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Science 9 – Multiplying and Dividing Cells: The Next Generation Teacher Notes

Time to Complete: 10 - 15 min Text Reference: Science in Action 9, pages 46 - 48 Science Focus 9, pages 50 - 51 Overview: This resource allows students to explore mitosis and meiosis in “show” and “guide” modes. In the “show” mode, students can view demonstrations and summaries that compare the distinct cell division processes. In the “guide” mode, students are provided with “tools” that allow them to demonstrate their understanding of the steps involved in meiosis for sexual reproduction and in mitosis for cell growth and replacement. A glossary is included in the resource.


Correlation to the Alberta Program of Studies, Grade 9 Science

General Outcome Specific Outcome

Specific Objectives for this Digital Learning Resource

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

Students will: • 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.]

Students will be able to: • Observe the cell divisions in

the formation of body cells (mitosis) and sex cells (meiosis)

• Observe that the zygote obtains ½ its genetic information from each parent

• Manipulate the mitosis process to appreciate growth and repair of body cells.

• Manipulate the meiotic process to appreciate that the formation of sex cells involves the halving of the parent cell’s genetic materials and demonstrate the fusion of genetic materials that takes place during fertilization by: o combining the male and

female gametes in o identifying the genetic

contributions of each parent


Science 9 – Inheritance: It Runs in the Family Teacher Notes Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 50 - 54 Science Focus 9, pages 37 - 41 Overview: This simulated genetics lab provides opportunities for students to breed fruit flies and discover some common patterns of inheritance. Starting with pure-bred red-eyed flies (a dominant characteristic) and pure-bred brown-eyed flies (a recessive characteristic), students crossbreed the flies through two generations. At each stage of the breeding, students are challenged to make predictions before they determine the actual result by sorting and counting the offspring. They then use their collected results to assess which trait is dominant. Upon successful completion of this first study, students are given the opportunity to carry out their own tests based on breeding regular-winged and vestigial-winged flies. The available lab tools in this activity include breeding vials, a binocular microscope, and apparatus for anaesthetizing the flies.





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

Students will: • investigate the transmission of characteristics from

parents to offspring, and identify examples of characteristics in offspring that are:

• the same as the characteristics of both parents • the same as the characteristics of one parent • intermediate between parent characteristics • different from both parents

• 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)

Students will be able to: • Investigate the transmission of

dominant and recessive eye colour and wing shape from parents to offspring in Drosophila.


Science 9 – Properties of Materials Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 97 - 104 Science Focus 9, pages 103 - 105 Overview: With the help of two pieces of unknown metal-based substances, this resource explores some of the properties of matter. The goal is to identify the composition of these substances through experimentation and assessment of information about conductivity, density, hardness, magnetism, and melting point. Using a fictional newspaper clipping, students will determine that the two substances they have identified make up the composition of an actual Alberta meteorite. This resource does not explain the differences between chemical and physical properties; instead, it speaks of the properties of matter more broadly. Students will conduct a series of five experiments on two components that deal specifically with the hardness, electrical conductivity, density, magnetism, and melting points. To get started, students select materials from a supply cupboard. Following this experimentation, the students will compare their data against a list of known elements (cobalt, iron, nickel, copper and zinc) in an attempt to identify the components. This learning activity requires students to use their existing lab and computer skills to carry out the investigation.



General Outcomes Specific Outcomes


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

Students will: • Investigate and describe properties of

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

Students will be able to: • Investigate the properties of an

unknown substance • Use given properties to identify an

unknown substance


Science 9 – Physical and Chemical Change Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 105 - 109 Science Focus 9, pages 99 - 102 Overview: Using both Show and Guide modes, this digital resource allows students to explore the differences between physical and chemical change. One of the advantages of this virtual environment is that students may experiment with materials that they would not normally use in an actual lab setting.

