Mentor Connector

N.C.D.S.
B
Mentor Connector
Grade 9 Science
Manual
Written by: Diane Lavigne

Date: July 2009
1
CONTENTS
The Grade 9 Science Program 3

Goals . 3
Overview of Strands.. 3
Pathways 3
The Type of Help You Can Provide 4

General homework help. 4
Research assignment help.. 4
Preparation for upcoming tests and quizzes...... 5
Lab report help . 6
Strands 8
Scientific Investigation Skills and Career Exploration.. 8
Ontario Catholic School Graduate Expectations... 10
Chemistry- Atoms, Elements, and Compounds. 12
Key Concepts and Common Mistakes/Misunderstandings... 13
Curriculum Expectations13
Sample Unit Plan... 15
Full Teacher Notes......................................................................................... 20
Physics- The Characteristics of Electricity.... 38
Key Concepts and Common Mistakes/Misunderstandings............................38
Curriculum Expectations....39
Sample Unit Plan........................................................................................... 41
Full Teacher Notes. 45
Biology- Sustainable Ecosystems.. 66
Key Concepts and Common Mistakes/Misunderstandings66
Curriculum Expectations... 67
Sample Unit Plan69
Earth and Space Science- The Study of the Universe87
Key Concepts and Common Mistakes/Misunderstandings.. 87
Curriculum Expectations88
Sample Unit Plan.. 90
2
THE GRADE 9 SCIENCE PROGRAM
GOALS
The three goals of the Grade 9 Science program are:

o to relate science to technology, society, and the environment
o to develop the skills, strategies, and habits of mind required for scientific inquiry
o to understand the basic concepts of science
o
OVERVIEW OF STRANDS
The expectations in the Grade 9 course are organized in five strands which are:
o Scientific Investigation Skills and Career Exploration
initiating and planning
communicating
performing and recording
analysing and interpreting
o Chemistry- Atoms, Elements, and Compounds
o Physics- The Characteristics of Electricity
o Biology- Sustainably Ecosystems
o Earth and Space Science- The Study of the Universe
PATHWAYS
Courses in Science, Grades 9 and 10*

Prerequisite Chart for Science, Grades 912
3
THE TYPE OF HELP YOU CAN PROVIDE
Most of the on-line help you provide will be in one of the four areas:
1. General homework help
2. Research assignment help
3. Lab report help
4. Preparation for upcoming tests and quizzes
1. GENERAL HOMEWORK HELP
Textbook Questions:
Most of the students daily homework will be in the form of answering text questions to review
the concepts learned in class.
The text used by the Niagara Catholic District School Board is Pearsons Investigating Science,
which you should have received a copy of.
To access answers to the text questions, you can log onto the Pearson website:
http://www.mysciencelab.ca/pgs/teachercorner.php. The log-in information should be provided
to you by your supervisor. Please do not give this password to students.
Teacher notes have also been provided within this manual for you to go through to understand
the depth at which the concepts are being taught, and to provide you with examples of what the
students should have learned in class.
How to Answer Questions from Students:
Often students dont understand the question that is being asked of them, whether it be the
wording of the problem or an application of a basic concept.
When students say they dont understand or dont know the answer, try to reword the
question or direct them to the key idea or concept that the question is referring to.
It is also helpful to direct them to the section of text that the answer is in, or the part of the note
that the answer would be covered in.
Try not to give the answer completely to students. It is important for them to go through the
steps to try to find the answer themselves.
If students are able to find information about the answer in the text or in their notes, and they
still dont understand how to apply it to the question, you should provide similar questions or
examples. Specifically explain how to solve them and provide the answers. Once the student
has practiced similar problems, have them try the original question again.
You can also direct students to use the MyScienceLab website that corresponds to their text:
http://www.mysciencelab.ca/pgs/index.php
To use this website they must be provided a login ID from their teacher. The website
provides practice quizzes, concept reviews, educational games, demonstrations, links to other
helpful websites, and movies which can aid their understanding of the content being taught.
2. RESEARCH ASSIGNMENT HELP
Often students are given assignments that require research to solve a problem, or for which they
need to create a project that relates to what is being taught in class.
4
For many students, the hardest part of a research assignment is often getting started. If the
assignment is open-ended, students may have difficultly choosing a topic and/or organizing
their thoughts. It is beneficial for students to have you assist them brainstorming ideas to
determine what is practical, and what expectations are obtainable (i.e. some topics they choose
may not have enough information available to answer all the required questions, or some topics
may have key concepts that are much too difficult for someone at their level to understand). It
is also important to encourage students to choose a topic of interest to them. The more
interested they are in the topic, the easier and less tedious the assignment will be.
It is important to encourage students to use credible sources of information, such as websites
that end in .gov, .gc, .ca, .edu, or .org, and on-line journal articles. It is also important to
encourage students to use variety of recent, non-biased resources for their assignment.
Students seem to have difficulty with the concept of plagiarism, and identifying what needs to
be referenced and what does not. The following website has excellent tips:
http://www.brocku.ca/academicintegrity/undergrad.php
While checking over a students assignment, check that the wording is their own and that they
have referenced all their information in the format required by the teacher (i.e. MLA, APA).
Listed below are two recommended websites to consult:
http://owl.english.purdue.edu/owl/resource/557/01/ and
http://owl.english.purdue.edu/owl/resource/560/01/
Usually students are given a rubric or checklist with their assignment to help them ensure they
have completed the criteria and have met all expectations of the assignment. It can be useful to
have students pretend they are the teacher and mark the assignment using the rubric provided, to
determine what is missing or what requires more detail.
Encourage students not to leave their assignments until the last minute. Most teachers will look
over assignments ahead of time to determine if students are on the right track, have enough
information, and are referencing properly. Encourage students to take advantage of this.
3. PREPARATION FOR UPCOMING TESTS AND QUIZZES
Many Grade 9 students struggle with tests and quizzes because they are studying ineffectively
for Science courses or do not study enough. Many students assume that reading through their
notes a few times or re-writing their notes are effective study methods. They are often
disappointed when they dont score well on tests and quizzes as a result.
To help students prepare for tests and quizzes, encourage them to have already completed
homework, and practice questions. It is important that students are not learning material for the
first time the night before the test or quiz. By doing practice problems and homework regularly
throughout the unit, students are able to assess themselves on any areas that they require further
explanation of, and of what they need to practice. Then, the night before the test or quiz, their
time can be spent reviewing, practicing, and memorizing, not trying to understand content for
the first time.
Have students read their notes and write out potential questions that they think may be asked
about each topic. If they cant answer those questions (either by reciting the answer out-loud or
writing it down) without looking in their notes, they need to spend time reviewing the material
and perhaps memorizing certain items related to those questions.
Remind students to be familiar with any bolded/underlined words or phrases in their text and
notes. They should be able to explain these terms without looking in their notes and be able to
give examples if appropriate.
5
If there is a review at the end of the chapter that summarizes the chapter, encourage students to
read it over at least once or twice, so that they understand the key concepts within the chapter.
This will also help students pick out the areas of the text/notes that they may need to reread.
It can also be beneficial to students for them to pretend they are teaching someone else the
material that will be covered on the test. This is a good way for students to put the content into
their own words and may help them realize that they dont quite have a full understanding of
particular topics before the test.
Many items in science require straight memorization. For these items, try different techniques
with students to determine what works best for them (e.g. using acronyms, repeating content out
loud, re-writing what needs to be memorized, using flash cards, concept maps, etc.). The
following website provides helpful memorization tips: http://www.web-
us.com/memory/mnemonic_techniques.htm
4. LAB REPORT HELP
In the science classroom, most concepts are introduced or reinforced by the completion of labs.
Labs are essential for students to demonstrate their scientific investigation skills by planning,
following directions, recording data, analyzing and interpreting data, and communicating
results.
In secondary school, most teachers have students complete formal lab reports to prepare them
for labs in college or university. Every teacher may have slight differences in what they require
for the formal lab report, but the general components are the same. The next page provides you
with a sample outline of what is expected to be included in a formal lab report.
Common mistakes that students make with lab reports that you may want to discuss with them
include:
o Not following the outline exactly (i.e. using past tense and passive voice for the
procedure, missing titles on data tables, not referencing, etc.).
o Including sources of error that can easily be prevented and resulted from improper lab
procedure (i.e. mixing the test tubes up, adding too much reactant, etc.) Sources of error
listed should include error that can be somewhat out of the students control and would
occur even if the lab was repeated several times such as environmental or equipment
factors. (i.e. the effect of air resistance, scales that only go to one decimal place, human
reflexes when stopping a stop watch, etc.).
o Making no reference to their actual results in the analysis section.
o Stating a purpose or concluding statement that is too generalized (e.g. the purpose is to
react chemicals together or in conclusion the lab was a success).
o Not providing qualitative observations that are detailed enough (e.g. only stating colour
of reactants and omitting the state, odour, crystal structure or other applicable
observations. Stating that a liquid looks like water).
6
WRITING A FORMAL LAB REPORT- GRADE 9 and 10
1. Cover page
Make a cover page that includes the following:
-the title of the lab (center of page)
-your name and the name of your school (center of page)
-name of course, the name of your partner, your teachers name and
the due date (bottom right of page)
2. Purpose
Make a brief statement about why you care completing your investigation.
3. Introduction
Write a short paragraph introducing the topic you are studying in the investigation. This section
provides the reader with any background information or concepts she/he might need in order to
understand what you have done in the investigation and its purpose.
4. Hypothesis
Write a statement of prediction (i.e. what you think the result of the lab will be). Not all labs
have hypotheses, as some labs are designed to be exploratory. Your teacher will let you know
if it is appropriate to include on for each lab.
5. Materials
Make a list of all consumables (e.g. water, chemicals, etc.). Be specific about sizes and
quantities. Also list all non-consumables (e.g. beaker, test tubes, etc.). List them in point form.
6. Procedure
Number and describe each step that was taken throughout the experiment. Write in past tense,
with a passive voice (e.g. 100mL of hydrochloric acid was added to 500mL of water, NOT
we added 100mL to 500mL of water).
7. Observations/Results
Include all data that was taken throughout the experiment (both quantitative and qualitative).
The data should be in graphs, tables, or illustrations, each with a descriptive title. Sample
calculations will often be included in this section.
8. Discussion/Analysis
This section is used to explain the data you collected and research to determine if your results
were consistent with known theories. If they werent, explain why and list at least 3 sources of
error in the experiment. Usually questions will be assigned for this section to be answered.
9. Conclusion
Summarize the results of your experiment and refer back to your hypothesis (if suitable for the
lab).
10. References
Give credit for the resources you used in your research for the introduction and analysis
sections. Always cite your source(s). Failing to do so is considered plagiarism.
APA format must be used.
7
A. SCIENTIFIC INVESTIGATION SKILLS
AND CAREER EXPLORATION
OVERALL EXPECTATIONS
Throughout this course, students will:
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas
of skills (initiating and planning, performing and recording, analysing and interpreting, and
communicating);
A2. identify and describe a variety of careers related to the fields of science under study, and identify
scientists, including Canadians, who have made contributions to those fields.
SPECIFIC EXPECTATIONS
A1. Scientific Investigation Skills Performing and Recording [PR]*

A1.5 conduct inquiries, controlling some vari-
Throughout this course, students will: ables, adapting or extending procedures as
required, and using standard equipment and
Initiating and Planning [IP]* materials safely, accurately, and effectively, to
A1.1 formulate scientific questions about observed collect observations and data
relationships, ideas, problems, and/or issues,
A1.6 gather data from laboratory and other sources,
make predictions, and/or formulate hypotheses
and organize and record the data using appropri-
to focus inquiries or research
ate formats, including tables, flow charts, graphs,
A1.2 select appropriate instruments (e.g., sampling and/or diagrams
instruments, laboratory glassware, magni-
A1.7 select, organize, and record relevant informa-
fying lenses, an electroscope) and materials
tion on research topics from various sources,
(e.g., ebonite rods, star charts, a ball and spring
including electronic, print, and/or human
apparatus, pH paper) for particular inquiries
sources (e.g., Statistics Canada publications,
A1.3 identify and locate print, electronic, and human NASA or EnerGuide websites, personal inter-
sources that are relevant to research questions views), using recommended formats and an
accepted form of academic documentation
A1.4 apply knowledge and understanding of safe
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Science
practices and procedures when planning inves- Analysing and Interpreting [AI]*
tigations (e.g., appropriate techniques for A1.8 analyse and interpret qualitative and/or
handling, storing, and disposing of laboratory quantitative data to determine whether the evi-
materials [following the Workplace Hazardous dence supports or refutes the initial prediction
Materials Information SystemWHMIS]; safe or hypothesis, identifying possible sources of er-
operation of electrical equipment; safe handling ror, bias, or uncertainty
of biological materials), with the aid of appropri-
ate support materials (e.g., the Reference Manual A1.9 analyse the information gathered from re-
on the WHMIS website; the Live Safe! Work search sources for reliability and bias
Smart! website)
A1.10 draw conclusions based on inquiry results
and research findings, and justify their conclusions
* The abbreviation(s) for the broad area(s) of investigation skills IP, PR, AI, and/or C are provided in square brackets at the end of
the expectations in strands BE to which the particular area(s) relate (see pp. 1921 for information on scientific investigation skills).
8
Communicating [C]* A2. Career Exploration
A1.11 communicate ideas, plans, procedures,
results, and conclusions orally, in writing, and/or Throughout this course, students will:
in electronic presentations, using appropriate
language and a variety of formats (e.g., data A2.1 identify and describe a variety of careers
tables, laboratory reports, presentations, related to the fields of science under study
debates, simulations, models) (e.g., astrophysicist, geophysicist, conservation
officer, park warden, fire protection engineer,
A1.12 use appropriate numeric, symbolic, and hydrologist, electrician) and the education and
graphic modes of representation, and appropriate training necessary for these careers
units of measurement (e.g., SI and imperial units)
Science
A2.2 identify scientists, including Canadians
A1.13 express the results of any calculations in- (e.g., David Suzuki, Howard Alper, Roberta
volving data accurately and precisely Bondar, Kenneth Hill), who have made a con-
tribution to the fields of science under study
SNC1D
9
Ontario Catholic School Graduate Expectations- Coded 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 Gods 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 ones purpose or call in life comes from God and strives to discern
and live out this call throughout lifes 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 Canadas 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.
10
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 ones personal values, abilities and aspirations influencing
lifes 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 ones 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 ones 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 ones 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 worlds peoples and
cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of todays
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.
11
CHEMISTRY
KEY CONCEPTS
Elements and compounds have specific physical and chemical properties that determine their
practical uses.
The use of elements and compounds has both positive and negative effects on society and the
environment.
COMMON MISTAKES/MISUNDERSTANDINGS
The following are common mistakes and misunderstanding students have throughout this unit and what
concepts students struggle with the most (in order of the teacher notes):
Differentiating between suspensions and homogeneous mixtures.
Thinking that water is an element.
Confusing physical/chemical properties and physical/chemical changes.
Rearranging the density equation to solve for volume.
Understanding the gold foil experiment.
Subtracting electrons when an ion has a negative charge or adding electrons when an ion has a
positive charge.
In Lewis Dot diagrams, when electrons are lost, students think there are no more electrons (i.e.
they forget that the shell underneath would be full).
Identifying atoms as ions, isotopes, or ionic isotopes.
Difficulty drawing Lewis Dot diagrams or Bohr-Rutherford diagrams to show bonding between
atoms.
Not criss-crossing charges or reducing when writing chemical formulas for ionic compounds.
12
C. CHEMISTRY: ATOMS, ELEMENTS,
AND COMPOUNDS
Grade 9, Academic
By the end of this course, students will:
C1. assess social, environmental, and economic impacts of the use of common elements and
compounds, with reference to their physical and chemical properties;
C2. investigate, through inquiry, the physical and chemical properties of common elements and
compounds;
C3. demonstrate an understanding of the properties of common elements and compounds, and of the
organization of elements in the periodic table.
C1. Relating Science to Technology, the compounds in road salt damage roads and
vehicles, pollute water systems, and harm animals
Society, and the Environment
and vegetation.
By the end of this course, students will: Sample questions: How has the presence of
mercury in water bodies in Northern Ontario
C1.1 assess the usefulness of and/or the hazards
affected the environment and the lives of
associated with common elements or compounds
Aboriginal people? How does the widespread
in terms of their physical and chemical properties
use of agricultural chemicals in Canada or
[AI, C]
elsewhere affect the economy, society, and the
Sample issue:!"#$%&'(%$&)&!*+!,!-&.+,'*$&/!0&1*2$&/! &)-*.#)7&)':!;(,'!,.&!'(&!&6#)#7*6!2&)&<'+!
and durable compound that is used in a range of and environmental costs of diamond mining
products, including toys, plastic bottles, bullet- for Northern Canadian communities?
proof vests, and plastic bags. However, its
durability poses problems for the environment
because products made from polyethylene are C2. Developing Skills of Investigation
not biodegradable. and Communication
Sample questions: What properties of diamonds By the end of this course, students will:
make them useful in a variety of applications?

