Gizmos for Alberta - Science: 9th Grade (Alberta Curriculum and Program of Studies adopted 2014)

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

A: : Biological Diversity

1.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

A.1: : Students will: Investigate and interpret diversity among species and within species, and describe how diversity contributes to species survival

A.1.1: : observe variation in living things, and describe examples of variation among species and within species (e.g., observe and describe characteristics that distinguish two closely related species)

A.1.3: : investigate and interpret dependencies among species that link the survival of one species to the survival of others

A.1.3.a: : identify examples of symbiotic relationships (e.g., organisms that benefit other organisms by providing habitat, food, means of fertilization, or a source of oxygen)

A.1.4: : identify the role of variation in species survival under changing environmental conditions (e.g., resistance to disease, ability to survive in severe environments)

A.2: : Students will: Investigate the nature of reproductive processes and their role in transmitting species characteristics

A.2.1: : distinguish between sexual and asexual reproduction, and identify and interpret examples of asexual and sexual reproduction in different species, by:

A.2.1.b: : describing mechanisms of sexual reproduction (e.g., cross-fertilization in seed plants, sexual reproduction in mammals)

A.2.1.d: : describing the formation of zygote and embryo in plant and animal reproduction

A.2.3: : investigate the transmission of characteristics from parents to offspring, and identify examples of characteristics in offspring that are:

A.2.3.a: : the same as the characteristics of both parents

A.2.3.b: : the same as the characteristics of one parent

A.2.3.c: : intermediate between parent characteristics

A.2.3.d: : different from both parents

A.2.5: : identify examples of dominant and recessive characteristics and recognize that dominance and recessiveness provide only a partial explanation for the variation of characteristics in offspring

A.3: : Students will: Describe, in general terms, the role of genetic materials in the continuity and variation of species characteristics; and investigate and interpret related technologies

A.3.1: : describe, in general terms, the role and relationship of chromosomes, genes and DNA

A.3.2: : distinguish between cell division that leads to identical daughter cells, as in binary fission and mitosis, and cell division that leads to formation of sex cells, as in meiosis; and describe, in general terms, the synthesis of genetic materials that takes place during fertilization [Note: At this level, students should understand that the formation of sex cells involves the halving of the parent cell’s genetic materials and that this process leads to zygote formation. Opportunity for further study of the specific stages of cell division will be provided in senior high school courses (e.g., prophase, metaphase, anaphase, telophase).]

A.3.4: : distinguish between, and identify examples of, natural and artificial selection (e.g., evolution of beak shapes in birds, development of high milk production in dairy cows)

A.3.5: : describe, in simple terms, some genetic technologies (e.g., cloning and genetic engineering); and identify questions and issues related to their application

A.4: : Students will: Identify impacts of human action on species survival and variation within species, and analyze related issues for personal and public decision making

A.4.4: : investigate and describe the use of biotechnology in environmental, agricultural or forest management; and identify potential impacts and issues (e.g., investigate issues related to the development of patented crop varieties and varieties that require extensive chemical treatments; identify issues related to selective breeding in game farming and in the rearing of fish stocks)

1.2: : Skill Outcomes

A.IP: : Initiating and Planning

A.IP.1: : Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

A.IP.1.3: : state a prediction and a hypothesis based on background information or an observed pattern of events (e.g., predict changes to an area of local parkland that is subject to intense use; hypothesize means of impact, such as soil compaction and disturbance of nest sites)

A.AI: : Analyzing and Interpreting

A.AI.1: : Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

A.AI.1.2: : interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., interpret data on changing animal populations, and infer possible causes)

B: : Matter and Chemical Change

2.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

B.1: : Students will: Investigate materials, and describe them in terms of their physical and chemical properties

B.1.1: : investigate and describe properties of materials (e.g., investigate and describe the melting point, solubility and conductivity of materials observed)

B.1.2: : describe and apply different ways of classifying materials based on their composition and properties, including:

B.1.2.b: : distinguishing between metals and nonmetals [Note: Metalloids may also be introduced at this level but are not required.]

B.1.3: : identify conditions under which properties of a material are changed, and critically evaluate if a new substance has been produced

B.2: : Students will: Describe and interpret patterns in chemical reactions

B.2.2: : observe and describe patterns of chemical change, by:

B.2.2.a: : observing heat generated or absorbed in chemical reactions, and identifying examples of exothermic and endothermic reactions

B.2.2.b: : identifying conditions that affect rates of reactions (e.g., investigate and describe how factors such as heat, concentration, surface area and electrical energy can affect a chemical reaction)

B.2.2.c: : identifying evidence for conservation of mass in chemical reactions, and demonstrating and describing techniques by which that evidence is gathered.

B.3: : Students will: Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and identify example evidence that has contributed to the development of these ideas

B.3.1: : demonstrate understanding of the origins of the periodic table, and relate patterns in the physical and chemical properties of elements to their positions in the periodic table—focusing on the first 18 elements

B.3.3: : use the periodic table to identify the number of protons, electrons and other information about each atom; and describe, in general terms, the relationship between the structure of atoms in each group and the properties of elements in that group (e.g., use the periodic table to determine that sodium has 11 electrons and protons and, on average, about 12 neutrons; infer that different rows (periods) on the table reflect differences in atomic structure; interpret information on ion charges provided in some periodic tables)

B.3.4: : distinguish between ionic and molecular compounds, and describe the properties of some common examples of each

B.4: : Students will: Apply simplified chemical nomenclature in describing elements, compounds and chemical reactions

B.4.4: : assemble or draw simple models of molecular and ionic compounds (e.g., construct models of some carbon compounds using toothpicks, peas and cubes of potato)

B.4.5: : describe familiar chemical reactions, and represent these reactions by using word equations and chemical formulas and by constructing models of reactants and products (e.g., describe combustion reactions, such as: carbon + oxygen ? carbon dioxide [C(s) + O2(g) ? CO2(g)]; describe corrosion reactions, such as: iron + oxygen ? iron(II) oxide [Fe(s) + O2(g) ? FeO(s)]; describe replacement reactions, such as the following: zinc + copper(II) sulfate ? zinc sulfate + copper [Zn(s) + CuSO4(aq) ? ZnSO4(aq) + Cu(s)])

2.2: : Skill Outcomes

B.IP: : Initiating and Planning

B.IP.1: : Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

B.IP.1.3: : state a prediction and a hypothesis based on background information or an observed pattern of events

B.PR: : Performing and Recording

B.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

B.PR.1.2: : observe and record data, and prepare simple drawings (e.g., represent a molecule studied through a drawing)

B.AI: : Analyzing and Interpreting

B.AI.1: : Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

B.AI.1.1: : compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatterplots (e.g., present data on different chemical substances in a form that facilitates interpretation)

B.AI.1.2: : calculate theoretical values of a variable (e.g., predict the total mass of the products of a chemical reaction, based on the mass of the reactants used) [Note: In this example, students can apply the law of conservation of mass.]

B.AI.1.4: : state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea

C: : Environmental Chemistry

3.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

C.2: : Students will: Identify processes for measuring the quantity of different substances in the environment and for monitoring air and water quality

C.2.3: : identify chemical factors in an environment that might affect the health and distribution of living things in that environment (e.g., available oxygen, pH, dissolved nutrients in soil)

C.2.5: : identify acids, bases and neutral substances, based on measures of their pH (e.g., use indicator solutions or pH meters to measure the pH of water samples)

C.2.6: : investigate, safely, and describe the effects of acids and bases on each other and on other substances (e.g., investigate and describe the reaction that results when baking powder is dissolved; describe the role of acids and bases in neutralizing each other)

C.2.7: : describe effects of acids and bases on living things (e.g., acid rain in lakes, antacids for upset stomachs, pH in shampoos and conditioners)

C.3: : Students will: Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances within an environment

C.3.1: : describe mechanisms for the transfer of materials through air, water and soil; and identify factors that may accelerate or retard distribution (e.g., wind speed, soil porosity)

C.3.6: : identify and evaluate information and evidence related to an issue in which environmental chemistry plays a major role (e.g., evaluate evidence that the use of insecticides to control mosquitoes has an effect/has no effect on bird populations)

