Newfoundland & Labrador · Grade 9
Science, Grade 9
Newfoundland & Labrador’s Grade 9 science course, from Earth/Space Science: Space to Life Science: Reproduction.
- Units
- 4
- Lessons
- 8
- Skills
- 34
- Provincial exam
- None
- Official curriculum
- Government of Newfoundland and Labrador, Department of Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 8 skills
Earth/Space Science: Space
Motion and Make-up of the Solar System
Apparent motion of celestial bodies
I can explain that most of the daily and yearly motion we see in the sky is caused by Earth's own rotation and orbit, not by the stars themselves moving.
Skill 1.1
Theories on how the solar system formed
I can describe the nebular hypothesis and compare it with an earlier idea like the stellar collision theory as explanations for how our solar system formed.
Skill 1.2
Composition of the solar system
I can describe and compare the main components of the solar system — the Sun, terrestrial and gas planets, dwarf planets, moons, comets, and asteroids.
Skill 1.3
Measuring distances in space
I can compare the astronomical unit and the light-year and choose which is useful for measuring a given distance in space.
Skill 1.4
Technologies for exploring space
I can identify technologies designed to explore space and explain what each one does.
Skill 1.5
The Sun's Reach and the Wider Universe
Effects of solar phenomena on Earth
I can describe solar phenomena like the solar wind, sunspots, and solar flares and explain effects they have on Earth.
Skill 1.6
Origin and evolution of the universe
I can describe the Big Bang theory and explain the evidence that the universe began in a hot, dense state and has been expanding ever since.
Skill 1.7
Classifying the components of the universe
I can classify major components of the universe — nebulae, galaxies, stars of different masses, quasars, and black holes.
Skill 1.8
The official wording · 8 outcomes
- 1.1
- Describe and explain the apparent motion of celestial bodies
- 1.2
- Describe theories on the formation of the solar system
- 1.3
- Describe the composition and characteristics of the following components of the solar system
- 1.4
- Compare units used to measure distances in space
- 1.5
- Identify some technologies designed to explore space
- 1.6
- Describe the effects of solar phenomena on Earth
- 1.7
- Describe theories on the origin and evolution of the universe
- 1.8
- Describe and classify the major components of the universe
Key ideas
Earth spins once a day on its axis, which makes the Sun, Moon, and stars appear to rise in the east and set in the west.
The Sun constantly releases charged particles called the solar wind, and sometimes bursts of energy called solar flares.
Earth orbits the Sun once a year, which changes which constellations we see at night through the seasons.
Earth's magnetic field steers these charged particles toward the poles, where they cause auroras (the northern and southern lights).
Planets show their own real motion against the star background because they orbit the Sun as we do.
Watch out for
- Thinking the stars and Sun physically travel across a stationary Earth — it is Earth's rotation that produces almost all of this apparent motion.
- Thinking the auroras are reflections of city lights or sunlight — they are gases glowing after being struck by charged particles from the Sun.
- Thinking Moon phases are caused by Earth's shadow falling on the Moon — that is a lunar eclipse; ordinary phases come from the Sun-Moon-Earth geometry.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 9 skills
Physical Science: Atoms, Elements, and Compounds
Atoms and the Periodic Table
Physical and chemical properties of materials
I can investigate a material and describe it using physical properties and chemical properties, and tell the two kinds apart.
Skill 2.1
Modelling the structure of the atom
I can use a model of the atom to describe its parts — protons, neutrons, and electrons — and where each is found.
Skill 2.2
The changing model of the atom
I can identify the major steps in how the model of the atom changed, from a solid sphere up to the Bohr model.
Skill 2.3
Chemical symbols for common elements
I can identify common elements and write their chemical symbols correctly.
Skill 2.4
Grouping elements on the periodic table
I can use the periodic table to explain how elements are grouped by similar characteristics, such as metals, non-metals, and metalloids.
Skill 2.5
Comparing common elements and their atoms
I can identify examples of common elements and compare them by their characteristics and their atomic structure.
