Gizmos for Ontario - Science: 9th Grade Applied (Ontario Curriculum adopted 2008)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

A: : Scientific Investigation Skills and Career Exploration

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);

A1.1: : formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research

A1.5: : 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

A1.8: : 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

A1.10: : draw conclusions based on inquiry results and research findings, and justify their conclusions

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 (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

A1.13: : express the results of any calculations involving data accurately and precisely

B: : Biology: Sustainable Ecosystems and Human Activity

B1: : analyse the impact of human activity on terrestrial or aquatic ecosystems, and assess the effectiveness of selected initiatives related to environmental sustainability;

B1.1: : analyse, on the basis of research, how a human activity (e.g., urban sprawl, use of pesticides and fertilizers, creation of pollution, human interaction with wildlife) threatens the sustainability of a terrestrial or aquatic ecosystem

B1.2: : assess the effectiveness of a local initiative of personal interest that seeks to ensure the sustainability of a terrestrial or aquatic ecosystem (e.g., greening their school grounds; conservation efforts of local Aboriginal communities; naturalizing banks of local rivers or ponds with native vegetation; adoption of an integrated pest management strategy to combat pests in a local garden), and explain why the initiative is important to the sustainability of the ecosystem

B2: : investigate some factors related to human activity that affect terrestrial or aquatic ecosystems, and describe the consequences that these factors have for the sustainability of these ecosystems;

B2.1: : use appropriate terminology related to sustainable ecosystems and human activity, including, but not limited to: biodiversity, biotic, ecosystem, equilibrium, species diversity, sustainability, and watershed

B2.2: : investigate the characteristics and interactions of biotic and abiotic components of a terrestrial or aquatic ecosystem, and describe the importance of these components in a sustainable ecosystem

B2.4: : plan and conduct an inquiry into how a factor related to human activity affects a terrestrial or aquatic ecosystem (e.g., how changes to soil composition from the use of different compostable materials or organic or inorganic fertilizers affect the types of plants that can be grown; how lower water levels resulting from water diversion affect waterfowl nesting areas and fish reproduction), and describe the consequences that this factor has for the sustainability of the ecosystem

B2.5: : analyse the effect of factors related to human activity on terrestrial or aquatic ecosystems by interpreting data and generating graphs (e.g., data on the concentration in water of chemicals from fertilizer run-off and their effect on the growth of algae)

B3: : demonstrate an understanding of characteristics of terrestrial and aquatic ecosystems, the interdependence within and between ecosystems, and the impact humans have on the sustainability of these ecosystems.

B3.2: : describe the interdependence of the components within a terrestrial and an aquatic ecosystem, and explain how the components of both systems work together to ensure the sustainability of a larger ecosystem

B3.3: : describe the complementary processes of cellular respiration and photosynthesis with respect to the flow of energy and the cycling of matter within ecosystems (e.g., carbon dioxide is a by-product of cellular respiration and is used for photosynthesis, which produces oxygen needed for cellular respiration), and explain how human activities can disrupt the balance achieved by these processes (e.g., automobile use increases the amount of carbon dioxide in the atmosphere; planting trees reduces the amount of carbon dioxide in the atmosphere)

B3.4: : identify the major limiting factors of ecosystems (e.g., nutrients, space, water, predators), and explain how these factors are related to the carrying capacity of an ecosystem (e.g., how an increase in the moose population in an ecosystem affects the wolf population in the same ecosystem)

B3.5: : identify some factors related to human activity that have an impact on ecosystems (e.g., the use of fertilizers and pesticides; altered shorelines; organic and conventional farming; urban sprawl), and explain how these factors affect the equilibrium and survival of populations in terrestrial and aquatic ecosystems (e.g., fertilizers change the fertility of soil, affecting what types of plants can grow in it; pesticides leach into water systems, affecting water quality and aquatic life; shoreline development affects the types of aquatic life and terrestrial vegetation that can live by lake shores or river banks; urban sprawl wipes out fields and woods, destroying wildlife habitats)

C: : Chemistry: Exploring Matter

C2: : investigate, through inquiry, physical and chemical properties of common elements and simple compounds;

C2.1: : use appropriate terminology related to the exploration of matter, including, but not limited to: combustion, conductor, decomposition, lustrous, precipitate, reaction, and soluble

C2.4: : investigate and distinguish between the physical and chemical properties of household substances (e.g., starch, table salt, wax, toothpaste)

C2.5: : investigate and compare the chemical properties (e.g., combustibility, reaction with water) of representative elements within groups in the periodic table families of elements (e.g., Mg and Ca; N and P)

C3: : demonstrate an understanding of the properties of common elements and simple compounds, and general features of the organization of the periodic table.

