Grade 11 - Science 20-4 (2006)

Science

Applications of Matter and Chemical Change

Understanding Common Energy Conversion Systems

 Disease Defence and Human Health

Motion, Change and Transportation Safety

identify how everyday life depends upon technological products and processes that produce useful materials and energy 

investigate and classify chemical reactions

examine common technological products and processes encountered in everyday life and the workplace and examine their potential effects on the environment

investigate and interpret the transformation and conservation of various forms of energy in physical and technological systems  

investigate electrical energy conversion devices in terms of energy conversions, rate of energy transfer and efficiency 

investigate the energy conversions associated with change in chemical and biological systems

examine the impact of fossil fuel-based technologies and their importance in meeting human needs

describe how human health is affected by environmental factors and describe the need for action by society to improve human health 

examine the relationship between human health and environmental disease-causing agents

examine the natural mechanisms that protect the human organism from disease-causing agents 

describe the role of genes in inherited characteristics and human health

distinguish between scientific evidence and personal opinion to examine the need for safety systems and regulations 

apply the principles underlying the motion of objects to explain the need for safety devices and practices

identify common materials and their uses and describe how everyday life has changed over the past 100 years with the development of new materials (e.g., acids, bases, alloys, plastics, ceramics, fibres, composites)  

identify examples of the chemical changes involved in cooking, cleaning, personal care and gardening (e.g., acids in vinegar, citrus fruits and rhubarb react with aluminum kitchen cookware; bases in drain cleaners react with grease; pesticides interfere with metabolic processes in living systems)

identify and apply appropriate safety standards at home, in the workplace and in the community when using chemicals, including the WHMIS and HHPS 

name simple compounds from chemical formulas and recognize the names of substances that are used every day

understand the relationship among chemical formulas, composition and name (e.g., simple acids, bases, salts)

investigate and identify evidence of chemical change (e.g., change of phase, appearance, colour, odour, energy such as heat and light)

investigate the changes to reactants and products in fossil fuel combustion and rusting reactions

investigate and classify endothermic and exothermic reactions (e.g., chemicals mixing in a cold pack, burning natural gas)

investigate and classify simple composition and decomposition reactions (e.g., tarnishing of silver, electrolysis of water)

identify simple composition, decomposition, combustion and neutralization reactions when they are given word and/or chemical equations, products and reactant

examine common acid-base neutralization reactions (e.g., neutralization of stomach acid by antacids, use of lemon juice on fish dishes)

investigate chemical processes occurring in everyday life (e.g., acid-base reactions in cleaning and food processing, dyeing hair, washing clothes, gasoline combustion in an automobile engine, swimming pool maintenance, rusting metal)

give possible examples of how technology has addressed the problem of corrosion (e.g., protect with paint, oil, plastic or metal; use alloys)

examine greenhouse gases and air pollution resulting from combustion reactions (e.g., carbon dioxide and carbon monoxide released when methane is burned in a household furnace)

examine technologies used to reduce the emissions that cause acid deposition. 

investigate evidence of energy transformations in the home and everyday contexts (e.g., simple machines, electrical devices, chemical reactions)

design, construct and evaluate a simple model or device that transforms energy from one form to another (e.g., windmill, water wheel, model vehicle powered by rubber bands/mousetraps/ carbon dioxide/electric motor)

describe an energy transformation system in terms of input, converter and output (e.g., an electric kettle)

examine the law of conservation of energy to trace energy transformation, dissipation and availability in physical and technological systems (e.g., swinging pendulum)

examine electrical power generation in terms of converting thermal/hydro/wind/solar/nuclear energy into electricity

compare the efficiency of electrical power distribution systems by tracing the energy conversions that occur in a variety of household devices (e.g., power tools, electric automobiles, microwave and conventional ovens, fluorescent and halogen light bulbs)

examine why the useful output energy in machines is always less than the input energy

devise a plan for making more efficient use of household energy conversion devices (e.g., use of full loads in a dishwasher or clothes dryer, use of appropriate wattage light bulbs or compact fluorescent light bulbs)

investigate the common chemical reactions that produce or absorb energy (e.g., light and heat emitted by the combustion of fossil fuels, cold and hot packs)

examine and list the requirements of photosynthesis (e.g., carbon dioxide, water, chlorophyll in chloroplasts and sunlight)

examine the process of respiration in which glucose and oxygen are converted to energy, carbon dioxide and water  

describe food as fuel for the human body (e.g., meeting its needs for normal metabolic functions, exercise and growth or repair of cells)