Skill 2.6
Compounds and Chemical Reactions
Chemical formulas of common compounds
I can identify common compounds and write their chemical formulas, showing which elements and how many atoms combine.
Skill 2.7
Property changes in chemical reactions
I can describe how the properties of materials change when they undergo common chemical reactions, and recognize the signs that a reaction has happened.
Skill 2.8
WHMIS and safe lab practice
I can recognize WHMIS symbols and use proper techniques for handling and disposing of lab materials safely.
Skill 2.9
The official wording · 9 outcomes
- 2.1
- Investigate materials and describe them in terms of their physical properties and chemical properties
- 2.2
- Use models in describing the structure and components of atoms
- 2.3
- Identify major changes in atomic theory up to and including the Bohr model
- 2.4
- Identify and write chemical symbols for common elements
- 2.5
- Using the Periodic Table, develop an understanding that the elements are grouped on the basis of similar characteristics
- 2.6
- Identify examples of common elements, and compare their characteristics and atomic structure
- 2.7
- Identify and write chemical formula of common compounds
- 2.8
- Describe changes in the properties of materials that result from some common chemical reactions
- 2.9
- Demonstrate a knowledge of WHMIS standards by using proper techniques for handling and disposing of lab material
Key ideas
A physical property can be observed without changing what the substance is, such as colour, melting point, density, or conductivity.
A compound forms when two or more elements chemically combine, and it has its own new properties.
A chemical property describes how a substance reacts to form new substances, such as flammability or reactivity with acid.
A chemical formula uses element symbols and small subscript numbers to show how many of each atom are present.
Observing a physical property leaves the substance the same; testing a chemical property changes it into something new.
Watch out for
- Thinking any change you can see is a chemical property — melting, bending, and dissolving are usually physical.
- Thinking a compound keeps the properties of its elements — sodium and chlorine are dangerous alone, but combined they make edible salt.
- Thinking a substance's properties depend on how much you have — density and melting point stay the same for a large or small sample.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 11 skills
Physical Science: Electricity
Static Charge and Electric Current
Producing static electric charges
I can explain how static charges are produced by transferring electrons between materials.
Skill 3.1
Properties of static charges
I can identify the properties of static charges, including how like and opposite charges interact.
Skill 3.2
Measuring with an ammeter and voltmeter
I can use an ammeter and a voltmeter correctly to measure the current and voltage in a circuit.
Skill 3.3
Static electricity versus electric current
I can compare static electricity and electric current and explain how they are alike and different.
Skill 3.4
The flow of charge in a circuit
I can describe how charge flows in a circuit using precise terms — current, voltage, and resistance.
Skill 3.5
Circuits and Electrical Energy
Series and parallel circuits
I can describe series and parallel circuits and explain how current, voltage, and a broken component behave differently in each.
Skill 3.6
Electrical energy and consumption cost
I can relate the electrical energy an appliance uses to what it costs at home.
Skill 3.7
Precise language for electrical energy costs
I can explain why precise language and units are important when evaluating and comparing electrical energy costs.
Skill 3.8
Efficiency of an electrical appliance
I can determine the efficiency of an electrical appliance by comparing the useful energy it produces with the total electrical energy it uses.
Skill 3.9
From generating station to the home
I can describe how energy is converted at a generating station and transferred through the grid to reach my home.
Skill 3.10
Alternative sources of electrical energy
I can give examples of alternative sources of electrical energy and explain a benefit and a limitation of each.
Skill 3.11
The official wording · 11 outcomes
- 3.1
- Explain the production of static electrical charges in some common materials
- 3.2
- Identify properties of static electrical charges
- 3.3
- Use an ammeter and voltmeter to measure current and voltage in a circuit
- 3.4
- Qualitatively compare static electricity and electric current
- 3.5
- Describe the flow of charge in an electric circuit using precise language
- 3.6
- Describe series and parallel circuits involving varying resistance and voltage
- 3.7
- Relate electrical energy to domestic power consumption costs
- 3.8
- Explain the importance of using precise language in evaluating electrical energy costs
- 3.9
- Determine quantitatively the efficiency of an electrical appliance that converts electrical energy to heat energy
- 3.10
- Describe the transfer and conversion of energy from a generating station to the home
- 3.11
- Give examples of alternative sources of electrical energy
Key ideas
Static charge builds up when electrons are transferred from one material to another, usually by rubbing (friction).