C3.1: : identify the characteristics of neutrons, protons, and electrons, including charge, location, and relative mass

C3.3: : identify general features of the periodic table (e.g., metals appear on the left of the periodic table; non-metals appear on the right; elements within the same group have similar properties)

C3.4: : explain the relationships between the properties of elements and their position in the periodic table (e.g., with reference to atomic structure, group, and period)

C3.6: : use symbols and chemical formulae to represent common elements and simple compounds (e.g., C, O, H, H2O, CO2)

D: : Earth and Space Science: Space Exploration

D2: : investigate the properties of different types of celestial objects in the solar system and the universe;

D2.3: : use a research process to compile and analyse information on the characteristics of various objects in the universe (e.g., planets, stars, constellations, galaxies)

D3: : demonstrate an understanding of major astronomical phenomena and of the principal components of the solar system and the universe.

D3.2: : compare the characteristics and properties of celestial objects that constitute the solar system, including their motion and their distance from other celestial objects in the solar system (e.g., composition, size, rotation, presence and composition of atmosphere, gravitational pull, magnetic field)

D3.5: : describe the causes of major astronomical phenomena (e.g., the aurora borealis, solar/lunar eclipses) and how various phenomena can best be observed from Earth (e.g., solar eclipses should be viewed through a telescope equipped with a solar filter, not with the naked eye)

E: : Physics: Electrical Applications

E1: : assess the major social, economic, and environmental costs and benefits of using electrical energy, distinguishing between renewable and non-renewable sources, and propose a plan of action to reduce energy costs;

E1.2: : propose a plan of action to decrease household energy costs by applying their knowledge of the energy consumption of different types of appliances (e.g., front-load and top-load washing machines; cathode ray tube [CRT] and liquid crystal display [LCD] computer monitors)

E2: : investigate, through inquiry, the properties of static and current electricity and the cost of the consumption of electrical energy;

E2.1: : use appropriate terminology related to static and current electricity, including, but not limited to: ammeter, ampere, battery, conductivity, current, energy consumption, fuse, kilowatt hours, load, ohm, potential difference, resistance, switch, voltmeter, and volts

E2.2: : use an inquiry process to determine and compare the conductivity of various materials (e.g., metals, plastic, glass, water)

E2.4: : design, draw circuit diagrams of, and construct simple series and parallel circuits (e.g., circuits with: one light bulb; two light bulbs of the same brightness; one light bulb on and the other light bulb off)

E2.5: : compare, on the basis of observation, the differences between series and parallel circuits

E2.6: : use an inquiry process to investigate the effects that changing resistance and changing potential difference have on current in a simple series circuit

E2.7: : calculate the costs of running common household electrical devices, and compare their efficiency (e.g., using EnerGuide information)

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

E3.3: : identify the components of a simple direct current (DC) electrical circuit (e.g., electrical source, electrical load, switch, fuse), and describe their functions

E3.5: : explain the characteristics of electric current, potential difference, and resistance, in simple series and parallel circuits

E3.6: : describe, qualitatively, the interrelationships between resistance, potential difference, and electric current, in a series circuit (e.g., the effect on current when potential difference is changed)

Correlation last revised: 9/16/2020

Ontario - Science: 9th Grade Applied

Ontario Curriculum | Adopted: 2008

A: : Scientific Investigation Skills and Career Exploration

B: : Biology: Sustainable Ecosystems and Human Activity

C: : Chemistry: Exploring Matter

D: : Earth and Space Science: Space Exploration

E: : Physics: Electrical Applications