Course Profile
Science, Grade 9 applied, Public
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of school Boards that supported the production of the document.
© Queens Printer for Ontario
Acknowledgments
Public District School Board Writing Teams - Science
Course Profile Writing Team
Arthur Prudham, Lead Writer, Waterloo Region District School Board and
Science Co-ordinators and Consultants Association of Ontario
Tom Card, Peel District School Board
Nancy Clarke, York Region District School Board
Chuck Hammill, Peel District School Board
Heather Troup, Peel District School Board
Peter Tse, York Region District School Board
Reviewers
Dave Arthur, Ontario Society for Environmental Education (OSEE); Cecil Knight, Kawartha Pine Ridge DSB; Phil Logan, Ed Mahfouz, Patricia Thomas, Ottawa Carleton DSB; Paulette Luft, Philip Marsh, Elaine Sturm, Peel DSB; Dennis Wendland, Waterloo Region DSB and OSEE; Fiona White, Kawartha Pine Ridge DSB and STAO
Lead Board
Peel District School Board
Allan Smith, Project Manager
Partner Boards
Kawartha Pine Ridge District School Board, Ottawa Carleton District School Board, Waterloo Region District School Board, York Region District School Board
Associations
Ontario Society for Environmental Education (OSEE)
Science Co-ordinators and Consultants Association of Ontario (SCCAO)
Science Teachers Association of Ontario (STAO)
Course Overview
Applied Science Course Grade 9
Description
This course enables students
to understand basic concepts in biology, chemistry, earth and space science,
and physics to develop practical skills in scientific investigation and to
apply their knowledge of science to everyday situations. Student learning will include designing and
conducting investigations into practical problems and issues related to cell
division and reproduction, the structure and properties of elements and
compounds, static and current electricity, and astronomy and space exploration.
Unit Titles with Sequence and Timing
This Grade 9 Applied Science
course profile has been developed to link units through a progression of skills
and in some cases content. Local
circumstances may dictate some variation in the sequence suggested below, but
it is essential to begin with Unit 1, the skill development unit, since the
skills developed are applied in other units. Unit 6, the final assessment task,
must be the last unit of the course.
The profile structure is one
suggestion. It would also be possible
to develop themes which address expectations from a number of the science strands.
For example, an alternate course profile might develop units with titles
such as Nutrition, which would address expectations from the Biology and
Chemistry strands, or Science: A Changing Discipline, which would address
expectations from all four strands.
Observing the skies in the
astronomy unit is best done sometime between late November and early February,
when nights are long and there is the option to do direct observation in the
early evening or morning. It may be
necessary for semestered schools to deliver parts of both Units 1 and 5 near
the beginning of semester 2 to do this.
The teacher is responsible
for creating long-range plans, detailed timing for units and activities, and
making decisions about the best order of activities in a given unit. It is important to read through an entire
unit prior to making specific plans, since later activities may require
introduction early in the unit.
|
Unit Name and Timing |
Unit Title |
Skill Development |
|
Unit 1 (14 hours) |
Weird Water and Skill Builders |
selection of cognitive and manipulative skills for diagnosis of prior learning and skill development |
|
Unit 2 (22 hours) |
Reproduction - Processes and Applications |
inquiry, with a research focus |
|
Unit 3 (22 hours) |
Exploring Matter |
inquiry, with an experimental focus |
|
Unit 4 (22 hours) |
Electrical Applications |
inquiry, with a design focus |
|
Unit 5 (22 hours) |
Space Exploration |
developing investigative skills beyond the laboratory |
|
Unit 6 (8 hours) |
Making Connections |
final assessment task |
Unit Descriptions
Unit 1: Weird Water - Skill Builders
Time: 14 hours
Description
This unit uses some of the
unique properties of water as a unifying theme and provides an opportunity for
the teacher to assess the current competence of students in science inquiry,
their knowledge of the safe and appropriate use of equipment, and their ability
to work independently, in small groups and as a whole class during
instruction. The second overall
expectation in each strand describes the development of cognitive and
manipulative science skills. These are
the focus of this unit.