In a series circuit, components are connected one after another in a single loop, so the same current flows through all of them.
An object that gains electrons becomes negatively charged; one that loses electrons becomes positively charged.
In a parallel circuit, components are on separate branches, so each branch gets the full voltage and current can split between branches.
Different materials hold their electrons more or less tightly, which decides which one gains charge.
Watch out for
- Thinking rubbing 'creates' charge — it only moves electrons from one material to the other; total charge is conserved.
- Thinking one burnt-out bulb always kills the whole string — that happens in series, but parallel branches keep working.
- Thinking positive charges flow between the objects — in solids it is the light, mobile electrons that move.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 6 skills
Life Science: Reproduction
Genetic Information and Cell Division
Genetic information in the nucleus
I can explain that a cell's genetic information is stored in its nucleus and directs what the cell does.
Skill 4.1
Changes to a cell's genetic information
I can discuss factors that can change a cell's genetic information and why such changes matter.
Skill 4.2
The process of cell division
I can describe the basic process of cell division, including how the genetic information is copied and how the nucleus and cell membrane change.
Skill 4.3
Sexual and Asexual Reproduction
Sexual and asexual reproduction
I can distinguish between sexual and asexual reproduction and give examples of organisms that use each.
Skill 4.4
Advantages of sexual and asexual reproduction
I can compare the advantages and disadvantages of sexual and asexual reproduction.
Skill 4.5
Milestones in understanding genetics
I can identify major milestones in how our scientific understanding of genetics has grown over time.
Skill 4.6
The official wording · 6 outcomes
- 4.1
- Recognize that the nucleus of a cell contains genetic information and determines cellular processes
- 4.2
- Discuss factors that may lead to changes in a cell
- 4.3
- Illustrate and describe the basic processes of cell division, including what happens to the cell membrane and the contents of the nucleus
- 4.4
- Distinguish between sexual and asexual reproduction in representative organisms
- 4.5
- Compare sexual and asexual reproduction in terms of their advantages and disadvantages
- 4.6
- Identify major shifts in scientific understanding of genetics
Key ideas
The nucleus is the control centre of the cell, holding the cell's genetic information.
Asexual reproduction needs only one parent and produces offspring that are genetically identical to it.
Genetic information is stored in DNA, which is organized into structures called chromosomes.
Sexual reproduction needs two parents and combines genetic information from each, so offspring differ from both parents.
This information acts as a set of instructions that directs the cell's processes, such as making proteins.
Watch out for
- Thinking genetic information is spread evenly throughout the whole cell — in these cells it is concentrated in the nucleus.
- Thinking all living things need two parents to reproduce — many reproduce asexually from a single parent.
- Thinking DNA and chromosomes are different substances — chromosomes are DNA packaged and organized.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
The official curriculum
This page follows Newfoundland & Labrador’s own curriculum for Science, Grade 9.
Study it in MapleMind
MapleMind teaches Science, Grade 9 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
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Questions about Science, Grade 9
What is Science, Grade 9?
Newfoundland & Labrador’s Grade 9 science course: 4 units and 34 skills, from Earth/Space Science: Space to Life Science: Reproduction.
What units are in Science, Grade 9?
1. Earth/Space Science: Space, 2. Physical Science: Atoms, Elements, and Compounds, 3. Physical Science: Electricity and 4. Life Science: Reproduction.
Is there a provincial exam for Science, Grade 9?
No. Newfoundland & Labrador gives no provincial exam for Science, Grade 9.
What comes after Science, Grade 9?
Science 1206.
Can MapleMind help with Science, Grade 9?
Yes. MapleMind teaches every skill of Science, Grade 9, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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