Grade 10 - Science 14

Unit A: Investigating Properties of Matter

Unit B: Understanding Energy Transfer Technologies 

Unit C: Investigating Matter & Energy in Living Systems

Unit D: Investigating Matter & Energy in the Environment

Outcomes for Science, Technology & Society (STS) & Knowledge

SKILL OUTCOMES

ATTITUDE OUTCOMES

Outcomes for Science, Technology & Society (STS) & Knowledge

Skill Outcomes

Attitude Outcomes 

Outcomes for Science, Technology & Society (STS) & Knowledge

Skill Outcomes

Attitude Outcomes

Outcomes for Science, Technology & Society (STS) & Knowledge

Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process)

Attitude Outcomes 

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

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

Describe the properties of elements and compounds, and use the periodic table to identify trends in properties

INITIATING AND PLANNING: Ask questions about relationships between and among observable variables, and plan investigations to address those questions

PERFORMING AND RECORDING: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

ANALYZING AND INTERPRETING: Analyze qualitative and quantitative data, and develop and assess possible explanations

COMMUNICATION AND TEAMWORK: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

Interest in Science- Students will be encouraged to: Show interest in science-related questions and issues, and confidently pursue personal interests and career possibilities within science-related fields (e.g., research answers to questions, such as: “What is the pH of the shampoo and other cleaning solvents used in my home?”; recognize that part-time jobs require science- and technology-related knowledge and skills)

Mutual Respect-Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., appreciate how scientific problem solving and the development of new technologies are related; recognize the contribution of science and technology to the progress of civilizations)

Scientific Inquiry-Students will be encouraged to:  Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., critically evaluate inferences and conclusions; ask questions and do research to ensure personal understanding)

Collaboration-Students will be encouraged to: Work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas (e.g., work cooperatively with any classmate or group, and share responsibility for any errors made or any difficulties encountered by the group)

Stewardship-Students will be encouraged to:  Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., assume part of the collective responsibility for the impact of humans on the environment; consider the impact of technologies, weighing scientific, technological and ecological factors; evaluate the long-term impact of waste disposal, such as paints and cleaning solutions, on the environment and the quality of life of living organisms)

Safety : Show concern for safety in planning, carrying out and reviewing activities (e.g., read the label on materials before using them; interpret the WHMIS symbols, and consult a reference document if safety symbols are not understood; seek assistance immediately for any first-aid concerns, such as cuts, burns or unusual reactions)

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

Explain the functioning of 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

INITIATING AND PLANNING: Ask questions about relationships between and among observable variables, and plan investigations to address those questions

PERFORMING AND RECORDING:  Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

ANALYZING AND INTERPRETING: Analyze qualitative and quantitative data, and develop and assess possible explanations

COMMUNICATION AND TEAMWORK:  Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

Interest in Science :  Show interest in science-related questions and issues, and confidently pursue personal interests and career possibilities within science-related fields (e.g., explore and use a variety of methods and resources to increase knowledge and skills and to solve problems; recognize that part-time jobs require science- and technology-related knowledge and skills)

Mutual Respect:  Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., recognize that the modern western approaches to technology are not the only ways by which people, such as Aboriginals, have met their needs)

Scientific Inquiry: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., ask questions and do research to ensure understanding)

Collaboration: Work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas (e.g., seek the point of view of others, and consider a multitude of perspectives; accept constructive criticism when sharing ideas or points of view; evaluate the ideas of peers)

Stewardship: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., promote actions and technologies that are not injurious to the environment; consider the impact of technology, weighing scientific, technological and ecological factors)

Safety : Show concern for safety in planning, carrying out and reviewing activities (e.g., keep the work station uncluttered, with only appropriate materials present; consider safety a positive limiting factor in scientific and technological endeavours)

Describe, 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

Describe disorders of the digestive and circulatory systems as imbalances induced by genetic, lifestyle and environmental factors

Describe, in general terms, the structure and function of plant and animal cell parts; and trace the development of the cell theory

