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8/15/2003 Page 1 of 14 Science 9 - Outcomes /AOC Lessons Cross-Reference This document outlines the online resources, or lessons, that are available for Beta Testing through the Alberta Online Consortium for the 2003-2004 school year. Alberta teachers wishing to access the online resources MUST complete the “Application to Beta-Test Content – 2003/2004” form on the AOC web site. Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: AOC Lesson Resources Identified1 2 (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 Unit A – Biological Diversity A 1. Investigate and interpret diversity among species and within species, and describe how diversity contributes to species survival A 1-1 observe variation in living things, and describe examples of variation among species and within species (e.g., observe and describe characteristics that distinguish two closely related species) A 1-2 identify examples of niches, and describe the role of variation in enabling closely related living things to survive in the same ecosystem (e.g., investigate different bird species found in a local park ecosystem, and infer how each is adapted to life within that ecosystem) A 1-3 investigate and interpret dependencies among species that link the survival of one species to the survival of others (e.g., by providing habitat, food, means of fertilization, or a source of oxygen) A 1-4 identify the role of variation in species survival under changing environmental conditions (e.g., resistance to disease, ability to survive in severe environments) A 2. Investigate the nature of reproductive processes and their role in transmitting species character istics A 2-1 distinguish between sexual and asexual reproduction, and identify and interpret examples of asexual and sexual reproduction in different species, by: o describing representative types of asexual reproduction (e.g., fission in the amoeba, budding in hydra, production of zoospores in some fungi) o describing representative types of sexual reproduction (e.g., cross-fertilization in seed plants, sexual 1 SF: : 6-12 SA: 20 – 24 http://www.cbc.yale.edu/courseware/diversity.html A1-2and1-3 SF: 16-19 SA: 18 –19 http://www.bears.org/ http://www3.gov.ab.ca/srd/fw/amphib/ http://www.aquatic.uoguelph.ca/animal.htm http://www.aquatic.uoguelph.ca/wetlands/wetlandframes.htm http://mbgnet.mobot.org/fresh/index.htm A1-2and1-3 SF: 21-22 SA: 16 – 17 http://mbgnet.mobot.org/fresh/index.htm http://www.snre.umich.edu/NRE425/PP/pred-prey.htm SF: 13-15 19-20, 23-24 SA: 20-23 http://www.nightscribe.com/Animals/Jaguar_java.htm http://www.mnh.si.edu/arctic/game/ http://homeschooling.about.com/gi/dynamic/offsite.htm?site=http://www.edbydesign.com /scr%5Fanimal.html SF: 26-36 SA: 30 – 34 http://www.pearson-college.uwc.ca/pearson/biology/asex/asex.htm The publishers did not provide the text pages correlation provided in the following chart. You are encouraged to verify the text correlations. Utilize the publisher resources as you analyze the resources. Science in Actions provides the learning outcomes at the beginning of each topic. The SCIENCEFOCUS Teacher Resource provides learning outcomes and ICT outcomes for each topic. 2 National Geographic Science resources will be available for some outcomes on the LearnAlberta.ca website by the end of February 2004. Also the Learning Technologies Branch distance learning course will be available later in the year. Check out the LRC for more information. Additional resources may also be accessed from the Telus2Learn website (http://www.2learn.ca/ ) 3 E-textbooks are available on LearnAlberta.ca website. SF represents McGraw-Hill: SCIENCEFOCUS 9 and SA represents Pearson: Science in Action 9 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: reproduction in mammals) o describing examples of organisms that show both sexual and asexual reproduction (e.g., yeasts that reproduce both by budding and sexual reproduction; plants that reproduce through suckering, runners or bulbs, as well as by seed production) o describing the formation of zygote and embryo in plant and animal reproduction A 2-2 describe examples of variation of characteristics within a species, and identify examples of both discrete and continuous variation (e.g., hand clasping preference is an example of a discrete variation, the length of human hands varies on a continuum) A 2-3 investigate the transmission of characteristics from parents to offspring, and identify examples of characteristics in offspring that are: o the same as the character istics of both parents o the same as the characteristics of one parent o intermediate between parent characteristics o different from both parents A 2-4 distinguish those characteristics that are heritable from those that are not heritable, and identify characteristics for which heredity and environment may both play a role (e.g., recognize that eye colour is heritable but that scars are not; recognize that a person’s height and weight may be largely determined by heredity but that diet may also play a role) A 3. Describe, in general terms, the role of genetic materials in the continuity and variation of species characteristics; and investigate and interpret related technologies A 3-1 describe, in general terms, the relationship of