Alberta

$Alberta flag$

Skills available for Alberta grade 7 science curriculum

Objectives are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

Show alignments for:

Alberta Program of Studies: Heat and Temperature Alberta Program of Studies: Heat and Temperature
Alberta Program of Studies: Interactions and Ecosystems Alberta Program of Studies: Interactions and Ecosystems
Alberta Program of Studies: Planet Earth Alberta Program of Studies: Planet Earth
Alberta Program of Studies: Plants for Food and Fibre Alberta Program of Studies: Plants for Food and Fibre
Alberta Program of Studies: Structures and Forces Alberta Program of Studies: Structures and Forces

Actions

Print curriculum

C Heat and Temperature

C.STS-K Outcomes for Science, Technology and Society (STS) and Knowledge
- C.STS-K.1 Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources
  - C.STS-K.1.a investigate and interpret examples of heat-related technologies and energy use in the past (e.g., investigate uses of heat for domestic purposes, such as cooking or home heating, and for industrial processes, such as ceramics, metallurgy or use of engines)
  - C.STS-K.1.b trace linkages between human purposes and the development of heat-related materials and technologies (e.g., development of hair dryers and clothes dryers; development of protective clothing, such as oven mitts, ski suits and survival clothing)
  - C.STS-K.1.c identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature)
  - C.STS-K.1.d identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated)
- C.STS-K.2 Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models
  - C.STS-K.2.a compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces)
    - Predict heat flow and temperature changes (7-F.1)
    - Compare thermal energy transfers (7-F.2)
  - C.STS-K.2.b explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases
  - C.STS-K.2.c describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter
  - C.STS-K.2.d distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter
    - How does particle motion affect temperature? (7-G.1)
    - Particle motion and changes of state (7-G.2)
  - C.STS-K.2.e investigate and describe the effects of heating and cooling on the volume of different materials, and identify applications of these effects (e.g., use of expansion joints on bridges and railway tracks to accommodate thermal expansion)
- C.STS-K.3 Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices
  - C.STS-K.3.a describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living things, geothermal sources and composting)
    - Compare thermal energy transfers (7-F.2)
  - C.STS-K.3.b describe examples of passive and active solar heating, and explain the principles that underlie them (e.g., design of homes to maximize use of winter sunshine)
  - C.STS-K.3.c compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home)
  - C.STS-K.3.d explain the operation of technological devices and systems that respond to temperature change (e.g., thermometers, bimetallic strips, thermostatically-controlled heating systems)
  - C.STS-K.3.e describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices)
  - C.STS-K.3.f investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy consumption, damage to materials caused by uneven heating, risk of fire)
- C.STS-K.4 Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability
  - C.STS-K.4.a identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications)
    - Evaluate claims about natural resource use: fossil fuels (7-Q.2)
  - C.STS-K.4.b compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues (e.g., compare the energy required in alternative cooking technologies, such as electric stoves, gas stoves, microwave ovens and solar cookers; identify issues regarding safety of fuels, hot surfaces and combustion products)
  - C.STS-K.4.c identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community
    - Evaluate claims about natural resource use: fossil fuels (7-Q.2)
C.S Skill Outcomes
- C.S.1 Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
  - C.S.1.a identify science-related issues (e.g., identify an economic issue related to heat loss in a building)
  - C.S.1.b identify questions to investigate arising from a problem or issue (e.g., ask a question about the source of cold air in a building, or about ways to prevent cold areas)
    - Identify the experimental question (7-B.3)
    - Identify questions that can be investigated with a set of materials (7-B.4)
  - C.S.1.c phrase questions in a testable form, and clearly define practical problems (e.g., rephrase a general question, such as: "How can we cut heat loss through windows?" to become "What effect would the addition of a plastic layer have on heat loss through window glass?" or "How would the use of double- or triple-paned windows affect heat loss?")
    - Identify the experimental question (7-B.3)
    - Identify questions that can be investigated with a set of materials (7-B.4)
  - C.S.1.d design an experiment, and control the major variables (e.g., design an experiment to evaluate two alternative designs for solar heating a model house)
- C.S.2 Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
  - C.S.2.a identify data and information that are relevant to a given problem or issue
  - C.S.2.b select and integrate information from various print and electronic sources or from several parts of the same source (e.g., describe current solar energy applications in Canada, based on information from a variety of print and electronic sources)
  - C.S.2.c use instruments effectively and accurately for collecting data and information (e.g., accurately read temperature scales and use a variety of thermometers; demonstrate skill in downloading text, images, and audio and video files on methods of solar heating)
    - Identify laboratory tools (7-A.2)
    - Laboratory safety equipment (7-A.3)
  - C.S.2.d carry out procedures, controlling the major variables (e.g., show appropriate attention to controls in investigations of the insulative properties of different materials)
    - Understand an experimental protocol about diffusion (7-B.6)
    - Understand an experimental protocol about evaporation (7-B.7)
- C.S.3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations
  - C.S.3.a compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., construct a database to enter, compare and present data on the insulative properties of different materials)
  - C.S.3.b identify, and suggest explanations for, discrepancies in data
    - Evaluate tests of engineering-design solutions (7-C.2)
    - Use data from tests to compare engineering-design solutions (7-C.3)
  - C.S.3.c identify and evaluate potential applications of findings (e.g., the application of heat transfer principles to the design of homes and protective clothing)
    - Evaluate tests of engineering-design solutions (7-C.2)
    - Use data from tests to compare engineering-design solutions (7-C.3)
  - C.S.3.d test the design of a constructed device or system (e.g., test a personally-constructed heating or cooling device)
- C.S.4 Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results
  - C.S.4.a communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings)
  - C.S.4.b defend a given position on an issue, based on their findings (e.g., defend the use of a particular renewable or nonrenewable source of heat energy in a particular application)

