Grade+9+Science



This page includes links, documents, videos, worksheets and lessons to help teach the Ontario Curriculum Grade 9 Science course Ontario Grade 9 Science Curriculum

__**Unit A: Scientific Investigation Skills and Career Exploration**__ = =

Overall Expectations:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating)

A2. identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.

||  || || - A review of the basic units of volume, length and mass A1.12 use appropriate numeric, symbolic and graphic modes of representation, and appropriate units of measurement A1.13 express the results of any calculation involving data accurately and precisely || media type="youtube" key="riKp30dh6cA" height="210" width="241" || - Lab safety videos A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations with the aid of appropriate support materials || || - A review of the basic units of volume, length and mass A1.12 use appropriate numeric, symbolic and graphic modes of representation, and appropriate units of measurement A1.13 express the results of any calculation involving data accurately and precisely A1.11 communicate ideas, plans and procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,make predictions, and/or formulate hypotheses to focus inquiries or research A1.2 select appropriate instruments and materials for particular inquiries A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations with the aid of appropriate support materials || - They are also challenged to write their own experiments using their knowledge of the scientific method A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,make predictions, and/or formulate hypotheses to focus inquiries or research A1.11 communicate ideas, plans, procedures results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || - Student will investigate their world using the scientific method. A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,make predictions, and/or formulate hypotheses to focus inquiries or research A1.2 select appropriate instruments and materials for particular inquiries A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations with the aid of appropriate support materials A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams A1.7 select, organize and record relevant information on research topics from various sources, including electronic, print, and/or human sources, using recommended formats and an accepted form of academic documentation A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty A1.11 communicate ideas, plans, procedures results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || - Students choose one to investigate A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,make predictions, and/or formulate hypotheses to focus inquiries or research A1.2 select appropriate instruments and materials for particular inquiries A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations with the aid of appropriate support materials A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data A1.6 gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams A1.7 select, organize and record relevant information on research topics from various sources, including electronic, print, and/or human sources, using recommended formats and an accepted form of academic documentation A1.8 analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty A1.11 communicate ideas, plans, procedures results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || - The information from their research is used to create a time line to share their results A2.2 identify scientists, including Canadians who have made a con tributions to the fields of science under study A1.3 identify and locate print, electronic and human sources that are relevant to research questions A1.9 analyze the information gathered from research sources for reliability and bias A1.11 communicate ideas, plans, procedures results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats || || - A review of the basic units of volume, length and massA1.12 use appropriate numeric, symbolic and graphic modes of representation, and appropriate units of measurement A1.13 express the results of any calculation involving data accurately and precisely || || - Worksheets discussing control groups, independent variables, dependent variables, and data analysis A1.5 conduct inquiries, controlling some variables, adapting or extending procedures as required, and using standard equipment and materials safely, accurately, and effectively, to collect observations and data || A1.4 apply knowledge and understanding of safe practices and procedures when planning investigations with the aid of appropriate support materials || Scientific Method Puzzle Scientific Methods Word Search || - Worksheets used to introduce a basic version of the "scientific method" A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,make predictions, and/or formulate hypotheses to focus inquiries or research || A1.1 formulate scientific questions about observed relationships, ideas, problems, and/or issues,make predictions, and/or formulate hypotheses to focus inquiries or research || || - Students use their code-reading skills to identify 34 different scientists. - Do this lesson at the beginning of the year and refer back to it whenever a new unit is started A2.2 identify scientists, including Canadians who have made a con tributions to the fields of science under study || A2.1 Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.1 Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.1 Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.1 Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers || A2.2 identify scientists, including Canadians who have made a contributions to the fields of science under study ||
 * || **Content** || **Comments** ||
 * **Background Information** || [[file:Metric Units.xps]] ||  ||
 * || [[file:Scientific Method Steps.xps]]
 * **Lessons** || [[file:Volume Presentation.ppt]]
 * **Videos** || media type="youtube" key="cr7roogzM8c" height="124" width="229"
 * **Demonstrations/Labs** || [[file:Volume Lab.pdf]]
 * || Science Discovery Days || - Students develop science lessons for elementary students that target a single concept and use “hands-on” activities. Teams are required to prepare a lesson outline, activities, worksheets, and assessments.
 * || [[file:Scientific Method Bikini Bottom Experiments.pdf]] || - Students analyze experiments to determine if they were done correctly and/or if the results are reliable
 * || [[file:Consumers Challenge.pdf]] || - Students will work in research teams (2-4 students) to challenge the claims of products available to consumers.
 * || [[file:Old Wives Tales.pdf]] || - Students discuss old wives' tales and define the difference between them and superstitions
 * || [[file:A Journey Through Time.pdf]] || - Students work in groups to investigate various time periods to identify scientific developments and historical events.
 * **Worksheets** || [[file:Metric Mania Volume Worksheet.pdf]]
 * || [[file:Controls and Variables - Part 1.pdf]]
 * || [[file:Science Safety Rules.pdf]] || - Students identify safety rules that have been broken as experiments are performed
 * || Scientific Method
 * || [[file:Mythbusters Worksheet.pdf]] || - Use this worksheet with any of the Mythbusters episodes to explore how Adam & Jamie apply the scientific method to explore myths and legends
 * || [[file:Super Scientists Worksheet.pdf]]
 * || [[file:Career Cluster Interest Survey.pdf]] || - A survey for students to fill out to determine what types of career they may be interested in
 * **Websites** || Career Cruising || - Career Cruising is an online career guidance and planning system. Includes tools to find the right career, explore education and training options, and build a portfolio. It also helps students with the course selection process
 * || Snap Shots of Science and Medicine || - This site at the National Institutes of Health (NIH) for interviews with scientists of all areas of study
 * || Careers in Life Sciences || - This site contains links to a variety of websites where information on careers in life science can be found
 * || Well Known Scientists Who Happen to be Canadian || - This website features information on Canadian scientists who have made contributions to a wide array of fields