What property of DDT allows it to continue to C2.1 use appropriate terminology related to atoms,
accumulate in the fatty tissue of mammals despite elements, and compounds, including, but not
its ban by the Canadian government in the 1980s? limited to: boiling point, mixtures, particle theory,
3#4!5#!'(&!6(&7*6,$!8.#8&.'*&+!#9!8&.#1*5&! pure substances, and viscosity [C]
make it suitable for use in hair dye? What are
the hazards associated with this use? C2.2 conduct an inquiry to identify the physical
and chemical properties of common elements
C1.2 assess social, environmental, and economic and compounds (e.g., magnesium sulfate,
impacts of the use of common elements or com- water, carbon, copper II) [PR]
pounds [AI, C]
C2.3 plan and conduct an inquiry into the properties
Sample issue: By reducing the accumulation of of common substances found in the laboratory
ice on roads, road salt makes winter driving or used in everyday life (e.g., starch, table salt,
safer, decreasing medical and insurance costs 4,1/!'##'(8,+'&=/!,)5!5*+'*)>?*+(!'(&!+?2+',)-
associated with motor vehicle accidents. But ces by their physical and chemical properties
(e.g., physical properties: hardness, conductivity,
13
colour, melting point, solubility, density; chem- C3.4 describe the characteristic physical and chem-
ical properties: combustibility, reaction with ical properties of common elements and
water) [IP, PR, AI] compounds (e.g., aluminum is a good conductor
of heat; copper reacts to moist air by developing
C2.4 conduct appropriate chemical tests to identify a greenish surface of copper carbonate; sodium
some common gases (e.g., oxygen, hydrogen, carbonate is a white, odourless powder that dis-
carbon dioxide) on the basis of their chemical solves in water; water has unique physical
properties, and record their observations [PR, C] properties that allow it to support life)
C2.5 construct molecular models to represent C3.5 describe patterns in the arrangements of elec-
simple molecules (e.g., O2, CO2, H2O, NH3 , CH4) trons in the first 20 elements of the periodic table,
Science
[PR] using the Bohr-Rutherford model
C3.6 explain the relationship between the atomic
C3. Understanding Basic Concepts structure of an element and the position of that
element in the periodic table
C3.7 compare and contrast the physical properties
C3.1 explain how different atomic models evolved of elements within a group (e.g., alkali metals)
as a result of experimental evidence (e.g., how and between groups (e.g., the carbon group and
the Thomson model of the atom changed as a noble gases) in the periodic table
result of the Rutherford gold-foil experiment)
C3.8 identify and use the symbols for common
C3.2 describe the characteristics of neutrons, pro- elements (e.g., C, Cl, S, N) and the formulae for
tons, and electrons, including charge, location, common compounds (e.g., H2O, CO2 , NaCl, O2)
and relative mass
C3.3 distinguish between elements and com-
pounds (e.g., compounds are pure substances SNC1D
that can be broken down into elements by
chemical means)
14
Grade 9 Academic Science (SNC 1D)
Chemistry Unit Plan
Created by Diane Lavigne
Lesson Topics Activities/Assessment Corresponding Text Expectations

# Pages/Worksheets
1 -Course -Introduce course and go through expectations, rules, procedures, etc. -Course outline handout Preparation to
Introduction -Demonstrate and give an explanation of the safety equipment in the -Safety contracts meet unit
-Lab Safety lab and rules to follow -Textbook contracts expectations,
-Introduction to -Explain household hazardous safety symbols and WHMIS with -Student autobiographies CGE2c, CGE4a
Chemistry examples of the importance of handling chemicals safely -Lab equipment handout
-Go through the names of all the lab equipment with a handout
2 -Introduction to -Review lab equipment with class by holding items up and having -Pages 138-140 C2.1 [C], CGE5a,
Matter students identify each -Questions: page 140 #1- CGE5e, CGE5f
-Changes of State -Have student brainstorm a definition of matter and what changes of 5
-Particle Theory state they know of
of Matter -Give Smart-board presentation on matter, changes of state, and the
particle theory of matter
-Have students complete the Foam in a Cup lab on page 146 and
discuss the states of matter and the observations (differentiate
between qualitative and quantitative observations)
-Assign text questions for students to complete
3 -Classifying -Have different samples of matter out (pure substances and mixtures) -Pages 141-143 C2.1 [C], C3.3,
Matter and have students identify the differences between them -Questions: page 143 #1- CGE3c
-Give Smart-board presentation on the classification of matter with 4
examples of each
-Have students complete text questions
4 -Identifying -Go through lab procedure with students on page 144 -Pages 144-145 C2.4 [PR, C],
Gases Lab -Have students complete lab and answer lab questions -Questions: page 145 CGE5a, CGE5e,
#17-19 CGE5f
15
5 -Physical and -Have students brainstorm the differences between physical and -Pages 150-152 C2.1 [C], C2.2
Chemical chemical properties after showing them a demonstration of each -Questions: page 153 #1- [PR], C2.3 [IP,
Properties -Give Smart-board presentation on physical and chemical properties 4 PR, AI], C3.4,
-Have students play the game Whats The Matter where one CGE2b
student leaves the room and the others choose one object that they
will describe to the student to try to get them to guess the object.
Students must use new terms to describe the object (i.e. is malleable,
insoluble, etc.)
-Pass around different canisters of samples of matter and have
students make observations of the properties of 3 items (similar to lab
on page 160)
-Have students complete text questions
6 -Using Properties -Go through lab procedure on page 156 -Page 156 C2.2 [PR], C2.3
to Identify Pure -Have students complete lab -Questions: page 156 [IP, PR, AI],
Substances Lab -Go through how to write a lab report with students and assign a lab #14-18 CGE3c, CGE5a,
report for the lab CGE5e, CGE5f
7 -Density -Give Smart-board presentation on the density formula with -Density Worksheet C2.1 [C], CGE3c
examples
-Handout density worksheet for students to complete
8 -Density Lab -Go through lab procedure with class on handout (Density Lab -Density Lab Handout C2.3 [IP, PR, AI],
Handout) CGE5a, CGE5e,
-Have students complete lab and answer lab questions CGE5f
9 -Physical and -Have students brainstorm the difference between a physical and -Pages 153-155 C2.1 [C], CGE2b
Chemical chemical change after showing them a demonstration of each -Questions: page 155 #2-
Changes -Give Smart-board presentation on physical and chemical changes 3
and the indicators of each
-Have students read pages 154-155 and answer text questions
10 -Physical and -Go through lab procedure on page 158-159 -Pages 158-159 C2.1 [C], CGE5a,
Chemical -Have students complete lab and answer lab questions -Questions: page 159 CGE5e, CGE5f
Changes Lab #19-21
11 -Unit Review #1 -Go through test outline -Page 164 #4, 6, 8, page C2.1 [C], C3.3,
-Assign review questions for students to complete and take up 165 #1-4, 7, 11, 12, C3.4, CGEe
answers
16
12 -Unit Test #1 -Handout tests for students to complete C2.1 [C], C3.3,
C3.4, CGE4f
13 -Models of -Give Smart-board presentation on the models of matter (Dalton, -Pages 170-175 C3.1, C3.8,
Matter Thomson, Rutherford Models) CGE3b, CGE4b
-The Elements -Introduce the periodic table and the elements (go through element
symbols they should know)
-Go through element flash cards or play periodic table BINGO to
help student memorize element symbols
14 -Subatomic -Give quiz on element symbols -Page 175 C2.1 [C], C3.2,
Particles -Give Smart-board presentation on the subatomic particles and their -Subatomic Particles CGE3c
properties Worksheet
-Go through how to calculate the number of protons, neutrons, and -Questions: page 190 #3,
electrons in an atom with examples page 193 #2
-Assign text questions and subatomic particles worksheet for students
to complete
15 -The Bohr Model -Give practice quiz on subatomic particles -Page 174, C3.5, CGE3c
-Bohr-Rutherford -Give Smart-board presentation on the Bohr Model and go through -Bohr-Rutherford
Diagrams the purpose of Bohr-Rutherford Diagrams Diagram Worksheet
-Go through examples of Bohr-Rutherford Diagrams with class
-Have students complete Bohr-Rutherford Diagrams Worksheet
16 -Organization of -Go through Smart-board presentation on the organization of the -Page 180-181, 193-195, C2.1 [C], C3.5,
the Periodic periodic table (show how elements with the same valence electrons 198 C3.6, C3.7,
Table are in the same group) -Questions page 199 #1, CGE2b
-Chemical -Show demonstration of reactivity in water of alkali metals and 2, 4, page 204 #2
Families alkaline earth metals (students need to read
-Metals, Non- -Explain the differences between metals, non-metals, and metalloids pages 188-189), 4, 10, 12
metals, and -Assign text questions for students to complete
Metalloids
17 -Flame Test Lab -Handout lab and go through procedure with students -Flame Test Lab Handout C2.2 [PR], C2.3
-Have students complete lab and work on lab report [IP, PR, AI],
CGE5a, CGE5e,
CGE5f
18 -Ions -Give Smart-board presentation on ions and how they form with -Page 192 C2.1 [C], CGE4b
17
-Lewis Dot examples -Ions Worksheet
Diagrams -Give examples of how to draw Lewis Dot Diagrams and how they
are helpful to determine how many electrons an element wants to
gain or lose to become stable
-Handout ions worksheet for students to complete
19 -Isotopes -Give Smart-board presentation on isotopes and ionic isotopes with -Identifying Atoms C2.1 [C], CGE3c
-Identifying examples Worksheet
Atoms -Go through examples of how to classifying atoms as ions, isotopes,
and ionic isotopes
-Handout identifying atoms worksheet for students to complete
20 -Ionic Bonding -Give Smart-board presentation showing examples on how elements -Pages 212-213, 221, 224 C2.1 [C], C3.8,
-Naming and form ionic compounds using Lewis Dot Diagrams -Ionic Compounds CGE3c
Writing -Go through examples of writing formulas and naming compounds Worksheet
Chemical -Handout ionic compounds worksheet for students to complete
Formulas For
Ionic Compounds
21 -Molecular -Give Smart-board presentation comparing ionic and molecular -Pages 214-215 C2.1 [C], C3.8,
Compounds compounds CGE3c
-Show demonstration of the differences between ionic and molecular
compounds (conductivity, solubility, etc)
-Show examples of how molecular compounds share electrons
22 -Building -Go though procedure on page 216 -Page 216 C2.5 [PR],
Molecular -Have students complete lab and answer lab questions -Questions: page 216 #3- CGE3c, CGE5a,
Models Lab 5 CGE5e, CGE5f
23 -Hazards and -Have students read pages 230-237 and answer text questions -Pages 230-237 C1.1 [AI, C],
Benefits of -Questions: page 236 #1- C1.2 [AI, C],
Compounds 5, page 236 #1-4 CGE1d, CGE2e,
(pesticides), page 237 #1 CGE3d, CGE3e
24 -Slime Lab -Handout lab worksheet and go through procedure with students -Slime Lab Handout C2.2 [PR], C2.3
-Have students complete lab and discuss results as a class [IP, PR, AI],
CGE5a, CGE5e,
CGE5f
25 Unit Review #2 -Go through test outline -Questions: pages 206- C2.1 [C], C3.1,
18
-Assign review questions for students to complete and take up 207 #2-4, 8-10, pages 3- C3.2, C3.5, C3.6,
answers 5, 9 C3.7, C3.8,
CGE4e
26 Unit Test #2 -Handout tests for students to complete C2.1 [C], C3.1,
C3.2, C3.5, C3.6,
C3.7, C3.8,
CGE4f
19
Matter
Everything in the universe can be thought of as
being either matter or energy
Matter is any solid, liquid, or gas
All matter has a mass (how much matter is present)
Chemistry: Matter and volume (how much space it takes up)
Energy is anything that is not a solid, liquid, or gas
and does not have any mass or volume
By adding or taking away heat we can change one
state of matter into another:
The Particle Theory of Matter

Solid All matter is made up of extremely tiny particles
2 6
Each pure substance has its own kind of particle,
1 5 different from the particles of other pure substances
3 Particles have spaces between them
Liquid Gas Particles attract each other
4
Particles are always moving
1. Melting (add heat) Particles at a higher temperature move faster, on
2. Freezing (removing heat) average, than particles at a lower temperature
3. Evaporation (add heat)
4. Condensation (remove heat)
5. Sublimation (add heat)
6. Deposition (remove heat)
20
Mixtures: contain at least two different pure
Classification of Matter substances
All matter can be broken down into 2 categories:
Pure Substances and Mixtures
If particles mix very well with one another, so well
that you can only see one phase or visible part, the
Pure Substances: contain only one type of particle mixture is called a solution. In a solution, the
(e.g. aluminum foil contains only aluminum particles substance that does the dissolving is called the
Elements are pure substances that cannot be solvent and the substance that dissolves is called
broken down into simpler substances. They are the solute.
found on the periodic table E.g. gold, oxygen, neon Mixtures that mix well together can also be referred
Compounds are pure substances that contain two or to as a homogeneous mixture. Transparency is a
more different elements in a fixed proportion. They property of a homogeneous mixture. Eg. perfumes,
are formed when elements combine together in kool-aid
chemical reactions. E.g. water, sodium chloride Alloys are examples of homogeneous mixtures of
one or more metals. E.g. steel, brass
If the particles dont mix well with one another, you Classifying Matter
will see more than one phase. This type of mixture
is called a heterogeneous mixture. They can also Matter
be referred to as mechanical mixtures. E.g. salad
dressing, garbage
A suspension is a cloudy mixture in which tiny

particles of one substance are held within another. Pure
Substances Mixtures
These particles could be separated out if filtered.
They are also referred to as mechanical mixtures.
E.g. tomato juice
Mechanical
Elements Compounds Solutions
Mixtures
21
Examples: Element vs. Compound
Pure substances vs. Mixture
nitrogen element
orange juice mixture potassium element
carbon dioxide pure substance water compound
oxygen pure substance baking soda compound
ketchup mixture chalk compound
blood mixture salt compound
sugar pure substance gold element
salt pure substance copper element
salt water mixture vinegar compound
ice cream mixture
Homogeneous vs. Heterogeneous Physical Properties

