Saskatchewan Foundational and Learning Objective
RE9.1.a: Identify questions to investigate related to genetics.
RE9.1.b: Provide examples of genetic conditions whose causes and cures are not understood according to current scientific and technological knowledge (e.g., some causes of male infertility, cystic fibrosis, Downâ??s syndrome, and muscular dystrophy).
RE9.1.c: Recognize that the nucleus of a cell contains genetic information and identify the relationship among chromosomes, genes, and DNA in transmitting genetic information.
RE9.1.d: Identify examples of dominant and recessive traits in humans and other living things.
RE9.1.e: Observe, collect, and analyze class and/or family data of human traits that may be inherited from parents (e.g., eye colour, chin shape, ear lobes, and tongue rolling).
RE9.2.a: Observe and describe cell division (e.g., binary fission, mitosis, and meiosis) using microscopes, prepared slides, and/or videos.
RE9.2.b: Construct a visual, dramatic, or other representation of the basic process of cell division as part of the cell cycle, including what happens to the cell membrane and the contents of the nucleus.
RE9.2.c: Recognize that the nucleus of a cell determines cellular processes.
RE9.3.f: Describe the process of sexual reproduction in seed plant species, including methods of pollination.
AE9.1.c: Share personal understandings about physical and chemical properties of matter.
AE9.1.d: Investigate common materials and describe them in terms of their physical properties such as smell, colour, melting point, boiling point, density, solubility, ductility, crystal shape, conductivity, hardness, lustre, texture, and malleability.
AE9.1.j: Differentiate between physical and chemical properties of matter and physical and chemical changes in matter, based on observable evidence.
AE9.2.b: Use appropriate scientific terminology when describing atoms and elements (e.g., mass, charge, electron, proton, neutron, nucleus, atom, molecule, element, compound, neutral, positive, negative, ion, isotope, and periodic table).
AE9.2.d: Identify major shifts in understanding matter that have enabled more detailed explanations of the structure and composition of the atom up to and including the Bohr model of the atom.
AE9.2.e: Construct models to illustrate the structure and components of matter, including the major historical atomic models (e.g., Dalton, Thomson, Rutherford, and Bohr), using information selected and synthesized from various sources.
AE9.2.f: Evaluate individual and group processes used in planning and completing a task related to constructing models of atoms and molecules.
AE9.3.c: Construct a graphic representation of one or more elements that symbolizes each element in a meaningful way and contains relevant information such as name, atomic number, possible uses, and historical background.
AE9.3.d: Identify examples of common elements (e.g., first 18 elements and K, Ca, Fe, Ni, Cu, Zn, I, Ag, Sn, Au, W, Hg, Pb, and U), and compare their atomic structure and physical and chemical properties.
AE9.3.g: Write and interpret chemical symbols or formulae of common elements and compounds and identify the elements and number of atoms of each in a given compound (e.g., He, Na, C, H₂O, H₂O₂, CO, CO₂, CaCO₃, SO₂, FeO, NO₂, O₃, CH₄, C₃H₈, NH₃, NaHCO₃, KCl, HCl, H₂SO₄, ZnO, and NaCl).
AE9.3.h: Construct Bohr model representations of the first 18 elements.
AE9.3.j: Apply the concept of systems as a tool by interpreting the organizational structure and patterns inherent within the periodic table, including periods, groups (families), atomic mass (mass number), atomic number, metals, non-metals, and metalloids.
AE9.3.k: Predict the physical and chemical properties of an element or family of elements (e.g., alkali metals, alkaline-earth metals, hydrogen, halogens, noble gases, and transition metals) based on its position within the periodic table.
AE9.3.l: Determine the number of protons and electrons in an atom given the atomic number of an element.
AE9.3.m: Determine the number of electrons, protons, and neutrons of an isotope of an element given the atomic number and mass number of an element.
CE9.1.i: Identify dangers to the human body associated with static electric charge and discharge, and current electricity, and discuss how technologies such as grounding straps, lightning rods, grounded plugs, fuses, and circuit breakers are designed to minimize such dangers.
CE9.1.k: Differentiate between conductors, insulators, and superconductors in electric circuits.
CE9.1.l: Differentiate between a complete circuit, a closed circuit, an open circuit, and a short circuit.
CE9.1.m: Describe the flow of charge in an electrical circuit based on the particle theory of matter and electron transfer.
CE9.2.b: Demonstrate the role of switches and variable resistors in series and parallel circuits, and identify practical examples of switches and variable resistors in daily life.
CE9.2.c: Model the characteristics of series and parallel circuits using analogies or visual and/or physical representations.
CE9.2.d: Use an ammeter, voltmeter, and/or multimeter safely and accurately to measure current and voltage of a variety of student-constructed series and parallel circuits, and identify potential sources of error in instrument readings.
CE9.2.e: Display data from the investigation of voltage, current, and resistance in series and parallel circuits in tabular form and graphically.
CE9.2.f: Calculate values of unknown quantities in electric circuits using Ohmâ??s Law (I = V/R).
CE9.2.g: Model, using appropriate standard circuit diagram symbols, series and parallel circuits that include an energy source, one or more switches, and various loads designed to accomplish specific tasks (e.g., household lighting, flashlight, electric fan, blender, coffee maker, toy vehicle, and automotive lighting).
CE9.3.a: Explain the energy transformations involved in devices that use or produce light, heat, sound, motion, and magnetic effects (e.g., toaster, light bulb, thermocouple, oven, refrigerator, television, hair dryer, kettle, fan, electric blanket, and remote-controlled toy vehicle).
EU9.1.a: Pose questions about the characteristics of and relationships between astronomical bodies.
EU9.1.e: Compare the efficacy of various historical and contemporary models of planetary motion, including geocentric and heliocentric models, for explaining observed astronomical phenomena.
EU9.1.i: Describe the effects of solar phenomena, including sunspots, solar flares, and solar radiation, on Earth.
EU9.1.j: Classify the major components of the universe, including stars, quasars, black holes, nebulae, and galaxies, according to their distinguishing physical characteristics.
EU9.1.k: Organize data about the characteristics of the major components of the solar system or universe using tables, spreadsheets, charts, and/or diagrams and draw conclusions about those characteristics specifically and the solar system and universe generally.
Correlation last revised: 9/24/2019