__**Unit B:** **Biology - Sustainable Ecosystems**__ = = Overall Expectations:

B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts

B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the sustainability of these ecosystems

B3. demonstrate an understanding of the dynamic nature of ecosystems, particulartly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.

B1.1 assess on the basis of research, the impact of a factor related to human activity that threatens thesustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C] || Ecosystems, Biomes and Habitats Earth Spheres ||  || B3.2 describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems, and explain how human activities can disrupt the balance achieved by these processes || B3.3 describe the liminting factors of ecosystems and explain how these factors affect the carrying capacity of an ecosystem B3.5 identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems || B3.3 describe the liminting factors of ecosystems and explain how these factors affect the carrying capacity of an ecosystem B3.5 identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems || B3.3 describe the liminting factors of ecosystems and explain how these factors affect the carrying capacity of an ecosystem B3.5 identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems || B3.1 compare and contrast biotic and abiotic characteristics of sustainable and unsustainableterrestrial and aquatic ecosystems || B2.3 plan and conduct an investigation involving both inquiry and research, into how a human activity affects soil composition or soil fertility and, extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of terrestrial ecosystems [IP, PR, AI, C] || B1.1 assess on the basis of research, the impact of a factor related to human activity that threatens the sustainability of a terrestrial or aquatic ecosystem B3.5 identify various factors related to human activity that have an impact on ecosystems and explain how these factors affect the equilibrium and survival of ecosystems || B3.1 compare and constrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems || B3.4 identify the earth's four spheres (biosphere, hydrosphere, lithosphere, atmosphere), and describe the relationship that must exist between these spheres if diversity and sustainability are to be maintained || B1.1 assess, on the basis of research, the impact of a factor related to human activity that threatens the sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C] B2.4 plan and conduct an investigation involving both inquiry and research, into how a human activity affects water quality and,extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of aquatic ecosystems [IP, PR, AI, C] || B1.1 assess, on the basis of research, the impact of a factor related to human activity that threatens the sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C] B2.4 plan and conduct an investigation involving both inquiry and research, into how a human activity affects water quality and,extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of aquatic ecosystems [IP, PR, AI, C] || B1.1 assess, on the basis of research, the impact of a factor related to human activity that threatens the sustainability of a terrestrial or aquatic ecosystem [IP, PR, AI, C] B2.2interpret qualitative and quantitative data from undisturbed and disturbed ecosystems (terrestrial and/or aquatic), communicate the results graphically, and, extrapolating from the data, explain the importance of biodiversity for all sustainable ecosystems [PR, AI, C] || || B2.1 use the appropriate terminology related to sustaibale ecosystems, ecosystems, including, but not limited to: //bioaccumulation, biosphere, diversity, equilibrium//, //sustainability//, //sustainable use, protection//, and //watershed// [C] || - Includes lesson plans, student activities, field trips and information about wetlands in Canada B1.2 evaluate the effectiveness of government initiatives in Canada (federal, provincial, municipal),and/or the efforts of societal groups or non-governmental organizations, such as Aboriginal communities, environmental