A physical property describes a characteristic of a
flat soda pop homogeneous substance that can be observed or measured
paint homogeneous Physical properties include:
soil heterogeneous Colour and Texture
black coffee homogeneous Lustre (shine)
Transparency (opaque, transparent, translucent)
salt water homogeneous
Odour
city air homogeneous Conductivity (if it conducts electricity or heat)
pure air homogeneous Density (amount of mass in a given volume)
spaghetti sauce heterogeneous
alcohol homogeneous
22
Ductility (can be stretched into a long wire)
Chemical Properties
Hardness (resistance to being scratched)
Malleability (if it can be pounded or moulded) A chemical property describes the ability of a
Viscosity (the resistance of a fluid to flow) substance to change into a new substance or
Melting and Boiling Point (temp. at which change of state substances
occurs) Chemical properties include:
Solubility (if a substance can dissolve) Absorbing heat during a reaction
Combustibility
Reacts with an acid
Reacts with water
Emits heat during a reaction
Emits lights during a reaction
Forms a precipitate (two liquids that mix together to form a
solid powder within the liquid)
Examples:
Density
1. An object has a mass of 10g and a volume of 5cm3.
The density of an object tells us how close or far
Find the density.
apart the atoms are to each other
If the atoms are very close to each other, the object
has a high density D= m/V
If the atoms are far apart from each other, the object D = 10/5
has a low density D = 2g/cm3
D = m/V
m= mass (g)
V= volume (mL or cm3)
D= density (g/mL or g/cm3)
23
2. An object has a volume of 4cm3 and a density of 3. An object has a mass of 20g and a density of
3g/cm3. Find the mass. 4g/mL. Find the volume.
D = m/V D = m/V
m = DV V = m/D
m = 4(3) V = 20/4
m = 12g V = 5mL
4. A block has the dimensions 2cm x 4cm x 2cm and a Physical and Chemical Changes
mass of 32g. Find the density.
Matter can undergo 2 types of changes: physical
and chemical
D = m/V
A physical change only involves the rearrangement
D = 32/ (2 x 4 x 2) of identical particles
D = 32/16 A chemical change involves the formation of a new
D = 2g/cm3 substance
24
Indicators of a Physical Change Indicators of a Chemical Change
Change of state Color change (the new product formed has a
Change in size or shape different color than the reactants)
Formation of a gas (bubbles/fizzing) or change in
Dissolving
odour
Change in magnetic properties
Formation of a precipitate
Energy released or absorbed (feels hot or cold or
Note: in all of these, the atoms are only being light is emitted)
rearranged Taste change (the new product formed has a
different taste than the reactants)
The change is difficult to reverse
Examples:
Physical or Chemical Change?
When magnesium burns, it produces a bright light- C
Boiling water- P
A car rusts- C
Plasticene is shaped- P
Two clear liquid mix and the solution changes to pink- C
When vinegar and baking soda are mixed- C
Ice melting- P
Placing Alka-Seltzer tablets in water- C
Eggs are fried- C
25
Models of the Atom
Daltons Model
Called the Billiard Ball Model
All matter is made of atoms
The Model of the Each element has its own kind of atom, with its own
particular mass
Atom Atoms of different elements have different properties
Compounds are created when atoms of different
elements link to form molecules
Atoms cannot be created or destroyed, or
subdivided
Thomsons Model Rutherfords Model

Planetary model or nuclear model (Gold Foil
Called the Raisin Bun or Plum Pudding Model
Experiment)
Using electricity, he was able to cause the release of
He shot positively charge alpha particles at gold foil
tiny, negative particles from elements
Most alpha particles went right through the gold
No positive particles were released, but matter was atoms, but a few were repelled and bounced off the
known to be neutral (therefore they must exist) gold atoms
The electrons (negative particles) were embedded in Concluded that the atom has a dense, tiny, positive
a sphere of positive charge core called the nucleus and that the nucleus is
surrounded by mostly empty space, containing
rapidly moving electrons
26
Element Symbols Subatomic Particles
Each element has its own symbol (short-form) Protons:
consisting of 1 or 2 letters (if there is a second letter, have a positive charge
it is not capitalized) have the symbol p+
Element symbols you need to know: have a mass of 1 amu (atomic mass unit)
The first 20 elements (see number on top left- are found inside the nucleus
hand corner) To find the number of protons in an atom find the
Ti, Cr, Mn, Fe, Co, Ni, Cu, Zn, As, Br, Kr, Ag, Sn, atomic number on the periodic table (they are the
I, Xe, Ba, W, Pt, Au, Hg, Pb same number)
Electrons: Neutrons:
have a negative charge have a neutral charge
have the symbol e- have the symbol n
have no mass have a mass of 1 amu
orbit around the nucleus are found inside the nucleus
To find the number of electrons in an atom find To find the number of neutrons in an atom find the
the number of protons (they are the same in a atomic number on the periodic table (rounded) and
neutral atom) subtract it from the atomic mass on the periodic
table (Neutrons = Atomic Mass Atomic Number)
27
Examples: Atomic Notation is used to provide the above
p+ n e- information about any atom
lithium 3 4 3
Atomic Mass (Rounded)
carbon 6 6 6 20Ne
10
fluorine 9 10 9 Atomic Number
oxygen 8 8 8
argon 18 22 18
aluminum 13 14 13
Bohrs Model Bohr-Rutherford Diagrams

Suggested that electrons surround the nucleus in These diagrams are used to summarize the
specific energy levels called shells numbers and positions of all three subatomic
Determined that electrons can jump from one shell particles
to another by gaining or losing energy
Determined that each shell can only hold a certain Examples:
amount of electrons (2 in the first, 8 in the second,
S Si He C
and 8 in the third)
28
Draw the Bohr-Rutherford diagram for Be, Mg, and
Ca
The Periodic Table Notice how the outer most shell of each has the
same number of electrons
These outermost electrons are called valence
electrons
What column of the periodic table are those
elements in?
2
Organization of the Periodic Table Chemical Families

Groups (columns)-have the same number of There are 4 groups that have interesting properties
valence electrons (outermost electrons) and and they are referred to as chemical families
therefore have very similar properties
Alkali Metals
Periods (rows)- have the same number of shells
Elements in column one except H
Also called active metals
1 8 React very strongly with water and air
2 3 4 5 6 7
Silver-grey in colour
Have low melting points
Often soft enough to cut with a knife
Reactivity increases as you go down the group
29
Alkaline Earth Metals Halogens
Elements in column two Elements in column seven (skipping transition
React with water in a much weaker way than the metals)
alkali metals Most are liquids or gases
Reactivity increases as you go down the group Very poisonous
Very reactive
Reactivity increases as you go up the group
Noble Gases Metals, Non-Metals, and Metalloids

Elements in column eight The periodic table is also divided into metals and
Also called inert gases non-metals (they are separate by a staircase of
Are all colourless gases metalloids
Will glow with bright colours if electric current is
passed through them
Very stable and do not react with anything
30
Metals Nonmetals
Most elements are metals Few elements are nonmetals
Most are shiny and silvery grey Many are gases, but there are solids and liquids too
Most are solid (except mercury) and shiny They are brittle and dull
They are malleable and ductile They are poor conductors of and electricity
They are good conductors of heat and electricity
Metalloids
Metalloids can be on either side of the zigzag line
and have a mixture of metal and nonmetal
properties
They conduct electricity, but not very well
For example:
aluminum is a solid and shiny like a metal, but is
very light like a nonmetal
silicon is brittle like a nonmetal, but also conducts
electricity like a metal
31
Ions
A charged atom is called an ion
Ions have a charge because the number of
electrons is not equal to the number of protons
Ions form when negatively charged electrons move
Identifying Atoms from one atom to another
If an atom loses an electron, there are more protons
in the nucleus than electrons in the space around it
and the atom becomes positively charged (cation)
If an atom gains electrons, there are more electrons
than protons and the atom becomes negatively
charged (anion)
Examples: Electron Arrangement in Ions

p+ n e- Elements are stable when their outmost shell is full
7Li+ 3 4 2 with 2 valence electrons (for elements with a low
3 number of electrons such as Li) or 8 valence
27Al+3
electrons (for the majority of elements)
13 14 10
13 Elements will tend to form ions by gaining or losing
enough electrons to have 2 or 8 electrons in their
32S-2 16 16 18
16
outermost shell
Examples:
24Mg+2 12 12 10
12 Magnesium Wants to lose 2e-
Mg+2
14N-3 7 7 10
7
19F-
Chlorine Wants to gain 1e-
9
9 10 10 Cl-
32
Lewis Dot Diagrams Element Lewis Dot How many Ionic
Only show valence electrons due to their importance Diagram electrons Notation
does it want
Examples:
to gain/lose
Fluorine Gain 1e- F-
Bromine
Beryllium Sodium Lose 1e- Na+
Phosphorus Phosphorus Gain 3e- P-3
Neon None Ne
Ionic Charges on the Periodic Table Isotopes

Groups (columns)-have the same ionic charge (how An isotope is any two or more forms of an element,
may electrons they want to gain or lose) each having the same number of protons, but
having a different mass due to a different number of
neutrons
Example:
14C (carbons mass on the periodic table is 12,
0 6
+1 therefore this is an isotope)
+2 +3 +/-4 -3 -2 -1
p+= 6 e-= 6 n0 = 8
When an atom is an isotope and carries a positive or
negative charge (ion), it is called an ionic isotope
Example:
83Br p+= 35 e-= 36 n0= 48
35
33
Examples: Identify each as an atom, ion, isotope, or ionic
isotope
p+ n e- Identity
14C 6 8 6 Isotope
6
27Al+3 13 14 10 Ion
13
72Ga+3 31 59 28 Ionic Isotope

31
24Mg 12 12 12 Atom
12
14N-3 7 7 10 Ion
7
211Po+2 84 127 82 Ionic Isotope

84
34
Ionic Bonding
Recall: when atoms gain electrons they become
negatively charged and when atoms lose electrons
they become positively charged
Forming When positive and negative ions attract each other
this is called an ionic bond (occurs between a metal
Compounds and a non-metal)
Examples:
sodium and fluorine
magnesium and chlorine

Names and Formulas for Compounds
Naming Ionic Compounds (given the chemical
formula)
Do not change the name of the metal. Write it first.
potassium and phosphorous Change the non-metal ending to ide
magnesium and oxygen
35
Examples: Writing the Chemical Formulas (given the name)
NaCl sodium chloride Write the symbols of the elements with the metal
first
Ba3N2 barium nitride
Criss-cross the ionic charge
Ag2O silver oxide Reduce subscripts if possible
MgI2 magnesium iodide Recall:

ZnBr2 zinc bromide +1 0
+2 +3 +/-4 -3 -2 -1
AlCl3 aluminum chloride
K2S potassium sulfide
Ca3P2 calcium phosphide
Examples: Molecular Compounds

aluminum chloride AlCl3 Molecular compounds are made up of uncharged
calcium oxide CaO atoms, both of which are non-metals
Non-metals combine with each other by sharing
sodium fluoride NaF electrons
potassium nitride K3N This electron sharing arrangement is called a
covalent bond
lithium sulfide Li2S
Examples:
magnesium iodide MgI2
O2 CO2
calcium chloride CaCl2
barium phosphide Ba3P2
36
Molecular Compounds vs. Ionic
Compounds
Ionic Molecular
Made up of non-metals and Made up of two non-metals
metals combined combined
Made up of charged atoms Made up of uncharged atoms
Ionic compounds transfer Non-metals combine with each
electrons other by sharing electrons
Bond is called an ionic bond Bond is called a covalent bond
Have higher melting and boiling Have relatively low melting and
points compared to covalent boiling points compared to ionic
bonds bonds
Good Conductors Have no ions or free electrons,
Soluble in water so they are poor electrical
conductors
Insoluble in water
37
PHYSICS
KEY CONCEPTS
Electricity is a form of energy produced from a variety of non-renewable and renewable

sources.
The production and consumption of electrical energy has social, economic, and environmental
implications.
Static and current electricity have distinct properties that determine how they are used.
The concept that when electrons are lost, the substance gets a negative charge.
Drawing pith-ball and electroscope diagrams (i.e. students try to move positive charges).
Whether or not electrons come into or out of a grounding wire in response to different
scenarios.
Rearranging equations for current, voltage, resistance, and power.
Converting units (i.e. kJ to J)
Choosing what formula to use when problems are in random order.
Finding current and voltage in different parts in a circuit depending on whether it is series or
parallel.
Adding fractions when solving problems relating to resistance in a parallel circuit (i.e. finding
the inverse).
38
E. PHYSICS: THE CHARACTERISTICS
OF ELECTRICITY
Grade 9, Academic
E1. assess some of the costs and benefits associated with the production of electrical energy from
renewable and non-renewable sources, and analyse how electrical efficiencies and savings can be
achieved, through both the design of technological devices and practices in the home;
E2. investigate, through inquiry, various aspects of electricity, including the properties of static and
current electricity, and the quantitative relationships between potential difference, current, and
resistance in electrical circuits;
E3. demonstrate an understanding of the principles of static and current electricity.
E1. Relating Science to Technology, mining, oil production, wind farms, and hydro-
electric dams have on surrounding ecosystems?
What types of hazardous substances are used or
By the end of this course, students will: created in the production of solar power and
nuclear power? What types of emissions are pro-
E1.1 analyse the design of a technological device duced by coal-burning and hydroelectric power
that improves its electrical efficiency or protects plants? What are the effects of these emissions on
other devices by using or controlling static elec- human health and the environment?
tricity (e.g., paint sprayers, photocopiers,
lightning rods, grounding wires) [AI, C] E1.3 produce a plan of action to reduce electrical
energy consumption at home (e.g., using
Sample questions: How does eliminating static EnerGuide information when purchasing appli-
electricity help or hinder the performance of a ances), and outline the roles and responsibilities
device? How have static electricity controls of various groups (e.g., government, business,
helped in developing new technologies? family members) in this endeavour [IP, AI, C]
E1.2 assess some of the social, economic, and en- Sample issue: Replacing incandescent light bulbs
vironmental implications of the production of with compact fluorescent bulbs can reduce the
electrical energy in Canada from renewable and energy needed to light a home by 75%. Although
non-renewable sources (e.g., wind, solar, hydro, the bulbs are more expensive than incandescent
coal, oil, natural gas, nuclear) [AI, C] bulbs, electrical companies sometimes provide
Sample issue: The operation of wind farms coupons to reduce the price. Also, the Ontario
along Lake Huron produces electricity from a government is phasing out incandescent bulbs,
renewable source, reducing dependence on which will further reduce energy consumption.
non-renewable sources of electricity. However, Sample questions: What are EnerGuide and
the wind farms produce noise and visual pollu- ENERGY STAR, and how can they be used
tion, affect local animal life, and reduce the when purchasing appliances or electronics?
amount of land available for agriculture. What is the difference in energy consumption
Sample questions: What is the price difference be- between a conventional and a front-loading
tween electricity produced from solar power and washing machine? What appliances consume
by coal-burning plants? What effects do coal electrical energy even when they are not in use?
39
E2. Developing Skills of Investigation E3. Understanding Basic Concepts
and Communication
E3.1 identify electrical quantities (i.e., current, po-
E2.1 use appropriate terminology related to elec- tential difference, resistance, and electrical
tricity, including, but not limited to: ammeter, energy), and list their symbols and their corres-
amperes, battery, current, fuse, kilowatt hours, load, ponding SI units (e.g., electric current: I, ampere)
ohms, potential difference, resistance, switch, volt-
meter, and volts [C] E3.2 explain the characteristics of conductors and
insulators and how materials allow static charge
Science
E2.2 conduct investigations into the transfer of to build up or be discharged
static electric charges by friction, contact, and
induction, and produce labelled diagrams to E3.3 compare and contrast static electricity with
explain the results [PR, AI, C] alternating current (AC) and direct current (DC)
(e.g., the charge on a charged electroscope, the
E2.3 predict the ability of different materials to charge in a functioning circuit)
hold or transfer electric charges (i.e., to act as
insulators or conductors), and test their predic- E3.4 identify the components of a simple DC circuit
tions through inquiry [IP, PR] (e.g., electrical source, load, connecting wires,
switch, fuse), and explain their functions
E2.4 plan and carry out inquiries to determine and
compare the conductivity of various materials E3.5 explain the characteristics of electric current,
(e.g., metals, plastics, glass, water) [IP, PR, AI, C] potential difference, and resistance in simple ser-
ies and parallel circuits, noting how the quantities
E2.5 design, draw circuit diagrams of, and con- differ in the two circuits
struct series and parallel circuits (e.g., a circuit
where all light bulbs go out when one light E3.6 describe, qualitatively, the interrelationships
SNC1D
bulb is removed; a circuit that allows one of between resistance, potential difference, and
several light bulbs to be switched on and off in- electric current (e.g., the effect on current when
dependently of the others), and measure electric potential difference is changed and resistance
current I, potential difference V, and resistance R is constant)
at various points in the circuits, using appro- E3.7 explain what different meters (e.g., ammeters,
priate instruments and SI units [IP, PR, AI, C] voltmeters, multimeters) measure and how they
E2.6 analyse and interpret the effects of adding are connected within an electrical circuit to
an identical load in series and in parallel in a measure electrical quantities
simple circuit [AI, C] E3.8 explain how various factors (e.g., wire length,
E2.7 investigate the quantitative relationships be- wire material, cross-sectional area of wire) in-
tween current, potential difference, and resistance fluence the resistance of an electrical circuit
in a simple series circuit [PR, AI]
E2.8 solve simple problems involving potential
difference V, electric current I, and resistance R,
using the quantitative relationship V = IR [AI, C]
E2.9 determine the energy consumption of vari-
ous appliances, and calculate their operating
costs (e.g., using the kilowatt hour rate from a
utility bill) [AI, C]
E2.10 calculate the efficiency of an energy
converter, using the following equation:
percent efficiency = (Eout /Ein) 100% [AI, C]
40
Physics Unit Plan

