br \/>\n\u2022 114-9 explain the importance of communicating the results of a scientific or technological endeavour, using appropriate language and conventions<br \/>\n\u2022 115-5 analyze why and how a particular technology was developed and improved over time<br \/>\n\u2022 116-6 describe and evaluate the design of technological solutions and the way they function, using scientific principles<br \/>\n\u2022 314-7 compare and contrast different types of procaryotic and eucaryotic cells<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-307\" class=\"row-307 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetic Continuity<\/td><td class=\"col-5 odd\">Protein Structure Papier M\u00e2ch\u00e9 (2016)<\/td><td class=\"col-6 even\">\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis<br \/>\n\u2022 315-7 predict the effects of mutations on protein synthesis, phenotypes, and heredity<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-308\" class=\"row-308 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Webquest: Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 116-4 analyse and describe examples where technologies were developed based on scientific understanding<br \/>\n\u2022 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability<br \/>\n\u2022 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<br \/>\n\u2022 317-7 describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-309\" class=\"row-309 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">HIV\/AIDS Through Time (2016)<\/td><td class=\"col-6 even\">\u2022 115-5 analyse why and how a particular technology was developed and improved over time<br \/>\n\u2022 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<br \/>\n\u2022 317-7 describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-310\" class=\"row-310 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Stoichiometry<\/td><td class=\"col-5 odd\">Manufacturing a Vaccine (2016)<\/td><td class=\"col-6 even\">\u2022 27.0 define molar mass and perform mole-mass inter-conversions for pure substances<br \/>\n\u2022 31.0 explain solubility, using the concept of equilibrium<br \/>\n\u2022 40.0 identify various stoichiometric applications<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-311\" class=\"row-311 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11 12<\/td><td class=\"col-4 even\">Stoichiometry<br \/>\nFrom Kinetics to Equilibrium<\/td><td class=\"col-5 odd\">Career Connection: Dr. Gigu\u00e8re (2016)<\/td><td class=\"col-6 even\">\u2022 42.0 identify and describe science-and technology-based careers related to the science they are studying<br \/>\n\u2022 39.0 identify and describe science and technology based careers<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-312\" class=\"row-312 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Bringing New Drugs to Market (2016)<\/td><td class=\"col-6 even\">\u2022 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability<br \/>\n\u2022 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results<br \/>\n\u2022 314-4 explain the critical role of enzymes in cellular metabolism<br \/>\n\u2022 317-1 explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<br \/>\n\u2022 317-7 describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-313\" class=\"row-313 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Exploration Activity: Infectious Diseases and Vaccination (2016)<\/td><td class=\"col-6 even\">\u2022 317-1 explain how different plant and animal systems, including the vascular and nervous systems, help maintain homeostasis<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<br \/>\n\u2022 317-7 describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-314\" class=\"row-314 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Stoichiometry<\/td><td class=\"col-5 odd\">Lab Activity: Seeing the Unseeable! (2016)<\/td><td class=\"col-6 even\">\u2022 27.0 define molar mass and perform mole-mass inter-conversions for pure substances<br \/>\n\u2022 33.0 explain the variations in the solubility of various pure substances, given the same solvent<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-315\" class=\"row-315 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Student Debate: Drug Affordability and Accessibility (2016)<\/td><td class=\"col-6 even\">\u2022 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability<br \/>\n\u2022 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-316\" class=\"row-316 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">General Science<br \/>\n<br \/>\nBiology<\/td><td class=\"col-3 odd\">8 or 12<\/td><td class=\"col-4 even\">Cells, Tissues, Organs, and Systems<br \/>\nGenetic Continuity<\/td><td class=\"col-5 odd\">Career Connection: Dr. Sato (2016)<\/td><td class=\"col-6 even\">\u2022 112-10 provide examples of science and technology-based careers in their province or territory<br \/>\n\u2022 117-7 identify and describe science- and technology-based careers related to the science they are studying<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-317\" class=\"row-317 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">General Science<br \/>\n<br \/>\nBiology<\/td><td class=\"col-3 odd\">8 or 12<\/td><td class=\"col-4 even\">Cells, Tissues, Organs, and Systems<br \/>\nGenetic Continuity<\/td><td