groups,or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems (e.g., wetland restoration, recycling programs, Canada–Ontario Environmental Farm Plans, stewardship of national and provincial parks) [AI, C] || Water Pollution WebQuest Ground Water and Drinking Water || - Water, water, everywhere... including the Internet! Learn about watersheds and rivers using "on-line" data sets B2.1 use the appropriate terminology related to sustaibale ecosystems, ecosystems, including, but not limited to: //bioaccumulation, biosphere, diversity, equilibrium//, //sustainability//, //sustainable use, protection//, and //watershed// [C] B2.4 plan and conduct an investigation involving both inquiry and research, into how a human activity affects water quality and,extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of aquatic ecosystems [IP, PR, AI, C] || B2.1 use the appropriate terminology related to sustaibale ecosystems, ecosystems, including, but not limited to: //bioaccumulation, biosphere, diversity, equilibrium//, //sustainability//, //sustainable use, protection//, and //watershed// [C] B3.3 describe the limiting factors of ecosystems and explain how these factors affect the carrying capacity of an ecosystem ||
 * || **Content** || **Comments** ||
 * **Background Information** || Human Impact on the Natural Environment || - Includes the effects of human activity on ecosystems, agriculture, energy, fisheries, forestry, tourism and transporation
 * || Photosynthesis
 * **Lessons** || [[file:Photosynethsis, Trees and the Greenhouse Effect.xps]] || - Students will study photosynthesis and then transfer their understanding of this topic to a consideration of how trees can help reduce the negative impacts of the greenhouse effect
 * || [[file:Biodervisity.xps]] || - Students will explore the biodiversity of two National Oceanic and Atmospheric Administration (NOAA) national marine sanctuaries
 * || [[file:Climate Controls.xps]] || - Students consider how various parts of the world are affected by climate controls
 * || [[file:Endagered Species.xps]] || - Students will learn about endangered species in the United States, some of the reasons they are endangered and what is being done to protect them.
 * || [[file:Using Venn Diagrams to Compare Two Ecosystems.xps]] || - Students identify and describe differences between two related ecosystems
 * || [[file:The Mechanisms of Decay and Decomposition.xps]] || - Students study how organic matter dies and decomposes in the environment, using matter ranging from earthworms to French fries
 * **Videos** || media type="custom" key="11351000" width="213" height="159" || - Human Impact on the Environment
 * || media type="custom" key="11351272" width="230" height="168" || - The Nature of Ecosystems
 * || media type="custom" key="11351354" width="230" height="168" || - The Earth's 4 Spheres
 * **Demonstrations/Labs** || [[file:Acid Rain and How it Affects our Environment.xps]] || - Uses Petri dishes, plants, stones, and soil to help middle school students examine the impact of acid rain
 * || [[file:Ecology Minded Garbage Plants.xps]] || - How seeds from trashed apples, grapefruits, pears, and oranges can be salvaged and planted
 * || [[file:Learning About Decay.xps]] || - Uses rotting logs and leaf piles to understand decay in forests and animals that benefit from such decay
 * **Worksheets** || [[file:Environment Acrostic Poem.xps]]
 * **Websites** || Ducks Unlimited Canada || - A national, private, non-profit organization committed to conserving Canada's wetlands
 * || Get to Know our Watersheds and Rivers
 * || Principles of Ecology || - This WebQuest includes activities on volcanoes, carbon cycles, and deer. Games and lab suggestions are included.

__**Unit C:** **Chemistry - Atoms, Elements and Compounds**__ = = Overall Expectations:

C1. assess social, environmental, and economic impacts of the use of common elements and compounds, with reference to their physical and chemical properties

C2. investigate, through inquiry, the physical and chemical properties of common elements and compounds

C3. demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table.