Overall Expectations: BYV.01, BYV.02, CHV.01, CHV.02, PHV.01, PHV.02, ESV.01, ESV.02,
ESV.03
Specific Expectations: BY1.01, BY2.02, BY2.03, BY2.07, PH1.01, PH2.01, PH2.03, BY2.07, PH1.01, PH2.01, PH2.03, PH2.05, PH2.07, CH1.04, CH2.03, CH2.04, CH2.06, CH2.10, ES1.03, ES2.02, ES2.04, ES2.05, ES2.06, ES3.04
Unit 2: Reproduction - Processes and Applications
Time: 22 hours
Description
The reproduction unit is
introduced by examining a wide variety of careers related to Biotechnology. The
primary focus will involve learning and using the inquiry skills necessary to
investigate and understand an issue. Students will be able to propose and
evaluate ideas, think critically, and make decisions based on information from
a wide variety of sources including electronic and print resources. The
end-of-unit task will involve students researching and reporting on a specific
occupation related to Biotechnology.
Overall Expectations: BYV.01, BYV.02, BYV.03
Specific Expectations: BY1.01 to .07; BY2.01 to .09; BY3.01 to .05
Unit 3: Exploring Matter
Time: 22 hours
Description
In this unit, students will
design and conduct investigations into the properties of common elements and
compounds with a focus on laboratory and environmental safety. The topics of
this unit lend themselves naturally to experimentation and provide
opportunities for students to collect, record, organize, analyze and interpret
data. A culminating activity for the unit addresses environmental concerns and
health and safety issues and relates to the production and use of common
elements and compounds.
Overall Expectations: CHV.01, CHV.02, CHV.03
Specific Expectations: CH1.01 to .09; CH2.01 to .10; CH3.01 to .04
Unit 4: Electrical Applications
Time: 22 hours
Description
In this unit, students will
gain an understanding of concepts of static and current electricity. They will
develop skill in gathering qualitative and quantitative data using a variety of
electrical instruments and tools, and will compare the relationships among
electrical current, resistance and potential difference. Students will apply
their knowledge to the design and construction of an electrical circuit which
performs a specific function. Safety
concerns related to static and current electricity in daily life, and the safe
use of tools and electrical equipment, are addressed. Students will evaluate
the risks and benefits associated with electrical energy production and
distribution in Canada.
Overall Expectations: PHV.01, PHV.02, PHV.03
Specific Expectations: PH1.01 to .07; PH2.01 to .09; PH3.01 to .05
Unit 5: Space Exploration
Time: 22 hours
Description
This unit builds on
students curiosity about space and their place in the universe and develops
their observational skills in situations other than the laboratory. Students
will explore the universe and study applications of space science to understand
better how scientists investigate the universe and how the resulting
technologies affect their lives. Skills of inquiry, problem-solving, critical thinking,
collaboration and communication are developed. Current space work, such as the
construction of the new international space station, is stressed. As a
culminating activity, the students will develop a proposal for a Science
Fiction movie.
Overall Expectations: ESV.01, ESV.02, ESV.03
Specific Expectations: ES1.01 to .05; ES2.01 to .08; ES3.01 to .04
Unit 6: Making Connections
Time: 8 hours
Description
This unit, which comprises
the summative assessment tasks, occurs towards the end of the course. It accounts for 30% of the students overall
course grade and assesses all three goals of the science course (relating
science to technology, society and the environment; inquiry and communication
skills; and basic concepts). The course
has been designed to allow students to practise skills, and to identify and
correct misconceptions in preparation for the final assessment. This assessment also allows the teacher to
establish how well students have achieved Expectations according to the
Achievement Chart for Science (see The
Ontario Curriculum, Grades 9 and 10: Science, 1999 pp. 46-47). The remaining 70% of the course grade will
be based on assessments and evaluations conducted throughout the course.
Course Notes
There is a common misconception that science consists solely of a basic set of agreed-upon facts that every student should know. This perception ignores the rapid expansion of knowledge, especially in the areas of science and technology. The established core of science education is not one of facts alone, but of the concepts, skills, attitudes and dispositions which enable learners to interpret and respond to the events, changes and challenges of their world. It is important that all students achieve such scientific literacy, however the path they follow will differ, reflecting local issues and situations, community-based planning and management, and individual student interest.
The
paramount task of science education is to equip all students with scientific literacy that combination
of values, knowledge and skills that will enable them to think creatively,
reason logically, evaluate information critically and communicate effectively.
This is an essential base for making productive and ethical decisions, not only
about scientific and technological issues but in all areas of life. At the same
time, science education must prepare students who require scientific knowledge
and skills for employment or further education in trades, technology and other
science related fields.