chromosomes, genes and DNA; and interpret their role as repositories of genetic information A 3-2 distinguish between cell division that leads to identical daughter cells, as in binary fission and mitosis, and cell division that leads to formation of sex cells, as in meiosis; and describe, in general terms, the synthesis of genetic materials that takes place during fertilization [Note: At this level, students should understand that the formation of sex cells involves the halving of the parent cell’s genetic materials and that this process leads to zygote formation. Opportunity for further study of the specific mechanis ms of cell division—mitosis and meiosis—will be provided in senior high school courses.] Page 2 of 14 AOC Lesson 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 SF: 37-39, 41 28-29 http://www.exploratorium.edu/exhibits/mutant_flies/mutant_flies.html SF: 41 SA: 45 http://suhep.phy.syr.edu/courses/mirror/biomorph/ http://www.sonic.net/%7Enbs/projects/anthro201/exper/ SF: 42-44 SA: 28-29, 54 http://www.sonic.net/%7Enbs/projects/bio115l/ SF: 46-49 SA: 38-44 A3-2 SF: 50-51 SA: 46–48 http://www.stolaf.edu/people/giannini/flashanimat/celldivision/crome3.swf http://www.stolaf.edu/people/giannini/flashanimat/celldivision/meiosis.swf http://biologyinmotion.com/cell_division/ http://www.pbs.org/wgbh/nova/baby/divi_flash.html http://www3.telus.net/byngscience/sc10/Sc10~Biology/s_tan_division.swf http://www.micro.magnet.fsu.edu/primer/virtual/confocal/index.html http://www.cellsalive.com/cells/3dcell.htm http://www.nobel.se/medicine/educational/2001/cellcycle.html A 3-3 compare sexual and asexual reproduction, in terms of the advantages and disadvantages (e.g., recognize that SF: 51-52 SA: 35-36 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: asexual reproduction provides an efficient means of transmitting characteristics and that sexual reproduction provides an opportunity for recombination of characteristics) A 3-4 distinguish between, and identify examples of, natural and artificial selection (e.g., evolution of beak shapes in birds, development of high milk production in dairy cows) A 3-5 describe, in simple terms, some of the newly emerging technologies for recombining genetic material; and identify questions and issues related to their application A 4. Identify impacts of human action on species survival and variation within species, and analyze related issues for personal and public decision making A 4-1 describe the relative abundance of species on Earth and in different environments (e.g., note the overall abundance of insect species; note that in harsh environments there are relatively fewer species found than in temperate and tropical environments) A 4-2 describe ongoing changes in biological diversity through extinction and extirpation of native species, and investigate the role of environmental factors in causing these changes (e.g., investigate the effect of changing river characteristics on the variety of species living in the river; investigate the effect of changing land use on the survival of wolf or grizzly bear populations) A 4-3 evaluate the success and limitations of various local and global strategies for minimizing loss of species diversity (e.g., breeding of endangered populations in zoos, development of seed banks, designating protected areas, development of international treaties regulating trade of protected species and animal parts) A 4-4 investigate and describe the use of biotechnology in environmental, agricultural or forest management; and identify potential impacts and issues (e.g., investigate issues related to the development of patented crop varieties and varieties that require extensive chemical treatments; identify issues related to selective breeding in game farming and in the rearing of fish stocks) Page 3 of 14 AOC Lesson A3-4 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 SF: 11, 43-45, 58-65 SA: 66–71, 24 SF: 29, 53-56 SA: 67-71 A4-1and4-2 SF: 17-23 SA: 8–13 http://www.micro.magnet.fsu.edu/primer/java/electronmicroscopy/magnify1/index.html http://www.micro.magnet.fsu.edu/moviegallery/pondscum.html http://www.mbayaq.org/efc/cam_menu.asp A4-1and4-2 SF: 66-70, 72 SA: 58–65 SA: 72-81 SF: 53-56 SA: 67-71 http://www.jordan.palo-alto.ca.us/staff/grant/public/Chemistry%20Links.html http://www.sprocketworks.com/topics/default.asp?topic=6 http://www.hazelwood.k12.mo.us/~grichert/sciweb/chemvl.htm http://www.edinformatics.com/il/il_chem.htm http://www.mpcfaculty.net/ron_rinehart/exptdemo.htm http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/flash.mhtml http://www2.chemie.uni-erlangen.de/education/medprak/videos/flammenfaerbung.mpg http://www2.chemie.uni-erlangen.de/education/medprak/videos/ http://www.versuchschemie.de/modules.php?name=Content&pa=list_pages_categories&cid =3 http://www.elmhurst.edu/~chm/demos/index.html http://users.erols.com/merosen/demos.htm 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: Page 4 of 14 AOC Lesson 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 http://genchem.chem.wisc.edu/demonstrations/Inorganic/inorganic_demos.html http://jchemed.chem.wisc.edu/JCESoft/CCA/CCA4/LISTS/AQURXN2.HTM Unit B – Matter and Chemical Change B 1. Investigate materials, and describe them in terms of their physical and chemical properties B 1-1 