The Show mode features the decomposition of Mercury II Oxide as an example of a chemical change. As a safety precaution, students are reminded that the use of Mercury II Oxide is not recommended in a real lab or at home; moreover, the safety poster outlines the dangers of exposure to Mercury Oxide and mercury vapors. This mode also features an example of physical change through the melting of ice. Students will observe and compare the difference between physical and chemical change at the molecular level as well.

In the Guide mode, students will watch video clips and label each example as either a chemical or physical change. A flip chart is also used to explain that distinctions between chemical and physical change are not “exact”, that some inferences must be made, and that in many instances a decision is based only upon the information at hand.

In both the Show and Guide modes, students may record observations and inferences on a data table.





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

Students will: • Identify conditions under which

properties of a material are changed, and critically evaluate if a new substance has been produced.

Students will be able to: • Identify the difference between a

chemical and physical change. • Observe conditions under which

properties of a material are changed. • Critically evaluate if the change to the

properties of a material is chemical or physical.


Science 9 – Chemistry Puzzle Teacher Notes

Time to Complete: 10 - 15 min Text Reference: Science in Action 9, pages 122 - 134 Science Focus 9, pages 126 – 135 Overview: This interactive chemistry puzzle requires students to manipulate game board pieces to complete a pattern. With minimal instruction, students examine each puzzle piece to organize the first eighteen elements on the periodic table, similar to what Dmitri Mendeleev did in the 1850s.

A short animation at the beginning of the game shows students how to manipulate the game pieces. The interface will appear as a game board surrounded by the playing pieces, which will be scattered randomly at the bottom of the screen. One square of the board will already be populated (game piece #10), and students will be told that once complete, the board will still contain 6 blank areas. An instruction screen will provide the rules by which the game is to be played, and each colour-coded playing piece will have information on both sides. Once the opening instruction screen is closed, a tool tip will tell students that the tiles can be flipped by double clicking each tile.


The game interface will consist of a game board, 18 moveable game tiles, and three active buttons. Once the pieces have been correctly arranged and the puzzle has been solved, the significance of the information found on each game piece is explained. Use of this resource does not require that students have any prior knowledge of the periodic table.




Students will: 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

Students will: • 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

Students will be able to: • Create sequenced lists of elements

based on a given property. (Given information on the value of that property for each element, create a sequenced list of the elements based on that property).

• Use atomic mass, atomic diagrams and other properties of elements to complete a puzzle that represents a portion of the periodic table.


Science 9 – Ionic and Molecular Compounds Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 122 - 134 Science Focus 9, pages 126 – 135 Overview: This resource explains and explores the differences in composition and properties of ionic and molecular compounds and how the experiments of solubility and conductivity can help determine those differences.

In the Show Mode, students are presented with the principles of how to distinguish ionic and molecular substances. As the students work through the sections, they learn how to use the periodic table as well as the state, solubility, and conductivity of the substance to accurately identify it as either ionic or molecular.

The Explore Mode is intended to provide students with the opportunity to apply what they have learned in the Show Mode. In a virtual lab, the student will evaluate four samples by examining four pieces of evidence from each sample (compounds may be chosen randomly). This evidence includes determining the state of matter, performing solubility and conductivity tests, and using the periodic table to determine if a metallic element is present. Once the information has been recorded on the data table, students will record and assess whether the compounds are either ionic or molecular. Once all fields have been determined, there is a ‘check’ answers button to verify conclusions.





