| Grade 7: Matter and Materials: Pure Substances and Mixtures |
Achievement
Level
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Overall Expectations
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2
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3
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4
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| •demonstrate an understanding of the characteristics
of mechanical mixtures (heterogeneous) and solutions (homogeneous) and
describe these characteristics using a scientific model (the particle theory); |
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| •investigate properties of different kinds of mechanical
mixtures and solutions that make them useful in manufacturing products
for particular purposes; |
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| •identify human uses of mixtures and solutions in everyday
life, and evaluate the environmental impact of some of these uses. |
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Specific Expectations
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| Understanding Basic Concepts |
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| •distinguish between mechanical mixtures and solutions; |
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| •describe the concentration of a solution in qualitative
terms (e.g., dilute, concentrated) and in quantitative terms (e.g., grams
of solute per 100 mL); |
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| •recognize that, according to the particle theory, particles
have an attraction for each other and that the attraction between the particles
of solute and solvent keeps them in solution; |
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| •distinguish between pure substances and mixtures using
the particle theory (e.g., pure substances have identical particles whereas
mixtures have different particles); |
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| •identify factors that affect solubility and the rate
at which substances dissolve (e.g., temperature, type of solute or solvent,
particle size, stirring); |
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| •describe, through observation, the difference between
saturated and unsaturated solutions; |
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| •identify solutes and solvents in various kinds of solutions
(e.g., gold and copper in gold rings; iodine and alcohol in iodine solutions;
oxygen and nitrogen in air). |
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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 the characteristics of mixtures and solutions, and explore possible
answers and ways of meeting these needs (e.g., design a fair test to determine
the amount of solute required to form a saturated solution with a fixed
amount of solvent whose temperature is varied); |
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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., define the terms mixture, mechanical mixture, solution, solute,
solvent, mass concentration, dissolve, soluble, insoluble, saturated, supersaturated,
unsaturated, dilute); |
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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., use a database to record and
display results showing the amount of solute used in given amounts of solvent); |
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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 drawings to illustrate the process of manufacturing a product
from the collecting of raw materials to the end use of the product and
its disposal); |
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| •follow safe work procedures (e.g., wash hands after
handling chemicals; seal containers of unused chemicals promptly after
use; recognize and take note of WHMIS warning symbols) and use appropriate
tools, materials, and equipment. |
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| Relating Science and Technology to the World Outside
the School |
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| •identify solutions that exist as solids (e.g., alloys
such as bronze, brass, gold rings, solder, sterling silver), liquids (e.g.,
soda pop, nail polish remover), and gases (e.g., air); |
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| •differentiate between raw materials (e.g., wood, coal,
natural gas) and processed materials (e.g., plastic, glass, ceramic); |
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| •describe how raw materials are collected and processed
to produce different materials (e.g., how iron and coal become steel; how
sand, soda ash, and limestone become glass); |
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| •demonstrate different methods of separating the components
of mixtures (e.g., evaporation, sifting, filtration, distillation, magnetism)
and describe some industrial applications of these methods (e.g., use of
evaporation in the production of maple syrup; use of different sizes of
sieves to separate wheat grains in the production of white bread; use of
filtration in water purification; use of fractional distillation in refining
crude oil; use of magnets in scrap metal yards); |
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| •identify a variety of manufactured products made from
mixtures or solutions and explain their functions (e.g., medicines, cleaning
solutions, salad dressings); |
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| •identify the sources and characteristics of pollutants
that result from manufacturing and agricultural systems; |
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| •describe the effects of some solvents on the environment,
and identify regulations that are in place to ensure their safe use and
disposal; |
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| •demonstrate the use of water as a solvent and as a chemical
reactant; |
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| •evaluate and compare the quality of water from different
sources by performing simple tests (e.g., for pH, salinity, hardness, temperature,
turbidity), and assess whether human use of the environment affected the
quality of the water; |
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| •identify different types of waste present in the community
(e.g., water, sewage, trash, toxic materials) and the environmental considerations
related to their disposal; |
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| •describe practices that ensure their safety and that
of others (e.g., read labels on containers of chemical substances to determine
whether they are poisonous, flammable, explosive, or corrosive; apply knowledge
of WHMIS standards). |
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