Grade 9 Science

What Your Teen Is Learning

Your teen will begin to unravel the significance of DNA in genetics—including its role in
determining traits like hair colour—and they’ll identify the scientific and technological
advancements that led to human exploration of the moon and beyond! They will be energized
as they problem-solve and experiment with electricity and evaluate the benefits and impacts
of energy use. Your teen will continue to develop as a scientist as they conduct and analyze
chemical reactions and apply their understanding of chemistry to the world around them. For
more information about Grade 9 Science, refer to the program of studies.
Grade 9

Unit A: Biological Diversity

Unit A: Biological Diversity (Social and Environmental Emphasis)

Overview: Biological diversity is reflected in the range of species found in local and global
environments and by subtle variations in characteristics found within individual species. In this
unit, students learn that diversity is maintained through natural processes of sexual and asexual
reproduction, though the survival of individual species - and variations within those species - may
be influenced by ecological and human-caused factors. Students examine trends toward loss of
diversity and examine related issues concerning environmental quality and the impact of
technologies.

This unit builds on:

 Grade 7 Science, Unit A: Interations and Ecosystem

This unit provides a background for:

 Science 20, Unit B: Changes in Living Systems

Focusing Questions: What is biological diversity, and by what processes do diverse living things
pass on their characteristics to future generations? What impact does human activity have on
biological diversity?

Key Concepts

The following concepts are developed in this unit and may also be addressed in other units at other
grade levels. The intended level and scope of treatment is defined by the outcomes below.

 biological diversity

 species

 diversity within species

 habitat diversity

 niches

 populations

 asexual and sexual reproduction

 inheritance

 chromosomes, genes and DNA (introductory treatment)

  cell division - includes binary fission and formation of sex cells

 natural and artificial selection of genetic characteristics

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

Students will:

1. Investigate and interpret diversity among species and within species, and describe how diversity
contributes to species survival

 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)

 identify examples of niches, and describe the role of variation in enabling closely related
living things to survive in the same ecosystem (e.g., investigate di erent bird species found
in a local park ecosystem, and infer how each is adapted to life within that ecosystem)

 investigate and interpret dependencies among species that link the survival of one species
to the survival of others

o identify examples of symbiotic relationships (e.g., organisms that benefit other

organisms by providing habitat, food, means of fertilization, or a source of oxygen)

o classify symbiotic relationships as mutualism, commensalism, parasitism

 identify the role of variation in species survival under changing environmental

conditions (e.g., resistance to disease, ability to survive in severe environments)

2. Investigate the nature of reproductive processes and their role in transmitting species
characteristics

 distinguish between sexual and asexual reproduction, and identify and interpret examples
of asexual and sexual reproduction in di erent species, by:

o describing mechanisms of asexual reproduction including binary fission, budding

and the production of spores

o describing mechanisms of sexual reproduction (e.g., cross-fertilization in seed

plants, sexual reproduction in mammals)

o describing examples of organisms that show both sexual and asexual

reproduction (e.g., yeasts that reproduce both by budding and sexual reproduction;
plants that reproduce through suckering, runners or bulbs, as well as by seed
production)

o describing the formation of zygote and embryo in plant and animal reproduction

 describe examples of variation of characteristics within a species, and identify examples of

both discrete and continuous variation (e.g., hand clasping preference is an example of a
discrete variation, the length of human hands varies on a continuum)
  investigate the transmission of characteristics from parents to o spring, and identify
examples of characteristics in o spring that are:

o the same as the characteristics of both parents

o the same as the characteristics of one parent

o intermediate between parent characteristics

o di erent from both parents

 distinguish those characteristics that are heritable from those that are not heritable, and
identify characteristics for which heredity and environment may both play a role (e.g.,
recognize that eye colour is heritable but that scars are not; recognize that a person's height
and weight may be largely determined by heredity but that diet may also play a role)

 identify examples of dominant and recessive characteristics and recognize that dominance
and recessiveness provide only a partial explanation for the variation of characteristics in
o spring

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

 describe, in general terms, the relationship of chromosomes, genes and DNA; and interpret
their role as repositories of genetic information

 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 mechanisms of cell division -
mitosis and meiosis - will be provided in senior high school courses.]

 compare sexual and asexual reproduction, in terms of the advantages and

disadvantages (e.g., recognize that asexual reproduction provides an e icient means of
transmitting characteristics and that sexual reproduction provides an opportunity for
recombination of characteristics)

 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)

 describe, in simple terms, some of the newly emerging technologies for recombining
genetic material; and identify questions and issues related to their application

4. Identify impacts of human action on species survival and variation within species, and analyze
related issues for personal and public decision making
  describe the relative abundance of species on Earth and in di erent environments (e.g.,
note the overall abundance of insect species; note that in harsh environments there are
relatively fewer species found than in temperate and tropical environments)

 describe ongoing changes in biological diversity through extinction and extirpation of native
species, and investigate the role of environmental factors in causing these changes (e.g.,
investigate the e ect of changing river characteristics on the variety of species living in the
river; investigate the e ect of changing land use on the survival of wolf or grizzly bear
populations)

 evaluate the success and limitations of various local and global strategies for minimizing
loss of species diversity (e.g., breeding of endangered populations in zoos, development of
seed banks, designating protected areas, development of international treaties regulating
trade of protected species and animal parts)

 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)

Skill Outcomes

Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making
process)

Initiating and Planning

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

 identify science-related issues (e.g., identify issues related to loss of species diversity)

 identify questions to investigate arising from science-related issues (e.g., "What factors
a ect the ability of organisms to survive and reproduce in this ecosystem?")