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

INITIATING AND PLANNING: Ask questions about relationships between and among observable variables, and plan investigations to address those questions

PERFORMING AND RECORDING: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

ANALYZING AND INTERPRETING: Analyze qualitative and quantitative data, and develop and assess possible explanations

COMMUNICATION AND TEAMWORK: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

Interest in Science: Show interest in science-related questions and issues, and confidently pursue personal interests and career possibilities within science-related fields (e.g., research the answers to their own questions; readily investigate ways to improve the functioning of the circulatory and digestive systems)

Mutual Respect: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., recognize the contribution of science and technology to the progress of civilizations; use a multi-perspective approach, considering scientific, technological, economic, cultural, political and environmental factors, when formulating conclusions on the impact of western/nonwestern diets on human health)

Scientific Inquiry: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., insist that the critical assumptions behind any line of reasoning be made explicit, so that the validity of the solution can be judged; criticize arguments in which evidence, explanations or positions do not reflect the diversity of perspectives that exist)

Collaboration:  Work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas (e.g., provide the same attention and energy to the group’s product as to a personal assignment; evaluate the ideas of peers)

Stewardship: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., consider all perspectives when addressing issues, weighing scientific, technological and ecological factors)

Safety:  Show concern for safety in planning, carrying out and reviewing activities (e.g., keep the work station uncluttered, with only appropriate materials present)

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

Analyze a local ecosystem in terms of its biotic and abiotic components, and describe factors of the equilibrium

INITIATING AND PLANNING: Ask questions about relationships between and among observable variables, and plan investigations to address those questions

PERFORMING AND RECORDING:  Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

ANALYZING AND INTERPRETING: Analyze qualitative and quantitative data, and develop and assess possible explanations

COMMUNICATION AND TEAMWORK: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

INTEREST IN SCIENCE:  Show interest in science-related questions and issues, and confidently pursue personal interests and career possibilities within science-related fields (e.g., demonstrate an interest in science and technology topics not directly related to classroom studies; readily investigate Science, Technology and Society issues)

MUTUAL RESPECT:  Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., consider scientific, technological, economic, cultural, political and environmental factors when formulating conclusions, solving problems or making decisions on a Science, Technology and Society issue)

SCIENTIFIC INQUIRY:  Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., insist on evidence before accepting a new idea or explanation for waste reduction; insist that the critical assumptions behind any line of reasoning be made explicit, so that the validity of the position taken can be judged)

COLLABORATION:  Work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas (e.g., be attentive when others speak; suspend personal views when evaluating suggestions made by a group; be nonjudgemental in the discussion of ideas and plans)

STEWARDSHIP: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., examine their personal role in the preservation of the environment; make personal decisions based on feelings of responsibility toward less privileged parts of the global community and toward future generations; participate in the social and political systems that influence environmental policy in their community)

SAFETY:  Show concern for safety in planning, carrying out and reviewing activities (e.g., consider safety and show concern for the environment when disposing of used materials)

describe the need for safety precautions that should be followed when handling, storing and disposing of substances at home and in the laboratory; and explain the WHMIS and consumer product symbols for labelling substances (e.g., flammable, corrosive, reactive, health hazard)

describe the importance of mixtures and solutions in household products (e.g., baking soda, soaps, paints)

compare and contrast the properties of pure substances and mixtures (e.g., brass and zinc, stainless steel and iron, acetic acid and vinegar, pure water and salt water), and relate this information to practical applications (e.g., salting icy roads, adding antifreeze to car radiators)

outline the steps in separating the components of mechanical mixtures and solutions on the basis of their properties (e.g., filtration of mechanical mixtures, distillation of solutions such as crude oil)

differentiate between physical and chemical properties of matter

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

provide examples of insoluble and soluble mixtures (e.g., oil and water, vinegar and water); and, in general terms, account for the difference

define, operationally, solute, solvent, solution and solubility; and express concentration in terms of mass per volume

provide 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)

link concentration changes and the concept of dilution to changes in the ratio of the amount of solute to the amount of solvent (e.g., investigate how concentrated products, such as orange juice, evaporated milk or instant coffee are made)

