ACAP Cape Breton and CBRM Wastewater Operations are hosting our third annual bursary competition. Students can win a $1,000 or $500 bursary for their post-secondary pursuits by writing a proposal for an idea that addresses a problem posed by stormwater.
Increased impermeable surfaces combined with more frequent and extreme storms caused by climate change means that stormwater is posing a greater challenge than we’ve built our cities to accommodate. Today’s students will be the ones working on solutions in the future so this is a great way to build a solid understanding of a major local issue.
This competition was designed to meet all four general curriculum outcomes as outlined in the Learning Outcomes Framework: Grades 10-12
1. Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
2. Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
3. Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply their understandings to interpret, integrate, and extend their knowledge.
4. Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society and the environment.
This competition also helps meet a number of Biology 12 and Chemistry 12 curriculum outcomes and can be used to support work being done in the classroom. Below is a summary of specific outcomes that can be met or supported with this program.
Please look over the contest guidelines attached in your email and distribute to your students. Thank you for your support.
Students are able to touch on specific curriculum outcomes depending upon the lens with which they choose to zoom in on stormwater issues. Possible curriculum outcomes for biology include:
Nervous System: Neurons and Structure
Evolution, Change and Diversity: Evidence and Mechanisms
Identify questions to investigate, collect information, and construct arguments to support the development and diversity of living organisms, using examples and evidence. (212-1, 213-6, 118-6)
Outline evidence and arguments pertaining to the origin, development and diversity of living organisms on Earth and identify new questions that arise from what was learned. (16-4, 214-17)
Experiments with energy changes
Solutions, Kinetics, and Equilibrium: Concentration, Properties, and Solubility
compile and organize solution data, using appropriate formats and data treatments to facilitate interpretation of solubility (213-5)
Determine the molar solubility of a pure substance in water (323-6)
Solubility and Precipitates
compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (213-5)
Define the concept of equilibrium as it pertains to solutions (313-3)
(e.g. how does an ecosystem regain equilibrium after an influx of salt?)
Acid and Base Reactions
Identify new questions or problems that arise from what was learned (214-17)
Explain the importance of communicating the results of acid – base reactions using appropriate language and conventions (114-9)
Advanced Chemistry 12
Investigation: an opportunity for independent study / experimentation
* If you have a student interested in an independent study with stormwater we have equipment they can use to test pH, temperature, salinity, and dissolved oxygen in the field.*