Students will: 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

Students will: • distinguish between ionic and

molecular compounds, and describe the properties of some common examples of each

Students will be able to: • Observe and describe the properties of

some common examples of ionic and molecular compounds

• Observe and describe the difference between ionic and molecular compounds


Science 9 – Factors Affecting Reaction Rates: Temperature Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 166 - 170 Science Focus 9, pages 153 - 157 Overview: This learning object focuses on the effect of temperature on the rate (speed) of chemical reactions. Using a virtual chemistry laboratory, students investigate how variations in temperature will affect the reaction rates of antacid tablets in water. In repeated trials, students select the temperature of the water (manipulated variable) to test and time the reaction rate with a controlled quantity of antacid. Students then record the results in a data table before they generate a graph and interpret their findings. This learning activity requires students to use their existing lab and computer skills to carry out the investigation. No list of instructions is provided. To get started, students select materials from a supply cupboard. Next, students choose the setting on the hotplate and then add the antacid by dragging and dropping the tablets into the water. A timer is provided for students to measure the reaction time. Audio and visual clues signal completed reactions (fizzing sound stops and effervescence ceases). The timer runs at twice the speed of real time. In experiments of this kind, one would expect that as the temperature increases, the reaction time decreases. In line with this generalization, students discover that as the temperature increases to 60 degrees, the reaction time decreases as expected; however, when the temperature exceeds 60 degrees, the reaction time begins to increase again. In this case, the discrepancy has to do with the position of the antacid tablet. As the temperature increases, the antacid spends less time at the bottom of the beaker and more time floating on the surface. During the reaction, tiny


bubbles of gas not only lift the antacid to the surface but also push the upper side of the tablet above the water. The reduction in surface contact results in a slower reaction rate.




Students will: 2. Describe and interpret patterns in chemical reactions

Students will: • observe and describe patterns of

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

Students will be able to: -carry out procedures related to the factors affecting rates of chemical reactions by:

• controlling variables to be tested • manipulating temperature to increase the

rate of a chemical reaction • manipulating temperature to decrease the

rate of a chemical reaction

-identify how temperature affects the rates of chemical reactions by:

• observing the relationship between the temperature of the reactants and reaction rate

-document the results of their investigation related to how temperature affects the rates of chemical reactions by:

• measuring reaction time • charting and/or graphing the results

of the investigation


Science 9 – Factors Affecting Reaction Rates: Particle Size Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 166 - 170 Science Focus 9, pages 153 - 157 Overview: This learning object focuses on surface area and how it affects the rate (speed) of chemical reactions. Using a virtual chemistry laboratory workstation learners explore how variations in surface area affect the rate of reaction using calcium carbonate in hydrochloric acid (HCl). The learner will control the manipulated variable (surface area) to discover how changes in surface area affect the reaction rate (dependent variable). The student will record the data they collect within a data table that automatically graphs the results. Appropriate responses will be offered for comparison purposes. In this mode, the materials and equipment available are those necessary to complete the experiment. Students have freedom to design and carry out the experiment as they see fit. In order to navigate this resource, students click the equipment within the supply cupboard to animate it to the work surface. Once on the work surface, to move the zinc pieces into the


beaker, the student must drag the item onto the ‘hit’ zone that is anywhere on or immediately above the beaker. The student is given an audio and visual cue to indicate that the reaction is complete (fizzing sound has stopped and effervescence ceases). To reduce the amount of actual time the student has to wait for the reaction to be completed, the timer advances at twice the speed as real time. After each individual investigation, students should record the collected data on the data table.




Students will: 2. Describe and int erpret patterns in chemical reactions



Students will be able to: - carry out procedures related to the factors affecting rates of chemical reactions by:

• selecting variables to be tested • controlling variables to be tested • manipulating surface area to increase the

rate of a chemical reaction • manipulating surface area to decrease the

rate of a chemical reaction

The learner will be able to identify how surface area affects the rates of chemical reactions by:

• observing the relationship between surface area of the reactants and reaction rate

The learner will be able to document the results of their investigation related to how surface area affects the rates of chemical reactions by:

• measuring the time span of a chemical reaction from start to finish

• charting and/or graphing the results of the investigation


Science 9 – Factors Affecting Reaction Rates: Concentration Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 166 - 170 Science Focus 9, pages 153 - 157 Overview: This learning object focuses on the effect of the concentration of reactants on the rate (speed) of a chemical reaction. Using a virtual chemistry laboratory, learners investigate how variations in concentration of sulfuric acid (H2S04) affect reaction times with magnesium ribbon. In repeated trials, students select the concentration of acid and time its reaction with a controlled quantity of magnesium ribbon. Students then record the results on a data table before they generate a graph and interpret their findings. This learning activity requires students to use their existing lab and computer skills to carry out the investigation. No list of instructions is provided. To get started, students select materials from a supply cupboard. Next, students set the concentration of acid using a slider before they drag and drop the magnesium ribbon into the acid. A timer is provided for students to measure the reaction time. Audio and visual clues signal completed reactions (fizzing sound stops and effervescence ceases). The timer runs at twice the speed of real time.


In experiments of this kind, one would expect that as the concentration of the reactants increases, the reaction time decreases. In line with this general rule, students see that as the acid concentration increases to 35%, the reaction time for the magnesium ribbon decreases; however, as the concentration of acid increases beyond 35%, the reaction time begins to increase again. In this case, the discrepancy calls attention to a factor that has not been highlighted so far. Because the reaction takes place as a result of three reactants coming together (water, sulfuric acid, and magnesium), all three reactants have to be present for the reaction to occur. In this case, there is an increase in sulfuric acid, but not an increase in water. If there are not enough water molecules present, the number of successful collisions that can occur will be limited. Though there is an excess amount of sulfuric acid, no additional sulfuric acid will react, especially if all the water has already been consumed in binding with the already reacted sulfuric acid.




Students will: 2. Describe and interpret patterns in chemical reactions



Students will be able to: -carry out procedures related to the factors affecting rates of chemical reactions by:

• controlling variables to be tested • manipulating concentration to increase

the rate of a chemical reaction • manipulating concentration to

decrease the rate of a chemical reaction

-identify how concentration affects the rates of chemical reactions by:

• observing the relationship between the concentration of the reactants and reaction rate

-document the results of their investigation related to how concentration affects the rates of chemical reactions by:

• measuring reaction rate • charting and/or graphing the

results of the investigation


Science 9 – Static Discharge Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 274 - 278 Science Focus 9, pages 266 - 271 Overview: This resource explains the formation and testing of static charges. Students learn how electrons are transferred from object to object and how the electrical charge of the object changes. Static charges are investigated with an animation of common materials and are tested with an electroscope (an instrument used for detecting the presence of static electric charge). A glossary is included in this resource.




Students will: 2. Describe technologies for transfer and control of electrical energy.

Students will: • Distinguish between static and current electricity

and identify example evidence of each

Students will be able to: • Describe and explain how static

charges are formed and tested


Science 9 – Lightning Teacher Notes

Time to Complete: 10 - 15 min Text Reference: Science in Action 9, pages 274 - 287 Science Focus 9, pages 266 - 271 Overview: This digital resource offers safety tips related to lightning and describes how and why lightning forms. Animations are used to show how positive and negative charges are produced in different parts of a cloud; these demonstrations also show how the buildup of charge ultimately leads to discharge through lightning. An interactive component challenges students to identify safe ways to study lightning and provides feedback on their choices. The sound of lightning is included in the animation when the feature is activated.




Students will: 2. Describe technologies for transfer and control of electrical energy

Students will: • Distinguish between static and current electricity, and

identify example evidence of each

Students will be able to: • state the main steps in the

formation of lightning; and • identify safe and unsafe locations

during a lightning storm


Science 9 – What is an Electrochemical Cell? Teacher Notes

Time to Complete: 15 – 20 minutes Text Reference:

Science in Action 9, pages 288 - 292 Science Focus 9, pages 301 - 308

Overview: This learning resource provides an illustrated introduction to cells and batteries. The resource explains the relationship between cells and batteries and shows them in operation—including simple animations to illustrate electron flow. Brief animations are also used to display cross-sections and magnified views. Following a review of safety considerations, students are then given the opportunity to “build” and test a cell of their own.




