Grade 10 - Science 10-4 (2006)

Science

Investigating Properties of Matter 

Understanding Energy Transfer Technologies

Investigating Matter and Energy in Living Systems

Investigating Matter and Energy in Environmental Systems

classify various forms of matter, including commonly used household substances, on the basis of their properties and relate theses properties to their safe use, storage and disposal 

describe solutions and solubility, solutes and solvents and describe how these concepts are applied to the production of prepared foods and useful materials

describe the properties of elements and compounds and have a basic understanding of the periodic table

examine how natural and technological cooling and heating systems are based on the transfer of thermal energy (heat) from hot to cold objects  

investigate common methods and devices designed to control the transfer of thermal energy

describe and compare simple machines as devices that transfer energy and multiply forces or distances

examine, in general terms, the exchange of matter by the digestive and circulatory systems, the functional relationship between the two systems and the need for a healthy diet and lifestyle 

examine disorders of the digestive and circulatory systems induced by genetic, lifestyle and environmental factors

describe, in general terms, the structure and function of plant and animal cell parts 

identify and compare, in general terms, the life functions common to living systems, from cells to organ systems

examine how the flow of matter in the biosphere is cyclical along characteristic pathways and can be disrupted by human activity

examine a local ecosystem in terms of its biotic and abiotic components and describe the factors that maintain its equilibrium

communicate and demonstrate safe handling, storage and disposal of household and workplace substances using the Workplace Hazardous Materials Information System (WHMIS) and Household Hazardous Products Symbols (HHPS) 

compare and contrast the properties of pure substances and mixtures (e.g., zinc and brass, iron and stainless steel, acetic acid and vinegar, pure water and salt water)

relate the properties of pure substances and mixtures to practical applications (e.g., salting icy roads, adding antifreeze to automobile radiators)

differentiate between the physical and chemical properties of matter

apply the particle model of matter to explain the physical properties of the phases of matter 

define solute, solvent, solution and solubility  

provide examples of mixtures that form homogeneous solutions (e.g., vinegar and water

provide examples of mixtures that do not form homogeneous solutions (e.g., oil and water

describe examples of the effect of temperature change on solubility and explain this effect on the basis of the particle model of matter (e.g., concentration of brines for pickling and syrups for canning)

compare the volume of packaging waste resulting from the use of concentrated and diluted forms of products (e.g., orange juice, fabric softener) and relate this to the need for recycling and environmental preservation  

describe, in general terms, the pH scale as an indicator of acidity or basicity (e.g.., a pH of less than 7 indicates an acid, a pH of greater than 7 indicates a base)

investigate the corrosive effects of environmental factors such as acids, bases, salts, humidity and temperature (e.g., corrosion of iron by acid rain and spray from ocean water)

identify the potential dangers of mixing common household and industrial chemicals (e.g., not mixing ammonia cleaners with bleach, not adding water when diluting acid)

identify that elements can combine to form compounds and that compounds break down into their constituent elements 

describe the difference between metals, nonmetals and metalloids on the basis of their properties (e.g., luster, conductivity, malleability, brittleness, state of matter)

use the periodic table to locate the names and properties of elements

identify and write word equations for common elements and simple compounds (e.g., hydrogen and oxygen produce water, iron and oxygen produce rust, carbon and oxygen produce carbon dioxide, sodium and chlorine produce salt)

observe cooling systems as applications that are based on the principle that heat transfers from warmer to cooler objects (e.g., air conditioners, automobile radiators)

describe the three ways (e.g.., radiation, convection and conduction) thermal energy transfers from warmer to cooler objects 

compare and evaluate the efficiency of contemporary structures to traditional Aboriginal structures in terms of heat retention  

describe the particle model of matter, in which every object consists of particles in motion, and describe the effect of temperature on this motion (e.g., observe Brownian motion)

examine the roles of convection and conduction in distributing heat in natural and technological systems (e.g., sea and land breezes, cast-iron pots and pans)

describe how large bodies of water, such as oceans and lakes, have a moderating influence on climate (e.g., compare the climates of Vancouver and Calgary)

investigate technologies that reduce thermal energy transfer (e.g., clothing construction strategies, insulation, cavity walls)

examine devices and methods that protect against potentially dangerous thermal energy transfer (e.g., household appliances, protective clothing worn by firefighters, internal combustion engine)

examine variations in absorption or loss of heat in a substance being heated or cooled by manipulating variables, including the amount and type of material (e.g., motor oil, cooking oil, water)

describe simple machines as devices that transfer energy (e.g., screws, ramps, hammers, hockey sticks, tennis rackets)

describe simple machines as either force multipliers or distance multipliers

examine common household machines in terms of force multipliers and ways in which work is made easier (e.g., can openers, crowbars, automobile jacks, scissors and hedge clippers).

