Grade 10 - Science 14 (2003, 2014)

Science

Investigating Properties of Matter

Understanding Energy Transfer Technologies 

Investigating Matter and Energy in Living Systems

Investigating Matter and Energy in the Environment

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

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

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

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

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)