Gizmos for Ontario - Science: 9th Grade (ON--Locally Developed Compulsory Credit Courses adopted 2005)

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

SILV: : Scientific Inquiry: Science in Daily Life

SILV.01: : illustrate how science is a part of daily life;

1.1.1: : Understanding Basic Concepts

SIL1.02: : explain the importance of a “fair test” for troubleshooting and testing everyday science problems (e.g., diagnosing computer problems, repairing automobiles, testing faulty electrical circuits, determining safety of consumer products).

SILV.02: : use appropriate scientific skills, tools, and safety procedures to investigate problems;

1.2.1: : Developing Skills of Inquiry and Communication

SIL2.01: : formulate questions about problems or issues that can be scientifically tested (e.g., Which paper airplane flies the farthest or fastest? Which metal retains more heat? Which colour/brand of hair dye lasts the longest? Which pair of sunglasses are the best filters of the sun’s rays? Which location enables us to see the stars most clearly at night?);

SIL2.02: : plan, conduct, and refine simple investigations to answer student-generated questions;

SIL2.05: : assess data to make inferences and conclusions and to answer questions and refine procedures;

SIL2.06: : communicate plans, observations, and results using a variety of oral, written, and graphic representations, and including the use of SI units, where appropriate (e.g., tables, charts, journals, using a variety of technologies).

SILV.03: : examine the connections between science and activities in daily life.

1.3.1: : Relating Science to Technology, Society, and the Environment

SIL3.03: : demonstrate an understanding of how problem-solving and decision-making activities in the workplace use scientific process skills (e.g., sampling, researching, recording).

CPMV: : Chemistry: Properties of Common Materials

CPMV.01: : explain the characteristics and classification of common materials, using appropriate scientific terminology;

2.1.1: : Understanding Basic Concepts

CPM1.04: : describe the physical properties (e.g., texture, lustre, solubility, clarity, colour, state, electrical conductivity) of common materials (e.g., paints, solvents, metals), using appropriate scientific terminology;

CPMV.02: : investigate the physical and chemical properties of common materials through laboratory activities;

2.2.1: : Developing Skills of Inquiry and Communication

CPM2.02: : use appropriate laboratory safety and disposal procedures while conducting investigations (e.g., wear safety glasses, practice orderliness and cleanliness, follow WHMIS guidelines and emergency procedures, use proper procedures for handling and disposal);

CPM2.03: : organize and record the observations of the investigations, using appropriate formats (e.g., charts, tables, diagrams, graphs, science journals);

CPM2.04: : interpret and communicate the results of investigations (e.g., classify the materials tested, write conclusions).

BSAV: : Biology: Staying Alive

BSAV.01: : explain the systems and processes required by simple and complex organisms to sustain life;

3.1.1: : Understanding Basic Concepts

BSA1.01: : describe the basic life-sustaining processes of organisms, including single-celled and complex organisms (e.g., ingestion of food, waste removal, gas exchange, material transport, response to environmental stimuli, reproduction), using appropriate scientific vocabulary;

BSA1.02: : relate structures involved in life-sustaining processes to their function (e.g., nucleus and reproduction, membranes and diffusion, components of respiratory system to gas exchange);

BSAV.02: : investigate, through laboratory activities, the processes which simple and complex organisms use to sustain life;

3.2.1: : Developing Skills of Inquiry and Communication

BSA2.05: : communicate observations, interpretation of results, and information through appropriate formats (e.g., diagrams, graphs, group discussions, and written work).

PECV: : Physics: Electrical Circuits

PECV.01: : describe the characteristics of electrical circuits;

4.1.1: : Understanding Basic Concepts

PEC1.01: : use scientific terminology during investigations to describe basic electrical concepts and related units of measure (e.g., current – ampere, potential difference – volts, source, load, open and closed circuit, conductor, insulator);

PEC1.02: : demonstrate an understanding that electrical energy can be converted into other forms of usable energy within electrical circuits (e.g., heat, light, motion);

PEC1.04: : use a variety of symbols to represent different components in electrical circuits (e.g., ammeter, wire, switch, power source, load, voltmeter).

PECV.02: : investigate simple electrical circuits, using safe practices;

4.2.1: : Developing Skills of Inquiry and Communication

PEC2.03: : conduct investigations, using electrical materials, tools, and equipment safely;

PEC2.06: : communicate plans and results of investigations about electrical circuits, using a variety of oral, written, and graphic formats.

PECV.03: : analyse the practical uses of electrical circuits and their impact on daily life.

4.3.1: : Relating Science to Technology, Society, and the Environment

PEC3.01: : identify circuits and their components in household and workplace settings (e.g., fuses, circuit breakers, switches, loads in appliances, electronic equipment, household wiring, handheld tools);

PEC3.02: : develop a logical checklist to troubleshoot an electrical device of personal choice (e.g., CD or DVD player, hair dryer or curling iron, VCR, electric floor cleaner, electronic balance, calculator, toaster, flashlight, electric drill).