Teachers of science today have the double challenge of ensuring that students perform important science activities and of providing a safe learning environment. Thus, schools should strive to create a positive environment in every science course in which risk can be evaluated and reduced to an acceptable, safe level.

All human activity involves risks, but studying science has unique ones. Teachers and students handle potentially hazardous equipment and chemicals, so safety guidelines must be discussed with students. These safety guidelines must support and encourage the investigative approach generally and laboratory instruction specifically, while at the same time promoting safety in the classroom and laboratory.

Encouraging a positive safety attitude is a responsibility that is shared among the board, school administrators, teachers, students, and parents in every school district. The co-operation of all these groups helps develop a strong safety consciousness both inside and outside of our schools.

Field Work and Field Trips

Field work and field trips require attention to possible changes in weather, special vigilance with respect to traffic and road safety, and clear procedures for any work, such as collecting samples. As more people become involved in the study of forests and, specifically, in taking measurements and collecting samples for study, consideration must be given to the long-term effect of these activities on the health of the resource and of the environment. Teachers and students must be aware that no collections may be taken from parks, ecological reserves, or other protected areas, and that certain plant species are formally protected in British Columbia.

Working in the forest requires specific precautions. Students should be frequently reminded that forests are areas in which people work and wildlife live. Compre- hensive safety instruction with respect to both machinery operation and equipment use is essential. Appropriate and adequate safety measures should be enforced at all times. Students must understand that contact with wildlife may occur at any moment. Instruction in appropriate responses to these encounters is important for the safety of students and the well-being of forest inhabitants.

Science Skills and Technology

Observing Observing involves using as many senses as possible to obtain information about objects, situations, or events. Observations may be qualitative or quantitative in nature. Observing provides both a basis for new inferences or hypotheses and a tool for testing existing inferences and hypotheses. Measuring Observations are quantified using non-standard and then standard units. Length, area, volume, mass, time intervals, and force are among the measurements used. Appropriate measurement instruments and units within the metric system are selected. Classifying Classifying involves grouping objects, concepts, or events on the basis of observable properties to show similarities, differences, and interrelationships. Inferring Inferring means suggesting more about a set of conditions than is observed. Inferences are based on observed data and past experience. Inferences may evolve from both direct and indirect evidence and are modified on the basis of new evidence. Predicting A forecast is made about future events on the basis of ordered data. Predictions on the basis of ordered data, extrapolation beyond observed patterns of events, and tests of predictions can be made. Communicating Communicating is the process of organizing and processing data that occurs between the observation stage and the interpretation or generalization stage. It usually involves organizing raw data in a more compact and meaningful way (ordering, rearranging, comparing), depicting the data pictorially or graphically, and processing it mathematically (finding slopes, tangents) to facilitate interpretations. Hypothesizing Hypothesizing is an „educated guess¾ made about an expected relationship between two variables in an attempt to explain a cause-and-effect relationship. Hypotheses are based on observations or inferences about a set of events. A hypothesis should be testable. Designing Experimenting is a cause-and-effect test between two variables. All processes may be involved. This can begin with setting a problem to be solved, identifying the variables to be controlled, making operational definitions, devising the test to be carried out, and following the prescribed procedure. Controlling Controlling variables involves the process of deciding which variables or factors will influence the outcome of an experiment, situation, or event, and deliberately controlling all recognized variables in a systematic manner. Interpreting Interpreting is the process by which sense is made of observations in the form of inferences, generalizations, or explanations. It is usually a direct response to the problem under investigation and therefore includes judgments about the interpretation to fit with proposed hypotheses and the limitations of the new knowledge. Formulating Formulating models involves the use of physical or mental models to describe the behaviour of something that is unfamiliar. Constant vigilance is necessary to ascertain the validity (fit) of the model or analogy to the phenomenon modelled. Models often need revision to accommodate new facts.

Workplace Hazardous Materials Information System

The Workplace Hazardous Materials Information System (WHMIS) is an important aspect of in-school safety. Through labelling, material safety data sheets, and education and training, WHMIS is designed to ensure that those using hazardous materials have sufficient information to handle them safely. Each school district should have an individual trained in WHMIS who can work with teachers to establish safe, well-ventilated classroom and laboratory working conditions.

Additional Support

To assist teachers in providing a safe science-learning environment, the Ministry of Education publishes the Science Safety Resource Manual , which is available in every school. Copies can be ordered from the Learning Resources Catalogue.  The Accident Prevention Manual,   available from the Ministry of Forests, will also be of assistance.

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