Introduction to Scientific Investigation Skills and Career Exploration

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);

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.

come up with scientific questions & hypotheses about observed ideas, problems, or issues to help focus inquiries (1.1)

learn to conduct inquiries with controlled variables using appropriate scientific instruments and safe lab practices (1.1)

collect and organize lab data into tables, flow charts, & graphs (1.1)

use appropriate scientific symbols & units of measurement in communications (1.1)

express the results of calculations accurately and precisely select, organize, & record relevant information on research topics, & reference appropriately (1.1)

analyze the information gathered from research sources for reliability & bias (1.1)

draw conclusions from inquiry results and research, & justify these conclusions (1.1)

communicate findings using appropriate language (1.1)

produce & analyze qualitative & quantitative data to determine whether the evidence supports initial predictions & to identify sources of error (1.1)

Canadian Scientist contributions (1.2)

Biology: Sustainable Ecosystems

Ecosystems are dynamic and have the ability to respond to change, within limits, while maintaining their ecological balance.

People have the responsibility to regulate their impact on the sustainability of ecosystems in order to preserve them for future generations.

Describe impacts of humans on natural ecosystems (What do you think Chapter 2)

Define the 3 abiotic spheres of earth.(2.1)

Connect the concept of how earth’s abiotic spheres combine to support the presence of life in the biosphere(2.1)

Identify and differentiate between various types of terrestrial and aquatic ecosystems.(2.2)

Plan and conduct an investigation, involving how a human activity affects water quality and effects terrestrial and aquatic ecosystems (How fertilizers , road salt, Acid rain, pesticides into water systems) (2.3)

Identify how plants utilize abiotic components from the environment to produce sugar and oxygen as part of the process of photosynthesis. (2.4)

Connect how living things utilize these products of photosynthesis to produce energy to sustain life in cellular respiration. (2.4)

Explain how nutrients flow within a food chain. (2.5)

Define Trophic level (2.5)

Explain how energy flows within a food chain and how energy concentrations decrease in progressively higher trophic levels (2.5)

Analyze food webs in terms of organism number, biomass and energy and construct pyramid charts to profile a food web. (2.5)

Define the cycling of matter specifically the carbon cycle, water cycle and nitrogen cycle. (2.6)

Explain how the water cycle occurs. (2.6)

Connect the carbon cycle to the complementary processes of photosynthesis and cellular respiration. (2.6)

Explore various ways in which nitrogen gas is converted into nitrates, nitrites and ammonia for use in living organisms and passed along the food chain (2.6)

Classify abiotic and biotic factors which influence species populations. (2.7)

Compare and contrast various feeding interactions between species in a food chain. (2.7)

Connect these factors to limits on species populations to establish a balanced carrying capacity. (2.7)

Analyze the natural balancing effect of predator-prey relationships on sustaining balanced populations in ecosystem food chains (2.7)

Distinguish between primary and secondary succession. (3.2)

volcanic eruption, the introduction of invasive species; shoreline development; industrial emissions that result in acid rain, explain how these factors affect the survival of ecosystems (3.6)

Describe the different factors that affect an ecosystems sustainability (2.2)

Define biodiversity and species richness and describe the importance. (3.3)

Classify species at risk (extinct, extirpated, endangered, threatened, special concern) (3.3)

Define invasive species (3.5)

Identify the impacts of invasive species (ecological, economic, tourism, health) (3.5)

Describe how we can control introduced species (3.5)

Describe the affects of common pollutants (3.6)

Define pests and poisons (4.4)

Give examples of different pesticides (4.4)

Create a diagram to show the process of bioaccumulation where concentration increases progressively (4.5)

Define stewardship. (3.7)

Relate stewardship to focus on faith themes (stewardship and rights and responsibilities)

Chemistry: Atoms, Elements and Compounds

Elements and compounds have specific physical and chemical properties that determine their practical uses.

The use of elements and compounds has both positive and negative effects on society and the environment

Explain all the parts of the particle theory. Relate the particle theory to states of matter (solid, liquid, gas) (5.1)

Distinguish between a physical and chemical property. Describe matter based upon physical and chemical properties. (5.2)

Describe the characteristic physical and chemical properties of common elements and compounds (e.g., aluminum is a good conductor of heat; copper reacts to moist air by developing a greenish surface of copper carbonate; sodium carbonate is a white, odourless powder that dissolves in water; water has unique physical properties that allow it to support life) (5.1, 5.5)

Identify characteristic physical properties which include melting point, boiling point, Density etc. (5.6)

Use a scale to determine the mass and choose an appropriate method to determine the volume of different objects (based on size and shape) (5.6)

Identify the quantities Density D, mass M, and volume V in a word problem using the correct symbol and unit. (5.6)

Calculate the unknown quantity, given two of the three quantities Density, Mass, Volume in a word problem using the equation D=M/V and GRASS method

Classify samples of matter into pure substance(element, compound) or mixture (mechanical mixture, solution)

Distinguish between a physical and chemical change.(5.6)

Identify characteristics of a physical (Change of State) and chemical change.(5.1)

Identify 5 indicators of a chemical change (gas produced, energy released or taken in, colour change, precipitate) (5.3)

Identify element symbols of the first 20 elements and define atomic number, and atomic mass (6.1)

