A: Students extend their understanding of matter by investigating and classifying simple chemical reactions used at home and in the workplace. Students also become aware that many different materials can be created from a relatively small number of components and that technologies based on chemical change are widely used in producing useful materials for our daily use.

A.2: investigate and classify chemical reactions

A.2.1: name simple compounds from chemical formulas and recognize the names of substances that are used everyday

Chemical Equations

A.2.2: understand the relationship among chemical formulas, composition and name (e.g., simple acids, bases, salts)

Chemical Equations

A.2.5: investigate and classify endothermic and exothermic reactions (e.g., chemicals mixing in a cold pack, burning natural gas)

Chemical Changes

A.2.6: investigate and classify simple composition and decomposition reactions (e.g., tarnishing of silver, electrolysis of water)

Balancing Chemical Equations
Chemical Changes
Chemical Equations
Dehydration Synthesis
Equilibrium and Concentration

A.2.7: identify simple composition, decomposition, combustion and neutralization reactions when they are given word and/or chemical equations, products and reactants

Balancing Chemical Equations
Chemical Equations
Dehydration Synthesis
Equilibrium and Concentration
Titration

A.3: examine common technological products and processes encountered in everyday life and the workplace and examine their potential effects on the environment

A.3.1: examine common acid-base neutralization reactions (e.g., neutralization of stomach acid by antacids, use of lemon juice on fish dishes)

Titration

A.3.4: examine greenhouse gases and air pollution resulting from combustion reactions (e.g., carbon dioxide and carbon monoxide released when methane is burned in a household furnace)

Greenhouse Effect - Metric

A.4: ask questions about relationships among observable variables and plan and conduct investigations to address those questions

A.4.1: identify questions to investigate that arise from practical problems and issues (e.g., ?What environmental factors have the greatest effects on rusting??)

Pendulum Clock
Sight vs. Sound Reactions

A.4.3: select appropriate methods and tools to collect data and conduct investigations and experiments.

Triple Beam Balance
Osmosis

A.5: conduct investigations into the relationships among observations and gather and record data

A.5.1: conduct procedures, controlling the major variables

Diffusion
Pendulum Clock
Real-Time Histogram

A.5.2: compile and organize data, using appropriate formats and data treatments to facilitate interpretation (e.g., lists in charts and tables, observe physical and chemical changes)

Identifying Nutrients

A.6: examine data and develop and assess possible explanations

A.6.3: state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., report on the results of an investigation into the effectiveness of antacid tablets)

Diffusion
Pendulum Clock
Osmosis

A.6.4: identify practical problems in the way a technological device or system functions (e.g., suggest ways to reduce air pollution or rusting).

Trebuchet
Nitrogen Cycle

A.7: work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results

A.7.1: communicate questions, ideas and intentions and receive, understand, support and respond to the ideas of others (e.g., use appropriate communication technology to elicit feedback from others)

Sight vs. Sound Reactions

A.12: demonstrate sensitivity and responsibility when pursuing a balance between the needs of humans and the requirements for a sustainable environment (e.g., walk, rather than drive, to neighbourhood stores to reduce emissions of greenhouse gases; assume part of the collective responsibility for the impact of humans on the environment)

Coral Reefs 1 - Abiotic Factors

B: Students investigate a variety of important energy conversions occurring in biological, chemical, physical and technological systems. Although energy appears in many forms and is essentially conserved, in each energy transformation the availability of useful energy decreases. Students learn that the technologies for extracting, processing and using fossil fuels involve converting energy into more useful forms for our use.

B.1: investigate and interpret the transformation and conservation of various forms of energy in physical and technological systems

B.1.3: describe an energy transformation system in terms of input, converter and output (e.g., an electric kettle)

Energy Conversion in a System

B.1.4: examine the law of conservation of energy to trace energy transformation, dissipation and availability in physical and technological systems (e.g., swinging pendulum)

Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics

B.2: investigate electrical energy conversion devices in terms of energy conversions, rate of energy transfer and efficiency

B.2.3: examine why the useful output energy in machines is always less than the input energy

Pulley Lab

B.3: investigate the energy conversions associated with change in chemical and biological systems

B.3.1: investigate the common chemical reactions that produce or absorb energy (e.g., light and heat emitted by the combustion of fossil fuels, cold and hot packs)

Chemical Changes

B.3.2: examine and list the requirements of photosynthesis (e.g., carbon dioxide, water, chlorophyll in chloroplasts and sunlight)

Cell Energy Cycle
Photosynthesis

B.3.3: examine the process of respiration in which glucose and oxygen are converted to energy, carbon dioxide and water

Cell Energy Cycle

B.3.7: examine the formation of fossil fuels (e.g., oil, coal and natural gas)

Carbon Cycle

B.5: ask questions about relationships among observable variables and conduct investigations to address those questions

B.5.1: investigate questions that arise from practical problems and issues (e.g., ?How can we measure the power of the human body??)

Pendulum Clock
Sight vs. Sound Reactions

B.5.4: evaluate and select appropriate instruments for problem solving, inquiry and decision making (e.g., describe how to measure the energy output of a device or process and select the proper tools for the task).

Triple Beam Balance

B.6: conduct investigations into the relationships among observations and gather and record data

B.6.1: conduct procedures, controlling the major variables

Diffusion
Pendulum Clock
Real-Time Histogram
Sight vs. Sound Reactions

B.6.2: compile and organize data, using appropriate formats and data treatments to facilitate interpretation (e.g., lists in charts and tables, sources of energy in foods)

Identifying Nutrients

B.7: examine data and develop and assess possible explanations

B.7.3: identify practical problems in the way a technological device or system functions

Programmable Rover
Nitrogen Cycle

B.7.4: evaluate a personally designed and constructed device on the basis of predeveloped criteria (e.g., assess an energy conversion).

