Gizmos for Ontario - Science: Grade 10 Academic (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

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

B: : Biology: Tissues, Organs, and Systems of Living Things

B2: : investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques;

B2.3: : examine different plant and animal cells (e.g., cheek cells, onion cells) under a microscope or similar instrument, and draw labelled biological diagrams to show how the cells’ organelles differ

B3: : demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants.

B3.4: : explain the primary functions of a variety of systems in animals (e.g., the circulatory system transports materials through the organism; the respiratory system supplies oxygen to and removes carbon dioxide from the body)

C: : Chemistry: Chemical Reactions

C2: : investigate, through inquiry, the characteristics of chemical reactions;

C2.1: : use appropriate terminology related to chemical reactions, including, but not limited to: compounds, product, and reactant

C2.2: : construct molecular models to illustrate the structure of molecules in simple chemical reactions (e.g., C + O2 --> CO2; 2H2 + O2 --> 2H2O), and produce diagrams of these models

C2.3: : investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., molecular models, word equations, balanced chemical equations)

C2.4: : use an inquiry process to investigate the law of conservation of mass in a chemical reaction (e.g., compare the values before and after the reaction), and account for any discrepancies

C2.5: : plan and conduct an inquiry to identify the evidence of chemical change (e.g., the formation of a gas or precipitate, a change in colour or odour, a change in temperature)

C2.6: : plan and conduct an inquiry to classify some common substances as acidic, basic, or neutral (e.g., use acid–base indicators or pH test strips to classify common household substances)

C3: : demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them.

C3.1: : describe the relationships between chemical formulae, composition, and names of binary compounds (e.g., carbon dioxide, CO2, has two oxygen atoms and one carbon atom)

C3.2: : explain, using the law of conservation of mass and atomic theory, the rationale for balancing chemical equations

C3.3: : describe the types of evidence that indicate chemical change (e.g., changes in colour, the production of a gas, the formation of a precipitate, the production or absorption of heat, the production of light)

C3.4: : write word equations and balanced chemical equations for simple chemical reactions (e.g., 2H2 + O2 --> 2H2O)

C3.5: : describe, on the basis of observation, the reactants in and products of a variety of chemical reactions, including synthesis, decomposition, and displacement reactions (e.g., reactions occurring when magnesium burns or in the production of oxygen from hydrogen peroxide; the reaction of iron and copper sulphate; reactions occurring when fossil fuels burn)

C3.6: : describe the process of acid–base neutralization (i.e., an acid reacts with a base to form a salt and often water)

C3.7: : describe how the pH scale is used to classify solutions as acidic, basic, or neutral (e.g., a solution with a pH of 1 is highly acidic; a solution with a pH of 7 is neutral)

C3.8: : identify simple ionic compounds (e.g., NaCl), simple compounds involving polyatomic ions (e.g., KNO3, NaOH), molecular compounds (e.g., CO2, H2O, NH3), and acids (e.g., HCl(aq), H2SO4(aq)), using the periodic table and a list of the most common polyatomic ions (e.g., OH–, SO4(2-)), and write the formulae

D: : Earth and Space Science: Climate Change

D1: : analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change;

D1.1: : analyse current and/or potential effects, both positive and negative, of climate change on human activity and natural systems (e.g., loss of habitat for Arctic mammals such as polar bears and loss of traditional lifestyles for Inuit as Arctic ice shrinks; famine as arable land is lost to desertification; an increase in water-borne disease and human resettlement as coastal lands are flooded; expansion of the growing season in some regions)

D2: : investigate various natural and human factors that influence Earth’s climate and climate change;

D2.2: : design and build a model to illustrate the natural greenhouse effect, and use the model to explain the anthropogenic greenhouse effect

D3: : demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change.

D3.3: : describe the natural greenhouse effect, explain its importance for life, and distinguish it from the anthropogenic greenhouse effect

D3.4: : identify natural phenomena (e.g., plate tectonics, uplift and weathering, solar radiance, cosmic ray cycles) and human activities (e.g., forest fires, deforestation, the burning of fossil fuels, industrial emissions) known to affect climate, and describe the role of both in Canada’s contribution to climate change

D3.5: : describe the principal sources and sinks, both natural and/or anthropogenic, of greenhouse gases (e.g., carbon dioxide, methane, nitrous oxide, halocarbons, water vapour)

D3.7: : describe, in general terms, the causes and effects of the anthropogenic greenhouse effect, the depletion of stratospheric and tropospheric ozone, and the formation of ground-level ozone and smog

E: : Physics: Light and Geometric Optics

E2: : investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses;

E2.1: : use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, focal point, luminescence, magnification, mirage, and virtual image

E2.2: : use an inquiry process to investigate the laws of reflection, using plane and curved mirrors, and draw ray diagrams to summarize their findings

E2.3: : predict the qualitative characteristics of images formed by plane and curved mirrors (e.g., location, relative distance, orientation, and size in plane mirrors; location, orientation, size, type in curved mirrors), test their predictions through inquiry, and summarize their findings

E2.4: : use an inquiry process to investigate the refraction of light as it passes through media of different refractive indices, compile data on their findings, and analyse the data to determine if there is a trend (e.g., the amount by which the angle of refraction changes as the angle of incidence increases varies for media of different refractive indices)

E2.5: : predict, using ray diagrams and algebraic equations, the position and characteristics of an image produced by a converging lens, and test their predictions through inquiry

E2.6: : calculate, using the indices of refraction, the velocity of light as it passes through a variety of media, and explain the angles of refraction with reference to the variations in velocity

E3: : demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses.

E3.1: : describe and explain various types of light emissions (e.g., chemiluminescence, bioluminescence, incandescence, fluorescence, phosphorescence, triboluminescence; from an electric discharge or light-emitting diode [LED])

E3.2: : identify and label the visible and invisible regions of the electromagnetic spectrum

E3.3: : describe, on the basis of observation, the characteristics and positions of images formed by plane and curved mirrors (e.g., location, orientation, size, type), with the aid of ray diagrams and algebraic equations, where appropriate

E3.4: : explain the conditions required for partial reflection/refraction and for total internal reflection in lenses, and describe the reflection/ refraction using labelled ray diagrams

E3.5: : describe the characteristics and positions of images formed by converging lenses (e.g., orientation, size, type), with the aid of ray diagrams

E3.6: : identify ways in which the properties of mirrors and lenses (both converging and diverging) determine their use in optical instruments (e.g., cameras, telescopes, binoculars, microscopes)

E3.7: : identify the factors, in qualitative and quantitative terms, that affect the refraction of light as it passes from one medium to another

Correlation last revised: 9/16/2020

Ontario - Science: Grade 10 Academic

Ontario Curriculum | Adopted: 2008

A: : Scientific Investigation Skills and Career Exploration

B: : Biology: Tissues, Organs, and Systems of Living Things

C: : Chemistry: Chemical Reactions

D: : Earth and Space Science: Climate Change

E: : Physics: Light and Geometric Optics