Standard set
Grade 11 - Science 20 (2014)
Standards
Showing 184 of 184 standards.
Science
11.A
Chemical Changes
11.B
Changes in Motion
11.C
The Changing Earth
11.D
Changes in Living Systems
11.A.1
Students will investigate aqueous solutions to determine conductivity and to calculate concentration.
11.A.2
Students will explain oxidation, reduction and spontaneity and apply this knowledge to voltaic and electrolytic cells and to industrial processes.
11.A.3
Students will will describe the properties of simple hydrocarbons and describe hydrocarbon-based industrial processes that are important in Alberta.
11.B.1
Students will describe one-dimensional motion of objects in terms of displacement, time, velocity and acceleration .
11.B.2
Students will describe and analyze the law of conservation of momentum for one-dimensional collisions and change in momentum (impulse) to explain how force affects motion.
11.C.1
Students will analyze the scientific evidence and explanations for geologic phenomena that occurred long ago or are taking place over a long period of time.
11.C.2
Students will analyze and assess the evidence to explain the theory of plate tectonics and the internal structure of Earth.
11.C.3
Students will will analyze and assess the evidence provided by the fossil record of change in the environment and life forms over a period of 3.5 billion years.
11.C.4
Students will analyze the evidence of, and assess the explanations for, natural variations in Earth's climate over the last two million years.
11.D.1
Students will analyze ecosystems and ecological succession in the local area and describe the relationships and interactions among subsystems and components.
11.D.2
Students will analyze and investigate the cycling of matter and the flow of energy through the biosphere and ecosystems as well as the interrelationship of society and the environment.
11.D.3
Students will analyze and describe the adaptation of organisms to their environments, factors limiting natural populations, and evolutionary change in an ecological context.
11.A.1.1
Specific Outcomes for Knowledge
11.A.1.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
11.A.1.3
Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)
11.A.2.1
Specific Outcomes for Knowledge
11.A.2.2
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
11.A.2.3
Specific Outcomes for Skills (Science and Technology Emphasis)
11.A.3.1
Specific Outcomes for Knowledge
11.A.3.2
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
11.A.3.3
Specific Outcomes for Skills (Science and Technology Emphasis)
11.B.1.1
Specific Outcomes for Knowledge
11.B.1.2
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
11.B.1.3
Specific Outcomes for Skills (Science and Technology Emphasis)
11.B.2.1
Specific Outcomes for Knowledge
11.B.2.2
Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)
11.B.2.3
Specific Outcomes for Skills (Science and Technology Emphasis)
11.C.1.1
Specific Outcomes for Knowledge
11.C.1.2
Specific Outcomes for Skills (Nature of Science Emphasis)
11.C.2.1
Specific Outcomes for Knowledge
11.C.2.2
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
11.C.2.3
Specific Outcomes for Skills (Nature of Science Emphasis)
11.C.3.1
Specific Outcomes for Knowledge
11.C.3.2
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
11.C.3.3
Specific Outcomes for Skills (Nature of Science Emphasis)
11.C.4.1
Specific Outcomes for Knowledge
11.C.4.2
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
11.C.4.3
Specific Outcomes for Skills (Nature of Science Emphasis)
11.D.1.1
Specific Outcomes for Knowledge
11.D.1.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
11.D.1.3
Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)
11.D.2.1
Specific Outcomes for Knowledge
11.D.2.2
Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)
11.D.2.3
Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)
11.D.3.1
Specific Outcomes for Knowledge
11.D.3.2
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
11.D.3.3
Specific Outcomes for Skills (Nature of Science Emphasis)
11.A.1.1.a
explain how dissolving substances in water is often a prerequisite for chemical reactions and chemical changes; e.g., batteries, baking, medications
11.A.1.1.b
differentiate, on the basis of properties, between electrolytes and nonelectrolytes
11.A.1.1.c
compare and explain how concentrations of solutions are expressed in moles per litre, percent by volume and parts per million
11.A.1.1.d
determine the concentration of solutions in moles per litre, percent by volume and parts per million
11.A.1.1.e
determine the concentration of diluted solutions and the quantities of a concentrated solution and of water to use when diluting.