# Pages/Worksheets
1 -Introduction to -Introduce unit by asking students when they have experienced static -Pages 396, 399, 402 E2.1 [C], E2.2
Unit electricity in their daily lives, what they do to get rid of it, etc. -Questions: page 401 #7- [PR, AI, C],
-Electrostatics -Give Smart-board presentation on the definitions of static electricity 9 CGE5a, CGE5e,
-The Law of and go through the law of electric charges CGE5f, CGE5g
Electric Charges -Have students complete Law of Electric Charges lab on page 402
and answer lab questions
2 -Charging by -Give Smart-board presentation on the 3 types of charging and go -Pages 397-398, 407, 413 E2.1 [C], E2.2
Friction through charging by friction and contact in detail with examples -Questions page 398 #3-5 [PR, AI, C],
-Charging by -Show students how to use the triboelectric series to predict what -Charging a Pith-Ball CGE3c
Contact objects will gain and lose electrons Electroscope by Contact
-Go through pith-ball electroscope investigation on handout to Worksheet
predict what will occur when charging by contact
3 -Insulators and -Give Smart-board presentation on insulators and conductors with -Pages 400-401, 407-408 E2.1 [C], E2.3
Conductors examples -Questions page 401 #3- [IP, PR], E3.2,
-Charging by -Go through how charging by induction works using diagrams 5, page 409 #2-5 CGE3c
Induction -Assign text questions for students to complete
4 -Charging by -Go through demo investigating what happens to a metal-leaf -Page 414 #8-11 E2.2 [PR, AI, C],
Induction Lab electroscope when charged by induction CGE5b
Using a Metal- -Draw diagram on the Smart-board as to what is occurring with
Leaf electron flow
Electroscope -Have students answer questions based on the demo from the text
5 -Electrostatics in -Have students read pages 409-411 and 416-423 and have students -Electrostatics in Our E1.1 [AI, C],
Our Lives complete reading assignment on handout Lives Handout CGE2b
41
-Go through demonstrations using the Van de Graff generator and
Wimshurst machine and explain how they work
6 -Unit Review #1 -Go through test outline -Questions: page 428-429 E2.1 [C], E3.2,
-Assign review questions for students to complete and take up #1-7, 10, 14, 19, 21 CGE4e
answers
7 -Unit Test #1 -Handout tests for students to complete E2.1 [C], E3.2,
CGE4f
8 -Components to -Give Smart-board presentation on the components to electric circuits -Page 434, 450 E2.1 [C], E2.5
Electric Circuits and how to draw circuit diagrams -Questions: page 450 #1- [IP, PR, AI, C],
-Drawing Circuit -Have students practice building circuits using circuit diagram 4 E3.4, CGE5a,
Diagrams worksheet -Building Circuits CGE5e, CGE5f,
-Building -Assign text questions Worksheet CGE5g
Circuits
9 -Current -Give Smart-board presentation on current and how to calculate it -Pages 439-440 E2.1 [C], E2.7
using charge and time with examples -Current Worksheet [PR, AI], E2.8
-Differentiate between AC and DC [AI, C], E3.1,
-Have students complete current worksheet E3.3, E3.7,
-Have students build circuits and practice reading ammeters CGE3c
10 -Potential -Give Smart-board presentation on potential difference and how to -Page 437-438 E2.1 [C], E2.7
Difference calculate it using energy and charge -Questions: page 438 #1- [PR, AI], E2.8
-Have students complete potential difference worksheet and answer 5 [AI, C], E3.1,
text questions -Potential Difference E3.7, CGE3c
-Have students build circuits and practice reading voltmeters Worksheet
11 -Resistance -Give Smart-board presentation on resistance and what factors affect -Page 441-443, page 460- E2.1 [C], E2.7
-Graphing resistance in a wire 461 [PR, AI], E2.8
Resistance -Explain how resistors are used in our daily lives (e.g. filament in -Resistance Worksheet [AI, C], E3.1,
light bulb) -Graphing Resistance E3.6, E3.8,
-Define ohmic resistors Worksheet CGE3c
-Go through how to calculate resistance using voltage and current
-Go through an example of graphing resistance using a V-I graph
-Have students complete resistance worksheet and graphing
resistance assignment
12 -Ohms Law Lab -Go through lab procedure with students on page 465 -Page 465 E2.5 [IP, PR, AI,
42
-Have students complete lab and answer lab questions -Questions: page 465 #8- C], E2.7 [PR, AI],
13 CGE5a, CGE5e,
CGE5f, CGE5g
13 -Power -Give Smart-board presentation on power and how to calculate it -Page 493-495 E2.1 [C], E2.10
-Efficiency in using energy and time -Power Worksheet [AI, C], E2.0
Electrical -Discuss efficiency in electrical devices and give Smart-board -Percent Efficiency [AI,C], E3.1,
Devices presentation on how to calculate percent efficiency Worksheet CGE4g, CGE7i
-Handout power and percent efficiency worksheets for students to
complete and have students read pages 494-495 in text
14 -Series and -Introduce series and parallel circuits by having students build each -Page 451-452 E2.1 [C], E2.6
Parallel Circuits using directions on page 449 -Questions: page 453 #1- [AI, C], E3.5,
-Measuring -Discuss text questions from quick lab 5 CGE3c
Current in Series -Give Smart-board presentation on the differences between series and -Current in Series and
and Parallel parallel circuits with examples Parallel Circuits
Circuits -Go through how to calculate current at different points in series and Worksheet
parallel circuits with examples
-Handout current in series and parallel worksheet for students to
complete and have students answer text questions
15 -Measuring -Go through how to calculate voltage at different points in series and Pages 451-452 E2.6 [AI, C],
Voltage in Series parallel circuits with examples -Voltage in Series and E3.5, CGE3c
and Parallel -Handout voltage in series and parallel worksheet for students to Parallel Circuits
Circuits complete and have students answer text questions Worksheet
16 -Measuring -Go through how to calculate resistance at different points in series -Pages 451-452 E2.6 [AI, C],
Resistance in and parallel circuits with examples - Resistance in Series and E3.5, CGE3c
Series and -Handout resistance in series and parallel worksheet for students to Parallel Circuits
Parallel Circuits complete Worksheet
17 -Measuring -Go through lab procedures on pages 455 and 456 -Pages 455-456 E2.5 [IP, PR, AI,
Resistance in -Have students complete lab and answer lab questions -Questions: page 455 #9- C], E2.6 [AI, C],
Series and 12, page 456 #9-12 CGE5a, CGE5e,
Parallel Circuits CGE5f, CGE5g
Lab
18 -Electrochemical -Give Smart-board presentation on electrochemical cells with -Page 435-436, 462-464 E2.1 [C], CGE3b
Cells diagrams -Questions: page 436
43
-Electrical Safety -Have students brainstorm potential dangers with electrical devices in #4,5 (students will need
the home and how they can protect themselves from them to read page 436), page
-Go through how fuses and circuit breakers work with a 467 #7, 12, page 471
demonstration heating a bimetallic strip #13, 14
-Have students read and summarize page 464 on three-prong plugs
and ground fault circuit interrupters
19 -Reading -Give Smart-board presentation on reading electrical meters and -Pages 490-495 E1.3 [IP, AI, C],
Electrical Meters calculation the cost of electric bills -Paying for Energy CGE1d, CGE4g,
-Have students complete paying for energy worksheet Worksheet CGE7b, CGE7i
-Have students read pages 494-495 and produce a plan of action to
reduce electrical energy consumption at home
20 -Generating -Have students read pages 474-485 and complete reading assignment -Pages 474-485 E1.2 [AI, C],
Electricity on power generation methods -Generating Electricity E2.1 [C], E2.9
Reading Assignment [AI, C], CGE7i,
Handout CGE3f
21 -Unit Review #2 -Go through test outline -Questions: pages 410- E2.1 [C], E3.1,
-Assign review questions for students to complete and take up 471 #1-4, 7-11a, pages E3.3, E3.4, E3.5,
answers 500-501 #6, 7, 19 E3.6, E3.7, E3.8,
CGE4e
22 -Unit Test #2 -Handout tests for students to complete E2.1 [C], E3.1,
E3.3, E3.4, E3.5,
E3.6, E3.7, E3.8,
CGE4f
44
Electrostatics: The study of static electric charge
Static Electricity: a charge on a substance that stays
in the same place
Electric Charge: a negative or positive quantity of
electricity that builds up on an object
Electrostatics
The Law of Electric Charges:
Like charges repel (eg. positive repels
positive/negative repels negative)
Unlike charges attract (eg. Positive attracts
negative/negative attracts positive)
Positive and negative charges both attract neutral
objects
There are 3 ways in which objects become Charging by Friction

electrically charged:
1) Charging by Friction: When two objects made of different materials are
rubbed together, one substance has a greater hold
Transferring an electric charge from one substance
on its electrons (greater electron affinity) than the
to another by a rubbing action other
Objects start off neutral
The substance with the greater electron affinity will
2) Charging by Contact: take electrons from the other substance
Transferring an electric charge from one substance Electrostatic Series (Triboelectric Series) is a chart
to another by touching used to determine which substance will gain
One object is already charged electrons and which will lose electrons when rubbed
3) Charging by Induction: together (see page 398)
Transferring an electric charge from one substance When charging by friction occurs, the substance
to another without direct contact higher in the list always loses electrons (becomes
positively charged), while the substance lower on
One object is already charged
the list gains electrons (becomes negatively
charged).
45
Examples:
If aluminum is rubbed with fur:
Al gains electrons and becomes negativley charged
If glass is rubbed with wool:

Glass loses electrons and becomes positively charged
Factors that affect the amount of static charge

produced when you rub two different substances
together include:
How strongly an objects atoms hold on to their
electrons
How much they are rubbed together
Charging by Contact A
Charging by Contact- charge is transferred from one
substance to another because the substances touch Neutral pith-ball
each other +-+-
When charging by contact occurs, one object is +-+-
already electrically charged
The other object is neutral
After contact the neutral object will gain the same B
charge as the charged object that touched it
Pith-ball Electroscope- used to detect and identify Electrons are attracted to the
+ + --
the kind of charge being transferred. The ball ++-++-++ positively charged rod. The
+ + --
moves in response to the electric forces on charged pith-ball is still neutral
objects held near it
46
C A
When they touch, the
electrons transfer from the
pith-ball to the rod Neutral pith-ball
+ + _ - - +-+-
++ ++ ++
+ + _ - - +-+-
D B
When the rod is removed the
electrons spread out evenly Electrons are repelled to the
+ + - - and the pith-ball is now - -+ +
- -
++ ++ ++
- -
- - + - - + - - negatively charged rod. The
+ + positive due to the loss of - -+ +
pith-ball is still neutral
electrons. The pith-ball and
the rod now repel each other
C Insulators and Conductors

When they touch, the
electrons transfer from the rod Insulators are substances in which electrons cannot
to the pith-ball move freely from one atom to another
-
+ + These substances hold their electrons very tightly.
- - - + + - -
- -
+ + If some atoms of an insulator become negatively
-
- -
charged with extra electrons, these electrons remain
on the same atoms until removed by a substance
D that exerts a stronger force on the electrons
Because electrons cannot be conducted through
When the rod is removed the electrical insulators, these materials can protect us
electrons spread out evenly from electric shocks
- + -+ - - - + + - - and the pith-ball is now Good Insulators: fur, oil, silk, wool, rubber, glass,
- + -+ - negative due to the gain of plastic, wood, paper
electrons. The pith-ball and
the rod now repel each other
47
Conductors are substances in which electrons can Grounding means a substance is connecting to the
move freely from one atom to another earth
They hold their electrons very loosely
The simplest way to discharge (remove excess
If a conductor becomes negatively charged with
extra electrons, they move freely along the electric charges) an object is to connect it to the
conductor Earth by means of a conductor
Good Conductors: silver, copper, gold, magnesium, When a charge is grounded to Earth, it shares its
tungsten, nickel, iron charge with the entire Earth
For this reason, common electrical wiring is made
up of metallic wire The damp soil is a good conductor, and Earth is
extremely large, therefore, it effectively removes all
excess charge from the object
Charging by Induction
Charging by Induction is charging that occurs
without the charged object touching the uncharged + - + - + - +
object + - + - + - + Neutral dust particle
a neutral object always has an opposite charge
induced on the surface closet to the charged object
Electrons repel the

