Course Profile   Science, Grade 9 applied, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

 

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Acknowledgments

 

Catholic Curriculum Cooperative Writing Partnership - Science

 

Lead Board

 

                Hamilton-Wentworth Catholic District School Board

Remo Presutti, Manager

 

Course Profile Writing Team

 

Alexandre Annab, Dufferin-Peel CDSB

Josephine Ciapanna, Hamilton-Wentworth CDSB

Maurice DiGiuseppe, Toronto CDSB

Gerry Fuchs, Hamilton-Wentworth CDSB

Ted Laxton, Wellington CDSB

Marion Poole, Toronto CDSB

Milan Sanader, Dufferin-Peel CDSB

Siria Szkurhan, Hamilton-Wentworth CDSB

Robert Warren, Hamilton-Wentworth CDSB

 

Course Profile Format Editor

 

                Rachael Szkurhan

 

 

Course Overview

Science, Applied, Grade 9

 

Identifying Information:School:

Department:

District:

Course Title: Science

Grade: 9

Course Type: Applied

Ministry Course Code: SNC1P

Credit Value: 1Course Developer(s): CCCC

 

 

Development Date: April 1999

Course Revisor(s):

 

Revision Date:

 

Description/Rationale

This course enables students to understand basic concepts in biology, chemistry, earth and space science, and physics; to develop practical skills in scientific investigations; and to apply their knowledge of science to everyday situations. Students will design and conduct investigations into practical problems and issues related to cell division and reproduction, the structure and properties of elements and compounds, astronomy and space exploration, and static and current electricity.

 

How This Course Supports The Ontario Catholic School Graduate Expectations

The study of science helps students to learn to be reflective, critical and creative thinkers, as well as discerning believers, who can apply their knowledge to the world around them. They can then make appropriate decisions in light of Gospel values and Church teachings. Through the study of the techniques of science, particularly experimentation, students will learn to be collaborative contributors to an interdependent team, respecting the rights, responsibilities and contributions of others. Through career exploration, the students will think critically about the meaning and purpose of work, find meaning, dignity and fulfilment and contribute to the common good. Overall, through the course, students will become aware of the sacramental dimension of the physical world in all its aspects and of their roles as stewards of God’s creation.

 

Unit Titles (Time and Sequence)

Unit 1

Chemistry: Exploring Matter

27.5 Hours

Unit 2

Physics: Electrical Applications

27.5 Hours

Unit 3

Biology: Reproduction - Processes and Applications

27.5 hours

Unit 4

Earth and Space Science: Space Exploration

27.5 hours

 

 

Unit Organization

 

Unit #1: Chemistry: Exploring Matter

Time: 27.5 Hours

 

Description: This unit enables students to understand the basic concepts of chemistry; to develop practical skills in scientific investigations; to enhance their communication/research skills; and to apply their knowledge of chemistry to everyday situations within a context enriched by the Catholic Faith curriculum. Students will design and conduct investigations into practical problems related to matter and its properties. In researching career and job opportunities, students will gain a new respect for the dignity of work and gain knowledge on ways to contribute to the betterment of society.

 

Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3b, c, d, e, f; 4a, b, c, d, e, f, g; 5a, b, c, d, e, f, g, h; 7a, b, d, h, i, j.

Strand: Chemistry

Overall Expectations: CHV.01, CHV.02, CHV.03

Specific Expectations: CH1.01 to CH1.09, CH2.01 to CH2.10, CH3.01 to CH3.04

 

 

Unit #2: Physics: Electrical Applications

Time: 27.5 Hours

 

Description: In this unit students will develop an understanding of static and current electricity. They will build electrical circuits found in everyday life.  Students will also analyze the practical uses of electricity and its impact on everyday life. They will practice being collaborative team members, respecting the rights and contributions of others. Through the study of electricity, students will receive a practical lesson in stewardship energy conservers.

 

Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3b, c, d, f; 4a, b, e, f; 5a, b, d, e, g; 7a, b, i, j

Strand: Physics

Overall Expectations: PHV.01, PHV.02, PHV.03

Specific Expectations: PH1.01 to PH1.07, PH2.01 to PH2.09, PH3.01 to PH3.05

 

Unit #3: Biology: Reproduction - Processes and Applications

Time: 27.5 Hours

 

Description: In this unit, students will demonstrate an understanding of the processes of reproduction in plants and animals (including humans). They will identify issues, formulate questions and plan and conduct investigations related to reproductive issues. Students will examine the impact of scientific research and technological developments on issues related to reproduction and make decisions with an informed conscience in light of Gospel values.