class=\"col-5 odd\">Envisioning the Career Road Ahead (2017)<\/td><td class=\"col-6 even\">\u2022 112-10 provide examples of science and technology-based careers in their province or territory<br \/>\n\u2022 117-7 identify and describe science- and technology-based careers related to the science they are studying<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-318\" class=\"row-318 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">General Science<br \/>\n<br \/>\nBiology<\/td><td class=\"col-3 odd\">8 or 12<\/td><td class=\"col-4 even\">Cells, Tissues, Organs, and Systems<br \/>\nGenetic Continuity<\/td><td class=\"col-5 odd\">Career Connection: Dr. Wakarchuk (2017)<\/td><td class=\"col-6 even\">\u2022 112-10 provide examples of science and technology-based careers in their province or territory<br \/>\n\u2022 117-7 identify and describe science- and technology-based careers related to the science they are studying<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-319\" class=\"row-319 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">General Science<\/td><td class=\"col-3 odd\">9<\/td><td class=\"col-4 even\">Atoms, Elements, and Compounds<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017) (Gr. 9 version)<\/td><td class=\"col-6 even\">\u2022 209-6 use tools and apparatus safely<br \/>\n\u2022 210-6 interpret patterns and trends in data, and infer and explain relationships among the variables<br \/>\n\u2022 210-11 state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea<br \/>\n\u2022 307-12 investigate materials and describe them in terms of their physical properties<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-320\" class=\"row-320 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Chemistry<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">From Structures to Properties<\/td><td class=\"col-5 odd\">Lab Activity: Separation Exploration (2017) (Gr. 11 version)<\/td><td class=\"col-6 even\">\u2022 3.0 state a prediction and a hypothesis based on available evidence and background information<br \/>\n\u2022 4.0 identify the theoretical basis of an investigation and develop a prediction and a hypothesis that are consistent with the theoretical basis<br \/>\n\u2022 33.0 explain the variations in the solubility of various pure substances, given the same solvent<br \/>\n\u2022 45.0 illustrate and explain hydrogen bonds and van der Waals\u2019 forces<br \/>\n\u2022 46.0 identify and describe the properties of molecular substances<br \/>\n\u2022 47.0 describe how intermolecular forces account for the properties of molecular compounds<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-321\" class=\"row-321 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Lab Activity: Amazing Lactase-ing! (2017)<\/td><td class=\"col-6 even\">\u2022 116-4 analyse and describe examples where technologies were developed based on scientific understanding<br \/>\n\u2022 212-6 design an experiment and identify specific variables<br \/>\n\u2022 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results<br \/>\n\u2022 314-2 identify the role of some compounds, such as water and glucose, commonly found in living systems<br \/>\n\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 314-4 explain the critical role of enzymes in cellular metabolism<br \/>\n\u2022 317-1 explain how different plant and animal systems help maintain homeostasis.<br \/>\n\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-322\" class=\"row-322 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Case Study: Antibiotics (2017)<\/td><td class=\"col-6 even\">\u2022 317-4 evaluate the impact of viral, bacterial, genetic and environmental diseases on an organism\u2019s homeostasis<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<br \/>\n\u2022 317-7 describe how the use of prescription and nonprescription drugs can disrupt or help maintain homeostasis<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-323\" class=\"row-323 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">11<\/td><td class=\"col-4 even\">Biodiversity<\/td><td class=\"col-5 odd\">Exploration: Influenza and Sialic Acid (2017)<\/td><td class=\"col-6 even\">\u2022 313-1 analyse and explain the life cycle of a representative organism from each kingdom, including a representative virus<br \/>\n\u2022 316-6 describe the anatomy and physiology of a representative organism from each kingdom, including a representative virus<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-324\" class=\"row-324 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetic Continuity<\/td><td class=\"col-5 odd\">Case Study: Pregnancy (2017)<\/td><td class=\"col-6 even\">\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 315-3 demonstrate an understanding of Mendelian genetics, including the concepts of dominance, co-dominance, recessiveness, and independent assortment, and predict the outcome of various genetic crosses<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-325\" class=\"row-325 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Genetic Continuity<\/td><td class=\"col-5 odd\">Exploration: Therapeutic Proteins (2017)<\/td><td class=\"col-6 even\">\u2022 314-3 identify and describe the structure and function of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids<br \/>\n\u2022 315-4 compare and contrast