To
help students achieve this vision, Grade 9 Science is grounded in three goals
which parallel those of The Ontario
Curriculum, Grades 1-8: Science and Technology, and which are in turn
reflected directly in the three overall expectations for each unit in the
course. These goals for students are:
To relate science to technology, society and
the environment;
To develop skills, strategies and habits of
mind required for scientific inquiry; and,
To understand basic concepts of science
The three goals are of equal importance, and the activities and
assessment tasks in this profile reflect that balance
An
emphasis on science inquiry skills is maintained throughout the course. Through
a variety of investigations, students describe objects and events, ask
questions, construct explanations, test those explanations against current
scientific knowledge, and communicate their ideas to others. They identify
their assumptions, use critical and logical thinking, and consider alternative
explanations.
The
expectations are central to all aspects of this course profile. The context in
which each unit is delivered, the skills and concepts developed and the
assessment tasks used are interconnected, and linked to the expectations. The
assessment data accumulated throughout the course must be sufficient (in kind
and number) to permit teachers to evaluate the consistent level of performance for each student in each of the
categories in the Achievement Chart for Science (policy document, pages 44-47).
Students
should be made fully aware, in advance, of the processes by which they will be
assessed and evaluated in each unit of the course and in the summative course
evaluation. Use of the Achievement Chart for Science is the basis of assessment
of all aspects of the course, and is introduced and discussed in Unit 1.
This
profile describes a science course in which students are taught how, and are
actively encouraged, to ask their own questions, and in many cases to find
their own answers by inquiry through experiment, research or the innovation
of a device or process. The teacher must make decisions about when and how to
intervene to ensure that students are being successful, without usurping their
opportunities to find their own way. In this model the teacher is a facilitator
of learning, rather than the only source of knowledge - the guide on the
side, not the sage on the stage. The teacher spends more class time
refocusing groups and individual students; less directing whole-class
activities.
Although
there is still the need for direct instruction for some skills and concepts,
that strategy is only one of a wide range of instructional strategies promoted
in this profile. Consequently, there is a much reduced emphasis on traditional
laboratory activities in which students are provided step-by-step instructions,
and more emphasis on developing students ability to devise and carry out their
own procedures within well-defined limits. Again, the teachers role is to
decide what knowledge and skills students must have for them to proceed safely
and successfully in a laboratory setting, without reducing their part in the
process to being followers of recipes with entirely predictable results.
Research
across a variety of disciplines indicates that each student interprets new
information in terms of what he or she already knows. The student tries to make
sense of what is taught by trying to fit it with his or her experience. This
implies that teachers must engage students in activities from which the
students construct meaning. This does not
imply, however, that students must always reinvent the wheel. For example, basic computation and
algorithms "were invented precisely so that people would not have to count
on their fingers and toes to solve each problem." (Sykes, 1995). Formulas in science serve similar practical
purposes. However the formulas and
algorithms should be viewed by students as tools for solving problems not as
problems to be solved, and should not dominate the curriculum.
The
need for students to interact with others as they expand their experience with
new concepts is so vital that cooperative learning is a primary teaching
strategy. Cooperative learning allows individuals to examine their current
thinking and to make adaptations in light of input from others. Learners need time to experience, reflect on
their experiences in relation to what they already know, and resolve any
problems that arise. Accordingly, learners need time to clarify, elaborate,
describe, compare, negotiate, and reach consensus on what specific experiences
mean to them. Educating students to be effective learners is an important
priority in the science program.
Not
all specific expectations are of equal value. Those that are critical to the
development of scientific literacy are emphasized in the learning activities,
and are often revisited. These are expectations which are taught, assessed,
evaluated and where necessary revisited using alternate instructional
strategies in a cyclic process that stops only when students have achieved the expectations.
The
course begins with a unit which assesses and develops prior knowledge and
skills. This pattern is continued by beginning each unit with activities which
help students build the necessary background to succeed and which help teachers
determine areas for remediation to be addressed during instruction.
Safety
issues should be introduced as appropriate throughout the course. Teachers
should consult local and Ministry policy documents, and conform with local
Health and Safety practices. Refer also to The Ontario Curriculum,
Grades 9 and 10: Science (p. 43).
As
implementation of the Grade 1-8 program proceeds, teachers of Grade 9 Science
will find that some of the introductory activities now required to assess and
develop student background knowledge and skills will be less time consuming,
leaving more time for enhancements and extensions. A chart is provided in the
Teacher Support Materials (TSM - Ontario Curriculum, Grades 1 - 8: Science and
Technology) which outlines succinctly the areas of the Grade 1-8 program which
relate to Expectations in Grade 9 Science.
There
are many opportunities for students to do inquiry by research in this profile.
