Alberta

A Energy and Matter in Chemical Change

• Outcomes for Science, Technology and Society (STS) and Knowledge

  • 1 Describe the basic particles that make up the underlying structure of matter, and investigate related technologies

    • identify historical examples of how humans worked with chemical substances to meet their basic needs

    • outline the role of evidence in the development of the atomic model consisting of protons and neutrons (nucleons) and electrons; i.e., Dalton, Thomson, Rutherford, Bohr

    • identify examples of chemistry-based careers in the community

  • 2 Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic compounds and simple molecular compounds

    • illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home

    • explain the importance of and need for the IUPAC system of naming compounds, in terms of the work that scientists do and the need to communicate clearly and precisely

    • explain, using the periodic table, how and why elements combine to form compounds in specific ratios

      • Introduction to chemical bonding (10-U.1)
      • Determine which type of chemical bond can form (10-U.2)

    • predict formulas and write names for ionic and molecular compounds and common acids , using a periodic table, how and why elements combine to form compounds in specific ratios

      • Name binary ionic compounds (10-V.1)
      • Name ionic compounds containing polyatomic ions (10-V.2)
      • Write chemical formulas of ionic compounds (10-V.3)

    • classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state

    • predict whether an ionic compound is relatively soluble in water, using a solubility chart

    • relate the molecular structure of simple substances to their properties

    • outline the issues related to personal and societal use of potentially toxic or hazardous compounds

  • 3 Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical reactions, as applications of Lavoisier's law of conservation of mass

    • provide examples of household, commercial and industrial processes that use chemical reactions to produce useful substances and energy

    • identify chemical reactions that are significant in societies

      • The chemistry of photosynthesis (10-G.1)
      • The chemistry of cellular respiration (10-G.2)

    • describe the evidence for chemical changes; i.e., energy change, formation of a gas or precipitate, colour or odour change, change in temperature

    • differentiate between endothermic and exothermic chemical reactions

      • Identify exothermic and endothermic processes (10-P.1)

    • classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition, hydrocarbon combustion, single replacement, double replacement

      • Classify chemical reactions (10-Z.1)

    • translate word equations to balanced chemical equations and vice versa for chemical reactions that occur in living and nonliving systems

      • Count atoms in chemical reactions using models (10-Y.1)
      • Count atoms in chemical equations (10-Y.2)
      • Balance chemical equations I (10-Y.3)

    • predict the products of formation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion chemical reactions, when given the reactants

      • Single replacement reactions (10-Z.2)

    • define the mole as the amount of an element containing 6.02 × 10²³ atoms (Avogadro's number) and apply the concept to calculate quantities of substances made of other chemical species

    • interpret balanced chemical equations in terms of moles of chemical species, and relate the mole concept to the law of conservation of mass

      • Determine mole ratios (10-AA.1)

• Skill Outcomes

  • 1 Initiating and Planning: Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

    • define and delimit problems to facilitate investigation

    • design an experiment, identifying and controlling major variables

    • state a prediction and a hypothesis based on available evidence and background information

    • evaluate and select appropriate instruments for collecting evidence and appropriate processes for problem solving, inquiring and decision making

  • 2 Performing and Recording: Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

    • carry out procedures, controlling the major variables and adapting or extending procedures

    • use library and electronic research tools to collect information on a given topic

    • select and integrate information from various print and electronic sources or from several parts of the same source

    • demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for the handling and disposal of laboratory materials

    • select and use apparatus, technology and materials safely

  • 3 Analyzing and Interpreting: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

    • describe and apply classification systems and nomenclature used in the sciences

      • Classify matter using physical and chemical properties (10-O.1)
      • Periodic trends: Ionization energy (10-T.1)
      • Name binary ionic compounds (10-V.1)
      • Name ionic compounds containing polyatomic ions (10-V.2)
      • Write chemical formulas of ionic compounds (10-V.3)

    • apply and assess alternative theoretical models for interpreting knowledge in a given field