3.2: : Skill Outcomes

C.IP: : Initiating and Planning

C.IP.1: : Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

C.IP.1.1: : identify science-related issues (e.g., identify issues regarding the use of soil fertilizers)

C.PR: : Performing and Recording

C.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

C.PR.1.3: : use instruments and materials effectively and accurately for collecting data (e.g., measure and compare the pH in household products, foods and environments)

D: : Electrical Principles and Technologies

4.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

D.1: : Students will: Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy

D.1.1: : identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy

D.1.2: : investigate and describe evidence of energy transfer and transformation (e.g., mechanical energy transformed into electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple)

D.2: : Students will: Describe technologies for transfer and control of electrical energy

D.2.3: : identify electrical conductors and insulators, and compare the resistance of different materials to electric flow (e.g., compare the resistance of copper wire and nickel-chromium/Nichrome wire; investigate the conduction of electricity through different solutions; investigate applications of electrical resistance in polygraph or lie detector tests)

D.2.4: : use switches and resistors to control electrical flow, and predict the effects of these and other devices in given applications (e.g., investigate and describe the operation of a rheostat)

D.2.5: : describe, using models, the nature of electrical current; and explain the relationship among current, resistance and voltage (e.g., use a hydro-flow model to explain current, resistance and voltage)

D.2.6: : measure voltages and amperages in circuits (e.g., determine the resistance in a circuit with a dry cell and miniature light; determine the resistances of copper, nickel-chromium/ Nichrome wire, pencil graphite and salt solution)

D.2.6.a: : apply Ohm’s law to calculate resistance, voltage and current in simple circuits

D.2.7: : develop, test and troubleshoot circuit designs for a variety of specific purposes, based on low voltage circuits (e.g., develop and test a device that is activated by a photoelectric cell; develop a model hoist that will lift a load to a given level, then stop and release its load; test and evaluate the use of series and parallel circuits for wiring a set of lights)

D.3: : Students will: Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

D.3.2: : apply appropriate units, measures and devices in determining and describing quantities of energy transformed by an electrical device, by:

D.3.2.a: : measuring amperage and voltage, and calculating the number of watts consumed by an electrical device, using the formula P = IV [power (in watts) = current (in amps) × voltage (in volts)]

D.3.5: : investigate and describe techniques for reducing waste of energy in common household devices (e.g., by eliminating sources of friction in mechanical components, using more efficient forms of lighting, reducing overuse of appliances as in “overdrying” of clothes)

4.2: : Skill Outcomes

D.PR: : Performing and Recording

D.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

D.PR.1.2: : estimate measurements (e.g., estimate the efficiency of a mechanical device)

D.PR.1.3: : use instruments effectively and accurately for collecting data (e.g., use ammeters and voltmeters)

E: : Space Exploration

5.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

E.1: : Students will: Investigate and describe ways that human understanding of Earth and space has depended on technological development

E.1.2: : investigate and illustrate the contributions of technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space

E.1.4: : identify evidence for, and describe characteristics of, bodies that make up the solar system; and compare their composition and characteristics with those of Earth

E.1.5: : describe and apply techniques for determining the position and motion of objects in space, including:

E.1.5.a: : constructing and interpreting drawings and physical models that illustrate the motion of objects in space (e.g., represent the orbit of comets around the Sun, using a looped-string model)

E.1.5.b: : describing in general terms how parallax and the Doppler effect are used to estimate distances of objects in space and to determine their motion

E.1.6: : investigate predictions about the motion, alignment and collision of bodies in space (e.g., investigate predictions about eclipses; identify uncertainties in predicting and tracking meteor showers)

5.2: : Skill Outcomes

E.PR: : Performing and Recording

E.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

E.PR.1.3: : organize data, using a format that is appropriate to the task or experiment (e.g., maintain a log of observed changes in the night sky; prepare a data table to compare various planets)

Correlation last revised: 9/9/2024

Alberta - Science: 9th Grade

Alberta Curriculum and Program of Studies | Adopted: 2014

A: : Biological Diversity

B: : Matter and Chemical Change

C: : Environmental Chemistry

D: : Electrical Principles and Technologies

E: : Space Exploration