||  || Kinds of Matter Properties of Matter The Atomic Theory The Bohr Atom ||  || C3.5 describe patterns in arrangements of electrons, in the first 20 elements of the periodic table, using the Bohr‑Rutherford model || C3.5 describe patterns in the arrangements of electrons in the first 20 elements of the periodic table, using the Bohr‑Rutherford model C3.7 compare and contrast the physical properties of elements within a group and between groups in the periodic table || || - The members of the Atoms Family correspond to protons, neutrons, and electrons to help students remember their charges and locations in an atom. - Students learn the basics of electron configuration with a tour of Matterville. - Students sing the Atoms Family song to the tune of the Adams Family. C2.1 use appropriate terminology related to atoms, elements, and compounds, including, but not limited to: //boiling point, mixtures, particle theory, pure substances//, and //viscosity// [C] C3.2 describe the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass C3.5 describe patterns in the arrangements of electrons in the first 20 elements of the periodic table, using the Bohr‑Rutherford model || C3.6 explain the relationship between the atomic structure of an element and the position of that element in the periodic table || C1.1 assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties [AI, C] || C1.2 assess social, environmental and economic impacts of the use of common elements or compounds [AI, C] || C1.2 assess social, environmental and economic impacts of the use of common elements or compounds [AI, C] C3.3 distinguish between elements and compounds || C2.4 conduct appropriate chemical tests to identify some common gases on the basis of their chemical properties, and record their observations [PR, C] || C2.1 use appropriate terminology related to atoms, elements, and compounds, including, but not limited to: //boiling point, mixtures, particle theory, pure substances//, and //viscosity// [C] C2.5 construct molecular models to represent simple molecules [PR] || C2.1 use appropriate terminology related to atoms, elements, and compounds, including, but not limited to: //boiling point, mixtures, particle theory, pure substances//, and //viscosity// [C] || C1.1 assess the usefulness and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties [AI, C] C1.2 assess social, environmental, and economic impacts of the use of common elements or compounds [AI, C] C2.2 conduct an inquiry to identify the physical and chemical properties of common elements and compounds [PR] C3.7 compare and contrast the physical properties of elements within a group and between groups in the periodic table C3.8 identify and use the symbols for commong elements and the formulae for common compounds || - Students complete fact cards on the first 18 element to create a mini periodic table C3.4 describe the characteristic physical and chemical properties of common elements and compounds C3.6 explain the relationship between the atomic structure of an element and the position of that element in the periodic table C3.7 compare and contrast the physical properties of elements within a group and between groups in the periodic table C3.8 identify and use the symbols for commong elements and the formulae for common compounds || C2.5 construct molecular models to represent simple molecules [PR] || C1.1 assess the usefulness and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties [AI, C] C2.2 conduct an inquiry to identify the physical and chemical properties of common elements and compounds [PR] C2.3 plan and conduct an inquiry into the properties of common substances found in the laboratory or used in everyday life and distinguish the substances by their physical and chemical properties C3.4 describe the characteristic physical and chemical properties of common elements and compounds || || - Students use their knowledge of the periodic table to fill in the blanks and solve riddles C3.7 compare and contrast the physical properties of elements within a group and between groups in the periodic table C3.8 identify and use the symbols for commong elements and the formulae for common compounds || || - Students determine the number of protons, neutrons, and electrons for each element C3.6 explain the relationship between the atomic structure of an element and the position of that element in the periodic table || || - A student worksheet reviewing oxidation numbers, ionic and covalent bonding. C3.2 describe the characteristics of neutrons, protons and electrons, including charge, location, and relative mass || - A well-organized wealth of material, including collections of notes and guides for introductory General Chemistry, skills checklists and online self-grading examinations, and a Q&A column ||  ||
 * || **Content** || **Comments** ||
 * **Background Information** || [[file:What is an atom.xps]]
 * || States of Matter
 * **Lessons** || [[file:Memorize the Elements.xps]] || - To memorize the names and order of the first few elements of the periodic table
 * || [[file:Periodic Table - The Basics.ppt]] || - Allow students to explore the periodic properties of the Periodic Table of Elements
 * || [[file:The Atoms Family.ppt]]
 * || The Bohr Atom || - A lesson on how Neils Bohrn developed his theory, including the mathematical equations used C3.5 describe patterns in the arrangements of electrons in the first 20 elements of the periodic table, using the Bohr‑Rutherford model ||
 * || [[file:Bonding - The Basics.ppt]] || - A presentation to help students visualize ionic and covalent bonds and help them to understand the transferring or sharing of electrons
 * **Videos** || media type="custom" key="11378140" width="202" height="154" || - Breathing Xenon
 * || media type="youtube" key="FgEZpX3n5mo" height="139" width="258" || - a helpful NASA video providing a general portrait of carbon dioxide’s journeys in and out of the climate system
 * || media type="custom" key="11378308" width="267" height="188" || - Meet the elements song
 * **Demonstrations/Labs** || [[file:Producing and Testing for Gases.pdf]] || - To produce two different gases by chemical changes and use standard tests to identify each gas
 * || [[file:Composition of the Atom.docx]] || - The students will be able to construct a model of the atom for any element
 * || [[file:Elements Compounds and Mixtures.docx]] || - To distinguish and describe the three types of matter: elements, compounds, mixtures
 * || [[file:Adopt-an-Element.pdf]] || - Students are required to research an element, create an advertisement, and complete an element fact sheet
 * || [[file:Element Trading Cards.pdf]] || - Allow students to explore the periodic properties of the Periodic Table of Elements.
 * || [[file:Candy Compounds.pdf]] || - Students use gumdrops or jellybeans to model molecules and bond structures
 * || Physical and Chemical Properties of Household Substances || - Chemical and physical properties can be used to help identify compounds
 * **Worksheets** || [[file:Chemical Elements Teacher Story.xps]]
 * || [[file:Amotic Math Challenge.pdf]]
 * || [[file:Bonding Basic Review Worksheet.pdf]]
 * **Websites** || General Chemistry Online || - An interactive guide to chemistry
 * || Periodic Table || - Click on the desired element and data as well as a graphical plot of electron configurations will be displayed ||  ||
 * || Chemistry Education Resources || - This site provides annotated Web links to instructional materials and other resources of interest to Chemistry teachers ||  ||