11.A.1.2.a
explain how science and technology are developed to meet societal needs and expand human capability
11.A.1.2.b
explain that science and technology have influenced, and been influenced by, historical development and societal needs
11.A.1.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.A.1.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.A.1.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.A.1.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.A.2.1.a
balance provided single-replacement reaction equations, building on knowledge from Science 10, Unit A
11.A.2.1.b
determine the reactivity of metals by comparing their reaction in various aqueous solutions
11.A.2.1.c
relate single-replacement reactions to oxidation-reduction and apply mole ratios from given equations to predict moles of metals consumed or produced
11.A.2.1.d
define, operationally, oxidation and reduction and spontaneous and nonspontaneous reactions; i.e., loss of electrons is oxidation, gain of electrons is reduction, a spontaneous oxidation-reduction reaction produces electrical energy from chemical change, and a nonspontaneous oxidation-reduction reaction requires electrical energy to produce chemical change
11.A.2.1.e
apply the principles of oxidation-reduction and half-reactions to describe, in general terms, the operation of voltaic and electrolytic cells; e.g., batteries, metal extraction, cathodic protection, galvanizing, electroplating
11.A.2.1.f
compare modern and traditional methods for the extraction of metals and for protection from corrosion; e.g., development of glazes in traditional Aboriginal pottery manufacturing.
11.A.2.2.a
illustrate how science and technology have influenced, and been influenced by, historical development and societal needs
11.A.2.2.b
describe applications of science and technology that have developed in response to human and environmental needs
11.A.2.2.c
illustrate how technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences
11.A.2.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.A.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.A.2.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.A.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.A.3.1.a
identify materials used in daily life that are based upon Alberta's petrochemical industry and that involve changes in energy; e.g., plastics, cosmetics, gasoline
11.A.3.1.b
identify the physical characteristics of hydrocarbons, including trends with respect to melting and boiling points and solubility of alkanes, alkenes and alkynes
11.A.3.1.c
provide International Union of Pure and Applied Chemistry (IUPAC) names and structural formulas for simple and noncyclic hydrocarbons in the homologous series of alkanes, alkenes and alkynes that contain up to eight carbon atoms in the parent chain
11.A.3.1.d
identify hydrocarbons as a source of fossil fuels and explain the processes of fractional distillation to refine petroleum and catalytic cracking to produce ethene (ethylene)
11.A.3.1.e
classify, balance and apply mole ratios to important hydrocarbon reactions
11.A.3.2.a
develop an understanding that science and technology are developed to meet societal needs and expand human capability
11.A.3.2.b
discuss the appropriateness, risks and benefits of technologies, assessing each potential application from a variety of perspectives, including sustainability
11.A.3.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.A.3.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.A.3.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.A.3.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.B.1.1.a
distinguish between scalar and vector quantities, including distance and displacement, speed and velocity
11.B.1.1.b
define velocity and acceleration as v̅=Δd/Δt and a̅=Δv/Δt respectively
11.B.1.1.c
compare and contrast displacement in uniform motion and uniformly accelerated motion, using the following relationships: Δd=vΔt+(1/2)a̅Δt and Δd=((v+v)/2)Δt.
11.B.1.2.a
explain that the goal of technology is to provide solutions to practical problems
11.B.1.2.b
explain that science and technology have influenced, and been influenced by, historical development and societal needs
11.B.1.3.a
formulate questions about observed relationships; plan investigations of questions, ideas, problems and issues
11.B.1.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.B.1.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions, analyze position-time and velocity-time graphs to infer the relationships among displacement, velocity and acceleration, and solve, quantitatively, one-dimensional uniform motion and uniformly accelerated motion problems using Δd=vΔt+(1/2)a̅Δt and Δd=((v+v)/2)Δt.