Where activities suggest particular resources and techniques for research, the
teacher must decide if the suggestions are feasible, and if not, to adjust them
so that the intent of the activity is maintained even if the details are
altered to accommodate local circumstances.
Students should be taught
how to use all available tools to access information from people, print,
other media and online sources, both within the school and beyond in the
community. They should also be given opportunities to use those skills, and to
experience the frustrations that invariably accompany the location and
acquisition of quality information.
However, care must be taken
that student time is spent primarily on processing
information rather than accessing
information, so that the research does not become an end in itself. It is more
time efficient for students to be provided with appropriate resource materials
for some activities, rather than having them search them out. For example, a
selection of appropriate books, magazines, vertical files and other media on a
topic could be located in advance by the teacher and/or teacher librarian and
brought to the classroom. Where Internet access if limited, or slow, whole
sites can be downloaded to the hard drive of a computer using a commercial
software package like WebWhacker (Classroom Connect - ISBN 0932577-39-3 -- web
site http://www.classroom.net) then
used in the classroom. Teachers should also develop collections of articles
from various sources that could be maintained in a classroom vertical file for
use by students as required, or bundled into packages specific to particular
activities.
The
instructional plan for each unit encourages connections to a broad range of
community resources. These may include print or electronic sources of
information, sites for field trips, resource people, physical resources,
commercial enterprises and post-secondary institutions. These can also be
resources for students planning for careers and further education.
The
implementation of Grade 9 Science is a process, not an event. The program will
take a number of years to become institutionalized in schools. Beginning in
September 1999, it will be necessary that those involved at all levels in the
education system make continuous and measurable progress towards the
implementation.
Students
who successfully complete Grade 9 Science, whether the Academic or the Applied
course, may choose either course option in Grade 10. To ensure that all
students have the necessary knowledge and skills to succeed in Grade 10, there
is considerable similarity in the learning activities described for both the Academic
and Applied courses.
Teaching/Learning Strategies
Most learning activities in this profile focus on the inquiry process, draw on scientific skills and concepts and are set in a context of science as it relates to technology, society and the environment. This approach is a significant, intentional change from past practice which tended to focus first on content, and is critical to the development of scientific literacy for all students. There has been a conscious effort to address the principles of best practice in instruction, as outlined below, in the student activities throughout this profile.
Instructional strategies in Grade 9 Science:
include
whole class, small group and individual instruction
promote
the role of teacher as guide and facilitator in the classroom
use
electronic technology in investigations as appropriate (including computer
software, laboratory interface devices, calculators, video and digital cameras)
address
a variety of learning styles in each unit
can
be modified for special needs students
promote
direct involvement in a variety of concrete experiences with the natural world
which enable students to construct their own understanding of concepts and
principles
provide
challenging experiences appropriate to the needs of a broad spectrum of
students
encourage
maximum student engagement in the learning activities
encourage
student choice regarding the processes and products of learning in the science
classroom
provide
opportunities for genuine inquiry - to generate questions, apply a variety of
investigative approaches in learning, and communicate findings in a variety of
ways
provide
options which enable students to demonstrate Achievement Level 4
use
formative assessment to provide opportunities for re-learning
link
assessment tools to the expectations addressed
allow
students to practise during the course tasks like those on which they will be
assessed and evaluated
connect
with expectations from other subject areas when appropriate
support
opportunities for transfer to solve problems and innovate by applying
scientific concepts and processes to their lives outside the school and beyond
the artificial boundaries which separate school subjects.
Assessment/Evaluation
Assessment is a systematic process of collecting information or evidence about student learning; evaluation is the judgment we make about the assessments of student learning based on established criteria.
The assessment strategies in this profile support the view that assessment must be embedded within the instructional process throughout each unit rather than being an isolated event at the end. In that view, assessment drives the course and each activity within it. Making the details of the assessment and evaluation process public to all students is a powerful way to promote student success in the achievement of expectations. By making assessment central to the learning process, a wide variety of assessment tools can be used in each unit, maximizing the opportunity for each student to succeed.
There
has been a conscious effort to address the principles of best practice in
assessment and evaluation, as outlined below, throughout this profile.
