• ACAP Cape Breton

Teacher's Guide: Stormwater Solutions Bursary Competition


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

STSE

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.

Skills

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.

Knowledge

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.

Attitudes

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.

Biology 12

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

  • Explaining how different plant and animal systems maintain homeostasis. (317-1)

  • Identifying the role of water as it is commonly found in living systems. (314-2)

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)

Chemistry 12

Thermochemistry: STSE

  • Analyze and form a variety of perspectives on the risks and benefits to society and the environment by applying thermochemistry. (118-2)

  • Propose courses of action on social issues related to science and technology, taking into account an array of perspectives, including that of sustainability. (118-10)

Experiments with energy changes

  • calculate and compare the energy involved in changes of state in chemical reaction

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

  • Identify and describe science and technology based careers related to solutions and equilibrium (117-7)

Equilibrium

  • 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.*

  • Collaborate on and investigate an independent research project (AC-07)

  • Use technology and apply skills effectively to communicate results publically (AC-09).


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We would like to begin by acknowledging that we are in Mi’kma’ki, the ancestral and unceded territory of the Mi’kmaq People. This territory is covered by the “Treaties of Peace and Friendship” which Mi’kmaq Wəlastəkwiyik (Maliseet), and Passamaquoddy Peoples first signed with the British Crown in 1726. 
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