investigate and describe properties of materials (e.g., investigate and describe the melting point, solubility and conductivity of materials observed) B 1-2 describe and apply different ways of classifying materials based on their composition and properties, including: o ??distinguishing between pure substances, solutions and mechanical mixtures o ??distinguishing between metals and nonmetals o ??identifying and applying other methods of classification B 1-3 identify conditions under which properties of a material are changed, and critically evaluate if a new substance has been produced B 2. Describe and interpret patterns in chemical reactions B 2-1 identify and evaluate dangers of caustic materials and potentially explosive reactions B 2-2 observe and describe evidence of chemical change in reactions between familiar materials, by: o describing combustion, corrosion and other reactions involving oxygen o observing and inferring evidence of chemical reactions between familiar household materials B 2-3 distinguish between materials that react readily and those that do not (e.g., compare reactions of different metals to a dilute corrosive solution) B 2-4 observe and describe patterns of chemical change, by: o observing heat generated or absorbed in chemical reactions, and identifying examples of exothermic and endothermic reactions o identifying conditions that affect rates of reactions (e.g., investigate and describe how factors such as heat, concentration, surface area and electrical energy can affect a chemical reaction) o identifying evidence for conservation of chemical substance (e.g., identify and apply techniques for comparing the quantity of reactants and products in a SF: 118-120 SA: 90-92, 97-101 http://chemmovies.unl.edu/chemistry/smallscale/SS035c.html http://capital2.capital.edu/faculty/wbecktel/ionicmpds.htm http://www.uis.edu/~trammell/organic/carboxylicAcids/carboxylicacids.htm http://www.chem.ufl.edu/~itl/2051_s97/week_1/ionic.html http://users.senet.com.au/~rowanb/chem/chembond.htm http://www.cofc.edu/genchemlab/properties.htm http://chemmovies.unl.edu/Chemistry/MicroScale/MScale27.html SF: 95-98. 118-135 SA: 102–103, 132 http://www.pbs.org/wgbh/nova/wtc/metal.html# SF: 99-104 SA: 119-125 B2-1 SF: 92-94, 100-103 SA: 93-96 SF:105, 146, 158-162 SA: 160, 161 SF: 103-104 SF: 149-150 SA: 160 SF: 122–123, 153-157 SA: 166-169 SF: 108 -109 SA: 163-164 8/15/2003 Page 5 of 14 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: chemical reaction) B 3. Describe ideas used in interpreting the chemical nature of matter, both in the past and present, and identify example evidence that has contributed to the development of these ideas B 3-1 demonstrate understanding of the origins of the periodic table, and relate patterns in the physical and chemical properties of elements to their positions in the periodic table—focusing on the first 18 elements B 3-2 distinguish between observation and theory, and provide examples of how models and theoretical ideas are used in explaining observations (e.g., describe how observations of electrical properties of materials led to ideas about electrons and protons; describe how observed differences in the densities of materials are explained, in part, using ideas about the mass of individual atoms) B 3-3 use the periodic table to identify the number of protons, electrons and other information about each atom; and describe, in general terms, the relationship between the structure of atoms in each group and the properties of elements in that group (e.g., use the periodic table to determine that sodium has 11 electrons and protons and, on average, about 12 neutrons; infer that different rows (periods) on the table reflect differences in atomic structure; interpret information on ion charges provided in some periodic tables) [Note: Knowledge of specific orbital structures for elements and groups of elements is not required at this grade level.] AOC Lesson B 3-4 distinguish between ionic and molecular compounds, and describe the properties of some common examples of each B 4. Apply simplified chemical nomenclature in describing elements, compounds and chemical reactions B 4-1 read and interpret chemical formulas for compounds of two elements, and give the IUPAC (International Union of Pure and Applied Chemistry) name and common name of these compounds (e.g., give, verbally and in writing, the name for NaCl(s) (sodium chloride), CO2(g) (carbon dioxide), MgO(s) (magnesium oxide), NH3(g) (nitrogen trihydride or ammonia), CH4(g) (carbon tetrahydride or methane), FeCl2(s) (iron(II) chloride), FeCl3(s) (iron(III) chloride) B 4-2 identify/describe chemicals commonly found in the home, and write the chemical symbols (e.g., table salt [NaCl(s)], water [H2O(l)], sodium hydroxide [NaOH(aq)] used in household cleaning supplies) B3-4 B 4-3 identify examples of combining ratios/number of atoms per molecule found in some common materials, and use 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 SF: 116–135 SA: 117-125 SF: 106-124 SA: 112-121 B3-3 SF: 116–135 SA: 126-134 http://www.chemsoc.org/viselements/pages/pertable_fla.htm http://www.webelements.com/webelements/elements/text/periodic-table/key.html http://www.thecatalyst.org/m03ptabl.html http://www.ilpi.com/genchem/periodicquiz.html