    • compare theoretical and empirical values and account for discrepancies

    • identify and explain sources of error and uncertainty in measurement, and express results in a form that acknowledges the degree of uncertainty

      • Identify significant figures in measurements (10-C.1)
      • Add and subtract with significant figures (10-C.2)
      • Multiply and divide with significant figures (10-C.3)

    • identify new questions or problems that arise from what was learned

  • 4 Communication and Teamwork: Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

    • communicate questions, ideas and intentions; receive, interpret, understand, support and respond to the ideas of others

    • represent large and small numbers using appropriate scientific notation

    • select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results

B Energy Flow in Technological Systems

• Outcomes for Science, Technology and Society (STS) and Knowledge

  • 1 Analyze and illustrate how technologies based on thermodynamic principles were developed before the laws of thermodynamics were formulated

    • illustrate, by use of examples from natural and technological systems, that energy exists in a variety of forms

    • describe, qualitatively, current and past technologies used to transform energy from one form to another, and that energy transfer technologies produce measurable changes in motion, shape or temperature

    • identify the processes of trial and error that led to the invention of the engine, and relate the principles of thermodynamics to the development of more efficient engine designs

    • analyze and illustrate how the concept of energy developed from observation of heat and mechanical devices

  • 2 Explain and apply concepts used in theoretical and practical measures of energy in mechanical systems

    • describe evidence for the presence of energy; i.e., observable physical and chemical changes, and changes in motion, shape or temperature

    • define kinetic energy as energy due to motion, and define potential energy as energy due to relative position or condition

    • describe chemical energy as a form of potential energy

    • define, compare and contrast scalar and vector quantities

    • describe displacement and velocity quantitatively

      • Distance and displacement in one dimension (10-EE.1)

    • define acceleration, quantitatively, as a change in velocity during a time interval: a = ∆v / ∆t

      • Acceleration in one dimension (10-EE.2)

    • explain that, in the absence of resistive forces, motion at constant speed requires no energy input

    • recall, from previous studies, the operational definition for force as a push or a pull, and for work as energy expended when the speed of an object is increased, or when an object is moved against the influence of an opposing force

    • define gravitational potential energy as the work against gravity

    • relate gravitational potential energy to work done using E_p = mgh and W = Fd and show that a change in energy is equal to work done on a system: ∆Ε =W

    • quantify kinetic energy using E_k = ¹/₂ mv² and relate this concept to energy conservation in transformations

      • Conservation of mechanical energy (10-GG.1)

    • derive the SI unit of energy and work, the joule, from fundamental units

    • investigate and analyze one-dimensional scalar motion and work done on an object or system, using algebraic and graphical techniques

  • 3 Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems

    • describe, qualitatively and in terms of thermodynamic laws, the energy transformations occurring in devices and systems

    • describe how the first and second laws of thermodynamics have changed our understanding of energy conversions

    • define, operationally, "useful" energy from a technological perspective, and analyze the stages of "useful" energy transformations in technological systems

    • recognize that there are limits to the amount of "useful" energy that can be derived from the conversion of potential energy to other forms in a technological device

    • explain, quantitatively, efficiency as a measure of the "useful" work compared to the total energy put into an energy conversion process or device

    • apply concepts related to efficiency of thermal energy conversion to analyze the design of a thermal device

    • compare the energy content of fuels used in thermal power plants in Alberta, in terms of costs, benefits, efficiency and sustainability

    • explain the need for efficient energy conversions to protect our environment and to make judicious use of natural resources

• Skill Outcomes

  • 1 Initiating and Planning: Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

    • design an experiment, identifying and controlling major variables

    • formulate operational definitions of major variables

  • 2 Performing and Recording: Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

    • carry out procedures, controlling the major variables and adapting or extending procedures

    • compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data

    • use library and electronic research tools to collect information on a given topic

    • select and integrate information from various print and electronic sources or from several parts of the same source

  • 3 Analyzing and Interpreting: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

    • compile and display evidence and information, by hand or using technology, in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots

    • identify limitations of data or measurement

    • interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables

    • compare theoretical and empirical values and account for discrepancies

    • state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis

    • construct and test a prototype of a device or system, and troubleshoot problems as they arise

    • propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each and select one as the basis for a plan

    • evaluate a personally designed and constructed device on the basis of self-developed criteria

  • 4 Communication and Teamwork: Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

    • represent large and small numbers using appropriate scientific notation

    • select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results

C Cycling of Matter in Living Systems

• Outcomes for Science, Technology and Society (STS) and Knowledge

  • 1 Explain the relationship between developments in imaging technology and the current understanding of the cell

    • trace the development of the cell theory: all living things are made up of one or more cells and the materials produced by these, cells are functional units of life, and all cells come from pre-existing cells

      • Cells and cell theory (10-D.1)

    • describe how advancements in knowledge of cell structure and function have been enhanced and are increasing as a direct result of developments in microscope technology and staining techniques

    • identify areas of cell research at the molecular level

  • 2 Describe the function of cell organelles and structures in a cell, in terms of life processes, and use models to explain these processes and their applications

    • compare passive transport of matter by diffusion and osmosis with active transport in terms of the particle model of matter, concentration gradients, equilibrium and protein carrier molecules

      • Types of passive transport (10-E.2)
      • Osmosis (10-E.3)

    • use models to explain and visualize complex processes like diffusion and osmosis, endo- and exocytosis, and the role of cell membrane in these processes

      • Structure and function of the cell membrane (10-E.1)
      • Types of passive transport (10-E.2)
      • Osmosis (10-E.3)

    • describe the cell as a functioning open system that acquires nutrients, excretes waste, and exchanges matter and energy

      • Cells and cell theory (10-D.1)
      • Identify functions of plant cell parts (10-D.2)
      • Identify functions of animal cell parts (10-D.3)

    • identify the structure and describe, in general terms, the function of the cell membrane, nucleus, lysosome, vacuole, mitochondrion, endoplasmic reticulum, Golgi apparatus, ribosomes, chloroplast and cell wall, where present, of plant and animal cells

      • Identify functions of plant cell parts (10-D.2)
      • Identify functions of animal cell parts (10-D.3)
      • Plant cell diagrams: label parts (10-D.4)
      • Animal cell diagrams: label parts (10-D.5)
      • Structure and function of the cell membrane (10-E.1)

    • compare the structure, chemical composition and function of plant and animal cells, and describe the complementary nature of the structure and function of plant and animal cells

      • Compare cell types by their structures (10-D.6)

    • describe the role of the cell membrane in maintaining equilibrium while exchanging matter

      • Structure and function of the cell membrane (10-E.1)

    • describe how knowledge about semi-permeable membranes, diffusion and osmosis is applied in various contexts

    • describe cell size and shape as they relate to surface area to volume ratio, and explain how that ratio limits cell size

      • Introduction to cell division (10-H.1)

  • 3 Analyze plants as an example of a multicellular organism with specialized structures at the cellular, tissue and system levels

    • explain why, when a single-celled organism or colony of single-celled organisms reaches a certain size, it requires a multicellular level of organization, and relate this to the specialization of cells, tissues and systems in plants

    • describe how the cells of the leaf system have a variety of specialized structures and functions; i.e., epidermis including guard cells, palisade tissue cells, spongy tissue cells, and phloem and xylem vascular tissue cells to support the process of photosynthesis

    • explain and investigate the transport system in plants; i.e., xylem and phloem tissues and the processes of transpiration, including the cohesion and adhesion properties of water, turgor pressure and osmosis; diffusion, active transport and root pressure in root hairs

    • explain and investigate the gas exchange system in plants; i.e., lenticels, guard cells, stomata and the process of diffusion

    • explain and investigate phototropism and gravitropism as examples of control systems in plants

    • trace the development of theories of phototropism and gravitropism

• Skill Outcomes

  • 1 Initiating and Planning: Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