__**Unit D: Earth and Space Science - The Study of the Universe**__ = =

Overall Expectations:

D1. assess some of the costs, hazards, and benefits of space exploration and the contributiosn of Canadians to space research and technology

D2. investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky

D3. demonstrate an understanding of the major scientific theories about the struction, formation and evolution of the universe and its components and of the evidence that supports these theories.

|| D3.3 describe the major components of the solar system and the universe, using appropriate scientific terminology and units D3.5 explain the causes of astonomical phenomena and how various phenomena can best be observed from Earth D1.1 asses, on the basis of reserach, and report on the contributions of Canadian governments, organizations, businesses, and/or individuals to space technology, research, and/or exploration [IP, PR, AI, C] D2.2 use direct observation, computer stimulation, or star charts to determine the location, appearance, and motion of well-known stars and other celestial objects that are visible in the night sky PR, AI] || D1.2 assess some of the costs, hazards, and benefits of space exploration, taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth [AI, C] D2.1 use appropriate terminology related to the study of the universe, including, but not limited to: //celestial objects//, //orbital radius//, //retrograde motion//, and //satellite// [C] || D3.1 describe observational and theoretical evidence relating to the origin and evolution of the universe D3.2 describe observational and theoretical evidence relating to the formation of the solar system || D2.2 use direct observation, computer simulation, or star charts to determine the location, appearance, and motion of well-known stars and other celestial objects that are visible in the night sky [PR, AI] || D1.2 assess some of the costs, hazards, and benefits of space exploration, taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth [AI, C] || D1.2 assess some of the costs, hazards, and benefits of space exploration, taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth [AI, C] || D1.2 assess some of the costs, hazards, and benefits of space exploration, taking into account the benefits of technologies that were developed for the space program but that can be used to address environmental and other practical challenges on Earth [AI, C] D3.6 describe various reasons that humankind has had for studying space and the conceptions of the universe held by various cultures and civilizations || D2.3 plan and conduct a simulation that illustrates the interrelationships between various properties of celestial objects visible in the night sky [IP, PR, AI] D3.5 explain the causes of astronomical phenomena and how various phenomena can best be observed from Earth || D2.1 use appropriate terminology related to the study of the universe, including, but not limited to: //celestial objects//, //orbital radius//, //retrograde motion//, and //satellite// [C] D2.3 plan and conduct a simulation that illustrates the interrelationships between various properties of celestial objects visible in the night sky [IP, PR, AI] D2.4 gather and record data, using an inquiry of research process, on the properties of specific celestial objects within the solar system [IP, PR, C] D2.5 compare and contrast properties of celetial objects visible in the night sky, drawing on information gathered through research and using an appropriate format D3.5 explain the causes of astronomical phenomena and how various phenomena can best be observed from Earth || D2.1 use appropriate terminology related to the study of the universe, including, but not limited to: //celestial objects//, //orbital radius//, //retrograde motion//, and //satellite// [C] D2.5 compare and contrast properties of celetial objects visible in the night sky, drawing on information gathered through research and using an appropriate format D3.3 describe the major components of the solar system and the universe using appropriate scientific terminology and units D3.5 explain the causes of astronomical phenomena and how various phenomena can best be observed from Earth || D3.3 describe the major components of the solar system and the universe using appropriate scientific terminology and units || D2.1 use appropriate terminology related to the study of the universe, including, but not limited to: //celestial objects//, //orbital radius//, //retrograde motion//, and //satellite// [C] D3.3 describe the major components of the solar system and the universe using appropriate scientific terminology and units || D1.1 assess on the basis of research, and report on the contributions of Canadian governments, organizations, businesses, and/or individuals to space technology, research, and/or exploration [IP, PR, AI, C] || D2.2 use direct observation, computer simulation, or star charts to determine the location, appearance, and motion of well-known stars and other celestial objects that are visible in the night sky [PR, AI] ||
 * || **Content** || **Comments** ||
 * **Background Information** || [[file:Sun.pdf]]
 * **Lessons** || [[file:Robots Like Us - Lesson.xps]] || - Students are prompted with spacecraft parts and challenged to identify the relative anatomical part
 * || [[file:Galileos Dialogue.xps]] || - Galileo's conclusions about the position of Earth in the solar system raised objections from the Church
 * || [[file:Astronomical Scales.xps]] || - U nderstand how scaling factors can be used to make representations of astronomical distances
 * **Videos** || media type="youtube" key="tf-RPir8Oe8" height="167" width="274" || - Canadarm D1.1 asses, on the basis of reseach, and report on the contributions of Canadian governments, organizations, businesses, and/or individuals to space technology, research, and/or exploration [IP, PR, AI, C] ||
 * || media type="youtube" key="K8BDDQf0KXY" height="231" width="246" || - Forty years after the United States landed on the moon, a majority of Americans (58%) think that the space program has brought enough benefits to this country to justify its costs
 * || media type="youtube" key="VRSNT_9ru2U" height="263" width="276" || - Colonizing the Moon
 * **Demonstrations/Labs** || [[file:Microgravity Science - Activities.pdf]] || - To demonstrate the phenomenon of fluid shift towards the upper body
 * || [[file:Make a Comet Nucleus.xps]] || - Make an accurate model of a comet nucleus
 * || [[file:Cratering in the Classroom.xps]] || - Studnets will create craters in the classroom
 * || [[file:A Star is Born - Lab.xps]] || - Students will explore how a star evolves and eventually dies
 * **Worksheets** || [[file:Exploration - Worksheet.xps]] || - Student must answer questions about the history of space exploration to unscamble the message ||
 * || [[file:The Solar System - Worksheet.xps]] || - Students answer questions about the solar system
 * || [[file:The Stars - Worksheet.xps]] || - Students write a description of various types of stars
 * **Websites** || Canadian Space Agency || - This website offers ab overview of research programs and includes scientific documents, project descriptions, newsletter, and links for educators
 * || Kids Astronomy || - This site acts as an online Astonomy academy offering games, an online learning centre, teacher resource centre and lessons about astronomy ||
 * || Claim Your Star || - Select a star from the Milky-Way Galaxy and make it your own
 * || View of the Solar System || - This website Views of the Solar System and offers enhanced exploration and educational enjoyment of the solar system and beyond ||

__**Unit E: Physics - The Characteristics of Electricity**__ = =

Overall Expectations:

E1. assess some of the costs and benefits associated with the production of electrical energy from renewable and non‑renewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home

E2.investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits

E3. demonstrate an understanding of the principles of static and current electricity

||  || - Inclues theory, formulas and examples E3.2 explain the characteristics of conductors and insulators and how materials allow static charge to build up or be discharged E3.3 compare and contrast static electricity with alternating current (AC) and direct current (DC) || E1.1 analyse the design of a technological device that improves its electrical efficiency or protects other devices by using or controlling static electricity [AI, C] E1.2 assess some of the social, economic and environmental implications of the production of electrical energy in Canada from renewable and non‑renewable sources [AI, C] E2.1 use appropriate terminology related to electricity including, but not limited to: //ammeter, amp amperes, battery, current, fuse, kilowatt hours, load//,//ohms//, //potential difference//, //resistance//, //switch//, //voltmeter//,and //volts// [C] E2.9 determine the energy consumption of various appliances, and calculate their operating costs [AI, C] E3.4 identify the components of a simple DC circuit and explain their functions E3.8 explain how various factors influence the resistance of an electrical circuit || E2.5 design, draw circuit diagrams of and construct series and parallel circuits and measure electric current // I //, potential difference // V // , and resistance // R //at various points in the circuits, using appropriate instruments and SI units [IP, PR, AI, C] E2.6 analyze and interpret the effects of an identical load in series and in parallel in a simple circuit [AI, C] E3.1 identify electrical quantities and list their symbols and their corresponding SI units || E2.8 solve simple problems involving protential difference // V //, electric current // I // , and resistance // R // , using the quantitative relationship // V = IR // [AI, C] || E2.5 design, draw circuit diagrams of, and construct series and parallel circuits and measure electric current // I //, potential difference // V // , and resistance // R //at various points in the circuits, using appropriate instruments and SI units [IP, PR, AI, C] E2.8 solve simple problems involving protential difference // V // , electric current // I // , and resistance // R // , using the quantitative relationship // V = IR // [AI, C] E2.10 calculate the efficienty of energy converter, using the following equation: percent efficiency = (// Eout /Ein // ) × 100% [AI, C] E3.5 explain the characteristics of electric current, potential difference, and resistance in simple series and parallel circuits, noting how the quantities differ in the two circuits || E3.2 explain the characteristics of conductors and insulators and how materials allow static charge to build up or be discharged || E1.1 analyse the design of a technological device that improves its electrical efficiency or protects other devices by using or controlling static electricity [AI, C] || E1.1 analyse the design of a technological device that improves its electrical efficiency or protects other devices by using or controlling static electricity [AI, C] || E2.2 conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results [PR, AI, C] E2.3 predict the ability of different materials to hold or transfer electric charges and test their predictions through inquiry [IP, PR] E2.4 plan and carry out inquiries to determine and compare the conductivity of various materials [IP, PR, AI, C] || E2.2 conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results [PR, AI, C] E2.3 predict the ability of different materials to hold or transfer electric charges and test their predictions through inquiry [IP, PR] E2.4 plan and carry out inquiries to determine and compare the conductivity of various materials [IP, PR, AI, C] || E2.6 analyse and interpret the effects of adding an identical load in series and in parallel in a simple circuit [AI, C] E2.7 investigate the quantitative relationship between current, potential difference, and resistance in a simple series circuit [PR, AI] E2.8 solve simple problems involving potential difference // V //, electric current // I // , and resistance // R // , using the quantitative relationship // V = IR // [AI, C] || E1.1 analyse the design of a technological device that improves its electrical efficiency or protects