Curriculum outcome browser

General and specific outcomes from the Alberta Science 10 Program of Studies, with links to lessons that address each outcome across Units A–D.

Source: Alberta Education Science 10 Program of Studies 2005 (Updated 2014)

Unit A: Energy and Matter in Chemical Change

Nature of Science

A-GO1

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

A-GO1-SO1
- identify historical examples of how humans worked with chemical substances to meet their basic needs (e.g., how pre-contact First Nations communities used biotic and abiotic materials to meet their needs)
Lessons
- Particles of Matter: From Macro to Subatomic
A-GO1-SO2
- 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
Lessons
- Particles of Matter: From Macro to Subatomic
- Atomic Models and Evidence
A-GO1-SO3
- identify examples of chemistry-based careers in the community (e.g., chemical engineering, cosmetology, food processing)
Lessons
- Atomic Models and Evidence

A-GO2

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

A-GO2-SO1
- illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage and disposal of chemicals in the laboratory and at home
Lessons
- Acids, Bases, Properties, and WHMIS
A-GO2-SO2
- 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
Lessons
- IUPAC Naming: Ionic and Molecular Compounds
A-GO2-SO3
- explain, using the periodic table, how and why elements combine to form compounds in specific ratios
Lessons
- Periodic Table Patterns and Combining Ratios
A-GO2-SO4
- predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules
Lessons
- Periodic Table Patterns and Combining Ratios
- IUPAC Naming: Ionic and Molecular Compounds
A-GO2-SO5
- classify ionic and molecular compounds, acids and bases on the basis of their properties;
- i.e., conductivity, pH, solubility, state
Lessons
- Acids, Bases, Properties, and WHMIS
A-GO2-SO6
- predict whether an ionic compound is relatively soluble in water, using a solubility chart
Lessons
- Polarity, Water, and Solubility
A-GO2-SO7
- relate the molecular structure of simple substances to their properties (e.g., describe how the properties of water are due to the polar nature of water molecules, and relate this property to the transfer of energy in physical and living systems)
Lessons
- Polarity, Water, and Solubility
A-GO2-SO8
- outline the issues related to personal and societal use of potentially toxic or hazardous compounds (e.g., health hazards due to excessive consumption of alcohol and nicotine;
- exposure to toxic substances;
- environmental concerns related to the handling, storage and disposal of heavy metals, strong acids, flammable gases, volatile liquids)
Lessons
- Acids, Bases, Properties, and WHMIS

A-GO3

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

A-GO3-SO1
- provide examples of household, commercial and industrial processes that use chemical reactions to produce useful substances and energy (e.g., baking powder in baking, combustion of fuels, electrolysis of water into H2(g) and O2(g))
Lessons
- Word Equations and Balancing (Conservation of Mass)
A-GO3-SO2
- identify chemical reactions that are significant in societies (e.g., reactions that maintain living systems, such as photosynthesis and respiration;
- reactions that have an impact on the environment, such as combustion reactions and decomposition of waste materials)
Lessons
—
A-GO3-SO3
- describe the evidence for chemical changes;
- i.e., energy change, formation of a gas or precipitate, colour or odour change, change in temperature
Lessons
- Evidence of Chemical Change and Reaction Types
A-GO3-SO4
- differentiate between endothermic and exothermic chemical reactions (e.g., combustion of gasoline and other natural and synthetic fuels, photosynthesis)
Lessons
- Evidence of Chemical Change and Reaction Types
A-GO3-SO5
- classify and identify categories of chemical reactions;
- i.e., formation (synthesis), decomposition, hydrocarbon combustion, single replacement, double replacement
Lessons
- Evidence of Chemical Change and Reaction Types
- Predicting Products and Balancing Practice
A-GO3-SO6
- translate word equations to balanced chemical equations and vice versa for chemical reactions that occur in living and nonliving systems
Lessons
- Word Equations and Balancing (Conservation of Mass)
A-GO3-SO7
- predict the products of formation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion chemical reactions, when given the reactants
Lessons
- Predicting Products and Balancing Practice
A-GO3-SO8
- define the mole as the amount of an element containing 6.02 × 10^23 atoms (Avogadro's number) and apply the concept to calculate quantities of substances made of other chemical species (e.g., determine the quantity of water that contains 6.02 × 10^23 molecules of H2O)
Lessons
- The Mole and Conservation of Mass
A-GO3-SO9
- interpret balanced chemical equations in terms of moles of chemical species, and relate the mole concept to the law of conservation of mass
Lessons
- The Mole and Conservation of Mass