Induced Charge Separation- objects do not come in -
+ + + + negative object and
contact and electrons are not exchanged - - - - -
-
+ + + + the dust particle has
Occurs in both insulators and conductors - - - -
an induced positive
-
E.g. dust particles on TV screen charge. The dust
particle is attracted to
the object.
48
Permanent Charging by Induction occurs when the
charged object still doesnt contact the uncharged
object, but electrons are exchanged from something
Electrons attract to the that can add or remove electrons to the uncharged
+ positive object and the object (usually a ground)
-+ - +
- - + +
+ dust particle has an The neutral object will become permanently charged
-+ - +
- - + +
+ induced negative opposite to the charge of the object
+ charge. The dust
Only occurs in conductors
particle is attracted to
the object.
+ - + - + - +
+ - + - + - + Neutral conductor Electrons attract to the
+ -
- - - - - - - -
positive object and
+ -
+ + + + - electrons travel from
- - - - - - -
Electrons repel the + the ground into the
- + + + +
negative object and - - - - - - -
- + conducting wire and
- -
+ + + +
- travel through the into the conductor. If
- -
+ + + +
-
-
conducting wire. If the the wire were then
-
- wire were then removed, the
-
removed, the conductor would have
conductor would have a permanent negative
a permanent positive charge.
charge.
49
Metal Leaf Electroscope Diagrams C D
A
Neutral electroscope Negative rod is near the Electroscope is grounded Ground is removed
electroscope
Leaves are converged Some electrons move into the Leaves remain converged
Electrons repel to leaves ground because electrons are repelled by
rod
Leaves diverge because of Leaves converge because
abundance of negative charge electrons are removed
E Metal Leaf Electroscope Diagrams

A
Rod is removed and the

electroscope is now Neutral electroscope Positive rod is near the
positive electroscope
Leaves are converged
Electrons redistribute Electrons are attracted to the rod
and leaves diverge
Leaves diverge because of
because positive
abundance of positive charge
charges repel
50
C D E
Rod is removed and the

Electroscope is grounded Ground is removed electroscope is now
negative
Some electrons move from the Leaves remain converged
ground into the electroscope because electrons are attracted to Electrons redistribute
the rod and leaves diverge
Leaves converge because because negative
electrons are added charges repel
51
Current Electricity involves the movement of
charged particles
Electrons in a negatively charged object are waiting
for a chance to move to an object that is neutral or
positively charged
Charged particles must have a complete path
Current Electricity available to them before current can flow
The path electricity takes in moving from a
negatively charged object to a neutral or positively
charged object is called an electric circuit
Components of an Electric Circuit Circuit Symbols

Component Function Examples
Source of Electrical -produces electrical -cells and batteries
Conducting wire
Energy energy to be used -photoelectric cells Lamp/Light bulb
-wall outlets
Electrical Load -converts electrical -light bulb Switch
energy into whatever -toaster
form of energy we Cell/Battery
-fan
need
Electric Circuit Control -controls electric -light switch
Resistor
Device currents -power button on TV Voltmeter
-thermostat
Ammeter
Connectors -provides a controlled -conducting wires
path for electric
current to flow to each
part of the circuit
52
Example: Electrical Current
Draw a circuit diagram connecting a light bulb to a
Movement of charge or electrons is called current
resistor that is controlled by a switch and uses a 3V
battery to operate It is the amount of charge that passes a point in a
conducting wire every second
A device called an ammeter measures electric
current.
You can use the following formula to calculate
current:
I= Q/t
I= current, measured in amperes (A)

Q= charge, measured in coulombs (C)
t= time, measured in seconds (s)
Direct current (DC) is current that only flows in one Examples:

direction, like the current from a battery
1. If 240C of charge pass a point in a conductor in 5.0
Alternating current (AC) is current that flows back min, what is the current through that point in the
and fourth at regular intervals called cycles. This is conductor?
the current that flows through cords plugged into
wall sockets.
5 x 60 = 300sec
I = Q/t
I = 240/300
I = 0.8A
53
2. If 300C of charge pass a point in a conductor, and 3. In 15min, 0.5A of current passes through a circuit.
the current is 1.0A, how much time would it take the What is the charge?
current to pass through?
15x 60 = 900sec
I = Q/t
t = Q/I I = Q/t
t = 300/1.0 Q=Ixt
t = 300s Q = 0.5 x 900
Q = 450C
Potential Difference Example:

Describes the difference in potential energy per 1. 15J of energy is required to transfer 4 coulombs of
coulomb of charge at one point in the circuit charge from point A to point B. What is the
compared to potential energy per coulomb of charge potential difference between these two points?
at another point in the circuit
The units are volts (V)
V = E/Q
Potential difference can be measured using a
voltmeter V = 15/4
You can calculate potential difference by using the V = 3.75V
following formula:
V = E/Q
V= potential difference, measured in volts (V)
E=energy, measured in joules (J)
Q=charge, measured in coulombs (C)
54
This formula is referred to as Ohms Law
Resistance
Any electrical device that has a constant resistance,
Resistance is a property of a substance that hinders regardless of potential difference, is called an ohmic
motion and converts electrical energy into other resistor (opposite is called a non-ohmic resistor)
forms of energy
The following factors affect the resistance of a wire:
Resistance is measured in ohms ()
Length- resistance increases with length
The following formula can be used to calculate
Cross-sectional area- resistance decreases with
resistance:
area
R = V/I Temperature- as the temperature increase, the
resistance increases
Material- due to the structure of atoms, some
R= resistance, measured in ohms ()
metals allow electrons to move more freely
V= potential difference, measured in volts (V)
I= current, measured in amperes (A)
Graphing Resistance Example: Potential Current

It is possible to determine the resistance by finding Plot the following points Difference
the slope of a V-I graph (I is on the x-axis and V is on a V-I graph and 1V 0.05A
on the y-axis) calculate the resistance
Slope = rise Slope = y2 y1 2V 0.10A
run x2 x1
If the line plotted is a straight line, increasing at a 3V 0.15A
constant amount, we refer to the resistor as an
ohmic resistor 4V 0.20A
5V 0.25A
55
Potential Difference vs. Current Graph to Determine Resistance Power
Power is defined as energy per unit time.
6
Electrical power describes the amount of electrical
energy that is converted into heat, light, sound, or
Voltage (V)
5 motion every second

4
The following formula can be used to calculate
3 power:
2 P = E/t
1
P= power, measured in Watts (W)
E= energy, measured in Joules (J)
0 0.05 0.1 0.15 0.2 0.25 0.3 0.35
t= time, measured in seconds (s)
Slope = (5-1)/ (0.25 -0.05)
Current (A)
= 20
Many electrical devices have their power rating Percent Efficiency

marked on the device
If an electrical device was perfect, all of the electrical
This value tells you how much energy they use energy that it used would be converted into the
every second that they are in operation desired form of energy
However, no device is perfect: some energy is
always converted into heat
To calculate the efficiency of an electrical device the
following equation can be used:
percent efficiency = useful energy output x 100%

total electrical energy input
56
Example:
1. Determine the percent efficiency of a 60W light bulb
that uses 2000J of electrical energy to produce
400J of light energy
% Efficiency = Useful Energy Output x 100

Total Electrical Energy Input
= (400/2000) x 100
= 20%
57
In a series circuit there is only 1 path for electrons to
take when moving away from a negative terminal
towards a positive terminal
Series and Parallel

Circuits
In a parallel circuit there is more than path for the In a series circuit, if one element burns out, the
electrons to take as they move away from the circuit is broken and all others elements go out as
negative terminal towards the positive terminal well
In a parallel circuit , if one element burns out, the
other elements may still work, if they are on another
path
58
Current in Series and Parallel Circuits
1
In a series circuit, all currents are equal A0 = 3A
In a parallel circuit, the total number of electrons A1 = 3A
entering a junction equals the total number of
electrons leaving a junction A2 = 3A
A3 = 3A
Examples:
2
A0 = 10A
A1 = 2A
A2 = 8A
3 5
A0 = 7A A0 = 6A
A1 = 7A A1 = 6A
A2 = 7A A2 = 2A
A3 = 4A
4 A0 = 20A 6 A0 = 7A
A1= 10A
A1 = 5A
A2 = 7A
A2 = 5A
A3 = 3A
A3 = 2A
59
A0 = 12A Voltage in Series and Parallel Circuits
7
A1 = 12A The sum of all the voltages around each complete
A2 = 3A path equals the voltage on the battery
A3 = 9A Examples:
8 A0 = 20A
A1 = 20A
A2 = 9A
A3 = 5A
A4 = 6A
A5 = 6A
1 3 V0 = 10V
1 V0 = 6V
V1 = 6V
V1 = 2V
V2 = 3V
V2 = 4V
V3 = 1V
22 V0 = 8V 4 V0 = 10V
V1= 8V V1= 10V
V2 = 2V V2 = 10V
V3 = 6V V3 = 10V
60
V0 = 20V V0 = 16V
5 V1 = 15V 7 V1 = 6V
V2 = 5V V2 = 3V
V3 = 5V V3 = 7V
V4 = 10V
V0 = 30V
8 V0 = 12V
V1 = 2V
6 V1 = 3V
V2 = 10V
V2 = 3V
V3 = 18V
V3 = 2V
V4 = 30V
V4 = 4V
V5 = 20V
V5 = 5V
V6 = 10V
Resistance in Series and Parallel Circuits Parallel

The resistance decreases in a parallel circuit every
Series
time you add another branch
The resistance increases in a series circuit every
As a result the current through the source increases
time you add another load/resistor every time you add another branch containing a
As a result the current through the source resistor to the parallel circuit (R=V/I)
decreases every time you add another load/resistor As a result, the equivalent resistance in a parallel
(R=V/I) circuit is always smaller than the smallest resistance
The formula for equivalent resistance (total
in the circuit
resistance) in a series circuit is: 1 1 1 1
Req = R1 + R2 + R3 Req = R1 + R2 + R3
61
Examples: 2. Calculate the total resistance of a parallel circuit if
1. Calculate the total resistance of a series circuit if R1 = 3, R2 = 2, and R3 = 6
R1 = 5, R2 = 9, and R3 = 2
RT = 1 + 1 + 1
RT = 5 + 9 + 2 3 2 6
= 16 RT = 2 + 3 + 1
6 6 6
= 1
62
Electrochemical Cells
Primary Wet Cells (Voltaic cell):
Made of two pieces of metal (called electrodes that
are usually zinc, copper, lead, or silver) that are
placed in a liquid
Electricity in the The liquid in the cell is called the electrolyte and
Home conducts an electric current

As a result of the reaction between the electrolyte
and electrodes, electrons collect on one of the
electrodes, making it negatively charged
The other electrode loses electrons and is positively
charged
These electric charges remain static on each
electrode and the cells will discharge when
connected to a closed electric circuit
Primary Dry Cells:

Functions in the same way as a primary wet cell, but
the electrolyte is a moist paste rather than a liquid
When most of the negative electrode has been used
up by the chemical reaction, the electrons stop
flowing, and the cell is discharged
Secondary Cells (Rechargeable Batteries):
There are two chemical processes involved: One to
discharge the cell and another to recharge it to its
original state
Chemical energy is reversed by connecting the cell
to a source of electrical energy
63
Electrical Safety
Short Circuits
Sometimes a wires insulation breaks down or
another problem develops that allows electrons to
flow through a device along a different path than the
one intended (the device develops a short circuit)
Short circuits mean that device will not work and
they can also be dangerous (wires can quickly
become hot and can start a fire)
Fuse Circuit Breaker

Contains a metal conductor that has a melting point When current increases, the temperature in the
lower than the melting point of the conducting wires bimetallic strip increases and one of the metals
When the current reaches a predetermined level,
expands more than the other causing it to bend
the metal in the fuse melts and current stops flowing As a result, the hook is released.
This causes the armature to swing away and the
current stops flowing.
When you reset the breaker switch, it pushes the
armature back in place and current flows again
64
Paying for Energy Example:
Power lines from the nearest transformer usually
connect to an electric meter before the lines enter
your home
Every time you turn on a load, more current passes
through the meter, causing the dials to turn
An electric power company employee reads the
meter to see how much electrical energy your family 2 3 9 3 1
has used since the last reading
Each dial on the meter is one digit in a 5 digit
number
When the needle is between numbers, read the
lower number
The unit of energy for electric meters is kilowatt
hours (kWh)
2 0 7 6 8
If the power company charges $0.10 per kWh, how

much would the electric bill be from August to
October?
23931 20768
= 3163kwh
3168 x 0.10 = $316.30
65
BIOLOGY
KEY CONCEPTS
Ecosystems are dynamic and have the ability to respond to change, within limits, while
maintaining their ecological balance.
People have the responsibility to regulate their impact on the sustainability of ecosystems in
order to preserve them for future generations.
The difference between an ecosystem and a habitat.
The direction of arrows in a food chain and a food web.
The importance of decomposers in an ecosystem.
That decomposers only include bacteria.
Explanations of the nitrogen cycle (i.e. students struggle with terminology and with picturing
what exactly is occurring).
Confusing cellular respiration with breathing.
Thinking that organisms higher in the food chain have the most energy available to them.
Understanding carrying capacity and that ecosystems cannot support a continuous growth of
organisms over time.
66
B. BIOLOGY: SUSTAINABLE
ECOSYSTEMS
Grade 9, Academic
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems,
and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and
explain how they affect the sustainability of these ecosystems;
B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of
ecological balance and the impact of human activity on the sustainability of terrestrial and
aquatic ecosystems.
B1. Relating Science to Technology, B1.2 evaluate the effectiveness of government