Quality Assessment and Evaluation
can
be modified to accommodate a variety of learning styles
can
be modified to accommodate special needs students
include
both performance tasks and paper-pencil instruments
can
be diagnostic, formative or summative
are
clearly linked to the Expectations and to the Achievement Levels Chart for
Science
may
assess both individual and group performance
employ
a wide variety of assessment and evaluation tools and procedures
are
used to improve learning, both from the perspective of the student and the
teacher
make
the student a partner in the assessment process through helping to set criteria
and through self and peer assessments
provide
judgments about student achievement in the four categories described in the
Achievement Levels Chart for Science
are
criterion referenced, comparing student performance to the Expectations, not to
other students
Resource Summary
A. General References on Science Education
Armstrong, Thomas. (1994) Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-87120-230-1
Brown, John L. (1995) Observing Dimensions of Learning in Classrooms and Schools. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-87120-255-7
Burke, Kay. (1993) How to Assess Thoughtful Outcomes. Palatine, Illinois: IRI/Skylight Puhlishing, Inc. ISBN 0-932935-58-3 (1-800-348-4474)
Herman, Aschbacher and Winters. (1992) A Practical Guide to Alternative Assessment. Association for Supervision and Curriculum Development. ISBN 0-87120-197-6
McDonald, Joseph P. et al. (1993) Graduation by Exhibition: Assessing Genuine Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-87120-204-2
The Minister of Education and Training, Ontario. (1993) Assessment Planning Guide: Junior Science OAIP. Toronto, ON: Queens Printer. ISBN 0-7778-0716-5
The Waterloo County Board of Education. (1993) Windows on Learning. Kitchener, ON.
The Waterloo County Board of Education. (1993) Assessment for Learning in the Transition Years and the Specialization Years. Kitchener, ON.
Zemelman, Daniels and Hyde. (1993) Best Practice: New Standards for Teaching and Learning in Americas Schools. Portsmouth, NH: Heinemann. ISBN 0-435-08788-6
B. A Selection of Science and Education Internet Sites (and sites that lead to them)
American Association for the
Advancement of Science
http://www.aaas.org/
Association for Supervision and
Curriculum Development -- variety of high quality publications and videos on a
wide variety of topics -- many principals and superintendents have memberships
and can purchase materials at reduced rates. Also the home of Educational
Leadership magazine.
http://www.ascd.org/
Canadian government and research sites
related to science and engineering
http://www.nserc.ca/relate.htm
Education Network of Ontario
http://www.enoreo.on.ca/
Education resources on the web
(Canadian site)
http://www.educ.uvic.ca/depts/snsc/pages/weblinks/weblinks.htm
Gateway to Educational Materials
http://www.thegateway.org/
Kathy Schrock's Guide for Educators.
http://discoveryschool.com/schrockguide/
MET Web Index -- to find anything on
the Ministrys web site.
http://www.edu.gov.on.ca/eng/webmap.html
Midwest Mathematics and Science
Consortium (MSC)
http://www.ncrel.org/msc/msc.htm
National Science Foundation (USA)
http://www.nsf.gov/
National Staff Development Council --
issues of implementation
http://www.nsdc.org/
Online Resources for Assessment
http://www.rmcdenver.com/useguide/assessme/online.htm
Ontario Ministry of Education and
Training (MET) -- curriculum documents page
http://www.edu.gov.on.ca/eng/document/curricul/curricul.html
Regional Education Laboratories in the
USA -- focus on educational research
http://www.sedl.org/RELs.html
Rubric for scoring a physics
laboratory project
http://www.glenbrook.k12.il.us/gbssci/phys/projects/q1/tparub.html
Science Teachers Association of
Ontario (STAO) links to science sites
http://www.stao.org/hotlinks.htm
STAR Centre for Academic Renewal
(Texas)
http://www.starcenter.org/
USA National Academy of Sciences
http://www.nas.edu/
Course Evaluation
We will know when we are progressing towards the vision described for Grade 9 Science when we observe:
students
who are actively curious, habitually asking questions about the world around
them.
students
who can transfer the skills, concepts and habits of mind learned through
science to describe, analyze and explain issues elsewhere in the curriculum and
beyond the school that relate science, technology, society and the environment.
students
interacting with others in ways that reflect personal and communal values that
have been examined, in part, through the study of science.
students
who are able to consider further studies and/or careers in science and
technology since we have maximized the choices open to each by providing
engaging learning opportunities and inspiring role models.
teachers
functioning as a community of learners, questioning what they do and how they
do it, and improving their craft by sharing their experiences.
Coded Expectations: Science, Grade 9, Applied
Biology: Reproduction -
Processes and Applications
Overall Expectations
BYV.01
demonstrate an understanding of the processes of cell division, including mitosis, and the function of sexual (including human) and asexual reproductive systems;
BYV.02
conduct investigations into questions arising from reproductive issues;
BYV.03
examine the impact of scientific research and technological developments on issues related to reproduction.