11.B.1.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.B.2.1.a
define momentum as a vector quantity equal to the product of the mass and velocity of an object (p̅ = mv̅)
11.B.2.1.b
apply the law of conservation of momentum to one-dimensional collisions and explosions
11.B.2.1.c
define the change in momentum as an impulse (Δp̅ = mΔv̅ =F̅oveΔt) relate impulse to acceleration and Newton's second law of motion (Δp̅/Δt=ma̅=F̅) and apply the concept of the impulse to explain the functioning of a variety of safety devices; e.g., airbags, collapsible frames, bumpers, seat belts in cars, restraining nets and crash barriers on highways, collapsible steering wheels, padded dashboards, padded helmets, padded goggles, and padded gloves, all of which are designed to increase the stopping time or time of contact by reducing acceleration and, thereby, force
11.B.2.1.d
explain how an unbalanced force causes change in motion and apply Newton's first law of motion to explain an object's state of rest or uniform motion; e.g., movement of passengers in a moving car that accelerates or is coming to a stop
11.B.2.1.e
apply Newton's second law of motion and use it to relate force, mass and motion; e.g., as an explanation of a whiplash injury from a rear-end collision
11.B.2.1.f
apply Newton's third law of motion to explain the interaction between two objects; e.g., collision between two cars
11.B.2.1.g
relate, quantitatively, potential and kinetic energy to work done.
11.B.2.2.a
explain that the goal of technology is to provide solutions to practical problems
11.B.2.2.b
explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations
11.B.2.2.c
explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
11.B.2.3.a
formulate questions about observed relationships; plan investigations of questions, ideas, problems and issues
11.B.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.B.2.3.c
analyze data and apply m1v̅1+m2v̅2 = m1v̅1+m2v̅2 mathematical and conceptual models to develop and assess possible solutions
11.B.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.C.1.1.a
describe the challenges in investigating the changes that take place over hundreds of millions of years to Earth's crustal plates, to past climates and to life forms
11.C.1.1.b
describe, in general terms, how the theories of geologic processes have changed over time.
11.C.1.1.c
Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)
11.C.1.1.d
explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced, rejected or replaced
11.C.1.1.e
explain that scientific knowledge may lead to the development of new technologies and that new technologies may lead to or facilitate scientific discovery
11.C.1.2.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.C.1.2.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.C.1.2.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.C.1.2.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.C.2.1.a
describe how energy from earthquakes is transmitted by seismic waves
11.C.2.1.b
describe the relationship between the Richter scale and an earthquake's ground motion and energy
11.C.2.1.c
identify primary and secondary seismic waves (P- and S-waves, respectively) and longitudinal and transverse surface waves on the basis of vibration and direction of propagation and potential for destruction
11.C.2.1.d
explain how seismic waves are used to better understand the internal structure of Earth
11.C.2.1.e
identify and describe the layers of Earth (i.e., lithosphere, asthenosphere, mesosphere, outer core and inner core) as classified by the physical properties of density, rigidity and thickness
11.C.2.1.f
list and describe the evidence that supports the theory of plate tectonics; i.e., location of volcanoes and earthquakes, ocean floor spreading, mountain ranges, age of sediments, paleomagnetism
11.C.2.1.g
explain how convection of molten material provides the driving force of plate tectonics, and explain the tentativeness of the explanation that radioactive decay is the source of geothermal energy for plate tectonics.
11.C.2.2.a
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
11.C.2.2.b
explain that science and technology are developed to meet societal needs and expand human capability
11.C.2.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.C.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.C.2.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.C.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.C.3.1.a
explain how knowledge of radioisotopes, radioactive decay and half-lives are used to estimate the age of minerals and fossils
11.C.3.1.b
describe common types of fossilization, i.e., actual remains, molds or imprints, tracks, trails or burrows, as direct evidence of evolution and describe the significance of the fossil record in Canada's Burgess Shale
11.C.3.1.c
explain how sedimentary rock layers along with fossils can provide evidence of chronology, paleoclimate, evolution and mass extinctions; e.g., index and transitional fossils, fossils of reptiles and certain types of plants usually indicate a warm, tropical climate
11.C.3.1.d
describe, in general terms, the major characteristics and life forms of the four eras: Precambrian, Paleozoic, Mesozoic and Cenozoic
11.C.3.1.e
explain why oxygen became a significant component of Earth's atmosphere after the evolution of plants and chlorophyll.