http://education.jlab.org/elementconcentration/results.html http://www.sprocketworks.com/shockwave/load.asp?SprMovie=buildmoleculesweb http://www.flashkit.com/movies/Interfaces/Sites/Atoms_an-Gunjan_B-7750/index.php http://www.funbrain.com/periodic/ http://www.zerobio.com/drag_gr9.htm SF: 136–144 SA: 144-154 B4-1and4-2and4-3 SF: 138, 141-143 SA: 138-143 http://ourworld.compuserve.com/homepages/RayLec/rasmol.htm http://www.nyu.edu/pages/mathmol/library B4-1and4-2and4-3 SF: examples through the section 136-145 SA: 152-153 http://ourworld.compuserve.com/homepages/RayLec/rasmol.htm http://www.nyu.edu/pages/mathmol/library B4-1and4-2and4-3 SF: 138-139 SA: 146-147 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: information on ion charges to predict combining ratios in ionic compounds of two elements (e.g., identify the number of atoms per molecule signified by the chemical formulas for CO(g) and CO2(g); predict combining ratios of iron and oxygen based on information on ion charges of iron and oxygen) [Prerequisite Skill: Grade 8 Mathematics, Number, Specific Outcome 15] B 4-4 assemble or draw simple models of molecular and ionic compounds (e.g., construct models of some carbon compounds using toothpicks, peas and cubes of potato) [Note: Diagrams and models should show the relative positions of atoms. Diagrams of orbital structures are not required at this grade level.] B 4-5 describe familiar chemical reactions, and represent these reactions by using word equations and chemical formulas and by constructing models of reactants and products (e.g., describe combustion reactions, such as: carbon + oxygen →? carbon dioxide [C(s) + O2(g) →? CO2(g)]; describe corrosion reactions, such as: iron + oxygen →? iron(II) oxide [Fe(s) + O2(g) →? FeO(s)]; describe replacement reactions, such as the following: zinc + copper(II) sulfate →? zinc sulfate + copper [Zn(s) + CuSO4(aq) →ZnSO4(aq) + Cu(s)]) [Note 1: This outcome does not require students to explain the formation of polyatomic ions. Some chemicals with polyatomic ions may nevertheless be introduced; e.g., a brief introduction to CuSO4(s), ZnSO4(s) and H2SO4(aq) can help prepare students for further study of these materials in units C and D.] [Note 2: At this grade level, students are not required to balance reactants and products in chemical equations. Teachers may want to inform students about opportunities for further study of chemistry in Science 10 and in Science 14–24.] Page 6 of 14 AOC Lesson 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 http://ourworld.compuserve.com/homepages/RayLec/rasmol.htm http://www.nyu.edu/pages/mathmol/library SF: 141, 144, 138 SA: 148 SF: 148 -149 SA: 149, 158-161 http://www.shsu.edu/%7Echm_tgc/sounds/flashfiles/copper.swf http://www.chem.ox.ac.uk/vrchemistry/complex/default.html http://www.crocodile-clips.com/absorb/AC4/m2.htm http://chemmovies.unl.edu/chemistry/beckerdemos/bd000.html http://www.plec.com.sg/Metal%20Reactivity.htm http://www.pc.chemie.uni-siegen.de/pci/versuche/pics/anim/exo.mpg Unit C – Environmental Chemistry C 1. Investigate and describe, in general terms, the role of different substances in the environment in supporting or harming humans and other living things C 1-1 identify common organic and inorganic substances that are essential to the health and growth of humans and other living things, and illustrate the roles served by these materials (e.g., identify calcium as an essential material for bones; identify minerals that are known to enhance plant growth but that limit growth if too little or too much is available) C 1-2 describe, in general terms, the forms of organic matter synthesized by plants and animals C 1-3 describe and illustrate processes by which chemicals are C1-1 SF: 176-181 SA: 182–183, 196-198 http://www.exploratorium.edu/cooking/index.html SF: 182 SA: 199–203, 248 SF: 193 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: introduced to the environment or their concentrations are changed (e.g., dilution in streams, biomagnification through food chains) C 1-4 describe the uptake of materials by living things through ingestion or absorption, and inves tigate and describe evidence that some materials are difficult for organisms to break down or eliminate (e.g., DDT, mercury) C 1-5 identify questions that may need to be addressed in deciding what substances —in what amounts—can be safely released into the environment (e.g., identify questions and considerations that may be important in determining how much phosphate can be released into river water without significant harm to living things) C 2. Identify processes for measuring the quantity of different substances in the env ironment and for monitoring air and water quality C 2-1 identify substrates and nutrient sources for living things within a variety of environments Page 7 of 14 AOC Lesson Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 SA: 186–187, 248 C1-4and1-5 SF: 183-192 SA: 204–207 http://www.biology.ualberta.ca/facilities/multimedia/index.php?Page=284 C1-4and1-5 SF: 186, 222-227 SA: 224 SA: 208–209 SF: 178-184 C 2-2 describe and illustrate the use of biological monitoring as one method for determining environmental quality (e.g., assess water quality, by observing the relative abundance of various vertebrate and invertebrate species) C 2-3 identify chemical factors