initiatives in Canada (federal, provincial, muni-
cipal), and/or the efforts of societal groups or
By the end of this course, students will: non-governmental organizations, such as
Aboriginal communities, environmental groups,
B1.1 assess, on the basis of research, the impact or student organizations, with respect to an
of a factor related to human activity (e.g., urban environmental issue that affects the sustainability
sprawl, introduction of invasive species, of terrestrial or aquatic ecosystems (e.g., wetland
overhunting/overfishing) that threatens the restoration, recycling programs, CanadaOntario
sustainability of a terrestrial or aquatic eco- Environmental Farm Plans, stewardship of
system [IP, PR, AI, C] national and provincial parks) [AI, C]
Sample issue: The Great Lakes constitute an Sample issue: Landfill sites can have negative effects
important shipping route. Foreign ships often on adjacent ecosystems, attracting pests, leaching
empty their ballast water, which can contain toxic chemicals, and producing greenhouse gases.
invasive species, directly into the lakes. The Municipal recycling and composting programs
goby, which was likely imported in ballast water, divert garbage, reducing the need for new land-
is an aggressive fish that has taken over the fill sites. However, many people, particularly
spawning grounds of some native species, rural residents and those in apartment buildings,
threatening the balance of the ecosystem. may not be included in these programs.
Sample questions: How has suburban develop- Sample questions: What provincial or federal
ment on the Niagara Escarpment or the Oak legislation attempts to protect special features
Ridges Moraine affected local ecosystems? How or sensitive elements of terrestrial or freshwater
has the zebra mussel population in Lake Erie ecosystems? How could such legislation be
affected aquatic species and water quality? How more effective? How have the actions of local
has commercial logging affected the sustainability wetland-reclamation, municipal tree-planting,
of forests in Northern Ontario? Aboriginal fisheries-management, Great Lakes
rehabilitation, organic farming, or other groups
helped to ensure ecological sustainability?
What further action could such groups take?
67
B2. Developing Skills of Investigation B3. Understanding Basic Concepts
and Communication
B3.1 compare and contrast biotic and abiotic char-
B2.1 use appropriate terminology related to sus- acteristics of sustainable and unsustainable
tainable ecosystems, including, but not limited terrestrial and aquatic ecosystems
to: bioaccumulation, biosphere, diversity, ecosystem,
B3.2 describe the complementary processes of cel-
equilibrium, sustainability, sustainable use, protec-
lular respiration and photosynthesis with
tion, and watershed [C]
respect to the flow of energy and the cycling
Science
B2.2 interpret qualitative and quantitative data of matter within ecosystems (i.e., carbon diox-
from undisturbed and disturbed ecosystems ide is a by-product of cellular respiration and
(terrestrial and/or aquatic), communicate the re- is used for photosynthesis, which produces
sults graphically, and, extrapolating from the oxygen needed for cellular respiration), and
data, explain the importance of biodiversity for explain how human activities can disrupt the
all sustainable ecosystems [PR, AI, C] balance achieved by these processes (e.g., automo-
bile use increases the amount of carbon dioxide
B2.3 plan and conduct an investigation, involving in the atmosphere; planting more trees decreas-
both inquiry and research, into how a human es the amount of carbon dioxide in the
activity affects soil composition or soil fertility atmosphere)
(e.g., changes to soil composition resulting from
the use of different compostable materials, or- B3.3 describe the limiting factors of ecosystems
ganic or inorganic fertilizers, or pesticides), and, (e.g., nutrients, space, water, energy, preda-
extrapolating from the data and information tors), and explain how these factors affect the
gathered, explain the impact of this activity on carrying capacity of an ecosystem (e.g., the ef-
the sustainability of terrestrial ecosystems fect of an increase in the moose population on
the wolf population in the same ecosystem)
SNC1D
[IP, PR, AI, C]
B2.4 plan and conduct an investigation, involving B3.4 identify the earths four spheres (biosphere,
both inquiry and research, into how a human hydrosphere, lithosphere, atmosphere), and de-
activity affects water quality (e.g., leaching of scribe the relationship that must exist between
organic or inorganic fertilizers or pesticides into these spheres if diversity and sustainability are
water systems, changes to watersheds resulting to be maintained
from deforestation or land development, diver-
B3.5 identify various factors related to human ac-
sion of ground water for industrial uses), and,
tivity that have an impact on ecosystems (e.g., the
extrapolating from the data and information gath-
introduction of invasive species; shoreline de-
ered, explain the impact of this activity on the
velopment; industrial emissions that result in
sustainability of aquatic ecosystems [IP, PR, AI, C]
acid rain), and explain how these factors affect
B2.5 analyse the effect of human activity on the the equilibrium and survival of ecosystems
populations of terrestrial and aquatic ecosystems (e.g., invasive species push out native species
by interpreting data and generating graphs (e.g., and upset the equilibrium in an ecosystem;
data from Statistics Canada, Parks Canada, and shoreline development affects the types of ter-
other websites on: the concentration in water of restrial and aquatic life that can live near lake
chemicals from fertilizer run-off and their effect shores or river banks; acid rain changes the pH
on the growth of algae; stressors associated with of water, which affects the type of aquatic life
human use of natural areas, such as trampled that can survive in a lake)
vegetation, wildlife mortality from motor
vehicles, and the removal of plants, animals,
and/or natural objects; suburban developments
and their impact on the food supply for animals
such as foxes and racoons) [PR, AI, C]
68
Biology Unit Plan

# Pages/Worksheets
1 -Unit -Introduce unit by having students complete food web activity on -Pages 10-15, 23, 30-31 B2.1 [C], B3.1,
Introduction (key page 23 -Questions: page 21 #1-3, CGE3c
terms) -Discuss activity questions with class 6, 8, 10, page
-Food webs -Give Smart-board presentation of ecology term (i.e. sustainability,
abiotic, biotic, population, community, species, niche, habitat, food
chain, etc.)
2 -Biomes -Explain what a biome is and have students brainstorm as many -Pages 15-20, B2.1 [C], B3.4,
-The Biosphere biomes as they can CGE2b
-Have students read pages 15-19 and summarize the biomes in
Canada and the parts of the biosphere
-Show Bill Nye movie on biomes
3 -Introduction to -Give Smart-board presentation on the water cycle and nitrogen cycle -Pages 24-27 B2.1 [C], B3.3,
Nutrient Cycles with diagrams -Questions: page 27 #1-3 CGE2b
-The Water -Explain the importance of each cycle
Cycle -Assign text questions
-The Nitrogen
Cycle
4 -The Carbon -Review the water cycle and nitrogen cycle through an oral questions -Pages 26-29 B2.1 [C], B3.2,
Cycle and answer period -Questions: page 29 #1-4, B3.3, CGE2b,
-Introduce the carbon cycle by explain Joseph Priestleys plant and page 35 #2, 4, 12 CGE7i
mouse experiment
-Give Smart-board presentation on the carbon cycle (photosynthesis
and cellular respiration) and draw carbon cycle diagram
69
-Assign text questions
5 -Cycles Quiz -Handout quizzes on nutrient cycles for students to complete B2.1 [C], B3.2,
CGE4f
6 -Energy in -Give Smart-board presentation on energy flow in an ecosystem and -Pages 30-32 B2.1 [C], B3.3,
Ecosystems explain why only a certain amount of energy is available for top -Questions: page 35 #3, CGE2b
consumers 11, 13, 15
7 -Energy in -Have students read page 32 and complete the lab activity on page 34 -Pages 32, 34 B2.2 [PR, AI, C],
Ecosystems Lab -Assign lab questions for students to complete -Questions: page 34 #12- CGE5a, CGE5b,
16 CGE5g
8 -Ecosystem -Introduce unit by complete activity on page 37 with class -Pages 37-42 B2.1 [C], B3.1,
Interactions -Discuss results and activity questions as a class -Questions: page 42 #1-3, B3.3, CGE5a,
-Give Smart-board presentation on ecosystem interactions page 46 #3, 4, 6 CGE5b, CGE5g
(symbiosis, biotic and abiotic limiting factors, and carrying capacity)
9 -Predation -Go through lab procedure on pages 44-45 and have students -Pages 44-45 B2.2 [PR, AI, C],
Simulation complete lab -Questions: page 45 #9- CGE3c
-Assign lab questions for students to complete 12
10 -Human Impact -Introduce topic by having student complete sustainability simulation -Pages 53-63 B2.1 [C], B3.1,
on Ecosystems on page 53 -Questions: page 60 #1-4, B3.5, CGE1d,
-Discuss results of simulation as a class page 63 #1-4 CGECGE3d,
-Have students brainstorm the different ways humans have impacted CGE7b, CGE7d,
ecosystems and discuss specific examples CGE7i
-Give Smart-board presentation on the five major causes of the
decrease in biodiversity
-Have students read pages 60-63 on human impact on Ontario
ecosystems and assign text questions for students to complete
11 -Wild Fish -Have students complete activity on pages 64-65 analyzing the issue -Pages 64-65 B2.2 [PR, AI, C],
Versus Farmed of farmed fish versus wild fish -Questions: page 65 #1-9 B2.5 [PR, AI, C],
Fish Analysis -Assign activity questions for students to complete CGE3c
12 -Invasive Species -Orally read through the issue and background information on page -Page 66 B1.1 [IP, PR, AI,
Research 66 and discuss the research assignment to class -Questions: page 66 #1-4, C], B3.5, CGE1d,
Assignment -Take students to library to start their research to answer the 6 CGE3d, CGE7b,
70
assignment questions CGE7i
13 -Acid Rain -Give Smart-board presentation on how acid rain is formed and its -Pages 70-77 B2.1 [C], B3.5,
-Soil and Water effects -Questions: page 75 #1-5, CGE2b
Quality -Go through types and layers of soil and how to test for soil and page 80 #1, 2
water quality
-Give demonstration of how to use pH paper to determine acidity
14 -Pesticides -Give Smart-board presentation on eutrophication with examples and -Pages 78-80 B2.1 [C], B3.5,
-Eutrophication explain bioacculumation and biomagnifications -Questions: page 80 #3-5 CGE1d, CGE3d,
-Have students read page 80 and answer text questions CGE7b, CGE7i
15 -Effectiveness of -Go through lab procedure on pages 82-83 and have students choose -Pages 82-83 B2.3 [IP, PR, AI,
Fertilizer on Soil either Part A or Part B to examine -Questions: page 82 #1- C], B2.4 [IP, PR,
and Aquatic -Have students plan out lab investigation to be approved 10 or page 83 #1-10 AI, C], CGE3c,
Ecosystems -Have students set up lab and gather data over the next few weeks CGE5a, CGE5b,
CGE5e, CGE5f,
CGE5g
16 -Promoting -Have students read pages 92-114 and have students complete -Pages 92-114 B1.2 [AI, C],
Sustainable reading assignment -Promoting Sustainable CGE2b, CGE7b,
Ecosystems Ecosystems Handout CGE7i
17 -Unit Review -Go through test outline -Questions: page 124-127 B2.1 [C], B3.1,
-Have students answer review questions and take up answers #2-6, 8-14, 20, 22, 23, B3.2, B3.3, B3.4,
26, 27 B3.5, CGE4e
18 -Unit Test -Handout tests for students to complete B2.1 [C], B3.1,
B3.2, B3.3, B3.4,
B3.5, CGE4f
71
Ecology is a term used to describe the study of how
organisms interact with each other as well as their
enviroment
Ecosystems are used to describe the relationships
Biology: among many species living in an environment, as
well as the non-living components of the
Sustaining environment
Ecosystems Stewardship is a way of acting that involves taking

personal responsibility for the management and care
of something
Sustainability in the environment means that
populations of plants, animals, and other living
organisms can continue to interact and reproduce
indefinitely
Abiotic factors are non-living factors or influences on A species niche is their the place or role of a within
organisms, such as amount of sunlight, temperature, an ecosystem
and strength and direction of wind It is everything an organism does to survive and
reproduce, including:
Biotic factors are factors caused by the presence its place in the food web
and roles of other living things
its habitat
Species are groups of similar organisms that can its breeding area
reproduce with each other and their offspring can the time of day that it is most active
reproduce Each species in an ecosystem tends to have a
different niche which helps to reduce competition
The physical environment of an organism is called
between species for the same territory and
its habitat resources
72
Example: owls and hawks feed on many of the A population is all of the members of a same
same organisms, but they occupy distinctly different species, living in the same ecosystem or habitat
niches (places where a species can live)
Different wing shapes E.g. all the deer in a forest form a population
Eyes
Nest in different areas
A community is the collection of populations of all

the species in an ecosystem or habitat
E.g. The community in the forest might
include populations of deer, rabbits,
owls, coniferous trees, deciduous trees,
etc
Ecotones A food chain is a step-by-step sequence linking

Transition areas between ecosystems that organisms that feed on each other. Starts with a
contain species from both bordering ecosystems food source such as plants (producers) and
They often contain greater biodiversity (more
continues with animals and other living things that
species) than either ecosystem feed on the plants and on each other (consumers).
They are less fragile as they provide alternative
Flower Dragonfly Frog Snake
food sources, and guard against extinction
Terrestrial
Aquatic
ecosystem
ecosystem
Ecotone (Shoreline)
73
Food web- a representation (usually pictorial) of the Herbivores are animals that eat plants
feeding relationships among all organisms in an Carnivores are animals that feed on other
ecosystem animals
Omnivores are animals that eat both plants and
animals
Scavengers are carnivores that eat the remains of
dead animals
Detritivores are consumers that feed on organic
matter (the remains of dead organisms and animal
waste)
Decomposers are organisms that break down

detritus (waste from plants and animals) to get
nutrients for their own use, but also release nutrients
into the soil and water
74
The nutrients in the food organisms eat provide
them with energy and matter their bodies need to
stay alive and carry out life functions
Nutrients include carbohydrates, fats/oils, proteins,
vitamins, and minerals
Nutrient Cycles Nutrients cycle back and forth between the biotic
and abiotic parts of an ecosystem (nutrient cycle)
The Water Cycle

The Suns heat warms the surface water and the
water evaporates into the atmosphere where it
exists as water vapour
As the water vapour cools, it condenses to form
clouds
From there it may fall to the Earth as rain, hail,
snow, or sleet and runs off into nearby streams or
rivers
Some water on the surface or in the soil is taken up
by plants and they release water vapour back into
the atmosphere in a process called transpiration
75
The Nitrogen Cycle 1. Nitrogen Fixation by Lightning
Nitrogen composes 78% of the earths atmosphere Energy from lightning causes nitrogen gas to react
with air, producing nitrates
Required so that cells can make proteins and for the
synthesis of DNA Nitrates dissolve in rain or surface water, enter the
soil, and then move into plants
Nitrogen is a stable molecule and reacts only in
limited conditions (N N) Plants convert nitrates into amino acids, which then
form together to make proteins
To be useful to organisms, nitrogen must be
supplied in another form, the nitrate ion (NO3-) When animals eat plants, they break
Nitrogen is converted into nitrates in a process down the proteins into amino acids and
called nitrogen fixation then can use the amino acids to make
the proteins it needs
2. Nitrogen Fixation by Bacteria Denitrification

Some types of bacteria are capable of fixing nitrogen When nitrogen gas is released back into the
and can be found in the soil or in small lumps called atmosphere, the process is called denitrification
nodules on the roots of legumes such as clovers,
soybeans, peas, etc. Denitrification is carried out by bacteria that do not
Bacteria are able to provide legumes with the nitrogen require oxygen (denitrifying bacteria)
they need, while the plant supplies the bacteria with This is why people aerate their lawns (provide
the sugar they need to make the nitrates (symbiotic oxygen to the denitrifying bacteria, so they cant
relationship) release nitrogen back into the atmosphere-nitrogen
Extra nitrates move into the soil and become a source
keeps grass green)
of nitrogen for plants
When organisms die and produce waste (ammonia), in
the presence of oxygen, decomposers can break
down the nitrogen containing chemicals into nitrates
These nitrates cycle through and are absorbed by
plants through the soil
76
Organic Substances- always contain atoms of The Carbon Cycle
carbon and hydrogen and often contain oxygen and Photosynthesis
nitrogen atoms (e.g. proteins, fats, carbohydrates) carbon dioxide + water + sunlight glucose + oxygen
Inorganic Substances- dont contain combinations of
carbon and hydrogen atoms (e.g. carbon dioxide, Cellular Respiration
water, ammonia) glucose + oxygen carbon dioxide + water + energy
Photosynthesis and Cellular Reparation are

considered to be complementary process (reactants
of one are the products of the other) and because
the carbon that they use is repeatedly cycled
through both processes, this relationship is often
called the carbon cycle
The Carbon Cycle Reservoirs for Inorganic Carbon

