Unit 1: Atomic Theory: Models and Patterns
Duration
10 Weeks
Learner Profile Attributes
- Knowledgeable
- Open-minded
Key Concept
Related Concept(s)
Global Context
- Orientation in Space and Time: Evolution and Constraints and Adaptation
Statement of Inquiry
- We can use models to see patterns and understand how theories evolve over time.
Summative Assessment Criteria
- Criterion A
- Criterion B
- Criterion C
ATLs (Skills)
- C – Use appropriate forms of writing for different purposes and audiences
- C – Paraphrase accurately and concisely
- R – Collect, record and verify data
- R – Collect and analyze data to identify solutions and/or make informed decisions
Curriculum Standards
- C1.1: Assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties
- C1.2: Assess social, environmental, and economic impacts of the use of common elements or compounds
- 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
- C2.2: Conduct an inquiry to identify the physical and chemical properties of common elements and compounds
- 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
- C2.4: Conduct appropriate chemical tests to identify some common gases on the basis of their chemical properties, and record their observations
- C2.5: Construct molecular models to represent simple molecules
- C3.1: Explain how different atomic models evolved as a result of experimental evidence
- C3.2: Describe the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass
- C3.3: Distinguish between elements and compounds
- C3.4: Describe the characteristic physical and chemical properties of common elements and compounds
- 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
- C3.7: Compare and contrast the physical properties of elements within a group (e.g., alkali metals) and between groups (e.g., the carbon group and noble gases) in the periodic table
- C3.8: Identify and use the symbols for common elements (e.g., C, Cl, S, N) and the formulae for common compounds (e.g., H2O, CO2, NaCl, O2)
Unit 2: Ecology: Balance in Ecosystems
Duration
10 Weeks
Learner Profile Attributes
Key Concept
Related Concept(s)
Global Context
- Globalisation and Sustainability
Statement of Inquiry
- Living organisms depend on their interactions with other living and non-living matter, to produce balanced, stable, and sustainable ecosystems, both locally and globally.
Summative Assessment Criteria
ATLs (Skills)
- C – Use appropriate forms of writing for different purposes and audiences
- C – Paraphrase accurately and concisely
- R – Collect, record and verify data
- R – Collect and analyze data to identify solutions and/or make informed decisions
Curriculum Standards
- 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
- B1.2: Evaluate the effectiveness of government initiatives and/or the efforts of societal groups or non-governmental organizations, environmental groups, or student organizations, with respect to an environmental issue that affects the sustainability of terrestrial or aquatic ecosystems
- B2.1: Use appropriate terminology related to sustainable ecosystems, such as:
- B2.2: Interpret 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
- B2.3: Plan and conduct an investigation, involving both inquiry and research, into how a human activity affects soil composition or soil fertility (e.g., changes to soil composition resulting from the use of different compostable materials, organic or inorganic fertilizers, or pesticides), and, extrapolating from the data and information gathered, explain the impact of this activity on the sustainability of terrestrial ecosystems
- 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
- B2.5: Analyse the effect of human activity on the populations of terrestrial and aquatic ecosystems by interpreting data and generating graphs
- B3.1: Compare and contrast biotic and abiotic characteristics of sustainable and unsustainable terrestrial and aquatic ecosystems
- 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
- B3.3: Describe the limiting factors of ecosystems, and explain how these factors affect the carrying capacity of an ecosystem
- 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
- B3.5: Identify various factors related to human activity that have an impact on ecosystems (e.g., the introduction of invasive species; shoreline development; industrial emissions that result in acid rain), and explain how these factors affect the equilibrium and survival of ecosystems
Unit 3: Electrical Consequences: Making Recommendations for Power Generation
Duration
10 Weeks
Learner Profile Attributes
Key Concept
Related Concept(s)
Global Context
- Scientific and Technical Innovation
Statement of Inquiry
- Energy transformations help us understand the consequences of scientific progress.
