| (a) |
Describe how hydraulic or pneumatic pressure can be used to create a mechanical advantage in a simple mechanical device (e.g., hydraulic jack, air powered tools, hairstylist’s chair, and water spraying toy) |
| (b) |
Compare natural (e.g., circulatory and respiratory system) and constructed (e.g., hydraulic and air brakes, oil and gas pipelines, swimming pool circulation system, bicycle and other pumps, Archimedes screw, and automobile lifts) hydraulic and pneumatic fluid systems and identify advantages and disadvantages of each, using student-identified criteria such as cost and impact on society and the environment. |
| (c) |
Use a technological problem-solving process to design, construct, and evaluate a prototype of a device that models the operation of a natural or constructed fluid system. |
| (d) |
Work collaboratively to identify and correct problems in the way a prototype of a natural or constructed fluid system functions. |
| (e) |
Apply given criteria for evaluating evidence and sources of information by testing a prototype of a natural or constructed fluid system in a variety of situations to ensure that the results were not due to chance. |
| (f) |
Describe and explain the role of collecting evidence, finding relationships, proposing explanations, and imagination in the development of scientific knowledge related to fluids and fluid systems (e.g., finding relationships between density or pressure and change in temperature provides insights into practical uses for fluids). |
| (g) |
Provide examples of Canadian contributions to the science and technology of fluids (e.g., submersibles, oil rigs and platforms, diving equipment, pumps, tires, and vacuum cleaners). |