Trebuchet

B.8: work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results

B.8.1: communicate questions, ideas and intentions and receive, interpret, understand, support and respond to the ideas of others (e.g., collect and display data on household energy consumption, by reading and recording data from electricity and gas meters over a two-week period)

Sight vs. Sound Reactions

B.13: demonstrate sensitivity and responsibility when pursuing a balance between the needs of humans and the requirements for a sustainable environment (e.g., participate in the social and political systems that influence environmental policy in their community)

Coral Reefs 1 - Abiotic Factors

C: The human organism as a living system is affected by a variety of environmental and genetic factors. Students investigate the nature of these factors, their effects on the health of the human organism and how social conditions and decisions play a role. Students learn about the body?s natural defence systems and about medical techniques used to minimize the risk of exposure to environmental toxins and disease-causing agents. Although inheritance is well understood, minimizing genetic disorders is a complex issue, involving scientific, ethical and social perspectives.

C.2: examine the relationship between human health and environmental disease-causing agents

C.2.2: investigate the conditions necessary for the growth of a specific disease-causing agent (e.g., viruses, fungi, bacteria)

Virus Lytic Cycle

C.4: describe the role of genes in inherited characteristics and human health

C.4.1: describe the role of genes in inherited characteristics (e.g., hitchhiker?s thumb, earlobe attachment; hair, skin and eye colour)

Evolution: Natural and Artificial Selection

C.4.2: identify the role of chromosomes in determining the sex of human offspring.

Human Karyotyping

C.5: ask questions about relationships among observable variables and conduct investigations to address those questions

C.5.1: investigate questions that arise from practical problems and issues (e.g., ?How effective are commercially available antibacterial cleaners on bacteria found in the home or school??)

Pendulum Clock
Sight vs. Sound Reactions

C.5.2: evaluate and select appropriate instruments for problem solving, inquiry and decision making (e.g., decide what needs to be measured and select the proper procedures and tools for the task).

Triple Beam Balance

C.6: conduct investigations into the relationships among observations and gather and record data

C.6.1: conduct procedures, controlling the major variables

Diffusion
Pendulum Clock
Real-Time Histogram
Seed Germination

C.6.2: use instruments effectively and accurately to collect data (e.g., observe prepared slides of various disease-causing agents or prepared slides of the cellular components of human blood)

Triple Beam Balance

C.6.3: compile and organize data, using appropriate formats and data treatments to facilitate interpretation (e.g., graph results of a simulated spread of infection, track the population growth of bacteria)

Identifying Nutrients

C.7: examine data and develop and assess possible explanations

C.7.4: identify practical problems in the way a technological device or system functions.

Programmable Rover
Nitrogen Cycle

C.8: work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results

C.8.1: communicate questions, ideas and intentions and receive, interpret, understand, support and respond to the ideas of others (e.g., participate in a variety of electronic group formats)

Sight vs. Sound Reactions

C.8.4: evaluate individual and group processes used in planning, problem solving and decision making and in the completion of a task.

Estimating Population Size
Pendulum Clock

C.13: demonstrate sensitivity and responsibility when pursuing a balance between the needs of humans and the requirements for a sustainable environment (e.g., share the responsibility for maintaining clean air and clean water)

Coral Reefs 1 - Abiotic Factors

D: There is a greater risk of being injured or killed while travelling in a motor vehicle than when engaging in other common activities. Recognizing risk, governments and the transportation industry are working on new safety systems and practices designed to protect passengers. Students learn that these systems are based upon an understanding of the law of conservation of momentum.

D.2: apply the principles underlying the motion of objects to explain the need for safety devices and practices

D.2.4: examine the application of the law of conservation of momentum in one dimension in a variety of situations involving two objects (e.g., rear-end collision, recoil, jumping from a boat, traffic accidents, two people on skates pushing each other).

2D Collisions
Air Track

D.3: ask questions about relationships among observable variables and conduct investigations to address these questions

D.3.1: investigate questions that arise from practical problems and issues (e.g., ?How long does it take emergency personnel to respond to an emergency??)

Sight vs. Sound Reactions

D.3.2: conduct an experiment, identifying the major variables (e.g., investigate how air bags work, using a partially inflated beach ball or plastic bag and a steel ball or rock to model the functioning of the air bag)

Diffusion
Pendulum Clock
Real-Time Histogram
Seed Germination

D.3.4: formulate general definitions of major variables (e.g., force, momentum)

Roller Coaster Physics

D.4: conduct investigations into the relationships among observations and gather and record data

D.4.1: conduct procedures, controlling the major variables (e.g., test different materials for use as a seat belt)

Diffusion
Pendulum Clock
Real-Time Histogram

D.4.2: use instruments effectively and accurately to collect data (e.g., develop a questionnaire to elicit community opinions about wearing seat belts)

Triple Beam Balance

D.5: examine data and develop and assess possible explanations

D.5.2: compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables and graphs (e.g., draw a force?time graph for an investigation comparing the effectiveness of cushioned and noncushioned toy automobiles)

Identifying Nutrients

D.6: work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures and results

D.6.1: communicate questions, ideas and intentions and receive, interpret, understand, support and respond to the ideas of others

Sight vs. Sound Reactions

D.11: demonstrate sensitivity and responsibility when pursuing a balance between the needs of humans and the requirements for a sustainable environment

Coral Reefs 1 - Abiotic Factors