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How does Alberta's Oil and Gas Industry Impact the Environmental…
How does Alberta's Oil and Gas Industry Impact the Environmental Health of the Prairies
Chem 20 outcomes
Attitudes
Stewardship
This question has students engaging with the ethics of science, and scientific technology. Looking at both its environmental impact and social impact.
Mutual respect
This question requires students to evaluate and issue from a variety of perspectives (including their own).
Scientific Inquiry
This is a consistent ongoing issue that is still being addressed. which means that there is a lot of room for genuine inquiry to be developed and perused.
Knowledge/STS
Unit A: The Diversity of Matter and Chemical bonding
:
STS: Explain that the goal of science is knowledge about the natural world
Unit B: Forms of Matter: Gasses
GLO: Students will explain molecular behaviour, using models of the gaseous state of matter.
STS: Explain that science provides a conceptual and theoretical basis for predicting, interpreting
and explaining natural and technological phenomena
Unit D: Quantitative relationships in chemical changes
STS: Explain how the appropriateness, risks and benefits of technologies need to be assessed for
each potential application from a variety of perspectives, including sustainability
STS: Explain that scientific knowledge may lead to the development of new technologies, and
new technologies may lead to or facilitate scientific discovery
STS: explain that the products of technology are devices, systems and processes that meet given
needs; however, these products cannot solve all problems
Unit C: Matter as a Solution Acids and Bases
GLO 1:Students will investigate solutions, describing their physical and chemical properties
provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change
calculate the concentrations and/or volumes of diluted solutions and the quantities of a
solution and water to use when diluting
STS outcomes
explain how science and technology have both intended and unintended consequences for
humans and the environment
explain that science and technology have influenced, and been influenced by, historical
development and societal needs
explain that the appropriateness, risks and benefits of technologies need to be assessed for
each potential application from a variety of perspectives, including sustainability
Skills
Unit A: The Diversity of Matter and Chemical bonding
Performing and recording:
Build models depicting the structure of simple covalent molecules, including selected
organic compounds
use a thermometer and a conductivity apparatus to collect data (
Communication and teamwork:
research the ways that scientists develop and analyze new materials
Unit B: Forms of matter: gasses
Initiating and planning
Explore how people who are connected to the land such as the Aboriginal peoples and ago cultural workers have used plant and animal responses to changes in atmospheric pressure as indicators of changing weather.
Unit D:Quantitative relationships in chemical changes
Performing and recording
research methods used by industry to reduce emissions
Unit C: Matter as solutions, acids and bases
Analyzing and interpreting:
use experimental data to determine the concentration of a solution
valuate the risks involved in the handling, storage and disposal of solutions commonly
used in the laboratory and in the home
Communication and teamwork
compare personal concentration data with the data collected by other individuals or
groups
conduct, collectively, a risk-benefit analysis of the pollution of waterways by the
release of effluents and propose a plan for reducing the impact on the ecosystem
connection to other science classes students might be taking or that they may potentially take in the future
Bio 20
Energy exchange in the biosphere
Ecosystems and population change
Bio 30
Population and community dynamics
Chem 30
Thermochemical changes
Chemical changes to organic compounds
Chemical equilibrium focusing on acid-base systems
Science 30
Chemistry and the environment
energy and the environment
relationships to other non-science subjects
Social Studies
Strands of social studies
Culture and community
Time, continuity, and change
The land: people and places
skills of social studies
Geographic thinking
Critical thinking
Specific Units
Grade 3: Global Citizenship
Grade 4: A sense of the Land
Aspects of Globalization and Industrialization can also relate to this question (and Nationalism as Oil is big for Alberta)
Language Arts
Comprehension and scientific literacy
connections to prior classes student have taken (or may have taken)
Science 10
Energy flow in a global system
Energy and mater in chemical change
Science 7-9
Science 8
Freshwater and saltwater systems
Science 9
Environmental chemistry
Science 7
Interactions and ecosystems
Science 14
Understanding energy transfer systems
investigating matter and energy in the environment
Science 24
Applications of matter and chemical change
Understanding energy conversion systems
k-6 Science
Grade 4: Waste in our world
Ecology units
Grade 3: animal life cycles
Grade 2: Small crawling and fling animals
Grade 1: needs of plant and animals
Grade 6: Trees and forests
Science 20
Chemical changes
The changing earth
Changes in living systems
Connection to the nature of science
Various cultures could have varying views on this question
Technology could have a significant impact on what one answers
There is no one right method
Subquestions
How do people get effected?
How can different cultures be influenced or effected by this?
What parts of the environment are changed?
How are the wildlife affected? Plants?
What are the negative and positive effects?
What reactions could remove the negative products of the oil and gas industry?