the structure of DNA and RNA and explain their role in protein synthesis<br \/>\n\u2022 315-6 describe factors that may lead to mutations in a cell\u2019s genetic information<br \/>\n\u2022 315-7 predict the effects of mutations on protein synthesis, phenotypes, and heredity<br \/>\n\u2022 315-8 explain circumstances that lead to genetic disease<br \/>\n\u2022 315-9 demonstrate an understanding of genetic engineering, using their knowledge of DNA<br \/>\n\u2022 317-4 identify in general terms the impact of viral, bacterial, genetic and environmental diseases on the homeostasis of an organism<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-326\" class=\"row-326 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">General Science<br \/>\nBiology<\/td><td class=\"col-3 odd\">8 or 12<\/td><td class=\"col-4 even\">Cells, Tissues, Organs, and Systems<br \/>\nGenetic Continuity<\/td><td class=\"col-5 odd\">WebQuest: Science Careers (2017)<\/td><td class=\"col-6 even\">\u2022 112-10 provide examples of science and technology-based careers in their province or territory<br \/>\n\u2022 117-7 identify and describe science- and technology-based careers related to the science they are studying<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-327\" class=\"row-327 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Reproduction &amp; Development<\/td><td class=\"col-5 odd\">Case Study: Diagnostics and PET Scans (2017)<\/td><td class=\"col-6 even\">\u2022 317-5 evaluate the physiological and ethical consequences of medical treatments such as radiation therapy, chemotherapy and cosmetic surgery<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-328\" class=\"row-328 even\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Biology<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Maintaining Dynamic Equilibrium II<\/td><td class=\"col-5 odd\">Explore an Issue: The Ethics of Animal Testing (2017)<\/td><td class=\"col-6 even\">\u2022 118-10 propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability<br \/>\n\u2022 215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate ideas, plans, and results<br \/>\n\u2022 317-5 evaluate, considering ethical issues, the consequences of medical treatments such as radiation therapy, cosmetic surgery and chemotherapy<\/td><\/tr><tr id=\"igsv-1dV2fN6SNKD4Y161OmudgnPfDo1NjchVMUovnyTT4hfs-row-329\" class=\"row-329 odd\"><td class=\"col-1 odd\">Newfoundland &amp; Labrador<\/td><td class=\"col-2 even\">Environmental Science<\/td><td class=\"col-3 odd\">12<\/td><td class=\"col-4 even\">Water Use and the Environment<\/td><td class=\"col-5 odd\">Lab Activity: Biofiltration (2017)<\/td><td class=\"col-6 even\">\u2022 4.02 recognize that water is a finite resource<br \/>\n\u2022 4.11 define water quality<br \/>\n\u2022 4.12 identify physical, biological, and chemical impacts on water quality<br \/>\n\u2022 4.13 evaluate the impacts of human activities on the water resources. <br \/>\n\u2022 4.22 describe alternate methods of water treatment<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-17c97b0b elementor-widget elementor-widget-spacer\" data-id=\"17c97b0b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-391b3a8 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"391b3a8\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-77ef7d6\" data-id=\"77ef7d6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-99fadfa elementor-widget elementor-widget-spacer\" data-id=\"99fadfa\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"spacer.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-spacer\">\n\t\t\t<div class=\"elementor-spacer-inner\"><\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-4ef7797c elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"4ef7797c\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-16 elementor-top-column elementor-element elementor-element-5a2bc307\" data-id=\"5a2bc307\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1f852b4b elementor-widget elementor-widget-text-editor\" data-id=\"1f852b4b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/about\/\"><b>About<\/b><\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/about\/administration\/\">Administration<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/about\/glyconets-corporate-policies\/\">Corporate Policies<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/about\/governance\/\">Governance<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/about\/partners\/\">Partners<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/about\/become-a-member\/\">Become a Member<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-16 elementor-top-column elementor-element elementor-element-6a394c3e\" data-id=\"6a394c3e\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-18457b0f elementor-widget elementor-widget-text-editor\" data-id=\"18457b0f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"https:\/\/canadianglycomics.ca\/research\/\"><b>Research<\/b><\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/research\/glyco-backgrounder\/\">Introduction to Glycomics<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/research\/call-for-proposals\/\">Call for Proposals<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/research\/core-services\/\">Core