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

Students will: • investigate and evaluate the use of

different chemicals, chemical concentrations and designs for electrical storage cells (e.g., build and test different forms of wet cells)

Students will be able to: • distinguish between a cell and a

battery • identify the main internal and external

components of a cell • explain that electricity can be produced

by the reaction of chemicals inside a cell


Science 9 – Modifying Electrochemical Cells Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 288 - 292 Science Focus 9, pages 301 - 308 Overview: This learning resource engages students in investigations of four variables that can affect the electrical output of a simple wet cell. In a simulated lab, students will have opportunity to control each of the following variables: electrode composition, electrolyte solution composition, concentration of the electrolyte solution, and temperature of the electrolyte solution. In each test, students will measure the output of their cell on a voltmeter, record their data, and then view their results in graphs that are automatically generated. On completion of their tests, students are challenged to set all four variables at values that will maximize the output of the cell.




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

Students will: • Investigate and evaluate the use of different chemicals,

chemical concentrations, and designs for electrical storage cells (e.g., build and test different forms of wet cell).

Students will be able to: • identify the variables—electrode,

electrolyte, concentration, temperature—that affect the voltage and current of a cell

• describe briefly the effect of each variable

• choose the combination of variables that produce the greatest voltage


Science 9 – Determining Ohm’s Law Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 306 - 307 Science Focus 9, pages 279 - 282 Overview: Using this resource, students can manipulate a simple direct current (DC) circuit to explore the relationships between current, voltage, and resistance. Current is measured for constant voltage and again for constant resistance. The student’s collected evidence can be saved and graphed to illustrate these relationships. Ohm’s Law is derived from the proportionalities that are discovered and expressed for each isolated variable. A glossary is also included in the resource.


General Outcome

Specific Outcome


Students will: 2.Describe technologies for transfer and control of electrical energy .

Students will: • 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, and calculate resistance using Ohm’s law (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 leads and salt solution) [Note: At this level, students are not required to use Ohm’s law to calculate current flow.] [Prerequisite Skill: Grade 8 Mathematics, Patterns and Relations, Specific Outcome 5] • Conduct investigations into the relationships between and among

observations, and gather and record qualitative and quantitative data. • Use instruments effectively and accurately for collecting data (e.g., use

ammeters and voltmeters)

Students will be able to: • apply knowledge of

circuits, cells, and resistors to explore basic electrical relationships

• recognize direct and reciprocal proportionalities from tabled and graphed evidence

• appreciate the controlled variation of current in a circuit by manipulating the resistance included or voltage applied


Science 9 – Designing an Electric Blender Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 306 - 307 Science Focus 9, pages 279 - 282 Overview: This resource allows students to explore the relationship between current and resistance in an electric circuit. Students can use Ohm’s Law to determine the appropriate resistors that will produce the currents to make an electric blender operate at specific speeds.




Students will: Describe technologies for transfer and control of electrical energy Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

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

• identify some questions to investigate arising from

practical problems and issues (e.g. identify questions such as “How can the amount of current in a circuit be controlled”)

Students will be able to: • apply knowledge of resistance to control operation of some household appliances • explain how resistance affects current flow in a constant voltage circuit


Science 9 – Ammeters & Voltmeters Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 307 - 308 Science Focus 9, pages 274 - 277 Overview: Using this resource, students learn how to use two electric meters: ammeters and voltmeters. Ammeters measure the electric current in a circuit in amperes (A). Voltmeters measure the electric potential difference (voltage) between two points in a circuit. The resource demonstrates the correct use of each type of meter and allows students to determine the amperage and voltage at various places along a circuit. Potential sources of error in reading electric meters are identified in the review. A glossary is also included.




Students will: Describe technologies for transfer and control of electrical energy. Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data.