Alberta

Show alignments for:

Actions

C Heat and Temperature

C.STS-K Outcomes for Science, Technology and Society (STS) and Knowledge

C.STS-K.1 Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources

C.STS-K.1.a investigate and interpret examples of heat-related technologies and energy use in the past (e.g., investigate uses of heat for domestic purposes, such as cooking or home heating, and for industrial processes, such as ceramics, metallurgy or use of engines)

C.STS-K.1.b trace linkages between human purposes and the development of heat-related materials and technologies (e.g., development of hair dryers and clothes dryers; development of protective clothing, such as oven mitts, ski suits and survival clothing)

C.STS-K.1.c identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature)

C.STS-K.1.d identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated)

C.STS-K.2 Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models

C.STS-K.2.a compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces)

C.STS-K.2.b explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases

C.STS-K.2.c describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter

C.STS-K.2.d distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter

C.STS-K.2.e investigate and describe the effects of heating and cooling on the volume of different materials, and identify applications of these effects (e.g., use of expansion joints on bridges and railway tracks to accommodate thermal expansion)

C.STS-K.3 Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices

C.STS-K.3.a describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living things, geothermal sources and composting)

C.STS-K.3.b describe examples of passive and active solar heating, and explain the principles that underlie them (e.g., design of homes to maximize use of winter sunshine)

C.STS-K.3.c compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home)

C.STS-K.3.d explain the operation of technological devices and systems that respond to temperature change (e.g., thermometers, bimetallic strips, thermostatically-controlled heating systems)

C.STS-K.3.e describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters, furnaces, refrigerators and air conditioning devices)

C.STS-K.3.f investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy consumption, damage to materials caused by uneven heating, risk of fire)

C.STS-K.4 Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability

C.STS-K.4.a identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications)

C.STS-K.4.c identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community

C.S Skill Outcomes

C.S.1 Initiating and Planning: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions

C.S.1.a identify science-related issues (e.g., identify an economic issue related to heat loss in a building)

C.S.1.b identify questions to investigate arising from a problem or issue (e.g., ask a question about the source of cold air in a building, or about ways to prevent cold areas)

C.S.1.d design an experiment, and control the major variables (e.g., design an experiment to evaluate two alternative designs for solar heating a model house)

C.S.2 Performing and Recording: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

C.S.2.a identify data and information that are relevant to a given problem or issue

C.S.2.b select and integrate information from various print and electronic sources or from several parts of the same source (e.g., describe current solar energy applications in Canada, based on information from a variety of print and electronic sources)

C.S.2.c use instruments effectively and accurately for collecting data and information (e.g., accurately read temperature scales and use a variety of thermometers; demonstrate skill in downloading text, images, and audio and video files on methods of solar heating)

C.S.2.d carry out procedures, controlling the major variables (e.g., show appropriate attention to controls in investigations of the insulative properties of different materials)

C.S.3 Analyzing and Interpreting: Analyze qualitative and quantitative data, and develop and assess possible explanations

C.S.3.a compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., construct a database to enter, compare and present data on the insulative properties of different materials)

C.S.3.b identify, and suggest explanations for, discrepancies in data

C.S.3.c identify and evaluate potential applications of findings (e.g., the application of heat transfer principles to the design of homes and protective clothing)

C.S.3.d test the design of a constructed device or system (e.g., test a personally-constructed heating or cooling device)

C.S.4 Communication and Teamwork: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

C.S.4.a communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings)

C.S.4.b defend a given position on an issue, based on their findings (e.g., defend the use of a particular renewable or nonrenewable source of heat energy in a particular application)