 

Ontario Catholic School Graduate Expectations: CGE 1c, d, e; 2a, c, e; 3b, c, d, e, f; 4a, g; 5e;           6b, c

Strand: Biology

Overall Expectations: BYV.01, BYV.02, BYV.03

Specific Expectations: BY1.01 to BY1.07; BY2.01 to BY2.09; BY3.01 to BY3.05

 

 

Unit #4: Earth and Space Science: Space Exploration

Time: 27.5 Hours

 

Description: This unit is the culmination of the course, making students aware of the wonder and awe of God’s creation. Students will demonstrate an understanding of the formation, evolution, structure and nature of our solar system and of the universe. They will design and conduct investigations into the appearance and motion of visible celestial objects. As a result of this unit, students will describe how human endeavours and interest in space have contributed to our understanding of outer space, the earth and living things. Emphasis will be placed on Canadian contributors to space explorations. Students will reflect on the cost/benefit of space exploration as a societal issue. Is it ethical to spend money in this way when there is homelessness and inadequate medical care for the poor on Earth.

 

Ontario Catholic School Graduate Expectations: CGE 1a, d, f; 2a, b, c, d, e; 3b, c, d; 5a, c, e;             7b, j

Strand: Earth and Space

Overall Expectations: ESV.01, ESV.02, ESV.03

Specific Expectations: ES1.01 to ES1.05; ES2.01 to ES2.08; ES3.01 to ES3.05

 

 

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a    -illustrates a basic understanding of the saving story of our Christian faith;

               

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

               

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d    -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e    -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f     -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g    -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

               

CGE1h    -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i     -integrates faith with life;

               

CGE1j     -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption.  (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a    -listens actively and critically to understand and learn in light of gospel values;

               

CGE2b    -reads, understands and uses written materials effectively;

               

CGE2c    -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d    -writes and speaks fluently one or both of Canada’s official languages;

               

CGE2e    -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

 

A Reflective and Creative Thinker   who

 

CGE3a    -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

               

CGE3b    -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c    -thinks reflectively and creatively to evaluate situations and solve problems;

               

CGE3d    -makes decisions in light of gospel values with an informed moral conscience;

               

CGE3e    -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f     -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a    -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

               

CGE4b    -demonstrates flexibility and adaptability;

               

CGE4c    -takes initiative and demonstrates Christian leadership;

 

CGE4d    -responds to, manages and constructively influences change in a discerning manner;

               

CGE4e    -sets appropriate goals and priorities in school, work and personal life;

               

CGE4f     -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g    -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

               

CGE4h    -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

 

A Collaborative Contributor   who

 

CGE5a    -works effectively as an interdependent team member;

               

CGE5b    -thinks critically about the meaning and purpose of work;

               

CGE5c    -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d    -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

               

CGE5e    -respects the rights, responsibilities and contributions of self and others;

               

CGE5f     -exercises Christian leadership in the achievement of individual and group goals;

               

CGE5g    -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h    -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

 

A Caring Family Member   who

 

CGE6a    -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b    -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

               

CGE6c    -values and honours the important role of the family in society;

               

CGE6d    -values and nurtures opportunities for family prayer;   

               

CGE6e    -ministers to the family, school, parish, and wider community through service.

 

 

A Responsible Citizen   who

 

CGE7a    -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b    -accepts accountability for one’s own actions;

 

CGE7c    -seeks and grants forgiveness;

 

CGE7d    -promotes the sacredness of life;

 

CGE7e    -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f     -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g    -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h    -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i     -respects the environment and uses resources wisely;

 

CGE7j       -contributes to the common good.

 

Coded Expectations: Science, Academic Grade 9

 

Chemistry: Exploring Matter

Overall Expectations

 

CHV.01

– describe the atomic structure of common elements and their organization in the periodic table;

 

CHV.02

– investigate the physical and chemical properties of common elements and compounds, and relate the properties of elements to their location in the periodic table;

 

CHV.03

– demonstrate an understanding of the importance, production, use, and environmental hazards of common elements and simple compounds.