other devices by using or controlling static electricity [AI, C] E1.2 assess some of the social, economic and environmental implications of the production of electrical energy in Canada from renewable and nonâ€‘renewable sources [AI, C] E1.3 produce a plan of action to reduce electrical energy consumption at home and outline the roles and responsibilities of various groups in this endeavour [IP, AI, C] || E2.2 conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results [PR, AI, C] E2.3 predict the ability of different materials to hold or transfer electric charges and test their predictions through inquiry [IP, PR] E2.4 plan and carry out inquiries to determine and compare the conductivity of various materials [IP, PR, AI, C] || E2.2 conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results [PR, AI, C] E2.3 predict the ability of different materials to hold or transfer electric charges and test their predictions through inquiry [IP, PR] E2.4 plan and carry out inquiries to determine and compare the conductivity of various materials [IP, PR, AI, C] || E2.5 design, draw circuit diagrams of, and construct series and parallel circuits and measure electric current// I //, potential difference // V // , and resistance // R //at various points in the circuits, using appropriate instruments and SI units [IP, PR, AI, C] E2.6 analyse and interpret the effects of adding an identical load in series and in parallel in a simple circuit [AI, C] E2.7 investigate the quantitative relationship between current, potential difference, and resistance in a simple series circuit [PR, AI] E2.8 solve simple problems involving potential difference // V //, electric current // I // , and resistance // R // , using the quantitative relationship // V = IR // [AI, C] || E2.2 conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results [PR, AI, C] E2.3 predict the ability of different materials to hold or transfer electric charges and test their predictions through inquiry [IP, PR] E2.4 plan and carry out inquiries to determine and compare the conductivity of various materials [IP, PR, AI, C] E3.2 explain the characteristics of conductors and insulators and how materials allow static charge to build up or be discharged || || E2.1 use appropriate terminology related to electricity including, but not limited to: //ammeter, amp amperes, battery, current, fuse, kilowatt hours, load//,//ohms//, //potential difference//, //resistance//, //switch//, //voltmeter//,and //volts// [C] E3.1 identify electrical quantities difference, resistance, and electrical, and list their symbols and their corresponding SI units E3.7 explain what different meters measure and how they are connected within an electrical circuit to measure electrical quantities || || E2.5 design, draw circuit diagrams of, and construct series and parallel circuits and measure electric current // I //, potential difference // V // , and resistance // R //at various points in the circuits, using appropriate instruments and SI units [IP, PR, AI, C] E2.6 analyze and interpret the effects of adding an identical load in series and in parallel in a simple circuit [AI, C] E2.8 solve simple problems involving protential difference // V // , electric current // I // , and resistance // R // , using the quantitative relationship // V = IR // [AI, C] E2.10 calculate the efficienty of energy converter, using the following equation: percent efficiency = (// Eout /Ein // ) × 100% [AI, C] E3.5 explain the characteristics of electric current, potential difference, and resistance in simple series and parallel circuits, noting how the quantities differ in the two circuits E3.6 describe, qualitatively, the interrelationships between resistance, potential difference, and electric current E3.7 explain what different meters measure and how they are connected within an electrical circuit to measure electrical quantities || || E3.2 explain the characteristics of conductors and insulators and how materials allow static charge to build up or be discharged E3.3 compare and constrast static electricity with alternating current (AC) and direct current (DC) || E1.3 produce a plan of action to reduce electrical energy consumption at home and outline the roles and responsibilities of various groups in this endeavour [IP, AI, C] || - Visit the Energy section for current topics about renewable energy and research E1.2 assess some of the social, economic and environmental implications of the production of electrical energy in Canada from renewable and nonâ€‘renewable sources [AI, C] || - Includes profiles on important Canadian physicists E1.2 assess some of the social, economic and environmental implications of the production of electrical energy in Canada from renewable and nonâ€‘renewable sources [AI, C] || E2.9 deetermine the energy consumption of various appliances, and calculate their operating costs [AI, C] ||