Specific Expectations
Understanding Basic Concepts
BY1.01
describe the basic process of cell division, including what happens to the cell membrane and contents of the nucleus (e.g., stages of mitosis - prophase, metaphase, anaphase, and telophase);
BY1.02
demonstrate an understanding of the importance of cell division to the growth and reproduction of an organism (e.g., describe changes in cell division in an organism during its lifespan);
BY1.03
demonstrate an understanding that the nucleus of a cell contains genetic information and determines cellular processes;
BY1.04
describe various types of asexual reproduction that occur in plant species or in animal species and various methods for the asexual propagation of plants (e.g., fission, budding, production of spores; fission in the amoeba and planaria flatworm, budding in the hydra and sponge; use of bulbs, cuttings, grafting, and modified stems in plants);
BY1.05
describe the various types of sexual reproduction that occur in plants and in animals, and identify some plants and animals, including hermaphrodites, that exhibit this type of reproduction (e.g., conjugation, cross-fertilization, internal and external fertilization);
BY1.06
compare sexual and asexual reproduction (e.g., asexual reproduction does not require a partner and can take place whenever environmental conditions such as food, warmth, and moisture are suitable);
BY1.07
explain signs of pregnancy in humans and describe the major stages of human development from conception to early infancy.
Developing skills of Inquiry and Communication
BY2.01
explain signs of pregnancy in humans and describe the major stages of human development from conception to early infancy.
BY2.02
formulate scientific questions about the problem or concern, and develop a plan to answer these questions;
BY2.03
demonstrate the skills required to plan and conduct an inquiry into reproduction, using instruments and tools safely, accurately, and effectively (e.g., use a microscope at an appropriate level of magnification to locate and view mitosis on a slide);
BY2.04
demonstrate the skills required to plan and conduct an inquiry into reproduction, using instruments and tools safely, accurately, and effectively (e.g., use a microscope at an appropriate level of magnification to locate and view mitosis on a slide);
BY2.05
organize, record, and analyse the information gathered (e.g., interpret patterns and trends; discuss relationships among variables; and predict consequences of action or inaction);
BY2.06
predict the value of a variable by interpolating or extrapolating from graphical data (e.g., graph data on the optimum reproductive years of women and predict trends for upcoming years);
BY2.07
communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats;
BY2.08
defend orally a position on the concern or problem investigated;
BY2.09
use a microscope to observe and identify (in living tissue and prepared slides) animal and vegetable cells in different stages of mitosis, as well as cells undergoing asexual reproduction (e.g., budding in yeast).
Relating Science to Technology, Society,
and the Environment
BY3.01
describe the use of reproductive technologies in a workplace environment and explain the costs and benefits of using such technologies (e.g., use of reproductive technologies by: a horticulturalist cloning; a doctor in vitro fertilization; a farmer or breeder selective breeding processes);
BY3.02
examine some Canadian contributions to research and technological development in the field of genetics and reproductive biology (e.g., describe the development of the McIntosh apple or of canola; do research on foetal alcohol syndrome or cystic fibrosis);
BY3.03
identify local environmental factors and individual choices that may lead to a change in a cells genetic information or an organisms development, and investigate the consequences such factors and choices have on human development (e.g., identify the consequences of exposure to X-rays or the use of cigarettes or illegal drugs for the development of the foetus);
BY3.04
provide examples of the impact of developments in reproductive biology on global and local food production, populations, the spread of disease, and the environment (e.g., genetic engineering of crops; reproductive technologies and the production of hybrid species);
BY3.05
describe careers that involve some aspect of reproductive biology.
Chemistry: Exploring Matter
Overall Expectations
CHV.01
describe the atomic structure of common elements and their organization in the periodic table;
CHV.02
investigate the physical and chemical properties of common elements and compounds, and relate the properties of elements to their location in the periodic table;
CHV.03
demonstrate an understanding of the importance, production, use, and environmental hazards of common elements and simple compounds.
Specific
Expectations
Understanding Basic Concepts
CH1.01
demonstrate an understanding of the importance, production, use, and environmental hazards of common elements and simple compounds.