in an environment that might affect the health and distribution of living things in that environment (e.g., available oxygen, pH, dissolved nutrients in soil) C 2-4 apply and interpret measures of chemical concentration in parts per million, billion or trillion [Prerequisite Skills: Grade 8 Mathematics, Number, Specific Outcomes 14, 15] C 2-5 identify acids, bases and neutral substances, based on measures of their pH (e.g., use indicator solutions or pH meters to measure the pH of water samples) C 2-6 investigate, safely, and describe the effects of acids and bases on each other and on other substances (e.g., investigate and describe the reaction that results when baking powder is dissolved; describe the role of acids and bases in neutralizing each other) C 2-7 describe effects of acids and bases on living things (e.g., acid rain in lakes, antacids for upset stomachs, pH in shampoos and conditioners) C 3. Analyze and evaluate mechanisms affecting the distribution of potentially harmful substances within an environment C 3-1 describe mechanisms for the transfer of materials through air, water and soil; and identify factors that may accelerate or retard distribution (e.g., wind speed, soil 1 2 SF: 230-235 SA: 213–251 SF: 236-241 SA: 215-219 SF: 213-218 SA: 216 SF: 197-203 SA: 191 – 193 http://ir.chem.cmu.edu/irproject/applets/virtuallab/Applet_wPI.asp http://michele.usc.edu/java/acidbase/acidbase.html SF: 207-208 SA: 194 – 195 C2-7 SF: 204-206 SA: 240, 220, 195 SF: 236-241 SA: 237–242 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: porosity) C 3-2 describe mechanisms for biodegradation, and interpret information on the biodegradability of different materials C 3-3 comprehend and interpret information on the biological impacts of hazardous chemicals on local and global environments (e.g., interpret evidence for environmental changes in the vicinity of a substance release; interpret LD50 data and other information on toxicity; identify concerns with the disposal of domestic wastes, such as paints and oils, and industrial wastes) [Note: LD50refers to the amount of a substance found to be lethal to 50% of a population, if ingested.] C 3-4 describe and evaluate methods used to transport, store and dispose of hazardous household chemicals Page 8 of 14 AOC Lesson 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 SF: 242-243 SA: 243 - 246 C3-3 SF: : 244-246 SA: 250 – 252 SF: 247-252 SA: 253 C 3-5 investigate and evaluate potential risks resulting from consumer practices and industrial processes, and identify processes used in providing information and setting standards to manage these risks (e.g., interpret and explain the significance of manufacturer’s information on how wood preservatives can be safely applied; recognize that some individuals may have greater sensitivity to particular chemical substances than do others in the general population) C 3-6 identify and evaluate information and evidence related to an issue in which environmental chemistry plays a major role (e.g., evaluate evidence that the use of insecticides to control mosquitoes has an effect/has no effect on bird populations) SF: 219-221 SA: 254 – 257 SF: 209-211, 256-257 SA: 249 Unit D – Electrical Principles and Technologies D 1. Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy D 1-1 identify, describe and interpret examples of mechanical, chemical, thermal (heat) and electrical energy investigate and describe evidence of energy transfer and transformation (e.g., mechanical energy transformed into electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple) D 1-3 investigate and evaluate the use of different chemicals, chemical concentrations and designs for electrical storage cells (e.g., build and test different forms of wet cells) SF: 264-265 SA: 318 323 http://www.lightlink.com/sergey/java/java/indcur/index.html http://lectureonline.cl.msu.edu/~mmp/applist/induct/faraday.htm D 1-2 SF: 293-299 SA: 324 – 331 http://ippex.pppl.gov/interactive/electricity/moving.html (includes some other topics as well resistance, batteries, magnetism) D1-3 SF: 300-307 SA: 228 – 294 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: Page 9 of 14 AOC Lesson 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 http://www.funsci.com/fun3_en/electro/electro.htm D 1-4 construct, use and evaluate devices for transforming mechanical energy into electrical energy and for transforming electrical energy into mechanical energy SF: 309-317 SA: 330 http://micro.magnet.fsu.edu/electromag/java/magneticlines/index.html http://lectureonline.cl.msu.edu/~mmp/kap18/RR4460app.htm D 1-5 modify the design of an electrical device, and observe and evaluate resulting changes (e.g., investigate the effect of changes in the orientation and placement of magnets, commutator and armature in a St. Louis motor or in a personally-built model of a motor) D 2. Describe technologies for transfer and control of electrical energy D 2-1 assess the potential danger of electrical devices, by referring to the voltage and current rating (amperage) of the devices; and distinguish between safe and unsafe activities D 2-2 distinguish between static and current electricity, and identify example evidence of each SF: 316-317 SA: 328 http://www.walter -fendt.de/ph11e/electricmotor.htm http://demoroom.physics.ncsu.edu/html/demos/496.html