 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)

 define and delimit questions and problems to facilitate investigation (e.g., delimit an
electronic search for information on species survival by framing a question about a specific
group of organisms or a specific ecosystem)

Performing and Recording

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

 observe and record data, and prepare simple line drawings (e.g., compare two related
plants by measuring, describing and drawing them)
  estimate measurements (e.g., estimate the population of a given plant species within a
study plot)

 research information related to a given issue (e.g., conduct an electronic search for
information on factors that a ect the reproduction and survival of wood frogs)

Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible
explanations

 identify strengths and weaknesses of di erent ways of displaying data (e.g., compare
di erent ways of recording and displaying data on plant variation in a study plot)

 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)

 apply given criteria for evaluating evidence and sources of information (e.g., evaluate
sources based on their currency, credibility and the extent to which claims are supported by
data)

 identify new questions and problems that arise from what was learned

Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results

 communicate questions, ideas, intentions, plans and results, using lists, notes in point
form, sentences, data tables, graphs, drawings, oral language and other means (e.g.,
illustrate and compare methods of reproduction in sample organisms studied)

 evaluate individual and group processes used in investigating an issue and evaluating
alternative decisions (e.g., evaluate strategies for locating information, such as the use of
particular key words or search tools; evaluate approaches for sharing work on a given
research task and for synthesizing the information found)

 defend a given position on an issue, based on their findings (e.g., defend a position on a
proposed measure to protect a particular plant or animal population)

Attitude Outcomes

Interest in Science

Students will be encouraged to: Show interest in science-related questions and issues, and
confidently pursue personal interests and career possibilities within science-related fields (e.g.,
select and explore media on topics related to species diversity; express interest in hobbies and
careers that involve the care, culture and study of living things)

Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves from the
interaction of ideas involving people with di erent views and backgrounds (e.g., show awareness
that the scientific study of changing animal and plant populations can arise from a variety of global
needs, involving many individuals and organizations)

Scientific Inquiry

Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches
to investigations, problems and issues (e.g., strive to assess a problem accurately by careful
analysis of evidence gathered; critically consider ideas and perceptions, recognizing that the
obvious is not always right)

Collaboration

Students will be encouraged to: Work collaboratively in carrying out investigations and in generating
and evaluating ideas (e.g., choose a variety of strategies, such as active listening, paraphrasing and
questioning, in order to understand other points of view; accept various roles within a group,
including that of leader)

Stewardship

Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance
between the needs of humans and a sustainable environment (e.g., consider implications of
changing land use on the welfare and survival of living things; identify potential conflicts between
attempting to meet the wants and needs of humans and, at the same time, providing life-supporting
environments for all living things; minimize environmental impact during studies by avoiding
sampling that will a ect an animal or plant population)

Safety

Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing
activities (e.g., follow safety procedures in outdoor investigations)

Links to Mathematics
The following mathematics outcomes are related to the content of Unit A but are not considered
prerequisites.

Concept Mathematics Course, Strand and Specific Outcome

Data Collection and Grade 9 Mathematics, Statistics and Probability (Data Analysis),
Analysis Specific Outcomes 1 and 3

Graph Analysis Grade 8 Mathematics, Statistics and Probability (Data Analysis),

Specific Outcome 1;
Grade 9 Mathematics, Patterns and Relations (Patterns), Specific
Outcome 2
Unit B: Matter and Chemical Change

Unit B: Matter and Chemical Change (Nature of Science Emphasis)

Overview: Di erent materials have di erent properties. The ability to distinguish between di erent
substances and make sense of their properties, interactions and changes requires the
development of ideas about chemical substance.

In this unit, students are introduced to the formal study of chemical substance through laboratory
investigations and introductory studies of chemical theory. In the laboratory, students observe and
compare chemical substances and, with guidance on safety, investigate the properties of materials
and the ways they interact. In conjunction with these studies, students are introduced to ideas
about elements and compounds, and corresponding structural ideas about atoms and molecules.
Theoretical ideas are introduced as means for explaining, interpreting and extending their
laboratory findings; these ideas include a general introduction to the periodic table, chemical
nomenclature and simplified ways of representing chemical reactions.

This unit builds on:

 Grade 8 Science, Unit A: Mix and Flow of Matter

This unit provides a background for:

 Science 10, Unit A: Energy and Matter in Chemical Change

Focusing Questions: What are the properties of materials, and what happens to them during
chemical change? What evidence do we have of chemical change; and what ideas, theories or
models help us explain that evidence?

Key Concepts

The following concepts are developed in this unit and may also be addressed in other units at other
grade levels. The intended level and scope of treatment is defined by the outcomes below.