CH1.02
recognize compounds as pure substances that may be broken down into elements by chemical means;
CH1.03
describe compounds and elements in terms of molecules and atoms;
CH1.04
identify each of the three fundamental particles (neutron, proton, and electron), and its charge, location, and relative mass in a simple atomic model (e.g., the Bohr-Rutherford model);
CH1.05
identify general features of the periodic table (e.g., arrangement of the elements based on atomic structure, groups or families of elements, periods or horizontal rows);
CH1.06
demonstrate an understanding of the relationship between the properties of elements and their position in the periodic table (e.g., metals appear on the left of the periodic table; non-metals appear on the right);
CH1.07
identify and write symbols/formulae for common elements and compounds (e.g., H, Mg, S, N and NaCl, O2, H2O, CO2);
CH1.08
describe, using their observations, the evidence for chemical changes (e.g., energy change, formation of a gas or precipitate, change in colour or odour, change in temperature);
CH1.09
distinguish between metals and non- metals and identify their characteristic properties (e.g., most metals are lustrous or shiny and good conductors of heat; most non-metals in solid form are brittle and not good conductors of heat)
Developing Skills of Inquiry and
Communication
CH2.01
demonstrate knowledge of laboratory, safety, and disposal procedures while conducting investigations (e.g., wear safety glasses; practise orderliness and cleanliness; follow WHMIS guidelines and emergency procedures; use proper procedures for handling and storage);
CH2.02
determine how the properties of substances influence their use (e.g., how the reactions of metals with air influence their use);
CH2.03
formulate scientific questions about a problem or issue involving the properties of substances;
CH2.04
demonstrate the skills required to plan and conduct an inquiry into the properties of substances, using apparatus and materials safely, accurately, and effectively (e.g., investigate the physical properties of common elements and classify them as metals or non-metals);
CH2.05
select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
CH2.06
organize, record, and analyse the information gathered (e.g., interpret patterns and trends; discuss relationships among variables; predict consequences of action or inaction);
CH2.07
communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., present data on different chemical substances in a table using appropriate headings such as compound, element, chemical property, physical property);
CH2.08
investigate, by laboratory experiment or classroom demonstration, the chemical properties of representative families of elements (e.g., combustibility, reaction with water of Mg, Ca or C, Si);
CH2.09
investigate the properties of changes in substances, and classify them as physical or chemical based on experiments (e.g., solubility, combustibility, change of state, changes in colour);
CH2.10
construct molecular models of simple molecules (e.g., H2, O2, H2O, NH3, CH4, CO2).
Relating Science to Technology, Society,
and the Environment
CH3.01
identify uses of elements in everyday life (e.g., iron and other elements in steel; aluminum, oxygen, chlorine in water);
CH3.02
describe the methods used to obtain elements in Canada, and outline local environmental concerns and health and safety issues related to the ways in which they are mined and processed (e.g., explain how gold, nickel, carbon, or uranium is obtained and processed);
CH3.03
explain how a knowledge of the physical and chemical properties of elements enables people to determine the potential uses of the elements and assess the associated risks (e.g., helium versus hydrogen in balloons, copper versus aluminum in wiring, copper versus lead in plumbing);
CH3.04
identify and describe careers that require knowledge of the physical and chemical properties of elements and compounds.
Earth and Space Science: Space Exploration
Overall Expectations
ESV.01
demonstrate an understanding of the formation, evolution, structure, and nature of our solar system and of the universe;
ESV.02
design and conduct investigations into the appearance and motion of visible celestial objects;
ESV.03
describe how human endeavours and interest in space have contributed to our understanding of outer space, the Earth, and living things, and identify Canadian contributions to space exploration.
Specific
Expectations
Understanding Basic Concepts
ES1.01
recognize and describe the major components of the universe using appropriate scientific terminology and units (e.g., record the location and movement of planets and satellites, stars, galaxies, and clusters of galaxies using Astronomical Units and light years);
ES1.02
describe the generally accepted theory of the origin and evolution of the universe (i.e., the big bang theory) and the observational evidence that supports it;
ES1.03
describe, compare, and contrast the general properties and motions of the components of the solar system (e.g., the composition and physical properties such as size and state, rotation, size and period of orbit of the Sun, planets, moons, asteroids, comets);
ES1.04
describe the Sun and its effects on the Earth and its atmosphere (e.g., the Sun as an energy source, solar activity, aurora borealis);
ES1.05
describe and explain the effects of the space environment on organisms and materials (e.g., the effects of microgravity and temperature on organisms during space exploration).