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

identify acid and base solutions in the home, job site and laboratory (e.g., vinegar, soda pop, shampoo, battery acid, household ammonia, antacids, dish soap, hydrochloric acid, sodium hydroxide) on the basis of their general properties; i.e., they conduct electricity, change colour of acid/base indicators and neutralize one another

describe, in general terms, the pH scale as an indicator of acidity or basicity; i.e., a pH of less than 7 indicates an acid, a pH of 7 indicates a neutral solution, and a pH of greater than 7 indicates a base

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

list the potential dangers of mixing common household and industrial chemicals (e.g., mixing ammonia cleaners with bleach, adding muriatic [hydrochloric] acid to caustic soda, adding water to acid)

differentiate among metals, nonmetals and metalloids on the basis of properties (e.g., luster, conductivity, malleability, brittleness, state of matter)

use the periodic table to locate names and properties of elements

name and write chemical formulas for common elements (e.g., aluminum, copper, iron, nitrogen, hydrogen, oxygen) and simple compounds (e.g., water, glucose, table salt, carbon dioxide, iron oxide, vinegar, methane, propane), and describe the uses of elements and compounds in society

demonstrate the difference between elements and compounds on the basis of a decomposition reaction (e.g., electrolysis of water) 

observe and explain the functioning of cooling systems as applications that are based on the principle that heat is transferred from hot to cold objects (e.g., fins on engines, piping on the back of refrigerators and air conditioners, automobile radiators)

describe the three ways; i.e., radiation, conduction and convection, that thermal energy is transferred from hot to cold objects

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)

describe the role of convection and conduction in distributing heat in natural and technological systems (e.g., sea and land breezes, convection ovens, metal pipes, cast-iron pots and pans)

explain 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)

explain the functioning of technologies that reduce thermal energy transfer (e.g., clothing, construction strategies for reducing heat loss—insulation, cavity walls, aluminum foil and double glazing)

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

describe the variation in absorption/loss of heat (specific heat capacity) of a substance being heated or cooled, by manipulating variables that include the amount and type of material (e.g., motor oil, cooking oil, water)

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

identify the joule and the newton metre as the units of energy and work in the Système international (SI) units

analyze and describe simple machines as either force multipliers or distance multipliers

describe all simple machines as having an input force, an output force and a fulcrum (e.g., pulleys, doorknobs, winches)

develop the relationship Fd, by measuring the force (F) applied to the object and the distance (d) the object is moved in the direction in which the force is applied (e.g., use a balance beam [teeter-totter] to establish equilibrium, placing differing masses at various distances)

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

explain the need to encourage and support the development of machines that are efficient and rely upon renewable energy sources (e.g., hand-wound radios, solar-powered calculators, solar cookers) 

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., cholesterol, salt, fats)

analyze and discuss mixed diets and vegetarian diets in meeting human nutritional needs

describe, in general terms, the intake of matter and its processing 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

analyze the functional relationship between the digestive and circulatory systems, recognizing the work of early physicians (e.g., William Harvey, Ivan Pavlov, William Beaumont)

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

explain how normal fluctuations within the digestive system result in adjusting fluctuations in the circulatory system (e.g., ingestion of salt and increased blood pressure; the relationship between blood sugar and insulin production)

explain that illness and possibly death may result when the body cannot accommodate major disturbances within a system; i.e., digestive, excretory or circulatory (e.g., ulcers, heart attacks)

analyze and explain, in general terms, 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)

evaluate 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 lack of fitness, unbalanced diets)

relate human knowledge of cells to the development of the optical microscope and staining techniques (e.g., the work of Antony van Leeuwenhoek, Robert Hooke)

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

describe, using analogies where appropriate, the functions of the major parts of plant and animal cells, including the cell membrane, nucleus, vacuole, mitochondrion, chloroplast and cell wall (e.g., compare cell functions to the functioning of a city)

describe the relationship between photosynthesis and cellular respiration in terms of biological energy storage; i.e., capture of energy from the Sun in glucose during photosynthesis, and the release of energy from glucose during respiration