 Workplace Hazardous Materials Information System (WHMIS) and safety

 substances and properties

 endothermic and exothermic reactions

 reactants and products

 conservation of mass

 factors a ecting reaction rates

 periodic table

 elements, compounds and atomic theory

 chemical nomenclature (introductory treatment)

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

Students will:

1. Investigate materials, and describe them in terms of their physical and chemical properties

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

 describe and apply di erent ways of classifying materials based on their composition and
properties, including:

o distinguishing between pure substances, solutions and mechanical mixtures

o distinguishing between metals and nonmetals

o identifying and applying other methods of classification

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

2. Describe and interpret patterns in chemical reactions

 identify and evaluate dangers of caustic materials and potentially explosive reactions

 observe and describe evidence of chemical change in reactions between familiar materials,
by:

o describing combustion, corrosion and other reactions involving oxygen

o observing and inferring evidence of chemical reactions between familiar household

materials

 distinguish between materials that react readily and those that do not (e.g., compare
reactions of di erent metals to a dilute corrosive solution)

 observe and describe patterns of chemical change, by:

o observing heat generated or absorbed in chemical reactions, and identifying

examples of exothermic and endothermic reactions

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

o identifying evidence for conservation of mass in chemical reactions, and

demonstrating and describing techniques by which that evidence is gathered.

3. 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

 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
  distinguish between observation and theory, and provide examples of how models and
theoretical ideas are used in explaining observations (e.g., describe how observations of
electrical properties of materials led to ideas about electrons and protons; describe how
observed di erences in the densities of materials are explained, in part, using ideas about
the mass of individual atoms)

 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 di erent rows (periods) on the table reflect di erences in atomic
structure; interpret information on ion charges provided in some periodic tables) [Note:
Knowledge of specific orbital structures for elements and groups of elements is not required
at this grade level.]

 distinguish between ionic and molecular compounds, and describe the properties of some
common examples of each

4. Apply simplified chemical nomenclature in describing elements, compounds and chemical

reactions

 read and interpret chemical formulas for compounds of two elements, and give the IUPAC
(International Union of Pure and Applied Chemistry) name and common name of these
compounds (e.g., give, verbally and in writing, the name for NaCl(s) (sodium chloride),
CO2(g) (carbon dioxide), MgO(s) (magnesium oxide), NH3(g) (nitrogen trihydride or ammonia),
CH4(g) (carbon tetrahydride or methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride)

 identify/describe chemicals commonly found in the home, and write the chemical
symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide [NaOH(aq)] used in
household cleaning supplies)

 identify examples of combining ratios/number of atoms per molecule found in some

common materials, and use information on ion charges to predict combining ratios in ionic
compounds of two elements (e.g., identify the number of atoms per molecule signified by
the chemical formulas for CO(g) and CO2(g); predict combining ratios of iron and oxygen
based on information on ion charges of iron and oxygen)

 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) [Note:
Diagrams and models should show the relative positions of atoms. Diagrams of orbital
structures are not required at this grade level.]

 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)]) [Note 1: This outcome
 does not require students to explain the formation of polyatomic ions. Some chemicals with
polyatomic ions may nevertheless be introduced; e.g., a brief introduction to CuSO4(s),
ZnSO4(s) and H2SO4(aq) can help prepare students for further study of these materials in units
C and D.] [Note 2: At this grade level, students are not required to balance reactants and
products in chemical equations. Teachers may want to inform students about opportunities
for further study of chemistry in Science 10 and in Science 14-24.]

Skill Outcomes

Skill Outcomes (focus on scientific inquiry)

Initiating and Planning

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

 identify questions to investigate (e.g., ask questions about the reactivity of particular
materials or about conditions that a ect the rate of reaction, after observing that materials
react at di erent rates)

 define and delimit questions and problems to facilitate investigation (e.g., reframe a general
question, such as: "What a ects the speed of reactions?" to become one or more specific
questions, such as: "How will temperature a ect the rate of reaction between materials x
and y?" or "How will moisture a ect the rate of reaction between x and y?")

 state a prediction and a hypothesis based on background information or an observed

pattern of events

 select appropriate methods and tools for collecting data and information and for solving
problems (e.g., plan and conduct a search for information about chemical elements, using
appropriate print and electronic sources)

Performing and Recording

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

 carry out procedures, controlling the major variables (e.g., investigate the e ect of particle
size on a chemical reaction, taking care to identify and control other potentially relevant
variables)

 observe and record data, and prepare simple drawings (e.g., represent a molecule studied
through a drawing)

 demonstrate knowledge of WHMIS standards, by using proper techniques for handling and
disposing of laboratory materials

 research information relevant to a given question (e.g., research properties of materials)

Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible
explanations

 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 di erent
chemical substances in a form that facilitates interpretation)

 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.]

 identify and suggest explanations for discrepancies in data

 state a conclusion, based on experimental data, and explain how evidence gathered
supports or refutes an initial idea

 identify new questions and problems that arise from what was learned (e.g., identify new
questions, such as: "Why do di erent compounds containing the same elements behave
di erently?" or "How do atoms stick together in a molecule?")

Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results

 receive, understand and act on the ideas of others (e.g., follow given safety procedures)

 evaluate individual and group processes used in planning and carrying out investigative
tasks (e.g., evaluate the relative success and scientific merits of di erent approaches to
drawing and making models of molecules)

Attitude Outcomes

Interest in Science

Students will be encouraged to: Show interest in science-related questions and issues, and
confidently pursue personal interests and career possibilities within science-related fields (e.g.,
express a degree of satisfaction at understanding science concepts that are challenging)

Mutual Respect

Students will be encouraged to: Appreciate that scientific understanding evolves from the
interaction of ideas involving people with di erent views and backgrounds (e.g., show an interest in
the contributions that women and men - from many cultural backgrounds and di erent times - have
made to the development of modern science; recognize that work done to investigate chemical
properties and to develop models are both important steps toward scientific understanding)