Developing Skills of Inquiry and
Communication
ES2.01
identify problems and issues that scientists face when investigating celestial objects and describe ways these problems can be solved (e.g., use of a telescope to collect light from a faint object);
ES2.02
formulate scientific questions about a problem or issue in space exploration;
ES2.03
demonstrate the skills required to plan and conduct an inquiry about space exploration, using instruments, tools, and apparatus safely, accurately, and effectively;
ES2.04
select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
ES2.05
organize, record, and analyse the information gathered (e.g., interpret patterns and trends; discuss relationships among variables; predict consequences of action or inaction);
ES2.06
communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language, and formats (e.g., prepare a comparative data table on various stars);
ES2.07
conduct investigations on the motion of visible celestial objects, using instruments, tools, and apparatus safely, accurately, and effectively (e.g., graph sunrise and sunset data and relate them to the motions of the Earth);
ES2.08
gather, organize, and record data through regular observations of the night sky and/or use of appropriate software programs, and use these data to identify and study the motion of visible celestial objects (e.g., track the position of the Moon and planets over time).
Relating Science to Technology, Society,
and the Environment
ES3.01
identify and assess the impact of developments in space research and technology on other fields of endeavour (e.g., the advancement of robotics, agriculture, resource management, navigation, and telecommunications);
ES3.02
relate the beliefs of various cultures concerning celestial objects to aspects of their civilization (e.g., aboriginal beliefs, Greek mythology, Mayan civilization);
ES3.03
provide examples of the contributions of Canadian research and development to space exploration and technology;
ES3.04
explore careers in science and technology that are related to the exploration of space, and identify their educational requirements.
Physics: Electrical Applications
Overall Expectations
PHV.01
demonstrate an understanding of the principles of static and current electricity;
PHV.02
design and build electrical circuits that perform a specific function;
PHV.03
analyse the practical uses of electricity and its impact on everyday life.
Specific
Expectations
Understanding Basic Concepts
PH1.01
explain common electrostatic phenomena (e.g., clothes that stick together, attraction of hairs to combs);
PH1.02
compare qualitatively static and current electricity (e.g., a charge on a charged electroscope and the charge in an operating circuit);
PH1.03
describe the concepts of electric current, potential difference, and resistance, with the help of a water analogy;
PH1.04
explain how electric current, potential difference, and resistance are measured using an ammeter and a voltmeter;
PH1.05
describe qualitatively the effects of varying electrical resistance and potential difference on electric current in an electrical circuit;
PH1.06
apply the relationship potential difference=resistance x current to simple series circuits;
PH1.07
determine quantitatively the percent efficiency of an electrical device that converts electrical energy to other forms of energy, using the relationship
percent efficiency = energy
output/energy input X 100
Developing Skills of Inquiry and
Communication
PH2.01
demonstrate knowledge of electrical safety procedures when planning and carrying out investigations and choosing and using materials, tools, and equipment;
PH2.02
identify an authentic practical challenge or problem related to the use of electricity (e.g., to design household wiring; to increase the efficiency of electrical usage in the school);
PH2.03
formulate questions about the problem or issue;
PH2.04
demonstrate the skills required to plan and conduct an inquiry into the use of electricity, using instruments, tools, and apparatus safely, accurately, and effectively;
PH2.05
select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
PH2.06
select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;
PH2.07
communicate scientific ideas, procedures, results, and conclusions using appropriate SI units, language, and formats (e.g., electrical power, voltage, resistance; drawings, charts, graphs);
PH2.08
design, draw, and construct series and parallel circuits that perform a specific function (e.g., given light bulbs, wires, and batteries, produce circuits with: one light bulb on; two light bulbs of the same brightness; one light bulb disconnected and the other light bulb on);
PH2.09
use appropriate instruments to collect and graph data, and determine the relationship between voltage and current in a simple series circuit with a single resistor.
Relating Science to Technology, Society,
and the Environment
PH3.01
describe and explain household wiring and its typical components (e.g., parallel circuits with switches, fuses, circuit breakers, outlets);
PH3.02
develop a solution to a practical problem related to the use of electricity in the home, school, or community (e.g., choose an appropriate fuse or circuit breaker for a specific circuit);
PH3.03
compare electrical energy production technologies, including risks and benefits (e.g., explain the advantages and disadvantages of using hydro, photovoltaic, wind, and tidal generators to produce electrical energy);
PH3.04
explain how some common household electrical appliances operate (e.g., electric kettle, electric baseboard heater, electric light bulb);
PH3.05
describe careers that involve electrical technologies, and use employability- assessment programs, newspaper job advertisements, and/or appropriate Internet sources to identify the knowledge and skill requirements of such careers.
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