Explain how different atomic models evolved as a result of experimental evidence (e.g., how the Thomson model of the atom changed as a result of the Rutherford gold-foil experiment) (6.6)

Identify the 4 major families ( noble gases, alkali metals, alkaline earth metals, and halogens) (6.4)

Identify patterns of reactivity and atomic radius (6.4)

Locate metals, non-metals and metalloids and give physical properties of each. (6.1)

Explain the relationship between the atomic structure of an element and the position of that element in the periodic table ( valence electrons, orbits/energy levels) (6.6)

Calculate the number of protons, neutrons, and electrons for the first 20 elements. (6.7)

Describe the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass (6.7)

Create a Bohr-Rutherford model for the first 20 elements.(6.7)

Recognize that colourless, odourless gases will have different chemical properties (7.5)

Conduct appropriate chemical tests to identify some common gases (e.g., oxygen, hydrogen, carbon dioxide) on the basis of their chemical properties, and record their observations

Describe and identify ionic and covalent compounds. (7.1)

Assess the usefulness of and/or the hazards associated with common elements in terms of the physical and chemical properties. (7.8)

Assess social, environmental, and economic impacts of use of elements and compounds (7.8)

Relate to focus on faith themes (stewardship and rights and responsibilities)

Earth and Space Science

Different types of celestial objects in the solar system and universe have distinct properties that can be investigated and quantified.

People use observational evidence of the properties of the solar system and the universe to develop theories to explain their formation and evolution.

Space exploration has generated valuable knowledge but at enormous cost.

Describe the major components of the solar system and universe (8.1)

Explore characteristics and properties of celestial objects visible in the night sky (8.1)

Compare and contrast properties of celestial objects visible in the night sky (8.1)

Describe retrograde motion (8.9)

Describe the sun’s composition and energy source and explain how its energy warms and supports life on the planet (8.2)

Describe the major components of the solar system (8.3)

Explain causes of astronomical events such as aurora borealis, solar and lunar eclipses, phases of the moon, comets, tides (8.5)

Describe the major components of the solar system, specifically stars, using appropriate units; e.g. astronomical units, scientific notation, light years (8.3)

Describe life cycle of stars from birth to death (9.4)

Describe the evolution of stars from birth until death which is determined by star mass (9.4)

Use H-R diagram to describe properties of a star (9.4)

Describe opposing forces of gravity and nuclear fusion energy in maintaining the stability of a star (9.4)

Describe characteristics of different galaxies (9.4)

Explain theory that supports the formation of the solar system from a contracting, spinning disc of dust and gas (9.5)

Describe the Big Bang Theory related to the origin and evolution of the universe (9.7)

Explain theory that supports the formation of the solar system from a contracting, spinning disc of dust and gas (9.6)

Report Canadians contribution to space technology, research and exploration (10.1)

Assess the costs hazards and benefits of space exploration, taking into account the benefits of technologies that were developed for space but can be used to address environmental and practical uses on earth (10.1)

Relate to focus on faith themes (stewardship and rights and responsibilities)

Physics: Characteristics of Electricity

Electricity is a form of energy produced from a variety of non-renewable and renewable sources.

The production and consumption of electrical energy has social, economic, and environmental implications. Static and current electricity have distinct properties that determine how they are used.

State the law of electric charges. (11.1)

Explain the characteristics of conductors and insulators and how different types of materials allow static charge to build up or be discharged (11.4)

Draw a positive, negative and neutral object showing the charges. (11.1)

Describe how an object is charged by friction, conduction and induction based upon the law of electric charges.

Use an electrostatic series for charging by friction.(11.2)

conduct investigations into the transfer of static electric charges by friction, conduction, and induction, and produce labeled diagrams to explain the results (11.3)

Define Alternating and Direct current (11.4)

Compare and contrast static electricity with alternating current (AC) and direct current (DC)(12.4)

Compare and contrast social, economic, and environmental implications of the production of electrical energy in Canada from renewable and non‑renewable sources (12.4)

calculate the efficiency of an different appliances, using the following equation: percent efficiency = (Eout /Ein) × 100% (12.7)

identify the components of a simple DC circuit (e.g., electrical source, load, connecting wires, switch, fuse), and explain their functions (13.1)

design, draw circuit diagrams of, and construct series and parallel circuits using standardized symbols (13.1)

explain what different meters (e.g., ammeters, voltmeters) measure and how they are connected within an electrical circuit (13.3)

identify electrical quantities (i.e., current, potential difference, resistance, and electrical energy), and list their symbols and their corresponding SI units(13.5)

Identify the quantities potential difference V, electric current I, and resistance R in a word problem using the correct symbol and unit. Solve these problems using GRASS method(13.9)

Calculate the unknown quantity, given two of the three quantities potential difference V, electric current I, and resistance R, in a word problem using the equation V = IR(13.9)

explain how various factors (e.g., wire length, wire material, cross-sectional area of wire) influence the resistance of an electrical circuit(13.9)

explain the characteristics of electric current, potential difference, and resistance in simple series and parallel circuits (13.10)

connect and read an ammeter and voltmeter in both series and parallel circuits(13.10)

calculate the cost of operating an electrical device

Relate to focus on faith themes (stewardship, rights and responsibilities, option for the poor and vulnerable)