Summative Assessment Criteria
- Criterion A
- Criterion B
- Criterion C
ATLs (Skills)
- T – Interpret data
- T – Evaluate evidence and arguments
- T – Consider multiple alternatives, including those that might be unlikely or impossible
- T – Apply skills and knowledge in unfamiliar situations
- T – Transfer current knowledge to learning of new technologies
Curriculum Standards
- e1.1: Analyse the design of a technological device that improves its electrical efficiency or protects other devices by using or controlling static electricity.
- 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.
- e1.3: Produce a plan of action to reduce electrical energy consumption at home (e.g., using EnerGuide information when purchasing appliances), and outline the roles and responsibilities of various groups.
- e2.1: Use appropriate terminology related to electricity, including, but not limited to: ammeter, amperes, battery, current, fuse, kilowatt hours, load, ohms, potential difference, resistance, switch, voltmeter, and volts.
- e2.2: Conduct investigations into the transfer of static electric charges by friction, contact, and induction, and produce labelled diagrams to explain the results.
- e2.3: Predict the ability of different materials to hold or transfer electric charges (i.e., to act as insulators or conductors), and test their predictions through inquiry.
- e2.4: Plan and carry out inquiries to determine and compare the conductivity of various materials (e.g., metals, plastics, glass, water).
- e2.5: Design, draw circuit diagrams of, and construct series and parallel circuits.
- e2.6: Analyse and interpret the effects of adding an identical load in series and in parallel in a simple circuit.
- e2.7: Investigate the quantitative relationships between current, potential difference, and resistance in a simple series circuit.
- e2.8: Solve simple problems involving potential difference V, electric current I, and resistance R, using the quantitative relationship V = IR.
- e2.9: Determine the energy consumption of various appliances, and calculate their operating costs.
- e2.10: Calculate the efficiency of an energy converter, using the following equation: percent efficiency = (Eout / Ein) × 100%.
- e3.1: Identify electrical quantities (i.e., current, potential difference, resistance, and electrical energy), and list their symbols and their corresponding SI units.
- 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).
- e3.4: Identify the components of a simple DC circuit and explain their functions.
- 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 (e.g., ammeters, voltmeters, multimeters) measure and how they are connected within an electrical circuit to measure electrical quantities.
- e3.8: Explain how various factors (e.g., wire length, wire material, cross-sectional area of wire) influence the resistance of an electrical circuit.
Unit 4: Theories of Universe
Duration
10 Weeks
Learner Profile Attributes
Key Concept
Related Concept(s)
Global Context
- Orientation in Space and Time
Statement of Inquiry
- Throughout history, evidence has developed and changed our ideas and understanding of the universe.
Summative Assessment Criteria
ATLs (Skills)
- C – Use appropriate forms of writing for different purposes and audiences
- C – Structure information in summaries, essays and reports
- R – Use critical literacy skills to analyze and interpret media communication
- R – Compare, contrast and draw connections among (multi)media resources
Curriculum Standards
- 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
- D1.2: Assess some of the costs, hazards, and benefits of space exploration
- 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]
- D2.2: 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
- D2.3: Plan and conduct a simulation that illustrates the interrelationships between various properties of celestial objects visible in the night sky
- D2.4: Gather and record data, using an inquiry or research process, on the properties of specific celestial objects within the solar system
- D2.5: Compare and contrast properties of celestial objects visible in the night sky, drawing on information gathered through research and using an appropriate format
- D3.1: Describe observational and theoretical evidence relating to the origin and evolution of the universe (e.g., evidence supporting the big bang theory)
- D3.2: Describe observational and theoretical evidence relating to the formation of the solar system
- D3.3: Describe the major components of the solar system and the universe (e.g., planets, stars, galaxies), using appropriate scientific terminology and units
- D3.4: Describe the sun’s composition and energy source, and explain how its energy warms Earth and supports life on the planet
- D3.5: Explain the causes of astronomical phenomena (e.g., the aurora borealis, solar eclipses, phases of the moon, comets) and how various phenomena can best be observed from Earth
- D3.6: Describe various reasons that humankind has had for studying space