    • define and delimit problems to facilitate investigation

      • Identify the experimental question (10-A.4)
      • Identify questions that can be investigated with a set of materials (10-A.5)

    • design an experiment, identifying and controlling major variables

      • The process of scientific inquiry (10-A.1)
      • Identify control and experimental groups (10-A.2)
      • Identify independent and dependent variables (10-A.3)

    • state a prediction and a hypothesis based on available evidence and background information

      • The process of scientific inquiry (10-A.1)

    • identify the theoretical basis of an investigation, and develop a prediction and a hypothesis that are consistent with the theoretical basis

    • formulate operational definitions of major variables

      • Identify independent and dependent variables (10-A.3)

  • 2 Performing and Recording: Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

    • carry out procedures, controlling the major variables and adapting or extending procedures

    • use instruments effectively and accurately for collecting data

      • Identify laboratory tools (10-B.1)

    • estimate quantities

    • compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data

    • use library and electronic research tools to collect information on a given topic

    • select and integrate information from various print and electronic sources or from several parts of the same source

  • 3 Analyzing and Interpreting: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

    • compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots

    • interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables

    • state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis

    • explain how data support or refute a hypothesis or prediction

    • construct and test a prototype of a device or system, and troubleshoot problems as they arise

    • identify new questions or problems that arise from what was learned

  • 4 Communication and Teamwork: Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

    • communicate questions, ideas and intentions; receive, interpret, understand, support and respond to the ideas of others

    • select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results

D Energy Flow in Global Systems

• Outcomes for Science, Technology and Society (STS) and Knowledge

  • 1 Describe how the relationships among input solar energy, output terrestrial energy and energy flow within the biosphere affect the lives of humans and other species

    • explain how climate affects the lives of people and other species, and explain the need to investigate climate change

    • identify the Sun as the source of all energy on Earth

    • analyze, in general terms, the net radiation budget, using per cent; i.e., solar energy input, terrestrial energy output, net radiant energy

    • describe the major characteristics of the atmosphere, the hydrosphere and the lithosphere, and explain their relationship to Earth's biosphere

      • The carbon cycle: biosphere processes and interactions (10-M.5)
      • The carbon cycle: geosphere processes and interactions (10-M.6)

    • describe and explain the greenhouse effect, and the role of various gases—including methane, carbon dioxide and water vapour—in determining the scope of the greenhouse effect

      • The greenhouse effect (10-MM.4)

  • 2 Analyze the relationships among net solar energy, global energy transfer processes—primarily radiation, convection and hydrologic cycle—and climate.

    • describe, in general terms, how thermal energy is transferred through the atmosphere (i.e., global wind patterns, jet stream, Coriolis effect, weather systems) and through the hydrosphere (i.e., ocean currents, large bodies of water) from latitudes of net radiation surplus to latitudes of net radiation deficit, resulting in a variety of climatic zones

      • Explore air masses (10-MM.1)
      • Identify and compare air masses (10-MM.2)
      • How do air masses form? (10-MM.3)
      • Factors affecting climate: latitude (10-NN.2)
      • Factors affecting climate: altitude (10-NN.3)
      • Factors affecting climate: distance from the ocean (10-NN.4)
      • Factors affecting climate: surface ocean currents (10-NN.5)

    • investigate and describe, in general terms, the relationships among solar energy reaching Earth's surface and time of year, angle of inclination, length of daylight, cloud cover, albedo effect and aerosol or particulate distribution

      • What causes the seasons on Earth? (10-OO.1)

    • explain how thermal energy transfer through the atmosphere and hydrosphere affects climate

      • Explore air masses (10-MM.1)
      • Identify and compare air masses (10-MM.2)
      • How do air masses form? (10-MM.3)
      • Factors affecting climate: latitude (10-NN.2)
      • Factors affecting climate: altitude (10-NN.3)
      • Factors affecting climate: distance from the ocean (10-NN.4)
      • Factors affecting climate: surface ocean currents (10-NN.5)