http://www.walter -fendt.de/ph11e/mfwire.htm SF: 330-331 SA: 284 – 287 D2-2 SF: 266-272 Static electricity defined, but current electricity is not – introduced through circuit. SA: 275 – 279 http://micro.magnet.fsu.edu/electromag/java/lightning/index.html http://physics.weber.edu/amiri/director/dcrfiles/electricity/pithBallS.dcr http://www.mos.org/sln/toe/VDG_works.mov http://ippex.pppl.gov/interactive/electricity/intro.html http://micro.magnet.fsu.edu/electromag/java/lightning/index.html D 2-3 identify electrical conductors and insulators, and compare the resistance of differ ent materials to electric flow (e.g., compare the resistance of copper wire and nickelchromium/Nichrome wire; investigate the conduction of electricity through different solutions; investigate applications of electrical resistance in polygraph or lie detector tests) D 2-4 use switches and resistors to control electrical flow, and predict the effects of these and other devices in given applications (e.g., investigate and describe the operation of a rheostat) D 2-5 describe, using models, the nature of electrical current; and explain the relationship among current, resistance and voltage (e.g., use a hydro-flow model to explain current, resistance and voltage) SF: 268-269, 279-280 SA: 298 – 301 http://users.compaqnet.be/eddy/galvanisch.html http://www.shep.net/resources/curricular/physics/P30/Unit2/ D 2-6 measure voltages and amperages in circuits, and calculate resistance using Ohm’s law (e.g., determine the resistance in a circuit with a dry cell and miniature light; SF: 276-277, 281-282, 284-285 SA: 306 – 309 SF: 283 SA: 302 SF: 278 SA: 304 – 305 http://www.bgu.ac.il/~phys/COURSES/physics2_se_2001/classes/electricity/java/resist2/ http://www.bgu.ac.il/~phys/COURSES/physics2_se_2001/classes/electricity/java/resist4/ http://micro.magnet.fsu.edu/electromag/java/filamentresistance/ 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: determine the resistances of copper, nickelchromium/Nichrome wire, pencil leads and salt solution) [Note: At this level, students are not required to use Ohm’s law to calculate current flow.] [Prerequisite Skill: Grade 8 Mathematics, Patterns and Relations, Specific Outcome 5] D 2-7 develop, test and troubleshoot circuit designs for a variety of specific purposes, based on low voltage circuits (e.g., develop and test a device that is activated by a photoelectric cell; develop a model hoist that will lift a load to a given level, then stop and release its load; test and evaluate the use of series and parallel circuits for wiring a set of lights) investigate toys, models and household appliances; and draw circuit diagrams to show the flow of electricity through them (e.g., safely dismantle discarded devices, such as heating devices or motorized toys, and draw diagrams to show the loads, conductors and switching mechanisms) D 2-9 identify similarities and differences between microelectronic circuits and circuits in a house (e.g., compare switches in a house with transistors in a microcircuit) D 3. Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions D 3-1 identify the forms of energy inputs and outputs in a device or system D 3-2 apply appropriate units, measures and devices in determining and describing quantities of energy transformed by an electrical device (e.g., measure amperage and voltage, and calculate the number of watts consumed by an electrical device, using the formula P = IV [power (in watts) = current (in amps) ? ? voltage (in volts)]; calculate the quantity of electric energy, in joules, transformed by an electrical device, using the formula E = P ? t [energy (in joules) = power (in watts) ?time (in seconds)]) [Prerequisite Skill: Grade 8 Mathematics, Patterns and Relations, Specific Outcome 5] D 3-3 apply the concepts of conservation of energy and efficiency to the analysis of energy devices (e.g., identify examples of energy dissipation in the form of heat, and describe the effect of these losses on useful energy Page 10 of 14 AOC Lesson 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 SF: 287-288, 290 SA: 311, 313 “quick labs” Circuits: http://jersey.uoregon.edu/circuit/Circuit_plugin.html http://jersey.uoregon.edu/Voltage/index.html Voltage: http://jersey.uoregon.edu/Voltage/index.html http://www.hazelwood.k12.mo.us/~grichert/sciweb/electric.htm http://www.electronicsworkbench.com/understandelectricity/ewb.html http://library.thinkquest.org/10796/ch15/ch15.htm?tqskip1=1&tqtime=0623 D 2-8 SA: 311 – 315 SF: 289 SA: 315 SF: 318-320 SA: 332 SF: 323-325 SA: 332-334 D3-3and3-4 SF: 328-329 SA: 335 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: output) D 3-4 compare energy inputs and outputs of a device, and calculate its efficiency (e.g., compare the number of joules of energy used with the number of joules of work produced, given information on electrical consumption and work output of a motor-driven device) [Prerequisite Skills: Grade 7 Mathematics, Number, Specific Outcome 18; Grade 8 Mathematics, Number, Specific Outcome 12] D 3-5 investigate and describe techniques for reducing waste of energy in common household devices (e.g., by eliminating sources of friction in mechanical components, using more efficient forms of lighting, reducing overuse of appliances as in “over drying” of