Students will: • Measure voltages and currents in circuits and

calculate resistances using Ohm’s Law (e.g. determine the resistance in a circuit with a dry cell and a miniature light; determine the resistance of copper, nickel-chromium/Nichrome wire, pencil leads, and salt solution)[Note: at this level, students are not required to use Ohm’s law to calculate current flow.]

• use instruments effectively and accurately for

collecting data (e.g., use ammeters and voltmeters)

Students will be able to: • Use ammeters and voltmeters

to measure electric currents and potential differences

– Correctly connect ammeters and voltmeters to appropriate points in the circuit.

– Read ammeters and voltmeters.

Identify potential sources of error in meter readings


Science 9 – Troubleshooting Electric Circuits Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 311 - 315 Science Focus 9, pages 346 - 347 Overview: Using this resource, students can apply their knowledge and skills regarding ammeters and voltmeters to solve a practical problem. The resource presents a toy car that works with only one headlight. Students solve this electrical problem by following a general procedure and employing trial and error problem-solving skills.



Specific Objectives for this Digital Learning

Resource

Students will: Describe technologies for transfer and control of electrical energy Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

Students will: • Measure voltages and currents in circuits and calculate

resistances using Ohm’s Law (e.g. determine the resistance in a circuit with a dry cell and a miniature light; determine the resistance of copper, nickel-chromium/Nichrome wire, pencil leads, and salt solution)[Note: at this level, students are not required to use Ohm’s law to calculate current flow.]

• use instruments effectively and accurately for collecting

data (e.g., use ammeters and voltmeters)

Students will be able to: • Using an ammeter or

voltmeter, examine an electric circuit and troubleshoot possible solutions to correct the problem


Science 9 – Building a Motor Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 325 - 327 Science Focus 9, pages 315 - 317 Overview: Using this resource, students learn and analyze the functions performed by the parts of a direct current (DC) electric motor by manipulating and assembling the component parts (commutator, armature, power source, and magnet). Students investigate the most effective arrangement of component parts by manipulating the magnetic field strength along with armature and commutator design. The resource also explains some troubleshooting techniques for identifying and fixing problems in an electric motor. A glossary is included in the resource.




Students will: Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy. Analyze qualitative and quantitative data, and develop and assess possible explanations

Students will: • Construct, use and evaluate devices for transforming mechanical energy into electrical energy and for transforming electrical energy into mechanical energy • test the design of a constructed device or system

Students will be able to: • Discuss essential motor parts

and functions using terms like energy source, armature commutator, and stationary magnetic field correctly

• Describe simple materials and techniques that can be used to assemble a working DC electric motor


Science 9 – Power Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, page 332 Science Focus 9, pages 323, 326 Overview: This resource explains the definition and calculation of electric power using small appliances found in most homes. Using measurement of current and voltage, students are led to discover the equation, P = IV [power (in watts) = current (in amps) x voltage (in volts)]. Students will also learn about power ratings, which is a consideration when shopping for appliances.




Students will: 3. Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

Students will: • apply appropriate units, measures and devices in determining

and describing quantities of energy transformed by an electrical device (e.g., measure amperage and voltage, and calculate the number of watts consumed by an electrical device, using the formula P = IV [power (in watts) = current (in amps) × voltage (in volts)]; calculate 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)]) [Prerequisite Skill: Grade 8 Mathematics, Patterns and Relations, Specific Outcome 5]

Students will be able to: • measure quantities

of current, power, and voltage and describe the relationship between the variables power, current, and voltage


Science 9 –Energy Consumption Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 333, 339 Science Focus 9, pages 324 - 325 Overview: This resource addresses the relationship between energy consumed and time of operation for appliances with a fixed power rating. By measuring energy and time for a number of common appliances, students are led to discover the equation, E = Pt [energy (in joules) = power (in watts) x time (in seconds)]. Operating cost based on a typical cost per kilowatt hour is introduced.