1. The atmosphere
Inorganic carbon is stored
as carbon dioxide
O2
CO2 CO2 O2 CO2
O2 CO2
2. The ocean
Organic Organic
Grass Carbon Rabbit Carbon Wolf Inorganic carbon is held as dissolved carbon
dioxide in the oceans
Organic Organic
Organic
Carbon Carbon
Some carbon dioxide reacts with sea water to form
CO2 Carbon O2 the carbonate ion and bicarbonate ion
Combined with calcium, these ions become
Decomposers calcium carbonate (CaCO3)
77
3. The Earths crust (sedimentary rocks) Reservoirs for Organic Carbon
In the ocean much of the carbon in carbonates ends Organic carbon is stored in the bodies of living
up as sediment and when crushed things until they die and it returns carbon to the
cycle in inorganic form
and heated will become rock
An exception occurs in ecosystems such as bogs,
Carbon can be trapped in rock for until where there is little oxygen and decomposition
geological conditions bring it back to the surface occurs very slowly
(volcanic activity and acid rain) in the form of carbon Carbon atoms may remain locked away in dead
dioxide plant matter (peat) for many years
These deposits are overlain with layers of sediment

and the result is a carbon containing fossil fuel: coal
(can be burned for energy and releases CO2 into the
atmosphere)
Conditions similar to a bog also exist on the floors of
oceans and oil is formed in a process similar to the
formation of coal, when decaying animals and plants
are trapped under sediment in a low oxygen
environment
78
The source of all energy for ecosystems is the Sun
You can categorize living things by their trophic level
in their ecosystem according to how they gain their
energy
Energy in Organisms that make their own food from basic

nutrients and sunlight or some other non-living
Ecosystems
energy source are placed in the 1st trophic level
These organisms are also referred to as autotrophs
The second trophic level contains organisms that
feed on the producers. These organisms are
referred to as primary consumers
Secondary consumers are animals in the third Tree Insects Toad Skunk Wolf
trophic level Who is in the 4th trophic level?
If there is an animal that feeds on the secondary Skunk
consumer, they are considered a tertiary consumer Who is the producer?
Tree
at the fourth trophic level
Who is the primary consumer?
The final carnivore in any food chain is a top Insects
carnivore Who is the secondary consumer?
Consumers at whatever trophic level are called Toad
heterotrophs Who is the 3rd carnivore?
Wolf
Who is at the 1st trophic level?
Tree
What would happen to some of the other organisms in the
food chain if the number of toads suddenly decreased due
to pollution? Populations of skunks and wolves would decrease.
Insects population would rise and tree population would decrease.
79
Algae Shrimp Small Fish Lobster Squid Dolphin Limits on Energy Transfer
Who is 3rd consumer?
Photosynthesis provides the energy
Lobster
required by the entire ecosystem
Who is the secondary carnivore?
Without photosynthesis, energy
Small Fish
would not move from the abiotic
Who is at the 5th trophic level? environment to living things. Solar
Squid energy must be converted into
Who is the herbivore? chemical energy before it can be
Shrimp used by living things
Who is the top carnivore? Every time energy is transferred in
Dolphin an ecosystem, some of the energy
Who is the autotroph? changes form
Algae
Who is the first heterotroph?
Shrimp
How many consumers are in the food chain?
Five
Not all of the chemical energy that a There is another limitation. The energy flowing from
plant creates can reach the animal the Sun through ecosystems must obey basic
that eats it. The plant needs to use scientific principles known as the laws of
up some of the energy for itself thermodynamics (the study of energy
transformations)
When an animal (primary consumer)
The first law of thermodynamics states that although
then eats that plant, not all of the energy can be transformed from one form to
energy gained will be stored and will another, it cannot be created or destroyed
be available for the next animal The second law of thermodynamics states that
(secondary consumer) that eats the during any energy transformation, some of the
primary consumer energy is converted into an unusable form that
The farther up the food chain, the cannot be passed on
less energy is available
80
Biotic Interactions
Competition
Is the interaction between two or more organisms
competing for the same resource in a given habitat
Ecosystem (mates, food, etc.)
For similar species to coexist in an area, they must
Interactions have slightly different niches
Predation
Occurs when one organism eats another organism
to obtain food
Symbiosis
Is a close interaction between two different species
in which members of one species live in, on, or near
members of another species
In mutualism, both species benefit from the
symbiotic partnership (e.g. nitrogen fixing bacteria
and legumes)
In commensalism, one species benefits from a
relationship with another without any harm or benefit
to the other species (e.g. a bird building a nest on a
branch of a tree)
In parasitism, one species benefits at the expense
of another (e.g. parasites live on or inside a host
and obtain some or all of their nutrition from them)
81
Characteristics of Populations
As populations grow, each individual gets a smaller
share of the resources in the area
When this happens, there is a stress and some
organism die and others are not able to reproduce
After a while there are fewer births and more deaths
and eventually the number of deaths and births is
equal (the population is in equilibrium)
The carrying capacity is the number of individuals
that an ecosystem can support without reducing its
ability to support future generations of the same
species
Factors that Affect Populations

Limiting factors prevent overpopulation from
happening
A limiting factor is an environmental factor that
prevents an increase in the number of organisms in
a population or prevents them from moving into new
habitats
Abiotic limiting factors: amount of sunlight, water,
soil, air, natural disturbances, human disturbances
Biotic limiting factors: competition, presence of
predators, reliance on other organisms, presence of
disease causing organisms
82
There are five major causes of an overall
decrease in biodiversity:
1. Habitat Change
Is the process in which humans alter a habitat
Human Impact on enough so that the native species (species
normally in that habitat) can no longer live there
Ecosystems (e.g. clearing land for agriculture, urban
development, and forestry)
2. Overexploitation of a Resource
Means using a resource faster than it can be
replaced (e.g. overfishing, over-use of water, etc.)
3. Pollution 5. Climate Change

Any substance added to the environment that Global warming has caused relatively rapid climate
produces a condition that is harmful to organisms change (e.g. in the Arctic ice packs are shrinking
(e.g. solid waste that cannot be recycled, air and breaking up effecting the habitat or polar bears
pollution, point-source water pollution (enters from a and seals)
specific place like an oil spill) and non-point-source
water pollution (enters bodies of water indirectly
when rain or snow travels over land and pick up
pollutants like fertilizer))
4. Invasive species
Introduction of a non-native species that causes
harm to the ecosystem and competes for resources
(e.g. zebra mussels in the Great Lakes)
83
Acid Rain Soil
When nitrogen and sulfur-containing substances Soil has three main layers:
from mining, factors, and automobiles are released Topsoil- uppermost layer composed of humus (decaying
into the air, they combine with water vapour and organic matter), rock particles, and organisms like
form acids bacteria, fungi, worms, and insects
These acids fall as acid rain which affects soils, Subsoil- middle layer that is very compact and has little or
no organic matter except roots of large plants and bacteria
vegetation, lakes, rivers, and terrestrial and aquatic
Bedrock- bottom layer that is solid rock that water cannot
animals
pass through (the top surface of the ground water is called
the water table)
The are three main soil types: The condition of soil indicates the health of any
Loam soil- has humus and rock particles of many different
ecosystem that depends on it
sizes and has pockets that can hold water and air which To assess the condition of a soil, its acidity can be
keeps the soil loose so that plants can grow into it easily determined using pH paper that changes colour to
Clay soil- contains particles that are extremely small and determine a value for acidity
packed together so plant roots do not grow well there
Sandy soil- contains sand particles which creates large
spaces that permit root growth and air pockets. Water
drains away quickly into the subsoil, so it is less fertile
Most plants prefer neutral environments and acidic

soil can damage their tissues and make it difficult for
them to absorb nutrients
Humans are also responsible for soil erosion (the
loss of soil when water or wind blows it away)
84
Assessing Water Quality
Healthy aquatic ecosystems are full or organisms Dissolved Aquatic Organisms
Sometimes, the types and quantities of species Oxygen
present in the water can indicate that the water is (mg/L)
unsafe (e.g. certain bacteria) 8 Large number of diverse species thrive
The presence or absence of some organisms in the
water can indicate that water is polluted 6 Mayflies, stoneflies and beetles start to
Indicator organisms include certain insects, shrimp, disappear
clams, and worms 4 Freshwater shrimps, midge larvae, and
Dissolved oxygen measurements give the level of worms can survive
oxygen present in water 2 Midge larvae and some worms can
If the levels of oxygen drip below a certain level, survive
fewer organisms are able to live there
Biological Oxygen Demand (BOD) measures how

quickly oxygen is used up by microorganisms in a Water Sample BOD Value (mg/L)
given body of water and this value can be used to
determine if water is polluted Clear lake water with few 0-5
organisms
Clear lake water with many 8-20
organisms
Slightly polluted lake water 20-100
Highly polluted lake water 100-10000
85
Acidity also affected the diversity of aquatic plants
and animals (most fish die is the pH is below 4.5)
Eutrophication is the addition of nutrients to an
aquatic ecosystem causing an increase in growth of
plants such as algae
Fertilizers are rich in nitrogen and phosphorus and
water from gardens where fertilizer was used can
run into local waters and bring these nutrients with it
The more algae that grows, the less light that can
penetrate the plants below the surface and they die
Decomposers feed off the dead plants, depleting the
oxygen in the water causing animals like fish to die
Heavy metals (have a density of 5g/mL or higher like Biomagnification is when there is an increase in the
copper, lead, cadmium, mercury, etc.) cause illness concentration of a toxin as it travels up the food
if they are present in water in even very small chain (the top carnivore is most affected)
amounts Health problems by heavy metals include kidney
Many industries release heavy metals directly into and lung disease, immune system disorders,
the environment cancer, sterility and infertility)
Gradually the metal can build up in an organisms
body (bioaccumulation)
When organisms higher in the food chain consume
these organisms, they also consume these metals
The organisms higher up in the food chain also tend
to eat more to fulfill their nutrient requirements, so
they eat more of these organisms that have
experienced bioaccumulation
86
EARTH AND SPACE SCIENCE
KEY CONCEPTS
Different types of celestial objects in the solar system and universe have distinct properties that
can be investigated and quantified.
People use observational evidence of the properties of the solar system and the universe to
develop theories to explain their formation and evolution.
Space exploration has generated valuable knowledge but at enormous cost.
Comprehending the distance of a light year.
Thinking that black holes are fictional or uncommon objects in the universe.
Understanding how astronomers have proof that there are other galaxies and how they identify
characteristics of objects in space without data that has actually been collected.
Having the misconception that the Catholic Church does not support the Big Bang Theory.
Believing that all stars are the same and not knowing that the Sun is actually a smaller star.
Not grasping the idea that the Sun is changing its composition over time (i.e. using H to make
He) and that the Sun will eventually not be able to provide the Earth with energy.
Thinking that asteroids, meteors, and comets are all the same.
Not figuring out what is occurring to give us day/night and the seasons.
87
D. EARTH AND SPACE SCIENCE: THE
STUDY OF THE UNIVERSE
Grade 9, Academic
D1. assess some of the costs, hazards, and benefits of space exploration and the contributions of
Canadians to space research and technology;
D2. investigate the characteristics and properties of a variety of celestial objects visible from Earth in
the night sky;
D3. demonstrate an understanding of the major scientific theories about the structure, formation, and
evolution of the universe and its components and of the evidence that supports these theories.
D1. Relating Science to Technology, technologies that were developed for the space
program but that can be used to address en-
vironmental and other practical challenges on
By the end of this course, students will: Earth (e.g., radiation monitors and barriers,
sensors to monitor air and water quality, remote
D1.1 assess, on the basis of research, and report on sensing technology, fire-resistant materials) [AI, C]
the contributions of Canadian governments, or-
Sample issue: Technologies that were originally
ganizations, businesses, and/or individuals to
developed for space exploration now have a
space technology, research, and/or exploration
range of environmental, medical, business, and
(e.g., as part of the International Space Station
domestic uses. However, these technologies
mission; in the fields of telecommunications and
were developed at great cost, using funds
satellite technology) [IP, PR, AI, C]
that might have been directed to other types
Sample issue: The Canadarm was developed by of research and development.
a Canadian company with financial support
Sample questions: What hazards do humans face
from the federal government to offset its high
when they are in space? What technologies have
costs. It is an important component of the
been developed in response to these hazards?
International Space Station, a unique facility
How have these technologies been adapted for
that provides many innovative opportunities for

use on Earth? How much money was spent
space exploration and research.
to develop the Canadarm? How is Canadarm
Sample questions: What contributions have technology now used in other sectors such as
Canadian researchers made to space explora- medicine and the environment?
tion? How have Canadians contributed to the
development and use of satellite technology?
How have partnerships between the public D2. Developing Skills of Investigation
and private sectors in Canada contributed to and Communication
the development of technology used in space
research and exploration? By the end of this course, students will:
D1.2 assess some of the costs, hazards, and benefits D2.1 use appropriate terminology related to the
of space exploration (e.g., the expense of de- study of the universe, including, but not limited
veloping new technologies, accidents resulting to: celestial objects, orbital radius, retrograde motion,
in loss of life, contributions to our knowledge of and satellite [C]
the universe), taking into account the benefits of
88
D2.2 use direct observation, computer simulation, D3.3 describe the major components of the solar
or star charts to determine the location, appear- system and the universe (e.g., planets, stars, gal-
ance, and motion of well-known stars and other axies), using appropriate scientific terminology
celestial objects that are visible in the night sky and units (e.g., astronomical units, scientific no-
(e.g., the stars Polaris, Sirius, Betelgeuse; the tation, light years)
planet Venus) [PR, AI]
D3.4 describe the suns composition and energy
D2.3 plan and conduct a simulation that illustrates source, and explain how its energy warms
the interrelationships between various proper- Earth and supports life on the planet (e.g., with
ties of celestial objects visible in the night sky reference to the types of radiation the sun emits
(e.g., set up flashlights of various intensities at and the interaction of the suns energy with
Science
different distances from an observation point to Earths atmosphere)
help illustrate why the brightness of a star viewed
from Earth is a function of both its actual bright- D3.5 explain the causes of astronomical phenom-
ness and its distance from Earth) [IP, PR, AI] ena (e.g., the aurora borealis, solar eclipses,
phases of the moon, comets) and how various
D2.4 gather and record data, using an inquiry or phenomena can best be observed from Earth
research process, on the properties of specific (e.g., solar eclipses should be viewed through a
celestial objects within the solar system (e.g., the suitable solar filter or by projection, not with the
composition of their atmosphere, if any; the naked eye)
composition of their surface; the strength of
their gravitational pull) [IP, PR, C] D3.6 describe various reasons that humankind has
had for studying space (e.g., to develop calendars
D2.5 compare and contrast properties of celestial for agricultural purposes, to forecast weather, for
objects visible in the night sky, drawing on in- celestial navigation, for religious inspiration) and
formation gathered through research and using the conceptions of the universe held by various
an appropriate format (e.g., compare the size of cultures and civilizations (e.g., Aboriginal
planets; represent the distance of stars from peoples; ancient Greek, Mayan civilizations) SNC1D
Earth using scientific notation; compare star
temperatures and colour) [PR, AI, C]
D3. Understanding Basic Concepts

D3.1 describe observational and theoretical evi-

dence relating to the origin and evolution of the
universe (e.g., evidence supporting the big
bang theory)
D3.2 describe observational and theoretical evi-
dence relating to the formation of the solar
system (e.g., evidence that supports the theory
that the solar system was formed from a con-
tracting, spinning disc of dust and gas)
89
Earth and Space Science Unit Plan