 * || **Content** || **Comments** ||
 * **Background Information** || [[file:Polarization.txt]]
 * **Lessons** || [[file:Friction - Lesson.pdf]] || - A lesson on static and kinetic friction
 * || [[file:Electricity - Lesson Plan Ideas.txt]] || - A variety of lesson plan ideas including : a Circuit Corner, discussion and brainstorming about technology and society, calculations, and generating a new appliance
 * || [[file:Circuits and Flow of Electricity - Lesson.pdf]] || - The student will apply understanding of current electricity to design a circuit and describe its workings
 * || [[file:History and Theories of Static Electricity - Lesson.pdf]] || - This lesson goes through the history of electricity from 600BC to the Middle Ages, Franklin era and Modern Theories ||
 * **Videos** || media type="youtube" key="bC_gBL2C9RE" height="159" width="290" || - Online lesson on how to slve circuits problems
 * || media type="youtube" key="iVF6J6-fglo" height="235" width="284" || - Online lesson descibing circuits in parallel and series with mulitple examples and solutions provided
 * || media type="youtube" key="Z-77IzaXGcg" height="235" width="284" || - Static Electricity with Bill Nye the Science Guy
 * || media type="youtube" key="8PiyVd_4s_4" height="187" width="196" || - Canadian electric cars makers unable to sell to Canadians
 * || media type="youtube" key="Gu3EyzOYpGY" height="187" width="196" || - Wind Farms
 * **Demonstrations/Labs** || [[file:Triboelectric Charging of Common Objects - Demo.txt]] || - Demonstrations of triboelectric charging exhibited by everyday objects
 * || [[file:Triboelectric Charging of Common Objects - Demo.txt]] || - Demonstrations of triboelectric charging exhibited by everyday objects
 * || [[file:Electricity 2 - Lab.txt]] || - An introduction of switches into circuits in parallel and series and battery flowE2.5 design, draw circuit diagrams of, and construct series and parallel circuits and measure electric current // I //, potential difference // V // , and resistance // R //at various points in the circuits, using appropriate instruments and SI units [IP, PR, AI, C]
 * || [[file:Electric Energy WebQuest - Lab.txt]] || - Students will find out out about energy in the 1740s and compare that with the use of energy in the 1990s using various sources
 * || [[file:Electric Currents and Circuits - Lab.txt]] || - Students will determine what type of charge is acquired by an aluminum pie plate when charged by induction with a positively and a negatively charged object
 * || [[file:Charging by Induction - Lab.pdf]] || - Students will determine what type of charge is acquired by an aluminum pie plate when charged by induction with apositively‐ and a negatively‐charged object?
 * || [[file:Batteries and Bulbs - Lab.txt]] || - Students will be exposed to the uses of batteries and bulbs be able to explain the difference between series and parallel circuits
 * || [[file:Pop Can Induction- Lab.pdf]] || - Students will explore the result when two connected conductors are charged using an induction charging process
 * **Worksheets** || [[file:What's Electricity - Worksheet.txt]]
 * || [[file:Series Circuits - Worksheet.pdf]]
 * || [[file:Insulators Conductors and Polarization - Worksheet.pdf]]
 * **Websites** || Energy Hog || - Learn how to defeat the Energy Hog and become an official Hog Buster
 * || The Energy Tree || - A leading media outlet dedicated to driving sustainability mainstream with green news, solutions, and product information
 * || Electricity Misconceptions || - Some references for electricity misconception research ||
 * || Profiles of Canadian Physicists || - A website celebrating 100 years of Canadian physics
 * || The Shocking Truth About Electricity || - A website telling the amazing story of electricity helping student learn about electricity ||
 * || Ontario Power Generation || - The main electricity generator in Ontario - OPG makes electricity from: falling water, nuclear power, fossil fuels and g reen energy E1.2 assess some of the social, economic and environmental implications of the production of electrical energy in Canada from renewable and non‑renewable sources [AI, C] E1.3 produce a plan of action to reduce electrical energy consumption at home and outline the roles and responsibilities of various groups in this endeavour [IP, AI, C]

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