Scientific Inquiry

Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches
to investigations, problems and issues (e.g., seek data that is accurate and based on appropriate
methods of investigation; consider observations and ideas from a number of sources during
investigations and before drawing conclusions; honestly report and record all observations, even
when the evidence is unexpected)

Collaboration

Students will be encouraged to: Work collaboratively in carrying out investigations and in generating
and evaluating ideas (e.g., demonstrate interest and become involved in decision making that
requires full-group participation; assume responsibility for their share of the work to be done; work
with other individuals)

Stewardship

Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance
between the needs of humans and a sustainable environment (e.g., recognize that the materials
people develop may have environmental consequences when people dispose of them; participate
in school projects that address a chemical pollution issue)

Safety

Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing
activities (e.g., read the labels of materials before using them, and ask for help if safety symbols are
not clear or understood; carefully manipulate materials, using skills learned in class; wear proper
safety attire without having to be reminded; ensure the proper disposal of materials; readily alter a
procedure to ensure the safety of members of the group; immediately advise the teacher of spills,
and use appropriate techniques and materials to clean up)

Links to Mathematics
The following mathematics outcomes are related to the content of Unit B but are not considered
prerequisites.

Concept Mathematics Course, Strand and Specific Outcome

Data Collection and Grade 9 Mathematics, Statistics and Probability (Data Analysis),
Analysis Specific Outcome 3

Rate, Ratio and Grade 8 Mathematics, Number, Specific Outcomes 4 and 5

Proportion

Graph Analysis Grade 9 Mathematics, Patterns and Relations (Patterns), Specific

Outcome 2

Unit C: Environmental Chemistry

Unit C: Environmental Chemistry (Social and Environmental Emphasis)

Overview: Environments are often viewed from a physical and biological perspective, but to fully
understand how they function, it is important to view them from a chemical perspective as well. A
study of environmental chemistry helps students understand that chemical substances make up
the underlying fabric of the world and are part of the process in all natural cycles and changes.
Through this unit, students also become aware of human-produced chemical substances that
enter and interact with environments, and they investigate potential impacts of di erent
substances on the distribution and abundance of living things.

This unit builds on:

 Grade 8 Science, Unit A: Mix and Flow of Matter, Unit B: Cells and Systems and Unit E:
Freshwater and Saltwater Systems

 Grade 9 Science, Unit B: Matter and Chemical Changes

This unit provides a background for:

 Science 10, Unit C: Flow of Matter in Living Systems and Science 20, Unit B: Changes in
Living Systems

Focusing Questions: What substances do we find in local and global environments? What role do
they play, and how do changes in their concentration and distribution a ect living things?

Key Concepts

The following concepts are developed in this unit and may also be addressed in other units at other
grade levels. The intended level and scope of treatment is defined by the outcomes below.

 chemicals essential to life

 substrates and nutrients

 air and water quality

 organic and inorganic material

 acids and bases

 ingestion and absorption of materials

 concentration and dispersal

 evidence of toxicity

 stability and biodegradability

 hazards, probabilities and risk assessment

 uncertainties in environmental monitoring and in assessing toxicity and risk

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

Students will:
1. Investigate and describe, in general terms, the role of di erent substances in the environment in
supporting or harming humans and other living things

 identify common organic and inorganic substances that are essential to the health and
growth of humans and other living things, and illustrate the roles served by these
materials (e.g., identify calcium as an essential material for bones; identify minerals that are
known to enhance plant growth but that limit growth if too little or too much is available)

 describe, in general terms, the forms of organic matter synthesized by plants and animals,
including carbohydrates, proteins and lipids

 describe and illustrate processes by which chemicals are introduced to the environment or
their concentrations are changed (e.g., dilution in streams, biomagnification through food
chains)

 describe the uptake of materials by living things through ingestion or absorption, and
investigate and describe evidence that some materials are di icult for organisms to break
down or eliminate (e.g., DDT, mercury)

 identify questions that may need to be addressed in deciding what substances - in what
amounts - can be safely released into the environment (e.g., identify questions and
considerations that may be important in determining how much phosphate can be released
into river water without significant harm to living things)

2. Identify processes for measuring the quantity of di erent substances in the environment and for
monitoring air and water quality

 identify substrates and nutrient sources for living things within a variety of environments

 describe and illustrate the use of biological monitoring as one method for determining
environmental quality (e.g., assess water quality, by observing the relative abundance of
various vertebrate and invertebrate species)

 identify chemical factors in an environment that might a ect the health and distribution of
living things in that environment (e.g., available oxygen, pH, dissolved nutrients in soil)

 apply and interpret measures of chemical concentration in parts per million, billion or
trillion

 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)

 investigate, safely, and describe the e ects 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)

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

3. Analyze and evaluate mechanisms a ecting the distribution of potentially harmful substances
within an environment
  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)

 describe mechanisms for biodegradation, and interpret information on the biodegradability

of di erent materials

 comprehend information on the biological impacts of hazardous chemicals on local and

global environments, by:

o interpreting evidence for environmental changes in the vicinity of a substance

release

o interpreting LD50 data and other information on toxicity [Note: LD50 refers to the
amount of a substance found to be lethal to 50% of a population, if ingested.]