# Pages/Worksheets
1 -Introduction to -To introduce unit have students complete the quick lab on page 259 -Pages 254-255, 258, 261 D2.1 [C], CGE2c,
unit to assess their previous knowledge CGE2e
-Space -Give Smart-board presentation on astronomy and units to measure
Exploration and large distances in space
the News -Read pages 254-255 as a class and complete the activity on page
255 examining space exploration in the news
2 -Galaxies -Have students complete the quick lab on page 269 grouping together -Page 268-276 D2.1 [C], D3.3,
galaxies using pictures CGE5a, CGE5f,
-Give Smart-board presentation on the properties and types of CGE5g
galaxies
-Go through an example of how to model the distances to galaxies
and have students complete the lab on page 276 in groups
3 -Big Bang -Read through pages 278-279 out-loud with the class and give a -Page 278-286 D2.1 [C], D3.1,
Theory demonstration comparing light spectra (page 279) using -How a Catholic Priest CGE1c, CGE2e
-Expanding spectroscopes Gave us the Big Bang
Universe -Give Smart-board presentation on the Big Bang Theory and Theory Article
evidence for an expanding universe -Questions: page 288 #1-
-Handout article on the Vaticans support of the Big Band Theory for 5 (students will need to
students to read and discuss article with class read pages 284-285)
4 -Stars -Give Smart-board presentation on characteristics of stars and their -Pages 294-304 D2.1 [C], D2.4
life cycle -Questions: page 304 #3- [IP, PR, C], D2.5
-Have students complete quick lab on page 304 analyzing stars by 6, page 305 #2-8 [PR, AI, C]],
their spectral patterns (students will need to D3.3, CGE3c
90
-Assign text questions read pages 300-301)
5 -Using a Star -Go through lab procedure on page 302 and explain how to use a star -Page 302 D2.2 [PR, AI],
Chart chart -Questions: page 302 #6- CGE5a, CGE5f,
-Have students answer text questions 9 CGE5g
6 -Sun -Give Smart-board presentation on the Sun and the effects the Sun on -Page 319 D2.1 [C], D2.4
Earth -Questions 319 #4-6, [IP, PR, C], D2.5
-Have students construct the apparatus on page 319 and have page 321 #1, 2, 5 [PR, AI, C]],
students estimate the Suns diameter by following the lab instructions D3.3, D3.4, D3.5,
-Assign text questions CGE5a, CGE5f,
CGE5g
7 -Objects in the -Have students brainstorm other objects that are found in the solar -Pages 313-318, D2.1 [C], D3.2,
Solar System system other than the Sun and stars D3.3, D3.5,
Planets -Give Smart-board presentation on the planets, comets, asteroids, and CGE2b
-Comets, meteors with pictures
Meteors, -Have students read pages 316-317 and make summary notes of
Asteroids characteristics of each planet
8 -The Moon -Go through oral questions and answer period on new terms and -Pages 325-329 D2.1 [C], D2.3
-The Earths characteristics of each planet to review material for students -Questions: page 331 #1- [IP, PR, AI],
Rotation and -Give Smart-board presentation on the Moon, the eclipses, and the 5 D3.5, CGE2b
Revolution tides
-Equinoxes and -Complete a class demonstration using flashlights that simulates the
Solstices phases of the moon and the seasons
-Have students read pages 322-325 and assign text questions for
students to complete
-Have students read pages 340-341 and define summer solstice,
winter solstice, vernal equinox, and autumnal equinox
9 -Geocentric and -Have students read pages 342-348 and answer text questions -Pages 342-348 D1.1 [IP, PR, AI,
Heliocentric -Questions: page 345 #1- C], D2.1 [C],
Models 4, page 351 #6, 7, 8 D3.6, CGE7g
-Astronomer
Tools
10 -Space -Have students read pages 352-373 and answer questions on reading -Pages 352-373 D1.1 [IP, PR, AI,
Exploration assignment handout -Space Exploration C], D1.2 [AI, C],
91
Reading Assignment D3.6, CGE2b,
Handout CGE3e
11 -Unit Review -Go through test outline -Questions: pages 382- D2.1 [C], D3.1,
-Assign review questions for students to complete and take up 385 #2-5, 7-9, 11, 16, D3.2, D3.3, D3.4,
answers 18a, 20, 21, 24, 27, 28, D3.5, D3.6,
41, 43 CGE4e
12 -Unit Test -Handout tests for students to complete D2.1 [C], D3.1,
D3.2, D3.3, D3.4,
D3.5, D3.6,
CGE4f
92
Astronomy is the study of the universe and the
objects in it
When learning about the solar system (the Sun with
all the planets and other celestial objects that orbit
around it), the distances become nearly impossible
Galaxies to envision and astronomers have had to develop
special units of measure called astronomical units
(AU)
It is equal to the Earths average distance from the
Sun (about 150 million km)
Therefore Earth is 1AU from the Sun
Outside the solar system, the distance to other A galaxy is a huge group of stars, planets, gas, and
celestial objects is so great that even AU is to small dust held together by gravity
to be useful The galaxy that we belong to is called the Milky Way
(includes about 400 billion stars)
For these distances, astronomers use light-years (ly) The center of the Milky Way is thought to be a large
One light-year equals the distance that a beam of black hole that holds the galaxy together
light can travel through space in 1 year (9000 billion The Milky Way appears as an immense disk-shaped
km) system of stars with globular clusters (collections of
100 000 to 1 million stars arranged in a spherical
shape) surrounding its center
The Milky Way is about 75 000 light years in
diameter
93
A black hole is a region of space where gravity is so At least 90% of the universe may be filled with
strong that nothing, not even light, can escape matter that is not even visible called dark matter
Black hole can pull stars into it and the mass of the
Dark matter does not interact with light or any other
star adds to the black holes original mass
kind of radiation, so we cannot see it
All the stars in a galaxy move about the center and it
takes several million years for the Sun to make one By observing how matter in galaxies bends light
complete orbit rays, astronomers were able to compute and map
out where they believe the dark matter is distributed
The nearest galaxy to our own is called the There are three different types of galaxies:
Andromeda Galaxy
1. Elliptical
Galaxies occur in clusters (The Milky Way and
Andromeda are two of the twenty galaxies that Most common
make up a cluster known as the Local Group) Football shaped
The Local Group is part of the Local Cluster of Thought to result when other galaxies merge
galaxies, which is part of the Local Supercluster The largest galaxies
Contain very little dust, therefore fewer young
stars
94
2. Spiral 3. Irregular
Look like flat pinwheels with arms spiraling out Made up of a mixture of young and old stars
from a central region embedded in gas and dust
The arms are composed of dust, gas and bright Have no particular shape
blue stars Smaller and less common
Includes the Milky Way
New arms continually form as older ones
disappear or change shape
From the side, they look like thin disks
Have hundreds of thousands of star clusters
(concentrated area of stars in a small region of
space)
95
A spectroscope is an optical instrument that
separates light into its spectral colours
Spectral Lines can also be seen, which are created
as each gas that makes up a star absorbs some of
the light energy (each element does so in a different
The Expanding way-different banding pattern)
Universe Through careful measurements of the spectral

patterns of galaxies, it was determined that spectral
shifting was occurring
Spectral shifting is the change in position of spectral
lines to the left or right of where they normally are in
the spectrum
It was observed that the spectral lines were shifting The Big Bang Theory
toward the red end of the colour band, which The Big Bang Theory states that the universe
suggested that the galaxies were moving away from formed when an infinitely dense point suddenly and
each other at very high speeds rapidly expanded in a single moment and is still
expanding today
All the matter and energy that exists today was
created during the early minutes of the rapid
expansion (13.7 billion years ago)
96
Although stars in the sky appear as white points of
light, they are actually are a range of colours
Astronomers use the colour of a star to infer its
surface temperature
Red Orange Yellow White Blue
Coolest Hottest
Stars Colour also indicates a stars composition
Each element (H, He, Hg, Ca, etc.) leaves a unique
pattern of dark bands on a spectrum
Two single stars that orbit one another are called A constellation is a group of stars that, from Earth,
binary stars resemble a recognizable form (88 total)
By knowing the size of the orbit of a binary pair and Examples include Ursa Major and Minor (Big and
the time the two stars take to complete one orbit, Little Dipper), Cassiopeia, Orion, Pegasus, and
astronomers are able to calculate the mass of each Sagittarius
star
97
Smaller recognizable star patterns within a larger The Life Cycle of Stars
constellation are called asterisms Vast clouds of gas and dust called nebulae are the
birth place of stars
Once gravity starts to pull the material together or
there is a shockwave from a nearby exploding star,
the temperature rises and a protostar (star in first
stage of development) is formed and fusion occurs
(H + H He)
Once fusion begins, it starts to consume H and He
begins to accumulate
The interior of the star heats up (increasing the
pressure and temperature) but this force is balanced
by the force of gravitational pull toward the center
The result is a stable state (the Sun is in this
condition)
The time that star remains in the stable phase Intermediate mass stars (e.g. Sun) consume H a
depends on its mass little faster and when the H gets used up, the
Low mass stars (red dwarfs) consume H slowly and temperature increases and the outer layers of the
lose significant mass (evaporating). In the end all star expand (He fuses into C)
that remains is a very faint white dwarf The outer layers are cooler and appear red (red
giant) and eventually stellar winds peel gases and
the result is a planetary nebula (fuzzy object)
The nebula disperses into space and a white dwarf
remains
Gradually the core cools and in their final phases
they are a dark cylinder called a black dwarf
98
High mass stars consume H very rapidly and their Summary
core gests so hot that the He can fuse into heavier http://www.mysciencelab.ca/resources/flt_star_life_2.s
elements (so much energy is released that the star wf
forms into a supergiant) Low Mass Stars
Once the core collapses, a massive shock wave Nebula Red dwarf White dwarf
bursts from the surface causing a huge explosion
(supernova)
After the supernova phase, it can form into a Intermediate Mass Stars
neutron star (small super dense star) if the core is Nebula Red giant Planetary nebula White
about 1.4 to 3 solar masses or a black hole if the dwarf Black dwarf
core is 3 solar masses or greater
High Mass Stars
Nebula Supergiant Supernova Neutron Star or
Black Hole
99
The Sun is a large ball of hydrogen and helium gas
It is the closest star to Earth and is about 5 billion
years old
The Sun has six main layers:
1. Core
The inner part where fusion happens (it is the
The Sun nuclear fusion of hydrogen into helium that
produces all the heat and light
(H + H He)
Energy produced by fusion causes the surface of
the Sun to swell outward, despite the tremendous
pull from the Suns gravity toward the center
2. Radiative Zone 5. Chromosphere

Has plasma that is very dense This layer has a red cast to it that we can see
Light takes 100 000 years to pass up and through it during a solar eclipse
3. Convective Zone 6. Corona

Has huge bubbles of hot plasma that ooze up The outermost layer
toward the surface carrying energy Seen during a solar eclipse
Cooler regions of plasma sink from higher levels to
lower levels and heat up (constant circulation called
convection)
4. Photosphere
The boundary between the inside and outside of the
Sun
Lowest temperature of all the layers (yellow colour)
100
Sunspots Solar Flares
A region of the Suns surface that is cooler and Are massive explosions at the surface of the Sun
looks darker than the surrounding areas Originates where the magnetic field breaks out of
They indicate regions where the Suns magnetic the Suns surface and interacts with the
field is extremely strong chromosphere and corona
It flings hot plasma out into space
An extremely powerful kind of flare is called a
coronal mass ejection
Prominence This plasma stream can reach Earth and out
Is a large, curved (loop) bright stream of particles
magnetic field protects the planets surface
extending outward from the photosphere into the
corona
Shaped by the magnetic field
Solar Wind
The Sun produces a thin stream of subatomic
particles that are emitted in all directions from the
surface called solar wind
The solar wind is responsible for creating the aurora
borealis and aurora australis (Northern and
Southern Lights)
They are produced when the charged particles of
the solar wind collide with the atoms and molecules
in the atmosphere
A glow forms as particles are trapped by Earths
magnetic field and are swept toward the Poles
101
Planets
A planet is a celestial object that orbits one or more
stars and is capable of forming into a spherical
shape as it melds under the weight of its own gravity
Other Objects in the A planet does not create its own light, but reflects
the light of the star or stars that it orbits
Solar System After the Sun formed, the leftover spinning dust and
gases slammed into each other and particles began
sticking together and growing in size
Those orbiting too close to the Sun gradually fell
into it and burned up, but four lasted forming the
rocky inner planets (Mercury, Venus, Earth, and
Mars)
The four outer planets (Jupiter, Saturn, Uranus, and

Asteroids
Neptune) grew as ice caused the gas and dust Are small rock-like objects that orbit the Sun
particles in the outer region of the solar system to Thought of as minor planets
stick together Most asteroids are in orbit between Mars and Jupiter
(Asteroid Belt)
102
Meteors Comets
A meteoroid is a small lump of rock or metal that is Made up of frozen gases and water and makes an
trapped and pulled down by Earths gravity elliptical orbit around the Sun
As it falls through the atmosphere, friction with air When they get close to the Sun, the Sun causes the
causes it to heat up and it becomes visible- this is gases and liquids to vaporize away from the comet
called a meteor (falling star) forming a long tail
If it hits the ground it produces a crater and any part
of the meteor that remains is called a meteorite
The Moon
Is a rock-like object that orbits the Earth
Formed from material torn from the Earth after an
enormous collision and got trapped by Earths
gravity
Is non-luminous (does not produce its own light)
A solar eclipse is when the moon passes between
the Earth and the Sun (blocking our view of the Sun)
A lunar eclipse is when the Earth passes between
the Moon and the Sun (making the Moon dark)
103
The Phases of the Moon
The moon makes a complete orbit every 27.3 days
that creates phases
One complete change of phases is called the lunar
cycle
The full moon occurs when the Earth lies between
the Sun and the Moon (but not exactly)
Two weeks later, the Moon is on one side the Earth
and the Sun is on the other and none of the sunlight
reflected by the Moon can reach the Earth (new
moon)
The Tides
Tides are the alternative rising and falling of the
level of the oceans every day
As the Earth turns on its axis, different locations of
the surface face the Moon
The ocean bulges on the side of Earth facing the
Moon because the water is more affected by the
Moons gravitational pull than Earth because there is
more distance to the centre of the Earth
The side of Earth (oceans) lying directly opposite the
Moon are also effected
There are therefore two rising (incoming) tides and
two (outgoing) tides in a 24 hour period
104

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Written by: Diane Lavigne

The Grade 9 Science Program 3

The Type of Help You Can Provide 4

The three goals of the Grade 9 Science program are:

Courses in Science, Grades 9 and 10*

1. GENERAL HOMEWORK HELP

How to Answer Questions from Students:

2. RESEARCH ASSIGNMENT HELP

3. PREPARATION FOR UPCOMING TESTS AND QUIZZES

4. LAB REPORT HELP

A1. Scientific Investigation Skills Performing and Recording [PR]*

A Discerning Believer Formed in the Catholic Faith Community who

An Effective Communicator who

A Reflective and Creative Thinker who

A Collaborative Contributor who

A Caring Family Member who

A Responsible Citizen who

make them useful in a variety of applications?

Lesson Topics Activities/Assessment Corresponding Text Expectations

The Particle Theory of Matter

A suspension is a cloudy mixture in which tiny

Homogeneous vs. Heterogeneous Physical Properties

Thomsons Model Rutherfords Model

fluorine 9 10 9 Atomic Number

Bohrs Model Bohr-Rutherford Diagrams

Organization of the Periodic Table Chemical Families

Noble Gases Metals, Non-Metals, and Metalloids

Examples: Electron Arrangement in Ions

Beryllium Sodium Lose 1e- Na+

Phosphorus Phosphorus Gain 3e- P-3

Ionic Charges on the Periodic Table Isotopes

72Ga+3 31 59 28 Ionic Isotope

211Po+2 84 127 82 Ionic Isotope

magnesium and chlorine

magnesium and oxygen

MgI2 magnesium iodide Recall:

Examples: Molecular Compounds

Electricity is a form of energy produced from a variety of non-renewable and renewable

Lesson Topics Activities/Assessment Corresponding Text Expectations

There are 3 ways in which objects become Charging by Friction

If glass is rubbed with wool:

Factors that affect the amount of static charge

C Insulators and Conductors

Electrons repel the

E Metal Leaf Electroscope Diagrams

Rod is removed and the

Rod is removed and the

Components of an Electric Circuit Circuit Symbols

I= current, measured in amperes (A)

Direct current (DC) is current that only flows in one Examples:

Potential Difference Example:

Graphing Resistance Example: Potential Current

5 motion every second

Many electrical devices have their power rating Percent Efficiency

percent efficiency = useful energy output x 100%

% Efficiency = Useful Energy Output x 100

Series and Parallel

Resistance in Series and Parallel Circuits Parallel

Home conducts an electric current

Primary Dry Cells:

Fuse Circuit Breaker

If the power company charges $0.10 per kWh, how

3168 x 0.10 = $316.30