General Outcome

Specific Outcome



Students will: • apply appropriate units, measures and devices in determining

and describing quantities of energy transformed by an electrical device (e.g., measure amperage and voltage, and calculate the number of watts consumed by an electrical device, using the formula P = IV [power (in watts) = current (in amps) × voltage (in volts)]; calculate 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)]) [Prerequisite Skill: Grade 8 Mathematics, Patterns and Relations, Specific Outcome 5]

Students will be able to: • measure quantities of

electrical energy, power, and time and describe the relationship between the amount of electrical energy expended and the length of time for which a device is operated

• calculate the cost of operating electrical devices


Science 9 – Household Electricity Budget Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, page 333 Science Focus 9, pages 324 - 325 Overview: This resource addresses electric energy use and cost for typical appliances in a simulated household during a period of one month. Students can choose different models of appliances that have varying energy efficiencies, decide whether the appliance is optional or required, and consider use habits that affect electric energy consumption. In this way, students learn about the decisions that need to be made to live within a fixed budget for electric energy consumption. A glossary is included in the resource.




Students will: 3. Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

Students will: • apply the concepts of conservation of energy

and efficiency to the analysis of energy devices (e.g., identify examples of energy dissipation in the form of heat, and describe the effect of these losses on useful energy output)

• 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 efficient forms of lighting, reducing overuse of appliances as in “over drying” of clothes)

• estimate measurements (e.g., estimate the efficiency of a mechanical device)

Students will be able to: • apply knowledge of

energy efficiency to choose a variety of household appliances

• recognize essential and non-essential appliances

• make energy-based decisions to manage a monthly energy budget

• appreciate that lifestyle habits affect energy consumption and cost


Science 9 – Efficiency Teacher Notes

Time to Complete: 15 - 20 min Text Reference: Science in Action 9, pages 336 - 342 Science Focus 9, pages 328 - 329 Overview: This resource explains that the energy efficiency of a device is calculated by comparing the useful energy output to the energy input. Using the resource, students can apply this information to predict the more efficient of two appliances and then calculate the efficiency of each to refute or support their prediction.





Students will: • identify the forms of energy inputs and outputs in a device or

system

Students will be able to: • compare energy

inputs and outputs of a device, and calculate its efficiency


Science 9 – Stories of the Stars Teacher Notes

Time to Complete: 10 - 15 min Text Reference: Science in Action 9, pages 370 – 375, 390 Science Focus 9, pages 357 - 358 Overview: In this resource, students explore how 6 ancient cultures (Greek, Iroquois, Norse, Chinese, Indian, and Mayan) used stories to interpret the movement of the most recognizable star formations in the night sky. In all 6 cultures, the legends attempted to explain the motion of Ursa Major (Big Dipper) and Ursa Minor (Little Dipper) star systems around Polaris (North Star). Animations are incorporated to illustrate the stories and demonstrate star system motion around the North Star at different times of the day and year.




Specific Objectives for this Digital Learning

Resource

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

Students will: • identify different perspectives on the nature of Earth and

space, based on culture and science (e.g., describe cosmologies based on an Earth-centred universe [Note: detailed 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)

Students will be able to: • understand star

system movement by hearing and viewing the legends of ancient cultures


Science 9 – Frame of Reference Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, page 404 Science Focus 9, pages 356 Overview: Students view the motion of objects on Earth and in space from a variety of viewpoints. The sequence shows that apparent motion of objects can be different depending on one’s frame of reference. In the introductory sequence, students watch a bus move down the road—from both outside and inside the bus. Students view the scene from the road, from the front of the bus, and from the perspective of both standing and seated passengers. All the motions in this introductory sequence appear as lateral motions. Next, students observe rotary motion based on the movement of a merry-go-round in a park setting. Four different viewpoints are shown. Three of these views appear as rotary motion, but the fourth shows what appears to be linear motion. Students then have opportunity to examine motion in space by viewing celestial objects from Earth and from other viewpoints far from Earth. Depending upon their reference frame, the motion appears to be rotary or lateral. The sequence closes with questions that challenge students to apply their understanding of frame of reference to new situations.