o identifying concerns with the disposal of domestic wastes, such as paints and oils,
and industrial wastes

 investigate and evaluate potential risks resulting from consumer practices and industrial
processes, and identify processes used in providing information and setting standards to
manage these risks (e.g., interpret and explain the significance of manufacturer's
information on how wood preservatives can be safely applied; recognize that some
individuals may have greater sensitivity to particular chemical substances than do others in
the general population)

 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 e ect/has no e ect on bird populations)

Skill Outcomes

Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making
process)

Initiating and Planning

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

 identify science-related issues (e.g., identify issues regarding the use of soil fertilizers)

 identify questions arising from practical problems and issues (e.g., ask questions about the
needs of di erent living things for nutrients and about the mechanisms by which these
nutrients are obtained)

 state a prediction and a hypothesis about the concentration or dispersal of a chemical

substance within an environment (e.g., state a hypothesis that relates the amount of oxygen
in a local water sample to the presence or absence of dissolved nutrients)
  select appropriate methods and tools for collecting data and information and for solving
problems (e.g., design an investigation to compare the chemical characteristics of two
soils)

Performing and Recording

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

 identify data and information that are relevant to the issue

 select and integrate information that is relevant to the issue (e.g., demonstrate proficiency
in uploading and downloading text, image, audio and video files)

 use instruments and materials e ectively and accurately for collecting data (e.g., measure
and compare the pH in household products, foods and environments)

 organize data, using a format that is appropriate to the task or experiment

 use tools and apparatus safely

Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible
explanations

 identify strengths and weaknesses of di erent ways of displaying data

 identify and suggest explanations for discrepancies in data (e.g., identify possible reasons
for variation in the measured concentration of a chemical, where one sample is very
di erent from others or where one group has a very di erent result from others)

 identify the line of best fit on a scatterplot, and interpolate or extrapolate based on the line
of best fit (e.g., interpret class data on the e ects of acidity on mould growth, graph the
data, prepare a line of best fit, and predict the amount of growth that might be expected at
di erent acidity values)

 apply given criteria for evaluating evidence and sources of information (e.g., use scatterplot
data in evaluating how strong a relationship exists between two variables; evaluate claims
of environmental impacts, based on the scope and relevance of supporting evidence)

Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results

 work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise

 receive, understand and act on the ideas of others (e.g., seek and achieve group consensus
on procedures to be used in an investigative activity, and act on that consensus)
  defend a given position on an issue or problem, based on their findings (e.g., provide a clear
rationale for a choice between alternative chemical products in a consumer application)

Attitude Outcomes

Interest in Science

Students will be encouraged to: Show interest in science-related questions and issues, and
confidently pursue personal interests and career possibilities within science-related fields (e.g.,
actively participate in extracurricular activities, such as science fairs, science clubs, or science and
technology challenges)

Mutual Respect

Students will be encouraged to: Appreciate that scientific understanding evolves from the
interaction of ideas involving people with di erent views and backgrounds (e.g., consider more than
one perspective when formulating conclusions, solving problems or making decisions on
environmental quality issues)

Scientific Inquiry

Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches
to investigations, problems and issues (e.g., consider observations and ideas from a number of
sources during investigations and before drawing conclusions; strive to assess a problem or
situation accurately, by careful analysis of evidence gathered)

Collaboration

Students will be encouraged to: Work collaboratively in carrying out investigations and in generating
and evaluating ideas (e.g., assume responsibility for their share of work in preparing for
investigations and in gathering and recording evidence; consider alternative ideas and approaches
suggested by members of the group)

Stewardship

Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance
between the needs of humans and a sustainable environment (e.g., show respect for all forms of
life; modify their behaviour in light of an issue related to conservation and protection of the
environment; recognize that the materials people use may have environmental consequences
when people dispose of them)

Safety

Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing
activities (e.g., take the time to organize their work area so that accidents can be prevented; read
the labels on materials before using them, and ask for help if safety symbols are not clear or
understood; clean their work area during and after an activity; use safety precautions without being
reminded)
 Links to Mathematics
The following mathematics outcomes are related to the content of Unit C but are not considered
prerequisites.

Concept Mathematics Course, Strand and Specific Outcome

Data Collection and Grade 9 Mathematics, Statistics and Probability (Data Analysis),
Analysis Specific Outcomes 1 and 3

Rate, Ratio and Grade 8 Mathematics, Number, Specific Outcomes 4 and 5

Proportion

Graph Analysis Grade 8 Mathematics, Statistics and Probability (Data Analysis),

Specific Outcome 1;
Grade 9 Mathematics, Patterns and Relations (Patterns), Specific
Outcome 2

Unit D: Electrical Principles and Technologies

Unit D: Electrical Principles and Technologies (Science and Technology Emphasis)

Overview: Electricity provides the means to energize many devices, systems and processes that
are part of our technological environment. Electrical devices are used to transfer and transform
energy, to provide mechanisms for control and to transmit information in a variety of forms. In this
unit, students learn the principles that underlie electrical technologies, by studying the form and
function of electrical devices and by investigating ways to transfer, modify, measure, transform and
control electrical energy. Using a problem-solving approach, students create and modify circuits to
meet a variety of needs. Students also develop skills for evaluating technologies, by comparing
alternative designs and by considering their e iciency, e ectiveness and environmental impact.

This unit builds on:

 Grade 8 Science, Unit D: Mechanical Systems

This unit provides a background for:

 Science 10, Unit B: Energy Flow in Technological Systemts and Science 30, Unit C:
Electromagnetic Energy

Focusing Questions: How do we obtain and use electrical energy? What scientific principles are
involved? What approaches can we use in selecting, developing and using energy-consuming
devices that are e icient and e ective in their energy use?