identify the sources of energy in food (e.g., carbohydrates, fats and protein) and explain, in general terms, why there needs to be a balance between food intake and energy output

examine the factors that affect metabolism (e.g., age, level of fitness, time of day, exercise/ activity) and compare daily energy requirements of individuals at various stages of growth and activity levels (e.g., energy requirements of a newborn, teenager, office worker and labourer; energy requirements while sleeping, running)

examine the formation of fossil fuels (e.g., oil, coal and natural gas)

explain the importance of the fossil fuel industry in Alberta in meeting energy requirements

compare present fossil fuel consumption, by industry, homes and automobiles, with projected consumption in the future 

examine the sources of fossil fuels and the extraction and refining processes  

assess the impact of fossil fuel-based technologies on the environment  

assess the importance of combustion reactions to a modern industrial society and describe the implications of depleting fossil fuel reserves

describe, in general terms, how human diseases may arise from an interaction of variables, including poor nutrition, stress, disease-causing agents and environmental contamination 

examine the relationship between social conditions and disease (e.g., hunger and malnutrition; sanitation and bacterial, viral, fungal diseases)

list the social and economic impact of pandemic diseases on past and present societies (e.g., Black Death; 1918 Influenza; severe acute respiratory syndrome (SARS); impact of European diseases, such as tuberculosis, on Canada’s First Nations communities)

examine, from a historical perspective, the connection between diseases and contaminated drinking water, air pollution and personal hygiene  

examine the impact of public health initiatives and the maintenance of high standards of personal hygiene in fostering healthier societies and individuals (e.g., provision of potable water, clean air standards, treatment of human and animal wastes, safe handling of food)

distinguish between communicable and noncommunicable diseases 

investigate the conditions necessary for the growth of a specific disease-causing agent (e.g., viruses, fungi, bacteria)

describe how different communicable diseases are transmitted and how they affect human health (e.g., common cold, influenza)

examine how noncommunicable diseases are transmitted and how they affect human health (e.g., food poisoning due to Salmonella or E. coli, cholera, dysentery)

investigate how a specific food-handling or preparation process is designed to prevent microbial contamination of the final product (e.g., freezing, pickling, salting, vacuum packaging and radiation)

examine the role of the human organism’s physical defences in preventing infection by disease-causing agents (e.g., skin, mucus membranes, tears, saliva, digestive system)

investigate the role of blood components (e.g., white blood cells and antibodies) in controlling pathogens 

describe, in general terms, how the immune system protects the body by attacking foreign or abnormal proteins 

investigate how different antibiotic therapies, vaccines or medications are used to treat or prevent a disease (e.g., measles, rabies, tetanus, smallpox, tuberculosis)

investigate how the overuse and improper use of antibiotics may lead to the development of resistance in bacteria (e.g., use of prescription antibiotics for viral infections)

describe the role of genes in inherited characteristics (e.g., hitchhiker’s thumb, earlobe attachment; hair, skin and eye colour)

identify the role of chromosomes in determining the sex of human offspring

list the factors influencing the ability to make sudden stops (e.g., degree of wakefulness, visual acuity, state of mind, road and weather conditions)

examine the need to stay a safe distance behind another automobile when travelling at highway speeds (e.g., maintaining a two-second gap under normal driving conditions)

discuss the consequences of a shorter or longer reaction time

list traffic safety factors (e.g., reasons why some traffic lights stay yellow for three seconds and others for five seconds, reasons why some traffic lights have advanced warning flashers, speed bumps, guardrails, rumble strips)

list the ways passengers can protect themselves from injury in accidents 

identify the dangers faced by individuals in a motor vehicle accident 

compare the death and injury rate in motor vehicle accidents to other causes of death and injury among adults and teenagers 

examine how seat belts and air bags function in terms of momentum and dispersal of force (e.g., explain why one cannot brace for a collision as a means of protection, explain why babies must be placed in special seats and not on a passenger’s lap)

examine data and strategies comparing vehicle occupant injuries, for belted and unbelted occupants, before and after seat belt legislation

compare the functioning of first- and second-generation air bags and explain the need to improve the design of air bags (e.g., the design of first-generation air bags assumed drivers to be adult males who were not wearing seat belts; for the second-generation design, these assumptions were revised to reduce speed and force of air bag deployment)

examine the application of the law of conservation of momentum in one dimension in a variety of situations involving two objects (e.g., rear-end collision, recoil, jumping from a boat, traffic accidents, two people on skates pushing each other)