11.C.3.2.a
explain that scientific knowledge may lead to the development of new technologies and that new technologies may lead to or facilitate scientific discovery
11.C.3.2.b
explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced, rejected or replaced
11.C.3.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.C.3.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.C.3.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.C.3.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.C.4.1.a
describe the geologic evidence for repeated glaciation over large areas of Canada and in their local area;e.g., the Cypress Hills, gold deposits in the Yukon, topography, drainage patterns, erratics, U-shaped valleys
11.C.4.1.b
explain how ice cores from polar icecaps provide evidence of warming and cooling in the past hundred thousand years
11.C.4.1.c
explain, in general terms, how changes to Earth's climate and how mass extinctions could be caused by changes or variation in the following: Earth's orbit around the sun, the inclination of Earth's axis, solar energy output, Earth's geography due to crustal movement, volcanic activity, ocean currents, atmospheric composition or asteroid impact.
11.C.4.2.a
explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
11.C.4.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.C.4.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.C.4.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.C.4.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.D.1.1.a
investigate and analyze an aquatic or a terrestrial local ecosystem, distinguish between biotic and abiotic factors, describe how these factors affect population size
11.D.1.1.b
describe the key stages of primary succession in a specific ecosystem and the nature of its climax community; e.g., spruce bog, sand dune, pond, prairie
11.D.1.1.c
differentiate between primary and secondary succession in a specific aquatic and a specific terrestrial ecosystem, e.g., pond, river, lake, forest, parkland, and compare natural and artificial means to initiate secondary succession in an ecosystem, e.g., reforestation or regrowth after a forest fire, flood or other natural disaster, strip mining, clearcutting, controlled burns by some Aboriginal groups promoting grassland biome regeneration
11.D.1.1.d
describe the potential impact of habitat destruction on an ecosystem
11.D.1.1.e
describe the effects of introducing a new species into, or largely removing an established species from, an environment; e.g., zebra mussel, carp and the Eurasian milfoil in Canada's lakes, purple loosestrife in Alberta, the horse or the buffalo in the plains region of Alberta.
11.D.1.2.a
describe how society provides direction for scientific and technological development
11.D.1.2.b
explain that society and technology have both intended and unintended consequences for humans and the environment
11.D.1.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.D.1.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.D.1.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.D.1.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.D.2.1.a
outline the biogeochemical cycles of nitrogen, carbon, oxygen and water and, in general terms, describe their interconnectedness, building on knowledge of the hydrologic cycle from Science 10, Unit D
11.D.2.1.b
describe artificial and natural factors that affect the biogeochemical cycles
11.D.2.1.c
analyze and describe how energy flows in an ecosystem, using the concepts of conservation of energy (second law of thermodynamics); energy input and output through trophic levels, food webs, chains and pyramids; and specific examples of autotrophs and heterotrophs
11.D.2.1.d
explain why population size and biomass are both directly related to the trophic level of the species and explain how trophic levels can be described in terms of pyramids of numbers, biomass or energy.
11.D.2.2.a
explain that science and technology have both intended and unintended consequences for humans and the environment
11.D.2.2.b
explain that science and technology are developed to meet societal needs and expand human capabilities
11.D.2.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.D.2.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.D.2.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.D.2.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
11.D.3.1.a
describe mutation as the principal cause for variation of genes in species and populations, identify the role of sexual reproduction in generating variability among individuals and describe the forces that drive evolution
11.D.3.1.b
describe the adaptation of species over time due to variation in a population, population size and environmental change; e.g., bacterial resistance to antibiotics, giraffe neck length, gazelle speed
11.D.3.1.c
describe evidence for evolution by natural selection; e.g., fossils, biogeography, embryology, homologous and vestigial structures, biochemical research
11.D.3.1.d
describe evidence for evolution by natural selection; e.g., fossils, biogeography, embryology, homologous and vestigial structures, biochemical research
11.D.3.1.e
compare gradual evolution with punctuated equilibrium
11.D.3.1.f
describe how factors including space, accumulation of wastes (e.g., salinization of soil), competition, technological innovations, irrigation practices (e.g., Hohokam farmers) and the availability of food impact the size of populations
11.D.3.1.e
compare the growth pattern of the human population to that of other species.
11.D.3.2.a
explain that scientific knowledge and theories develop through hypotheses, the collection of evidence through investigation and the ability to provide explanations (NS2)
11.D.3.3.a
formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
11.D.3.3.b
conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
11.D.3.3.c
analyze data and apply mathematical and conceptual models to develop and assess possible solutions
11.D.3.3.d
work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
Framework metadata
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- Grade 11 - Science 20 (2014)
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- CC BY 4.0 US