    • investigate and interpret how variations in thermal properties of materials can lead to uneven heating and cooling

    • investigate and explain how evaporation, condensation, freezing and melting transfer thermal energy; i.e., use simple calculations of heat of fusion H_fus= ^Q/_n and vaporization H_vap= ^Q/_n , and Q = mc∆t to convey amounts of thermal energy involved, and link these processes to the hydrologic cycle

      • Calculations involving specific heat (10-Q.1)

  • 3 Relate climate to the characteristics of the world's major biomes, and compare biomes in different regions of the world

    • describe a biome as an open system in terms of input and output of energy and matter and exchanges at its boundaries

    • relate the characteristics of two major biomes (i.e., grassland, desert, tundra, taiga, deciduous and rainforest) to net radiant energy, climatic factors (temperature, moisture, sunlight and wind) and topography (mountain ranges, large bodies of water)

      • Identify ecosystems (10-M.1)
      • Describe ecosystems (10-M.2)

    • analyze the climatographs of two major biomes (i.e., grasslands, desert, tundra, taiga, deciduous and rainforest) and explain why biomes with similar characteristics can exist in different geographical locations, latitudes and altitudes

      • Identify ecosystems (10-M.1)
      • Describe ecosystems (10-M.2)

    • identify the potential effects of climate change on environmentally sensitive biomes

  • 4 Investigate and interpret the role of environmental factors on global energy transfer and climate change

    • investigate and identify human actions affecting biomes that have a potential to change climate and critically examine the evidence that these factors play a role in climate change

    • identify evidence to investigate past changes in Earth's climate

    • describe and evaluate the role of science in furthering the understanding of climate and climate change through international programs

    • describe the role of technology in measuring, modelling and interpreting climate and climate change

    • describe the limitations of scientific knowledge and technology in making predictions related to climate and weather

    • assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate

• Skill Outcomes

  • 1 Initiating and Planning: Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

    • identify questions to investigate that arise from practical problems and issues

      • Identify the experimental question (10-A.4)
      • Identify questions that can be investigated with a set of materials (10-A.5)

    • design an experiment, and identify specific variables

      • The process of scientific inquiry (10-A.1)
      • Identify independent and dependent variables (10-A.3)

    • formulate operational definitions of major variables

      • Identify independent and dependent variables (10-A.3)

  • 2 Performing and Recording: Conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

    • carry out procedures, controlling the major variables and adapting or extending procedures where required

      • The process of scientific inquiry (10-A.1)
      • Identify independent and dependent variables (10-A.3)

    • use instruments, effectively and accurately, to collect data

    • compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data

      • Use data to describe climates (10-NN.1)

    • use library and electronic research tools to collect information on a given topic

    • select and integrate information from various print and electronic sources or from several parts of the same source

  • 3 Analyzing and Interpreting: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

    • compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots

    • identify and apply criteria for evaluating evidence and sources of information, including identifying bias

    • interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables

      • Use data to describe climates (10-NN.1)

    • identify limitations of data, evidence or measurement

    • state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis

      • Evaluate claims about natural resource use: groundwater (10-LL.1)
      • Evaluate claims about natural resource use: fossil fuels (10-LL.2)

    • explain how data support or refute a hypothesis or a prediction

      • Evaluate claims about natural resource use: groundwater (10-LL.1)
      • Evaluate claims about natural resource use: fossil fuels (10-LL.2)

    • propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each, and select one as the basis for a plan

  • 4 Communication and Teamwork: Work as members of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

    • represent large and small numbers using appropriate scientific notation

    • select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results

      • Identify significant figures in measurements (10-C.1)
      • Add and subtract with significant figures (10-C.2)
      • Multiply and divide with significant figures (10-C.3)
      • Convert temperature units: Celsius and Kelvin (10-C.4)

    • synthesize information from multiple sources or from complex and lengthy texts, and make inferences based on this information

    • identify multiple perspectives that influence a science-related decision or issue

    • develop, present and defend a position or course of action, based on findings