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

Students will: • describe and apply techniques for determining the position

and motion of objects in space, including: − 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)

- describing techniques used to estimate distances of objects in space and to determine their motion

Students will be able to: • Identify different frames of

reference. • Describe the motion of

objects from several frames of reference

• Describe the motion of objects—including objects that follow lateral (straight) paths and objects that follow circular (rotary) paths


Science 9 – Refracting Telescope Teacher Notes

Time to Complete: 10 - 15 min Text Reference: Science in Action 9, page 436 - 437 Science Focus 9, pages 370 Overview:

This resource introduces students to the design and use of refracting telescopes. Students are shown how refracting telescopes use a combination of ocular and objective lenses to focus images of distant objects. They are then given the opportunity to apply what they have learned by investigating and recording the effects of changing the focal length and diameter of the objective lens and the focal length of the eyepiece (ocular lens). The resource also explains how Galileo was a pioneer in adapting simple spyglasses for studying celestial bodies.





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

Students will: • 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

Students will be able to: • investigate the effects of

changing focal length and diameter of objective and ocular lenses


Science 9 – Reflecting Telescope Teacher Notes

Time to Complete: 10 - 15 min Text Reference: Science in Action 9, page 436 - 437 Science Focus 9, pages 370 Overview:

This resource introduces students to the design and use of refracting telescopes. Students are shown how refracting telescopes use a combination of ocular and objective lenses to focus images of distant objects. They are then given the opportunity to apply what they have learned by investigating and recording the effects of changing the focal length and diameter of the objective lens and the focal length of the eyepiece (ocular lens). The resource also explains how Galileo was a pioneer in adapting simple spyglasses for studying celestial bodies.





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

Students will: • 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

Students will be able to: • investigate the effects of

changing focal length and diameter of objective and ocular lenses


Science 9 – Spectral Analysis: Chemical Composition of the Stars Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, page 452 Science Focus 9, page 381 Overview: Students are introduced to the history of spectral analysis and the difference between continuous (full spectrum) and absorption (dark line) spectra. Students read how astronomers use spectral analysis to determine the elements that make up different stars. Students are then asked to identify the elements in 9 sample stars using spectra of a variety of elements.





Students will: 1. Investigate and describe ways that human understanding of Earth and space has depended on technological development 3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies

Students will: • investigate and illustrate the contributions of

technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space

• explain the role of radio and optical

telescopes in determining characteristics of stars and star systems

Students will be able to: • Describe how a spectroscope

works to produce a detailed spectrum

• Describe how absorption spectra of stars are produced

• Describe how astronomers use absorption spectra to determine the composition of stars


Science 9 – Spectral Analysis: Understanding the Movement of Stars Teacher Notes

Time to Complete: 15 - 25 min Text Reference: Science in Action 9, pages 453 - 454 Science Focus 9, pages 382 - 384 Overview: Using this resource, students learn about electromagnetic radiation and the Doppler Effect. The resource explains how scientists, when viewing light from the stars through a spectroscope, use information about the characteristics of electromagnetic waves and knowledge of the Doppler effect to determine stars’ direction and speed. Students have the opportunity to apply what they have learned to determine the movement and speed of different star spectra in the night sky.





Students will: 1. Investigate and describe ways that human understanding of Earth and space has depended on technological development 3. Describe and interpret the science of optical and radio telescopes, space probes and remote sensing technologies

Students will: • investigate and illustrate the contributions of

technological advances—including optical telescopes, spectral analysis and space travel—to a scientific understanding of space

• explain the role of radio and optical

telescopes in determining characteristics of stars and star systems

Students will be able to: • Describe how a spectroscope

works to produce a detailed spectrum

• Describe the Doppler effect and explain how it works

• Describe how astronomers use absorption spectra to determine the relative motion of stars

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