Key Concepts

The following concepts are developed in this unit and may also be addressed in other units at other
grade levels. The intended level and scope of treatment is defined by the outcomes below.
  forms of energy

 energy transformation

 generation of electrical energy

 electric charge and current

 circuits

 electrical energy storage

 energy transmission

 measures and units of electrical energy

 electrical resistance and Ohm's law

 renewable and nonrenewable energy

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

Students will:

1. Investigate and interpret the use of devices to convert various forms of energy to electrical energy
and electrical energy to other forms of energy

 identify, describe and interpret examples of mechanical, chemical, thermal, electrical and
light energy

 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)

 investigate and evaluate the use of di erent electrodes, electrolytes and electrolytic
concentrations in designing electrical storage cells

 construct, use and evaluate devices for transforming mechanical energy into electrical
energy and for transforming electrical energy into mechanical energy

 modify the design of an electrical device, and observe and evaluate resulting changes (e.g.,
investigate the e ect of changes in the orientation and placement of magnets, commutator
and armature in a St. Louis motor or in a personally-built model of a motor)

2. Describe technologies for transfer and control of electrical energy

 assess the potential danger of electrical devices, by referring to the voltage and current
rating (amperage) of the devices; and distinguish between safe and unsafe activities

 distinguish between static and current electricity, and identify example evidence of
each
  identify electrical conductors and insulators, and compare the resistance of di erent
materials to electric flow (e.g., compare the resistance of copper wire and nickel-
chromium/Nichrome wire; investigate the conduction of electricity through di erent
solutions; investigate applications of electrical resistance in polygraph or lie detector tests)

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

 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)

 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)

o apply Ohm’s law to calculate resistance, voltage and current in simple circuits

 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)

 investigate toys, models and household appliances; and draw circuit diagrams to show the
flow of electricity through them (e.g., safely dismantle discarded devices, such as heating
devices or motorized toys, and draw diagrams to show the loads, conductors and switching
mechanisms)

 identify similarities and di erences between microelectronic circuits and circuits in a

house (e.g., compare switches in a house with transistors in a microcircuit)

3. Identify and estimate energy inputs and outputs for example devices and systems, and evaluate
the e iciency of energy conversions

 identify the forms of energy inputs and outputs in a device or system

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

o 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)]

o calculating the quantity of electric energy, in joules, transformed by an electrical

device, using the formula E = P × t [energy (in joules) = power (in watts) × time (in
seconds)]
  apply the concepts of conservation of energy and e iciency to the analysis of energy
devices (e.g., identify examples of energy dissipation in the form of heat, and describe the
e ect of these losses on useful energy output)

 compare energy inputs and outputs of a device, and calculate its e iciency, using the
formula, percent e iciency = energy output/energy input × 100 (e.g., compare the number of
joules of energy used with the number of joules of work produced, given information on
electrical consumption and work output of a motor-driven device)

 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
e icient forms of lighting, reducing overuse of appliances as in "overdrying" of clothes)

4. Describe and discuss the societal and environmental implications of the use of electrical energy

 identify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind
and solar (e.g., identify and evaluate renewable and nonrenewable sources for generating
electricity; evaluate the use of batteries as an alternative to internal combustion engines)

 describe the by-products of electrical generation and their impacts on the

environment (e.g., identify by-products and potential impacts of coal-fired electricity
generation)

 identify example uses of electrical technologies, and evaluate technologies in terms of

benefits and impacts (e.g., identify benefits and issues related to the use of electrical
technologies for storing and transmitting personal information)

 identify concerns regarding conservation of energy resources, and evaluate means for
improving the sustainability of energy use

Skill Outcomes

Skill Outcomes (focus on problem solving)

Initiating and Planning

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

 propose alternative solutions to a given practical problem, select one, and develop a plan

 identify questions to investigate arising from practical problems and issues (e.g., identify
questions, such as: "How can the amount of electric current in a circuit be controlled?")

 rephrase questions in a testable form, and clearly define practical problems (e.g., rephrase
questions, such as: "Why do we use parallel circuits rather than series circuits in household
wiring?" to become "How do series circuits and parallel circuits respond di erently under
load?")
  state a prediction and a hypothesis based on background information or an observed
pattern of events (e.g., predict the amount of current in a circuit of known resistance and
applied voltage)

 formulate operational definitions of major variables in the study of electrical circuits (e.g.,
provide operational definitions for current, resistance, voltage, polarity)

Performing and Recording

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

 use tools and apparatus safely (e.g., use appropriate sources of electrical energy, and follow
procedures to ensure personal and group safety)

 estimate measurements (e.g., estimate the e iciency of a mechanical device)

 use instruments e ectively and accurately for collecting data (e.g., use ammeters and
voltmeters)

Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible
explanations

 test the design of a constructed device or system

 evaluate designs and prototypes in terms of function, reliability, safety, e iciency, use of
materials and impact on the environment (e.g., evaluate the safety, durability, e iciency and
environmental impact of a personally-constructed wet cell design)

 identify and correct practical problems in the way a prototype or constructed device
functions

 identify and suggest explanations for discrepancies in data (e.g., measure the current in
similar circuits, and provide possible explanations for di erences in current flow)

 identify potential sources of error, and determine the amount of error in a given
measurement (e.g., identify the precision of voltmeters and ammeters used to measure
current flow)

Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results

 work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise

 communicate questions, ideas, intentions, plans and results, using lists, notes in point
form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use
 charts to present data on the voltage, current (amperage) and resistance found in series and
parallel circuits)

 defend a given position on an issue or problem based on their findings (e.g., develop and
defend a proposal on the appropriateness of an alternative energy source in a given
application)

Attitude Outcomes

Interest in Science

Students will be encouraged to: Show interest in science-related questions and issues, and
confidently pursue personal interests and career possibilities within science-related fields (e.g.,
actively participate in extracurricular activities, such as science fairs or science and technology
challenges; pursue a science- or technology-related hobby; choose to investigate topics related to
electrical technologies)

Mutual Respect

Students will be encouraged to: Appreciate that scientific understanding evolves from the
interaction of ideas involving people with di erent views and backgrounds (e.g., show awareness of
and respect for the scientific thinking, craftsmanship and collaborative e ort that goes into the
development of electrical devices and systems)

Scientific Inquiry

Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches
to investigations, problems and issues (e.g., strive to assess a problem or situation accurately, by
careful analysis of evidence gathered; ask questions to clarify meaning or confirm their
understanding; report the limitations of their designs; continue working on a problem or research
project until the best possible solutions or answers are found)

Collaboration

Students will be encouraged to: Work collaboratively in carrying out investigations and in generating
and evaluating ideas (e.g., demonstrate interest and become involved in decision making that
requires full-group participation; consider alternative ideas and interpretations suggested by
members of the group; share the responsibility for di iculties encountered in an activity)

Stewardship

Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance
between the needs of humans and a sustainable environment (e.g., objectively identify potential
conflicts between responding to human wants and needs and protecting the environment)

Safety

Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing
activities (e.g., select safe methods in using electrical devices; readily alter a procedure to ensure
the safety of members of the group; stay at their own work area during an activity, respecting others'
space, materials and work)
 Links to Mathematics
The following mathematics outcomes are related to the content of Unit D but are not considered
prerequisites.

Concept Mathematics Course, Strand and Specific Outcome

Data Collection and Grade 9 Mathematics, Statistics and Probability (Data Analysis),
Analysis Specific Outcome 3

Rate, Ratio and Grade 8 Mathematics, Number, Specific Outcomes 3, 4 and 5

Proportion

Solving Equations Grade 9 Mathematics, Patterns and Relations (Variables and

Equations), Specific Outcome 3

Unit E: Space Exploration

Unit E: Space Exploration (Science and Technology Emphasis)

Overview: Technologies have played an essential role in the study of space and in the emerging use
of space environments. Our modern understanding of space has developed in conjunction with
advances in techniques for viewing distant objects, for transmitting images and data through
space, and for manned and unmanned space exploration. A study of space exploration provides an
opportunity for students to examine how science and technology interact and to learn how one
process augments the other. Students become aware that technologies developed to meet the
challenges of space are applied to new purposes.

This unit builds on:

 Grade 6 Science, Topic C: Sky Science

This unit provides a background for:

 Science 30, Unit C: Electromagnetic Energy

Focusing Questions: How have humans attained a presence in space? What technologies have
been developed and on what scientific ideas are they based? How has the development of these
technologies contributed to the exploration, use and understanding of space and to benefits on
Earth?

Key Concepts

The following concepts are developed in this unit and may also be addressed in other units at other
grade levels. The intended level and scope of treatment is defined by the outcomes below.
  technologies for space exploration and observation

 reference frames for describing position and motion in space

 satellites and orbits

 distribution of matter through space

 composition and characteristics of bodies in space

 life-support technologies

 communication technologies

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

Students will:

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

 identify di erent ideas about the nature of Earth and space, based on culture and
science (e.g., compare geocentric and heliocentric models [Note: knowledge of epicycles is
not required]; describe Aboriginal views of space and those of other cultures; describe the
role of observation in guiding scientific understanding of space)

 investigate and illustrate the contributions of technological advances - including optical

telescopes, spectral analysis and space travel - to a scientific understanding of space

 describe, in general terms, the distribution of matter in star systems, galaxies, nebulae and
the universe as a whole

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

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

o 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)

o describing in general terms how parallax and the Doppler e ect are used to
estimate distances of objects in space and to determine their motion

o describing the position of objects in space, using angular coordinates (e.g., describe
the location of a spot on a wall, by identifying its angle of elevation and its bearing or
azimuth; describe the location of the Sun and other stars using altitude-azimuth
coordinates, also referred to as horizon coordinates or local coordinates) [Note: A
description of star positions based on right ascension and declination is not
required.]
  investigate predictions about the motion, alignment and collision of bodies in space; and
critically examine the evidence on which they are based (e.g., investigate predictions about
eclipses; identify uncertainties in predicting and tracking meteor showers)

2. Identify problems in developing technologies for space exploration, describe technologies

developed for life in space, and explain the scientific principles involved

 analyze space environments, and identify challenges that must be met in developing life-
supporting systems (e.g., analyze implications of variations in gravity, temperature,
availability of water, atmospheric pressure and atmospheric composition)

 describe technologies for life-support systems, and interpret the scientific principles on
which they are based (e.g., investigate systems that involve the recycling of water and air)

 describe technologies for space transport, and interpret the scientific principles
involved (e.g., describe the development of multistage rockets, shuttles and space stations;
build a model vehicle to explore a planet or moon)

 identify materials and processes developed to meet needs in space, and identify related
applications (e.g., medicines, remote sensing, microelectronics, polymers, medical
imaging, wireless communication technologies, synthesis of fuels)

 describe the development of artificial satellites, and explain the major purposes for which
they are used (e.g., communication, GPS - global positioning system, weather observation)