Unit B: Energy Flow in Technological Systems

Science and Technology

B-GO1

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

B-GO1-SO1
- illustrate, by use of examples from natural and technological systems, that energy exists in a variety of forms (e.g., mechanical, chemical, thermal, nuclear, solar)
Lessons
- Forms of Energy in Natural and Technological Systems
B-GO1-SO2
- 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 (e.g., hydroelectric and coal-burning generators, solar heating panels, windmills, fuel cells;
- describe examples of Aboriginal applications of thermodynamics in tool making, design of structures and heating)
Lessons
- Energy Transformation Technologies
B-GO1-SO3
- 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 (e.g., the work of James Watt;
- improved valve designs in car engines)
Lessons
- Engines, Trial and Error, and the Idea of Energy
B-GO1-SO4
- analyze and illustrate how the concept of energy developed from observation of heat and mechanical devices (e.g., the investigations of Rumford and Joule;
- the development of pre-contact First Nations and Inuit technologies based on an understanding of thermal energy and transfer)
Lessons
- Engines, Trial and Error, and the Idea of Energy

B-GO2

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

B-GO2-SO1
- describe evidence for the presence of energy;
- i.e., observable physical and chemical changes, and changes in motion, shape or temperature
Lessons
- Kinetic, Potential, and Chemical Energy
B-GO2-SO2
- define kinetic energy as energy due to motion, and define potential energy as energy due to relative position or condition
Lessons
- Kinetic, Potential, and Chemical Energy
B-GO2-SO3
- describe chemical energy as a form of potential energy (e.g., energy stored in glucose, adenosine triphosphate [ATP], gasoline)
Lessons
- Kinetic, Potential, and Chemical Energy
B-GO2-SO4
- define, compare and contrast scalar and vector quantities
Lessons
- Scalars, Vectors, and One-Dimensional Motion
B-GO2-SO5
- describe displacement and velocity quantitatively
Lessons
- Scalars, Vectors, and One-Dimensional Motion
B-GO2-SO6
- define acceleration, quantitatively, as a change in velocity during a time interval: a = Δv/Δt
Lessons
- Scalars, Vectors, and One-Dimensional Motion
B-GO2-SO7
- explain that, in the absence of resistive forces, motion at constant speed requires no energy input
Lessons
- Scalars, Vectors, and One-Dimensional Motion
B-GO2-SO8
- 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
Lessons
- Force, Work, Gravitational PE, and the Joule
B-GO2-SO9
- define gravitational potential energy as the work against gravity
Lessons
- Force, Work, Gravitational PE, and the Joule
B-GO2-SO10
- relate gravitational potential energy to work done using Ep = mgh and W = Fd and show that a change in energy is equal to work done on a system: ∆E = W
Lessons
- Force, Work, Gravitational PE, and the Joule
B-GO2-SO11
- quantify kinetic energy using Ek = 1/2 mv² and relate this concept to energy conservation in transformations (e.g., for an object falling a distance "h" from rest: mgh = Fd = 1/2 mv²)
Lessons
- Force, Work, Gravitational PE, and the Joule
B-GO2-SO12
- derive the SI unit of energy and work, the joule, from fundamental units
Lessons
- Force, Work, Gravitational PE, and the Joule
B-GO2-SO13
- investigate and analyze one-dimensional scalar motion and work done on an object or system, using algebraic and graphical techniques (e.g., the relationships among distance, time and velocity)
Lessons
- Mechanical Energy Transformations
B-GO2-SO14
- analyze a simple velocity–time graph to describe acceleration (e.g., calculate the slope of the line in a distance–time graph)
Lessons
- Motion Graphs and Work from Graphs
B-GO2-SO15
- determine the area under the line in a force–distance graph to relate work done on a system
Lessons
- Motion Graphs and Work from Graphs