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

identify organs and systems in plants and animals that carry out the above life functions

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

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

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

explain the role of living systems in the cycling of matter in the biosphere (e.g., food chains)

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

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

describe, in general terms, how water, carbon, oxygen and nitrogen are cycled through the biosphere

explain why the flow of energy through the biosphere is linear and noncyclical

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

assess the impact of modern agricultural technology on the natural pathways of recycling matter

identify and assess the needs and interests of society that have led to technologies with unforeseen environmental consequences (e.g., fishing technologies that result in harvesting more than the rate of reproduction, use of pesticides such as DDT, impact of driving a car on atmospheric compositions)

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)

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

explain how biotic relationships can be explained in terms of the movement of matter and energy, using food chains, food webs and energy pyramids

explain how various factors influence the size of populations; i.e., immigration and emigration, birth and death rates, food supply, predation, disease, reproductive rate, number of offspring produced, and climate change

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

assess the impact of the introduction of exotic species on a specific ecosystem or biome (e.g., purple loosestrife in western Canadian wetlands, English sparrows in North America, zebra mussels in the Great Lakes)

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

trace the development of a technological application that has altered an ecosystem (e.g., power generation, fishing, logging, oil and gas exploration, agricultural practices)

define questions and problems to facilitate investigation (e.g., ask how a mixture of salt and water could be separated into its components)

state a prediction and a hypothesis based on background information or on an observed pattern of events (e.g., apply knowledge of the properties of elements to place them on a periodic table)

formulate operational definitions of major variables and other aspects of their investigations (e.g., identify selected solutions and pure substances on the basis of their properties)

design an experiment, and identify major variables (e.g., investigate and classify elements as metals or nonmetals; test various detergents for effectiveness; identify factors that cause corrosion in iron)

select appropriate methods and tools for collecting data and information to solve problems (e.g., separate a mixture using standard techniques, such as filtration, evaporation, crystallization or chromatography)

carry out procedures, controlling the major variables (e.g., investigate properties, such as physical appearance, density, conductivity, solubility, magnetism and melting point, of sample materials in the laboratory and in a reference source, and tabulate the results)

organize data, using a format that is appropriate to the task or experiment (e.g., prepare a chart that describes the properties of common household solutions and lists procedures for their safe use, storage and disposal)

select and integrate information from various print and electronic sources or from several parts of the same source (e.g., use current, reliable information sources to investigate elements and compounds; upload and download text, image, audio and video files on the safe handling of chemicals in the workplace)

use or construct a classification key (e.g., identify selected acid and base solutions on the basis of their properties)

predict the value of a variable, by interpolating or extrapolating from graphical data (e.g., use data collected by computer in the laboratory or by other means to demonstrate that the solubility of substances varies directly with the temperature)

interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., use data collected by computer in the laboratory or by other means to demonstrate that the solubility of substances varies with the nature of the solute and the solvent)

identify potential sources of error in the measurement (e.g., analyze the use of colour to estimate the concentration of a solution)

state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., observe the chemical and physical properties of metals and nonmetals, and explain how these observations support the classification system for metals, nonmetals and metalloids)

identify and evaluate potential applications of findings (e.g., relate the use of standard laboratory separation techniques to the processes used in water treatment and purification; investigate how soaps and detergents can dissolve in both water and oil) 

receive, understand and act on the ideas of others (e.g., share information and learn from others)

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., write a paragraph to describe how chemicals are used at home and in industry)

rephrase questions in a testable form, and clearly define practical problems (e.g., “How is the human body analogous to a machine?”)

