Gizmos for Ontario - Science: Grade 10 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);

A1.6: Students will: gather data from laboratory and other sources, and organize and record the data using appropriate formats, including tables, flow charts, graphs, and/or diagrams

A1.11: Students will: 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)

A1.12: Students will: use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

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

B: Biology: Tissues, Organs, and Systems

B2: investigate cell division, cell specialization, and the organization of systems in animals, including humans, using various laboratory techniques;

B2.1: Students will: use appropriate terminology related to human cells, tissues, organs, and systems, including, but not limited to: absorption, anaphase, capillaries, concentration, differentiation, diffusion, interphase, metaphase, osmosis, prophase, red blood cells, regeneration, and telophase

B2.2: Students will: examine cells under a microscope or similar instrument to identify the various stages of mitosis in animals

B2.3: Students will: investigate, using a microscope or similar instrument, cell specialization in the human body, focusing on different types of human cells (e.g., muscle cells, epithelial cells, nerve cells), and draw labelled biological diagrams of each type of cell

B2.5: Students will: locate, through a laboratory or computer-simulated dissection, the organs of a specific system of an animal (e.g., a worm, a frog, a fish), and describe their interrelationship

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

B3.1: Students will: describe the cell cycle in animals, and explain its importance for the growth of cells and repair of tissues

B3.3: Students will: explain cell organization by describing the link between cells, tissues, organs, and systems in the human body

B3.4: Students will: explain the general function of some of the systems in the human body (e.g., the function of the circulatory system is to transport materials through the body; the function of the digestive system is to absorb nutrients; the function of the respiratory system is to bring oxygen into and remove carbon dioxide from the body)

C: Chemistry: Chemical Reactions and Their Practical Applications

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

C2.1: Students will: use appropriate terminology related to chemical reactions, including, but not limited to: antacid, dilute, neutralization, product, reactant, and word equation

C2.3: Students will: conduct and observe inquiries related to simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., word equations, balanced chemical equations, molecular models)

C2.4: Students will: 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: Students will: use an inquiry process to investigate acid– base neutralization reactions (e.g., neutralize a dilute solution of sodium hydroxide with dilute hydrochloric acid and extract the sodium chloride produced)

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

C3: demonstrate an understanding of simple chemical reactions and the language and ways to represent them.

C3.4: Students will: describe the process of neutralization for simple acid–base reactions (i.e., an acid reacts with a base to form a salt and often water)

D: Earth and Space Science: Earth’s Dynamic Climate

D1: analyse effects of human activity on climate change, and effects of climate change on living things and natural systems;

D1.1: Students will: analyse, on the basis of research, various ways in which living things and natural systems have been affected by climate change (e.g., the effect of loss of permafrost on northern roads and housing; the effect of longer growing seasons in some regions on farmers; the effect of warming oceans on coral reefs), and communicate their findings

D1.2: Students will: analyse ways in which human actions (e.g., burning fossil fuels, implementing tree-planting programs) have increased or decreased the production of greenhouse gases

D2: investigate various natural and human factors that have an impact on climate change and global warming;

D2.1: Students will: use appropriate terminology related to Earth’s dynamic climate, including, but not limited to: anthropogenic, atmosphere, carbon footprint, carbon sink, climate, greenhouse gases, hydrosphere, and weather

D2.2: Students will: investigate the principles of the natural greenhouse effect, using simulations, diagrams, and/or models, and compare these principles to those of an actual greenhouse

D2.4: Students will: conduct an inquiry to determine how different factors (e.g., an increase in surface temperature, an increase in water temperature) affect global warming and climate change

D3: demonstrate an understanding of various natural and human factors that contribute to climate change and global warming.

D3.2: Students will: describe the natural greenhouse effect, its importance for life, and the difference between it and the anthropogenic greenhouse effect

D3.4: Students will: identify different greenhouse gases (e.g., carbon dioxide, methane, water vapour, nitrous oxide), and explain how they are produced naturally in the environment

D3.5: Students will: describe methods by which greenhouse gases are produced by humans (e.g., burning of biomass, chemical reactions involving pollutants)

E: Physics: Light and Applications of Optics

E2: investigate, through inquiry, properties of light, and predict its behaviour in mirrors and as it passes through different media;

E2.1: Students will: use appropriate terminology related to light and optics, including, but not limited to: angle of incidence, angle of reflection, angle of refraction, centre of curvature, focal length, luminescence, magnification, principal axis, radius of curvature, and vertex

E2.2: Students will: use an inquiry process to investigate the laws of reflection; use these laws to explain the characteristics of images formed by plane, converging (concave), and diverging (convex) mirrors; and draw ray diagrams to illustrate their observations

E2.3: Students will: use an inquiry process to investigate the refraction of light as it passes through a variety of media (e.g., the angles of incidence and refraction as light passes through a clear acrylic block)

E2.4: Students will: predict the qualitative characteristics of images (e.g., location, orientation, size, type) formed by converging lenses, test their predictions through inquiry, and draw ray diagrams to record their observations

E3: demonstrate an understanding of characteristics and properties of light, particularly with respect to reflection and refraction and the addition and subtraction of colour.

E3.3: Students will: explain the laws of reflection of light, and identify ways in which light reflects from various types of mirrors (e.g., plane, converging, diverging)

E3.4: Students will: describe qualitatively how visible light is refracted at the interface between two different media

E3.5: Students will: use additive colour theory to predict the results of combining primary and secondary light colours

E3.7: Students will: explain how the colour of an object is determined by reflection, absorption, and transmission of colour

Correlation last revised: 9/4/2026

Ontario - Science: Grade 10 Applied

Ontario Curriculum | Adopted: 2008

A: Scientific Investigation Skills and Career Exploration

B: Biology: Tissues, Organs, and Systems

C: Chemistry: Chemical Reactions and Their Practical Applications

D: Earth and Space Science: Earth’s Dynamic Climate

E: Physics: Light and Applications of Optics