B-GO3

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

B-GO3-SO1
- describe, qualitatively and in terms of thermodynamic laws, the energy transformations occurring in devices and systems (e.g., automobile, bicycle coming to a stop, thermal power plant, food chain, refrigerator, heat pump, permafrost storage pits for food)
Lessons
- Thermodynamic Laws and Useful Energy
B-GO3-SO2
- describe how the first and second laws of thermodynamics have changed our understanding of energy conversions (e.g., why heat engines are not 100% efficient)
Lessons
- Thermodynamic Laws and Useful Energy
B-GO3-SO3
- define, operationally, "useful" energy from a technological perspective, and analyze the stages of "useful" energy transformations in technological systems (e.g., hydroelectric dam)
Lessons
- Thermodynamic Laws and Useful Energy
B-GO3-SO4
- 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 (e.g., when the potential energy of gasoline is converted to kinetic energy in an automobile engine, some is also converted to heat;
- when electrical energy is converted to light energy in a light bulb, some is also converted to heat)
Lessons
- Thermodynamic Laws and Useful Energy
B-GO3-SO5
- explain, quantitatively, efficiency as a measure of the "useful" work compared to the total energy put into an energy conversion process or device
Lessons
- Efficiency and Alberta Energy Systems
B-GO3-SO6
- apply concepts related to efficiency of thermal energy conversion to analyze the design of a thermal device (e.g., heat pump, high efficiency furnace, automobile engine)
Lessons
- Efficiency and Alberta Energy Systems
B-GO3-SO7
- compare the energy content of fuels used in thermal power plants in Alberta, in terms of costs, benefits, efficiency and sustainability
Lessons
- Efficiency and Alberta Energy Systems
B-GO3-SO8
- explain the need for efficient energy conversions to protect our environment and to make judicious use of natural resources (e.g., advancement in energy efficiency;
- Aboriginal perspectives on taking care of natural resources)
Lessons
- Efficiency and Alberta Energy Systems

Unit C: Cycling of Matter in Living Systems

Nature of Science

C-GO1

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

C-GO1-SO1
- 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 (e.g., from Aristotle to Hooke, Pasteur, Brown, and Schwann and Schleiden;
- recognize that there are sub-cellular particles, such as viruses and prions, which have some characteristics of living cells)
Lessons
- Cell Theory and Spontaneous Generation
C-GO1-SO2
- 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 (e.g., electron microscope, confocal laser scanning microscope [CLSM])
Lessons
- Microscopy and Modern Cell Research
C-GO1-SO3
- identify areas of cell research at the molecular level (e.g., DNA and gene mapping, transport across cell membranes)
Lessons
- Microscopy and Modern Cell Research

C-GO2

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

C-GO2-SO1
- 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 (e.g., particle model of matter and fluid-mosaic model)
Lessons
- Diffusion, Osmosis, and Active Transport
C-GO2-SO2
- use models to explain and visualize complex processes like diffusion and osmosis, endo- and exocytosis, and the role of cell membrane in these processes
Lessons
- Diffusion, Osmosis, and Active Transport
C-GO2-SO3
- describe the cell as a functioning open system that acquires nutrients, excretes waste, and exchanges matter and energy
Lessons
- The Cell as an Open System
C-GO2-SO4
- 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
Lessons
- Organelles and Plant vs Animal Cells
C-GO2-SO5
- 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
Lessons
- Organelles and Plant vs Animal Cells
C-GO2-SO6
- describe the role of the cell membrane in maintaining equilibrium while exchanging matter
Lessons
- Membrane Equilibrium and Applications
C-GO2-SO7
- describe how knowledge about semi-permeable membranes, diffusion and osmosis is applied in various contexts (e.g., attachment of HIV drugs to cells and liposomes, diffusion of protein hormones into cells, staining of cells, desalination of sea water, peritoneal or mechanical dialysis, separation of bacteria from viruses, purification of water, cheese making, use of honey as an antibacterial agent and berries as a preservative agent by traditional First Nations communities)
Lessons
- Membrane Equilibrium and Applications
C-GO2-SO8
- describe cell size and shape as they relate to surface area to volume ratio, and explain how that ratio limits cell size (e.g., compare nerve cells and blood cells in animals, or plant root hair cells and chloroplast-containing cells on the surface of leaves)
Lessons
- Surface Area to Volume and Cell Size

C-GO3

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

C-GO3-SO1
- 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
Lessons
- Plant Specialization and Leaf Systems
C-GO3-SO2
- 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
Lessons
- Plant Specialization and Leaf Systems
C-GO3-SO3
- 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
Lessons
- Plant Water Transport and Transpiration
C-GO3-SO4
- explain and investigate the gas exchange system in plants;
- i.e., lenticels, guard cells, stomata and the process of diffusion
Lessons
- Gas Exchange and Tropisms in Plants
C-GO3-SO5
- explain and investigate phototropism and gravitropism as examples of control systems in plants
Lessons
- Gas Exchange and Tropisms in Plants
C-GO3-SO6
- trace the development of theories of phototropism and gravitropism (e.g., from Darwin and Boysen-Jensen to Went)
Lessons
- Gas Exchange and Tropisms in Plants