identify questions to investigate arising from practical problems and issues (e.g., investigate the functioning of common machines, such as car jacks, can and bottle openers, meat grinders, bicycles, ramps and others, that either change the direction, speed or magnitude of a force)

propose alternative solutions to a given practical problem, select one, and develop a plan (e.g., identify ways to reduce thermal energy loss or gain in school buildings)

state a prediction and a hypothesis based on background information or on an observed pattern of events (e.g., hypothesize the relationship between the rate of thermal conduction in different materials and their insulative properties)

design an experiment, and identify major variables (e.g., design an experiment to compare temperature changes in different liquids as they are heated, identifying variables and controls; write a procedure, design the observation tables or charts, and identify possible sources of error and their effects on the results)

estimate measurements (e.g., predict the final temperature when two samples of water at different temperatures are combined)

use instruments effectively and accurately for collecting data (e.g., collect data on daily household energy consumption by recording electricity and gas meter readings over a two-week period; organize, display and analyze the data)

use tools, technology and apparatus safely (e.g., build a container to keep material hot or cold; safely perform an experiment to compare the thermal conduction rate of different materials)

interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., suggest the reasons for daily fluctuations in domestic energy consumption)

calculate theoretical values of a variable (e.g., calculate energy transferred [work, W], force [F] or distance [d], when two quantities and the equation W = Fd are given; use SI units and unit analyses)

identify and evaluate potential applications of findings (e.g., perform an experiment to investigate how well various materials insulate; graph temperature changes; rank commonly available insulating materials from the most to the least effective, for constructing a heatretaining device)

test the design of a constructed device or system (e.g., construct a model wall, roof, floor or window to test the effectiveness of several methods of insulating homes; evaluate insulating materials, such as brick, stone, straw, wood or paper)

identify and correct practical problems in the way a prototype or constructed device functions (e.g., analyze a device constructed to use solar energy for cooking)

evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment (e.g., test insulating materials and methods; determine the efficiency of a machine)

receive, understand and act on the ideas of others (e.g., revise laboratory reports based on feedback from others)

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., draw diagrams that show the differences between particles in solids, liquids and gases; communicate using the terms thermal energy, temperature and specific heat capacity; observe and accurately record the movement of dye in a convection tank)

rephrase questions in a testable form, and clearly define practical problems (e.g., “Is there a relationship between social attitudes and diet?”, “What design features would a device have in order to listen to a heart beat?”)

identify questions to investigate arising from practical problems and issues (e.g., plan and conduct a search, using a wide variety of electronic sources, when investigating technology used to monitor critical life functions)

propose alternative solutions to a given practical problem, select one, and develop a plan (e.g., build a device that magnifies objects or monitors human health; investigate the use of herbal and over-the-counter remedies to decrease symptoms of human diseases/disorders/imbalances)

carry out procedures, controlling the major variables (e.g., perform experiments that demonstrate diffusion rate, and communicate this information graphically; identify the manipulated, responding and controlled variables for an experimental investigation of the effect of exercise on heart rate)

estimate measurements (e.g., calculate the magnification from knowledge of the microscope)

use instruments effectively and accurately for collecting data (e.g., prepare wet mounts of tissue, and observe cellular structures specific to plant cells and animal cells; observe structures using photomicrographs or electron micrographs)

organize data, using a format that is appropriate to the task or experiment (e.g., determine the nutrient components in popular diets)

select and integrate information from various print and electronic sources or from several parts of the same source (e.g., use models, computer simulations or dissected organisms to observe the gross anatomy of human body systems [this requires that students have a general understanding of the system anatomy but does not require detailed knowledge and terminology of each of the systems])

use tools and apparatus safely (e.g., stain a variety of animal and plant cells, use the compound microscope to identify cellular structures from prepared slides of plant and animal tissue or from microslides, and accurately represent these structures in clearly labelled diagrams)

state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., observe cytoplasmic streaming in the paramecium, and compare this method of matter distribution to that in multicellular living systems, such as the human organism; observe the feeding behaviour of paramecium, and compare this to the processes that occur in the human organism)

critique the design of a constructed device or system (e.g., model of cell, stethoscope)

identify and correct problems in the way a prototype or constructed device functions (e.g., analyze models of organs that perform a specific function)

evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the environment (e.g., a device built to monitor life functions)

identify new questions and problems that arise from what was learned (e.g., “How do water and dissolved materials move in living plant and animal cells?”)