Services<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/research\/projects\/\">Projects<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-16 elementor-top-column elementor-element elementor-element-2da08435\" data-id=\"2da08435\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-28ae6d6d elementor-widget elementor-widget-text-editor\" data-id=\"28ae6d6d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/training\/\"><b>Training<\/b><\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/training\/webinar-series\/\">Webinar Series<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/training\/trainee-association\/\">Trainee Association<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/training\/internships-exchanges-awards\/\">Internships, Exchanges &amp; Awards<\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/training\/opportunities\/\">Career Opportunities<\/a><\/span><br \/><span style=\"color: #ffffff;\">Resources<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-16 elementor-top-column elementor-element elementor-element-75b405f\" data-id=\"75b405f\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-1e730dbc elementor-widget elementor-widget-text-editor\" data-id=\"1e730dbc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/news-events\/\"><b>News and Events<\/b><\/a><\/span><br><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/news-events\/annual-reports\/\">Annual Reports<\/a><\/span><br><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/curioseity\/\">CuriOSEity<\/a><\/span><br><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/news-events\/media-room\/\">Media Room<\/a><\/span><br><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/news-events\/newsletters\/\">Newsletters<\/a><\/span><br><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/symposium.canadianglycomics.ca\">Symposium<\/a><\/span><br><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/news-events\/upcoming-events\/\">Upcoming Events<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-16 elementor-top-column elementor-element elementor-element-738a6fc0\" data-id=\"738a6fc0\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-23503332 elementor-widget elementor-widget-text-editor\" data-id=\"23503332\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/contact\/\"><b>Contact<\/b><\/a><\/span><\/p><p><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"https:\/\/forum.glyconet.ca\/index.php\/Main_Page\"><b>Forum<\/b><\/a><\/span><br \/><span style=\"color: #ffffff;\"><a style=\"color: #ffffff;\" href=\"http:\/\/canadianglycomics.ca\/forum-help-and-faqs\/\">Forum Help and FAQs<\/a><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-16 elementor-top-column elementor-element elementor-element-97cf241\" data-id=\"97cf241\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-56036ac6 elementor-widget elementor-widget-image\" data-id=\"56036ac6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"297\" height=\"95\" src=\"https:\/\/canadianglycomics.ca\/wp-content\/uploads\/GlycoNet_logo_landscape_white-1.png\" class=\"attachment-large size-large wp-image-11877\" alt=\"\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2c90ea27 elementor-widget elementor-widget-text-editor\" data-id=\"2c90ea27\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>Canadian Glycomics Network<br \/>E5-33 Gunning\/Lemieux Chemistry Centre<br \/>University of Alberta, T6G 2G2<br \/>Tel: 78-492-6204<br \/>Fax: 780-492-4147<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-55117595 elementor-section-content-middle elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"55117595\" data-element_type=\"section\" data-e-type=\"section\" data-settings=\"{&quot;background_background&quot;:&quot;classic&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-45c8f447\" data-id=\"45c8f447\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7b1d934f elementor-widget elementor-widget-text-editor\" data-id=\"7b1d934f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>\u00a9 CANADIAN GLYCOMICS NETWORK (GLYCONET). ALL RIGHTS RESERVED.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Linkedin-in Twitter Facebook-f Instagram Youtube Envelope<\/p>","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_canvas","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-15121","page","type-page","status-publish","hentry","wpbf-post"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 5.0.4 - aioseo.com -->\n\t<meta name=\"description\" content=\"Linkedin-in Twitter Facebook-f Instagram Youtube Envelope Main Menu About About GlycoNet People Administration Corporate Policies Governance Board of Directors Executive Committee Finance, Audit &amp; Risk Management Committee Nominating &amp; Governance Committee Research Management Committee Scientific Advisory Board Commercialization Committee Equity, Diversity and Inclusion Committee GIS Steering and Advisory Committee Training Committee Equity, Diversity, and Inclusion\" \/>\n\t<meta name=\"robots\" content=\"max-image-preview:large\" \/>\n\t<link rel=\"canonical\" href=\"https:\/\/canadianglycomics.ca\/fr\/curiculum-linkages\/\" \/>\n\t\t<meta name=\"generator\" content=\"All in One SEO (AIOSEO) 5.0.4\" \/>\n\t\t<meta property=\"og:locale\" content=\"fr_CA\" \/>\n\t\t<meta property=\"og:site_name\" content=\"Canadian Glycomics Network - 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