Program of Studies
A.1.5: apply the particle model of matter to explain the physical properties of the phases of matter
A.2.1: define solute, solvent, solution and solubility
A.2.4: describe examples of the effect of temperature change on solubility and explain this effect on the basis of the particle model of matter (e.g., concentration of brines for pickling and syrups for canning)
A.2.6: describe, in general terms, the pH scale as an indicator of acidity or basicity (e.g.., a pH of less than 7 indicates an acid, a pH of greater than 7 indicates a base)
A.4.1: answer questions about science-related problems
A.4.3: identify the major variables related to an investigation/experiment
A.4.4: carry out investigations/experiments
A.4.5: use appropriate methods and tools to collect data and information (e.g., separate a mixture using standard techniques, such as filtration and evaporation).
A.5.1: perform experiments and/or conduct investigations (e.g., investigate properties such as physical appearance, density, solubility, magnetism and melting point of sample materials in the laboratory)
A.5.2: organize data, using a format that is appropriate to the task or experiment (e.g., prepare a chart that describes the properties of common household solutions and lists procedures for their safe use, storage and disposal)
A.6.2: state a possible conclusion based on experimental data and explain how the evidence gathered supports or refutes the initial prediction.
B.1.2: describe the three ways (e.g.., radiation, convection and conduction) thermal energy transfers from warmer to cooler objects
B.1.4: describe the particle model of matter, in which every object consists of particles in motion, and describe the effect of temperature on this motion (e.g., observe Brownian motion)
B.3.1: describe simple machines as devices that transfer energy (e.g., screws, ramps, hammers, hockey sticks, tennis rackets)
B.3.2: describe simple machines as either force multipliers or distance multipliers
B.4.1: identify questions to investigate arising from practical problems and issues (e.g., investigate common machines, such as automobile jacks, can and bottle openers, meat grinders, bicycles and ramps, that change the direction, speed or magnitude of a force)
B.4.3: conduct an experiment and identify the major variables.
B.5.1: use instruments effectively and accurately to collect data (e.g., collect data on daily household energy consumption by recording electricity and gas meter readings over a two-week period, organize and display data)
B.6.1: examine patterns and trends in data and explain possible relationships among the major variables (e.g., suggest possible reasons for daily fluctuations in domestic energy consumption)
B.6.2: identify potential applications of findings (e.g., perform an experiment to investigate how well various materials insulate, graph temperature changes)
B.6.3: test and evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment (e.g., test insulating materials and methods, determine the efficiency of a machine).
B.7.2: 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., draw diagrams that show the differences between particles in solids, liquids and gases; communicate using the terms thermal energy and temperature).
C.1.6: examine the intake and processing of matter by the digestive system (e.g., foods are broken down into molecules that are absorbed into the blood stream from the intestine, food intake leads to increased blood sugar and mineral levels)
C.1.7: describe, in general terms, the role of the heart and lungs in the circulatory system and in the exchange and distribution of matter processed by the digestive system
C.2.1: describe, in general terms, how the digestive and circulatory systems interact to assist in the maintenance of balance (homeostasis) in the human organism
C.3.1: examine the structure of the major parts of plant and animal cells, including the cell membrane, nucleus, vacuole, mitochondrion, chloroplast and cell wall
C.4.1: examine the relationship between photosynthesis and cellular respiration in terms of biological energy storage (e.g., capture of energy from the sun in glucose during photosynthesis and the release of energy from glucose during cellular respiration)
C.4.3: identify the organs and systems in plants and animals that perform life functions
C.4.4: identify the major human organ systems that perform critical life functions (e.g., energy conversion, response to the environment, growth, reproduction, conservation or dissipation of thermal energy)
C.4.6: identify the role of modern technology in monitoring critical life functions in humans (e.g., ultrasound, heart monitor, blood pressure cuff, blood glucose monitoring devices).
C.5.2: identify questions arising from practical problems and issues (e.g., conduct a search, using a wide variety of electronic sources, when investigating technology used to monitor critical life functions)
C.5.4: identify the variables related to an investigation or experiment.
C.6.1: conduct procedures, controlling the major variables (e.g., identify the manipulated, responding and controlled variables for an experimental investigation of the effect of exercise on heart rate)
C.7.3: identify new questions and problems that arise from what was learned (e.g., ?How do water and dissolved materials move in living plant and animal cells??).
C.8.2: 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., research the physiological basis of a specific disorder in one of the systems studied; present this information to peers, or in a document, using style sheets and with attention to word-processing techniques)
D.1.1: examine natural food chains, food webs and energy pyramids
D.1.5: compare the recycling of matter by society with the natural cycling of matter through ecosystems
D.1.7: identify the needs and interests of society that have led to technologies with unforeseen environmental consequences (e.g., fishing technologies that result in harvesting rates that are higher than reproduction rates, use of pesticides such as DDT, impact of automobile emissions on atmospheric composition)
D.2.2: define ecosystems in terms of biotic and abiotic factors (e.g., common plants and animals, latitude, altitude, topography)
D.2.3: examine how various abiotic factors influence biodiversity in an ecosystem (e.g., climate, substrate, temperature, elevation)
D.2.4: explain how various factors influence the size of populations (e.g., immigration, emigration, birth rate and death rate, food supply, predation, disease, number of offspring produced, climate change)
D.2.5: examine how interactions among organisms limit populations (e.g., predation, parasitism, competition)
D.2.6: examine the relationship between land-use practices and altering ecosystems (e.g., swamp drainage, slash-and-burn forestry, agriculture)
D.3.1: identify questions arising from practical problems and issues (e.g., develop questions related to recycling, ozone thinning)
D.3.2: identify the manipulated, responding and controlled variables (e.g., investigate the amount of waste materials produced by a school or family on a daily or weekly basis)
D.3.3: select appropriate methods and tools to collect data and information to solve problems (e.g., conduct a search for environmental projects, using a wide variety of electronic sources).
D.4.1: conduct procedures, controlling the major variables (e.g., perform experiments to demonstrate that cellular respiration releases thermal energy)
D.4.2: organize data, using a format that is appropriate to the task or experiment (e.g., review the data collected in an ecosystem study and present this information in a written or graphic format or in an oral presentation to peers)
D.5.1: compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs
D.5.4: identify new questions and problems that arise from what was learned (e.g., ?Should there be more controls on bringing live animals and plants to Canada and other countries?? ?How can we reduce the amount of household wastes??).
D.6.2: 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., represent the movement of matter and energy in an ecosystem, using food chains, food webs or pyramids, and communicate this information in the form of a graphic illustration)
Correlation last revised: 9/24/2019