investigate human nutritional needs using Canada’s Food Guide to Healthy Eating and other resources

assess the nutrient components of prepared foods by reading labels and evaluate a variety of popular diets in terms of nutrient composition  

explain, in general terms, how diets that include excessive amounts of certain foods may influence body function (e.g., foods high in cholesterol, salt, fats)

examine and discuss the role of mixed and vegetarian diets in meeting human nutritional needs

recognize how diet/eating habits, other than traditional foods, have impacted Aboriginal and other cultures

examine the intake and processing of matter by the digestive system (e.g., foods are broken down into molecules that are absorbed into the blood stream from the intestine, food intake leads to increased blood sugar and mineral levels)

describe, in general terms, the role of the heart and lungs in the circulatory system and in the exchange and distribution of matter processed by the digestive system 

describe, in general terms, how the digestive and circulatory systems interact to assist in the maintenance of balance (homeostasis) in the human organism 

explain that illness and possibly death may result when the body cannot accommodate major disturbances (e.g., appendicitis, kidney failure, heart attacks) within the digestive, excretory and circulatory systems

examine a technology that is used to diagnose imbalances (e.g., endoscope, stethoscope) or to intervene and preserve balance (homeostasis) (e.g., kidney dialysis machine, pacemaker)

examine the effect of social factors on human digestive and circulatory well-being and disorders (e.g., ulcers, anorexia, bulimia, high blood pressure, heart and arterial diseases, as they relate to fitness level and diets)

examine the structure of the major parts of plant and animal cells, including the cell membrane, nucleus, vacuole, mitochondrion, chloroplast and cell wall 

examine the relationship between photosynthesis and cellular respiration in terms of biological energy storage (e.g., capture of energy from the sun in glucose during photosynthesis and the release of energy from glucose during cellular respiration)

examine life functions common to living systems (e.g., energy conversion, response to the environment, growth, reproduction, conservation or dissipation of thermal energy, torpor, dormancy, hibernation, estivation, vascular skin, sweat gland behaviour)

identify the organs and systems in plants and animals that perform life functions 

identify the major human organ systems that perform critical life functions (e.g., energy conversion, response to the environment, growth, reproduction, conservation or dissipation of thermal energy)

examine how cell structure is adapted for specific life functions (e.g., stomata on the leaves for water balance; skin cells are flat to cover a large surface area; plant cell walls provide structural support; nerve cells are long for transmission of impulses; storage of chemical energy in roots such as sugar beets, stems such as sugar cane and fruits such as apples)

identify the role of modern technology in monitoring critical life functions in humans (e.g., ultrasound, heart monitor, blood pressure cuff, blood glucose monitoring devices)

examine natural food chains, food webs and energy pyramids

investigate how human societies, including traditional Aboriginal societies, influence the cycling of matter in the biosphere

examine the costs and benefits of technological developments that result in materials the ecosystem cannot recycle (e.g., disposable plastics, heavy metals)

examine how biodegradable materials reduce the impact of human-made products on the environment  

compare the recycling of matter by society with the natural cycling of matter through ecosystems  

examine the impact of modern agricultural technology on the cycling of matter through natural pathways

identify the needs and interests of society that have led to technologies with unforeseen environmental consequences (e.g., fishing technologies that result in harvesting rates that are higher than reproduction rates, use of pesticides such as DDT, impact of automobile emissions on atmospheric composition)

describe in general terms, the characteristics of two Alberta biomes (e.g., parkland, boreal forest, mountain, grassland)

define ecosystems in terms of biotic and abiotic factors (e.g., common plants and animals, latitude, altitude, topography)

examine how various abiotic factors influence biodiversity in an ecosystem (e.g., climate, substrate, temperature, elevation)

explain how various factors influence the size of populations (e.g., immigration, emigration, birth rate and death rate, food supply, predation, disease, number of offspring produced, climate change)

examine how interactions among organisms limit populations (e.g., predation, parasitism, competition)

examine the relationship between land-use practices and altering ecosystems (e.g., swamp drainage, slash-and-burn forestry, agriculture)

recognize the purpose of environmental laws