Grade 7: Energy and Control: Heat |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•demonstrate understanding that heat is a result of molecular
motion; |
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•identify, through experimentation, ways in which heat
changes substances, and describe how heat is transferred; |
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•explain how the characteristics and properties of heat
can be used, and identify the effect of some of these applications on products,
systems, and living things in the natural and human-made environments. |
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Specific Expectations
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Understanding Basic Concepts |
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•distinguish between the concept of temperature and the
concept of heat (e.g., temperature is a measure of the average kinetic
energy of the molecules in a substance; heat is thermal energy that is
transferred from one substance to another); |
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•compare the motions of particles in a solid, a liquid,
and a gas using the particle theory; |
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•explain how heat is transmitted by conduction, convection,
and radiation in solids, liquids, and gases (e.g., conduction: a pot heating
on a stove; convection: a liquid heating in the pot; radiation: the air
being warmed by heat from the element); |
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•describe how various surfaces absorb radiant heat; |
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•describe the effect of heating and cooling on the volume
of a solid, a liquid, and a gas; |
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•investigate and identify factors affecting the rate
of temperature change (e.g., mass, nature of liquid) using a constant heat
source; |
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•describe the effect of heat on the motion of particles
and explain how changes of state occur (e.g., from a liquid into a gas
or vapour); |
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•compare, in qualitative terms, the heat capacities of
common materials (e.g., water and aluminum have greater heat capacities
than sand and Pyrex); |
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•identify systems that are controlled by sensory inputs
and feedbacks (e.g., a thermostat); |
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•design and build a device that minimizes energy transfer
(e.g., an incubator, a Thermos flask). |
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Developing Skills of Inquiry, Design, and Communication |
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•formulate questions about and identify needs and problems
related to heat (e.g., interactions involving energy transfers), and explore
possible answers and solutions (e.g., identify the steps that could be
followed to test the effectiveness of the heating system in a home that
uses solar energy); |
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•plan investigations for some of these answers and solutions,
identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions; |
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•use appropriate vocabulary, including correct science
and technology terminology, to communicate ideas, procedures, and results
(e.g., state the boiling and freezing points of water, room temperature,
and body temperature in degrees Celsius; correctly use the terms heat conductor
and heat insulator); |
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•compile qualitative and quantitative data gathered through
investigation in order to record and present results, using diagrams, flow
charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots
produced by hand or with a computer (e.g., plot a graph showing the decrease
in temperature of various liquids from identical initial temperatures); |
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•communicate the procedures and results of investigations
for specific purposes and to specific audiences, using media works, written
notes and descriptions, charts, graphs, drawings, and oral presentations
(e.g., use a diagram to illustrate convection in a liquid or a gas). |
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Relating Science and Technology to the World Outside
the School |
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•recognize heat as a necessity for the survival of plants
and animals; |
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•explain how the heating and cooling of the earth’s surface
produces air movement that results in all weather effects (e.g., convection
currents); |
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•describe the water cycle as a process of energy transfer
involving convection and radiation; |
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•identify different forms of energy that can be transformed
into heat energy (e.g., mechanical, chemical, nuclear, or electrical energy); |
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•explain how mechanical systems produce heat (e.g., by
friction), and describe ways to make these systems more efficient (e.g.,
by lubrication); |
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•describe and explain issues related to heat pollution,
including both positive and negative aspects (e.g., industrial processes
and generation of electricity cause heat pollution of large bodies of water); |
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•explain why heat energy is considered to be the final
or end form of energy transformation; |
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•identify the purpose of the specialized features of
various instruments that are used to measure temperature (e.g., temperature
probes provide accurate continuous readings); |
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•identify and describe steps that can be taken to conserve
energy (e.g., using insulation) and the reasons for doing so (e.g., rising
fuel costs); |
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•identify the components of a system that are designed
to transfer heat energy (e.g., in a room, a house, or a shopping centre)
and describe methods for conserving energy within that system. |
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Student Name: |
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