receive, understand and act on the ideas of others (e.g., revise designs of prototypes, based on the feedback of others)

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., research and identify the cause and physiological basis of a specific disorder in one of the systems studied; present this information orally to peers or in a document, using style sheets and with attention to page layout that incorporates advanced word processing techniques, including headers, footers, margins, columns, bibliography, index, table of contents)

defend a given position on an issue or problem, based on their findings (e.g., research how individual lifestyles [such as smoking, inactivity, stress] and eating habits [such as high fat diet] affect the functioning of the circulatory system; take a position on whether individuals should or should not be coerced into healthier lifestyles)

identify questions to investigate arising from practical problems and issues (e.g., develop questions related to recycling, ozone depletion or introduction of exotic species)

define questions and problems to facilitate investigation (e.g., develop questions to guide investigations on composting, recycling, impact of farming practices on local ecosystems)

design an experiment; and identify the manipulated, responding and controlled variables (e.g., investigate the amount of waste materials produced by a school or family on a daily or weekly basis)

select appropriate methods and tools for collecting data and information to solve problems (e.g., plan and conduct a search for environmental projects, using a wide variety of electronic sources)

carry out procedures, controlling the major variables (e.g., perform quantitative experiments to demonstrate that cellular respiration releases some thermal energy)

estimate measurements (e.g., collect quantitative data that demonstrate how closed populations of organisms—hay infusions, pond water samples, fruit flies, brine shrimp—change over time; present the data in tables, graphs or charts)

organize data, using a format that is appropriate to the task or experiment (e.g., analyze the biotic and abiotic data collected in an ecosystem study, and present this information in a written or graphic format or in an oral presentation to peers)

select and integrate information from various print and electronic sources (e.g., research the influence of a specific living organism—nitrogen bacteria, sulfur bacteria, sea birds, mollusks— on the cycling of matter through the biosphere, and communicate information in the form of a clearly written report; create a database or use spreadsheets to convey information on populations)

use tools, technology and apparatus safely (e.g., use computer-based learning or other means to perform a field study on an aquatic or terrestrial ecosystem; measure, quantitatively, appropriate abiotic data—temperature, humidity, precipitation, light intensity, pH, hardness, dissolved oxygen content)

compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatterplots (e.g., analyze population growth curve graphs; communicate information on the flow of energy through the biosphere, using a diagram or flow chart)

identify strengths and weaknesses of different methods of collecting and displaying data (e.g., analyze methods used to collect and display biotic and abiotic data for an ecosystem)

apply given criteria for evaluating evidence and sources of information (e.g., discuss whether extinction is a natural phenomenon; assess the authority and reliability of print and electronic sources on the basis of provided criteria)

state a conclusion, based on experimental data; and explain how evidence gathered supports or refutes an initial idea (e.g., explain, on the basis of experimental evidence, how energy is stored in the form of starch in photosynthetic organisms)

identify and evaluate potential applications of findings (e.g., experimentally determine the biodegradability of various forms of organic matter, and relate findings to composting and recycling)

identify new questions and problems that arise from what was learned (e.g., “Should there be more controls on bringing live animals and plants to Canada from the United States and other countries?”, “How can we reduce the amount of household wastes?”)

receive, understand and act on the ideas of others (e.g., revise text documents based on feedback from others)

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., represent the movement of matter and energy in an ecosystem, using food chains, webs or pyramids, and communicate this information in the form of a graphic illustration; describe the biogeochemical cycles of carbon, nitrogen or oxygen, and communicate this information in clearly labelled charts, models or diagrams)

work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (e.g., perform a field study on an aquatic or terrestrial ecosystem)

evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., evaluate group brainstorming ideas for environmental projects)

defend a given position on an issue or problem, based on their findings (e.g., investigate reduction of household wastes, or investigate ways to prevent the introduction of exotic species into Alberta or Canada)