3. Describe and interpret the science of optical and radio telescopes, space probes and remote
sensing technologies

 explain, in general terms, the operation of optical telescopes, including telescopes that are
positioned in space environments

 explain the role of radio and optical telescopes in determining characteristics of stars and
star systems

 describe and interpret, in general terms, the technologies used in global positioning
systems and in remote sensing (e.g., use triangulation to determine the position of an
object, given information on the distance from three di erent points) [Note: This example
involves the use of geometric approaches rather than mathematical calculations.]

4. Identify issues and opportunities arising from the application of space technology, identify
alternatives involved, and analyze implications

 recognize risks and dangers associated with space exploration (e.g., space junk, fuel
expenditure, satellites burning up in the atmosphere, solar radiation)

 describe Canadian contributions to space research and development and to the astronaut
program (e.g., Canadarm)
  identify and analyze factors that are important to decisions regarding space exploration and
development (e.g., identify examples of costs and potential benefits that may be
considered; investigate and describe political, environmental and ethical issues related to
the ownership and use of resources in space)

Skill Outcomes

Skill Outcomes (focus on problem solving)

Initiating and Planning

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

 identify practical problems (e.g., identify problems that must be addressed in developing a
lifesupporting space environment)

 propose alternative solutions to a given practical problem, select one, and develop a
plan (e.g., design and describe a model of a technology to be used in a space station)

 state a prediction and a hypothesis based on background information or an observed

pattern of events (e.g., predict the next appearance of a comet, based on past observations;
develop a hypothesis about the geologic history of a planet or its moon, based on recent
data)

Performing and Recording

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

 research information relevant to a given problem

 select and integrate information from various print and electronic sources or from several
parts of the same source (e.g., compile and compare information about two exploratory
missions)

 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)

Analyzing and Interpreting

Students will: Analyze qualitative and quantitative data, and develop and assess possible
explanations

 test the design of a constructed device or system (e.g., create and test a model device for
remote manipulation of materials)

 identify and correct practical problems in the way a prototype or constructed device
functions (e.g., identify and correct problems in the functioning of a model "remote
transportation device" that they have designed and built)
  identify the strengths and weaknesses of di erent methods of collecting and displaying
data (e.g., compare Earth-based observations with those made from spacecraft)

 identify new questions and problems that arise from what was learned (e.g., identify
questions to guide further investigation, such as: "What limits the travelling distance and
duration of space exploration?", "How old are the planets, and how did they form?")

Communication and Teamwork

Students will: Work collaboratively on problems; and use appropriate language and formats to
communicate ideas, procedures and results

 receive, understand and act on the ideas of others (e.g., take into account advice provided
by other students or individuals in designing a model space suit or space vehicle)

 work cooperatively with team members to develop and carry out a plan, and troubleshoot
problems as they arise (e.g., write and act out a skit to demonstrate tasks carried out by
astronauts on a mission)

 defend a given position on an issue or problem, based on their findings (e.g., conduct
appropriate research to justify their position on the economic costs or benefits of space
exploration)

Attitude Outcomes

Interest in Science

Students will be encouraged to: Show interest in science-related questions and issues, and
confidently pursue personal interests and career possibilities within science-related fields (e.g.,
express interest in and describe media programs on space science and technology; take an interest
in directly observing and interpreting space environments and in personal and group excursions to a
space science centre)

Mutual Respect

Students will be encouraged to: Appreciate that scientific understanding evolves from the
interaction of ideas involving people with di erent views and backgrounds (e.g., show an interest in
the contributions that women and men from many cultural backgrounds have made to the
development of modern science and technology)

Scientific Inquiry

Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches
to investigations, problems and issues (e.g., seek accurate data that is based on appropriate
methods of investigation; consider observations and ideas from a number of sources before
drawing conclusions)

Collaboration

Students will be encouraged to: Work collaboratively in carrying out investigations and in generating
and evaluating ideas (e.g., work with others to identify problems and explore possible solutions;
share observations and ideas with other members of the group, and consider alternative ideas
suggested by other group members; share the responsibility for carrying out decisions)

Stewardship

Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance
between the needs of humans and a sustainable environment (e.g., consider immediate and long-
term consequences of personal and group actions; objectively identify potential conflicts between
responding to human wants and needs and protecting the environment)

Safety

Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing
activities (e.g., select safe methods and tools for collecting evidence and solving problems; readily
alter a procedure to ensure the safety of members of the group)

Links to Mathematics
The following mathematics outcomes are related to the content of Unit E but are not considered
prerequisites.

Concept Mathematics Course, Strand and Specific Outcome

Data Collection and Grade 9 Mathematics, Statistics and Probability (Data Analysis),
Analysis Specific Outcome 3

Graph Analysis Grade 8 Mathematics, Statistics and Probability (Data Analysis),

Specific Outcome 1

Scale Diagrams Grade 9 Mathematics, Shape and Space (Transformations), Specific

Outcome 4

Angles Grade 6 Mathematics, Shape and Space (Measurement), Specific

Outcome 1