Unit D: Energy Flow in Global Systems

Social and Environmental Contexts

D-GO1

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

D-GO1-SO1
- explain how climate affects the lives of people and other species, and explain the need to investigate climate change (e.g., describe the responses of human and other species to extreme climatic conditions;
- describe housing designs, animal habitats, clothing and fur in conditions of extreme heat, cold, dryness or humidity, wind)
Lessons
- Sun, Climate, and Life on Earth
D-GO1-SO2
- identify the Sun as the source of all energy on Earth
Lessons
- Sun, Climate, and Life on Earth
D-GO1-SO3
- analyze, in general terms, the net radiation budget, using per cent;
- i.e., solar energy input, terrestrial energy output, net radiant energy
Lessons
- Net Radiation Budget
D-GO1-SO4
- describe the major characteristics of the atmosphere, the hydrosphere and the lithosphere, and explain their relationship to Earth's biosphere
Lessons
- Earth Systems and the Greenhouse Effect
D-GO1-SO5
- 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
Lessons
- Earth Systems and the Greenhouse Effect

D-GO2

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

D-GO2-SO1
- 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 (e.g., analyze static and animated satellite images)
Lessons
- Global Energy Transfer and Climate Zones
D-GO2-SO2
- 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
Lessons
- Factors Affecting Solar Input at the Surface
D-GO2-SO3
- explain how thermal energy transfer through the atmosphere and hydrosphere affects climate
Lessons
- Global Energy Transfer and Climate Zones
D-GO2-SO4
- investigate and interpret how variations in thermal properties of materials can lead to uneven heating and cooling
Lessons
- Uneven Heating and Phase Changes
D-GO2-SO5
- investigate and explain how evaporation, condensation, freezing and melting transfer thermal energy;
- i.e., use simple calculations of heat of fusion Hfus = Q/n and vaporization Hvap = Q/n, and Q = mc∆t to convey amounts of thermal energy involved
Lessons
- Uneven Heating and Phase Changes
D-GO2-SO6
- link these processes to the hydrologic cycle
Lessons
- Hydrologic Cycle and Climate

D-GO3

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

D-GO3-SO1
- describe a biome as an open system in terms of input and output of energy and matter and exchanges at its boundaries (e.g., compare and contrast cells and biomes as open systems)
Lessons
- Biomes as Open Systems
D-GO3-SO2
- relate the characteristics of two major biomes (i.e., grassland, desert, tundra, taiga, deciduous and rain forest) to net radiant energy, climatic factors (temperature, moisture, sunlight and wind) and topography (mountain ranges, large bodies of water)
Lessons
- Climatographs and Biome Comparison
D-GO3-SO3
- analyze the climatographs of two major biomes (i.e., grasslands, desert, tundra, taiga, deciduous and rain forest) and explain why biomes with similar characteristics can exist in different geographical locations, latitudes and altitudes
Lessons
- Climatographs and Biome Comparison
D-GO3-SO4
- identify the potential effects of climate change on environmentally sensitive biomes (e.g., impact of a reduction in the Arctic ice pack on local species and on Aboriginal societies that rely on traditional lifestyles)
Lessons
- Climate Science, Decisions, and Perspectives

D-GO4

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

D-GO4-SO1
- investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s))
Lessons
- Human Actions and Climate Evidence
D-GO4-SO2
- identify evidence to investigate past changes in Earth's climate (e.g., ice core samples, tree ring analysis)
Lessons
- Human Actions and Climate Evidence
D-GO4-SO3
- describe and evaluate the role of science in furthering the understanding of climate and climate change through international programs (e.g., World Meteorological Organization, World Weather Watch, Global Atmosphere Watch, Surface Heat Budget of the Arctic Ocean (SHEBA) project, The Intergovernmental Panel on Climate Change (IPCC);
- the study of paleoclimates and models of future climate scenarios)
Lessons
- Climate Science, Decisions, and Perspectives
D-GO4-SO4
- describe the role of technology in measuring, modelling and interpreting climate and climate change (e.g., computer models, devices to take measurements of greenhouse gases, satellite imaging technology)
Lessons
- Climate Science, Decisions, and Perspectives
D-GO4-SO5
- describe the limitations of scientific knowledge and technology in making predictions related to climate and weather (e.g., predicting the direct and indirect impacts on Canada's agriculture, forestry and oceans of climate change, or from changes in energy transfer systems, such as ocean currents and global wind patterns)
Lessons
- Climate Science, Decisions, and Perspectives
D-GO4-SO6
- assess, from a variety of perspectives, the risks and benefits of human activity, and its impact on the biosphere and the climate (e.g., compare the Gaia hypothesis with traditional Aboriginal perspectives on the natural world;
- identify and analyze various perspectives on reducing the impact of human activity on the global climate)
Lessons
- Climate Science, Decisions, and Perspectives