clothes) D 4. Describe and discuss the societal and environmental implications of the use of electrical energy D 4-1 identify and evaluate alternative sources of electrical energy, including oil, gas, coal, biomass, wind, waves and batteries (e.g., identify renewable and nonrenewable sources for generating electricity; evaluate the use of batteries as an alternative to internal combustion engines) D 4-2 describe the by-products of electrical generation and their impacts on the environment (e.g., identify by-products and potential impacts of coal-fired electricity generation) D 4-3 identify example uses of electrical technologies, and evaluate technologies in terms of benefits and impacts (e.g., identify benefits and issues related to the use of electrical technologies for storing and transmitting personal information) D 4-4 identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use Page 11 of 14 AOC Lesson D3-3and3-4 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 SF: 326-327 SA: 336 SA: 339 – 342 SF: 332-335, 337-338 SA: 345 – 349 SF: 336-338 SA: 351 – 352 SF: 339-342 SA: 354 – 358 D4-4 SA: 352 – 353 E1-1 SF: 356-365 SA: 371-376 http://cwx.prenhall.com/bookbind/pubbooks/chaissonat4/chapter2/medialib/video/copern ican1.mov http://cwx.prenhall.com/bookbind/pubbooks/chaissonat4/chapter2/medialib/video/ptolem aic1.mov http://liftoff.msfc.nasa.gov/academy/space/solarsystem/solarsystemjava.html http://www.astro.utoronto.ca/~zhu/ast210/geocentric.html • http://imagine.gsfc.nasa.gov/Videos/StarChild/solar_system/comet.mov • http://www.shsu.edu/%7Echm_tgc/sounds/flashfiles/earth.swf • http://ethel.as.arizona.edu/~collins/astro/subjects/observation.html Unit E – Space Exploration E 1. Investigate and describe ways that human understanding of Earth and space has depended on technological development E 1-1 identify different perspectives on the nature of Earth and space, based on culture and science (e.g., describe cosmologies based on an Earth-centred universe [Note: detailed knowledge of epicycles is not required]; describe aboriginal views of space and those of other cultures; describe the role of observation in guiding scientific understanding of space) 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: E 1-2 Page 12 of 14 AOC Lesson 1 2 Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 • http://www.windows.ucar.edu/tour/link=/mythology/stars.html • http://liftoff.msfc.nasa.gov/Academy/Earth/Sundial/Sundial-ConstructSimple.html • http://imagine.gsfc.nasa.gov/docs/ask_astro/answers/980215e.html • http://www.iki.rssi.ru/magbase/REFMAN/STARGAZE/Ssolsys.htm • http://www.kepler.arc.nasa.gov/johannes.html • http://www.kepler.arc.nasa.gov/index.ht ml • http://www.jimloy.com/cindy/ptolemy.htm • http://www.astro.utoronto.ca/~zhu/ast210/both.html • http://www.kstrom.net/isk/stars/starmenu.html • http://www.uvm.edu/~sawhite/13thgoddesspleiades.html http://www.learnalberta.ca/sci9/Acrobat%205.1/SF9-U05_T01.pdf -bottom p 358 http://www.humnet.ucla.edu/humnet/french/faculty/gans/java/SolarApplet.html http://www.ras.ucalgary.ca/~gibson/pleiades/pleiades_myth.html SF: 366-386 SA: 377-378 investigate and illustrate the contributions of technological advances —including optical telescopes, spectral analysis and space travel—to a scientific understanding of space • http://radiojove.gsfc.nasa.gov/vc/jen_pres_files/frame.htm - radio telescopes • http://jersey.uoregon.edu/elements/Elements.html - Elemental Spectra • http://www.nasa.gov/multimedia/highlights/index.html - fact below: http://www.jpl.nasa.gov/flash/sirtf/hires.html - several sections that may apply to other outcomes May 12 NASA FACT Did you know that every day, the Hubble Space Telescope archives 3 to 5 gigabytes of data and delivers between 10 and 15 gigabytes to astronomers all over the world? SA: 379-381, 384-400 E 1-3 describe, in general terms, the distribution of matter in space (e.g., stars, star systems, galaxies, nebulae) E 1-4 identify evidence for, and describe characteristics of, bodies that make up the solar system; andcompare their characteristics with those of Earth E 1-5 describe and apply techniques for determining the position and motion of objects in space, including: o constructing and interpreting drawings and physical models that illustrate the motion of objects in space E1-5 SF: 373-374, 409-419 SA: 382-383, 392 http://spacelink.nasa.gov/Instructional.Materials/NASA.Educational.Products/Solar.System. Puzzle.Kit/Solar.System.Puzzle.Kit.pdf http://pds.jpl.nasa.gov/planets/ http://solarsystem.nasa.gov/missions/profile.cfm?Sort=Planet&Object=Venus http://sseforum.jpl.nasa.gov/educators/index.cfm?Display=SSE_Timeline http://www.jpl.nasa.gov/solar_system/planets/planets_index.html http://spacelink.nasa.gov/Instructional.Materials/Curriculum.Support/Space.Science/Our.S olar.System/.index.html http://spacelink.nasa.gov/Instructional.Materials/Online.Educational.Activities/Planets/index.html http://mars.jpl.nasa.gov/education/modules/webpages/activitypage.htm http://stardate.org/nightsky/moon/ -moon phases – teacher resource? http://stardate.org/nightsky/planets/– teacher resource? SF: 359-360, 371 SA: 375, 446-449, 401-403 http://www.jgiesen.de/sunshadow/index.htm http://www.autodidacts.evesham.net/astro/index.html 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: (e.g., represent the orbit of comets around the Sun, using a looped-string model) o describing techniques used to estimate distances of objects in space and to determine their motion o describing the position of objects in space, using angular coordinates (e.g., describe the location of a spot on a wall, by identifying its angle of elevation and its bearing or azimuth; o describe the location of the Sun and other stars using altitude-azimuth coordinates, also referred to as horizon coordinates or local coordinates) [Note: A description of star positions based on right ascension and declination is not required.] [Prerequisite Skills: Grade 7 Mathematics, Shape and Space, Specific Outcomes 11, 13; Related Skills: Grade 9 Mathematics, Shape and Space, Specific Outcomes 13, 14] E 1-6 investigate predictions about the motion, alignment and collision of bodies in space; and critically examine the evidence on which they are based (e.g., investigate predictions about eclipses; identify uncertainties in predicting and tracking meteor showers) Page 13 of 14 AOC Lesson SA: 404 http://www.shsu.edu/%7Echm_tgc/sounds/flashfiles/earth.swf http://eclipse99.nasa.gov/pages/traditions_Calendars.html SF: 430-431 SA: 420 SF: 416, 423 SA: 421-423 http://www.jpl.nasa.gov/videos/mars/mars_pathfinder.html E 2-3 E 2-5 describe the development of artificial satellites, and explain the major purposes for which they are used (e.g., Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 http://learnalberta.ca/Math/math6web/math6shell.asp http://www.jgiesen.de/SME/details/basics/index.htm E 2. Identify problems in developing technologies for space exploration, describe technologies developed for life in space, and explain the scientific principles involved E 2-1 analyze space environments, and identify challenges that must be met in developing life-supporting systems (e.g., analyze implications of variations in gravity, temperature, availability of water, atmospheric pressure and atmospheric composition) E 2-2 describe technologies for life-support systems, and interpret the scientific principles on which they are based (e.g., investigate systems that involve the recycling of water and air) describe technologies for space transport, and interpret the scientific principles involved (e.g., describe the development of multistage rockets, shuttles and space stations; build a model vehicle to explore a planet or moon) E 2-4 identify materials and processes developed to meet needs in space, and identify related applications (e.g., medicines, remote sensing, microelectronics, polymers, medical imaging, wireless communication technologies, synthesis of fuels) 1 2 SF: 399-402 SA: 409-417, 424, 444-445 http://saturn.jpl.nasa.gov/kids/activities.cfm - model directions E2-4 SF: 427 SA: 418, 431 SF: 403-406 SA: 428-430 8/15/2003 Outcomes for Science, Technology and Society (STS) and Knowledge (Outcomes for Skills and Attitudes are included in the lessons.) Students will: communication, GPS—global positioning system, weather observation) Page 14 of 14 AOC Lesson SF: 366-386 SA: 434-439, 441-443 http://planetquest.jpl.nasa.gov/Planet_Quest-movies/keckanim2_quickTime.html http://planetquest.jpl.nasa.gov/keck_qtvr/keck.html explain the role of radio and optical telescopes in determining characteristics of stars and star systems E 3-3 describe and interpret, in general terms, the technologies used in global positioning systems and in remote sensing (e.g., use triangulation to determine the position of an object, given information on the distance from three different points) [Note: This example involves the use of geometric approaches rather than mathematical calculations.] E 4. Identify issues and opportunities arising from the application of space technology, identify alternatives involved, and analyze implications E 4-1 recognize risks and dangers associated with space exploration (e.g., space junk, fuel expenditure, satellites burning up in the atmosphere, solar radiation) E 4-2 describe Canadian contributions to space research and development and to the astronaut program (e.g., Canadarm) Resources Identified (not all resources have been cleared for used – teachers will need to seek permission from the copyright holder if they wish to use this resource beyond the Beta Testing period.)3 http://spacelink.nasa.gov/Instructional.Materials/Curriculum.Support/Space.Science/Satelli tes/.index.html E 3. Describe and inter pret the science of optical and radio telescopes, space probes and remote sensing Technologies E 3-1 explain, in general terms, the operation of optical telescopes, including telescopes that are positioned in space environments E 3-2 1 2 SF: 366-386 SA: 440, 443, 452-455 SF: 387-391 SA: 450-451 E4-1 E4-2 SF: 422 SA: 457-459 SF: 424-428, 432-433 SA: 426, 460-463 http://www.space.gc.ca/asc/eng/youth_educators/kidspace/games/games.asp http://spaceflight.nasa.gov/gallery/video/station/canadarm2/html/canadarm2.html E 4-3 identify and analyze factors that are important to decisions regarding space exploration and development (e.g., identify examples of costs and potential benefits that may be considered; investigate and describe political, environmental and ethical issues related to the ownership and use of resources in space) SF: 420-421, 430-431 SA: 427, 465-469