 

 

Specific Expectations

Understanding Basic Concepts

 

CH1.01

– describe an element as a pure substance made up of one type of particle or atom with its own distinct properties;

 

CH1.02

– recognize compounds as pure substances that may be broken down into elements by chemical means;

 

CH1.03

– describe compounds and elements in terms of molecules and atoms;

 

CH1.04

– identify each of the three fundamental particles (neutron, proton, and electron), and its charge, location, and relative mass in a simple atomic model (e.g., the Bohr-Rutherford model);

 

CH1.05

– identify general features of the periodic table (e.g., arrangement of the elements based on atomic structure, groups or families of elements, periods or horizontal rows);

 

CH1.06

– demonstrate an understanding of the relationship between the properties of elements and their position in the periodic table (e.g., metals appear on the left of the periodic table; non-metals appear on the right);

 

CH1.07

– identify and write symbols/formulae for common elements and compounds (e.g., H, Mg, S, N and NaCl, O2, H2O, CO2);

 

CH1.08

– describe, using their observations, the evidence for chemical changes (e.g., energy change, formation of a gas or precipitate, change in colour or odour, change in temperature);

 

CH1.09

– distinguish between metals and non- metals and identify their characteristic properties (e.g., most metals are lustrous or shiny and good conductors of heat; most non-metals in solid form are brittle and not good conductors of heat).

 

 

Developing Skills of Inquiry and Communication

 

CH2.01

– demonstrate knowledge of laboratory, safety, and disposal procedures while conducting investigations (e.g., wear safety glasses; practise orderliness and cleanliness; follow WHMIS guidelines and emergency procedures; use proper procedures for handling and storage);

 

CH2.02

– determine how the properties of substances influence their use (e.g., how the reactions of metals with air influence their use);

 

CH2.03

– formulate scientific questions about a problem or issue involving the properties of substances;

 

CH2.04

– demonstrate the skills required to plan and conduct an inquiry into the properties of substances, using apparatus and materials safely, accurately, and effectively (e.g., investigate the physical properties of common elements and classify them as metals or non-metals);

 

CH2.05

– select and integrate information from various sources, including electronic and print resources, community resources, and personally collected data, to answer the questions chosen;

 

CH2.06

– organize, record, and analyse the information gathered (e.g., interpret patterns and trends; discuss relationships among variables; predict consequences of action or inaction);

 

CH2.07

– communicate scientific ideas, procedures, results, and conclusions using appropriate language and formats (e.g., present data on different chemical substances in a table using appropriate headings such as compound, element, chemical property, physical property);

 

CH2.08

– investigate, by laboratory experiment or classroom demonstration, the chemical properties of representative families of elements (e.g., combustibility, reaction with water of Mg, Ca or C, Si);

 

CH2.09

– investigate the properties of changes in substances, and classify them as physical or chemical based on experiments (e.g., solubility, combustibility, change of state, changes in colour);

 

CH2.10

– construct molecular models of simple molecules (e.g., H2, O2, H2O, NH3, CH4, CO2).

 

Relating Science to Technology, Society, and the Environment

 

CH3.01

– identify uses of elements in everyday life (e.g., iron and other elements in steel; aluminum, oxygen, chlorine in water);

 

CH3.02

– describe the methods used to obtain elements in Canada, and outline local environmental concerns and health and safety issues related to the ways in which they are mined and processed (e.g., explain how gold, nickel, carbon, or uranium is obtained and processed);

 

CH3.03

– explain how a knowledge of the physical and chemical properties of elements enables people to determine the potential uses of the elements and assess the associated risks (e.g., helium versus hydrogen in balloons, copper versus aluminum in wiring, copper versus lead in plumbing);

 

CH3.04

– identify and describe careers that require knowledge of the physical and chemical properties of elements and compounds.

 

 

Physics: Electrical Applications

Overall Expectations

 

PHV.01

– demonstrate an understanding of the principles of static and current electricity;

 

PHV.02

– design and build electrical circuits that perform a specific function;

 

PHV.03

– analyse the practical uses of electricity and its impact on everyday life.

 

 

Specific Expectations

Understanding Basic Concepts

 

PH1.01

– explain common electrostatic phenomena (e.g., clothes that “stick” together, attraction of hairs to combs);

 

PH1.02

– compare qualitatively static and current electricity (e.g., a charge on a charged electroscope and the charge in an operating circuit);

 

PH1.03

– describe the concepts of electric current, potential difference, and resistance, with the help of a water analogy;

 

PH1.04

– explain how electric current, potential difference, and resistance are measured using an ammeter and a voltmeter;

 

PH1.05

– describe qualitatively the effects of varying electrical resistance and potential difference on electric current in an electrical circuit;

 

PH1.06

– apply the relationship potential difference=resistance x current to simple series circuits;

 

PH1.07

– determine quantitatively the percent efficiency of an electrical device that converts electrical energy to other forms of energy, using the relationship: