Grade 11 - Science 24 (2003, 2014)

Science

Applications of Matter and Chemical Change

 Understanding Common Energy Conversion Systems

Disease Defence and Human Health

Motion, Change and Transportation Safety

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

Investigate and classify chemical reactions

Explain the law of conservation of mass when balancing chemical reactions

Analyze common technological products and processes encountered in everyday life and careers, and analyze their potential effects on the environment

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

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

Investigate and describe the energy conversions associated with change in chemical and biological systems

Analyze and describe the impact of fossil fuel based technologies and their importance in meeting human needs

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

Analyze the relationship between human health and environmental pathogens

Describe the natural mechanisms that protect the human organism from pathogens

Describe the role of genes in inherited characteristics and human health 

Analyze how longevity in humans has increased over time as a result of a better understanding of pathogens and genetics, and improved sanitary conditions and personal hygiene

Use explanatory models from their own learning in science or personal experience to distinguish between scientific and personal opinion and to analyze the need for safety systems and regulations 

Describe the change in position and speed of objects mathematically and graphically  

Apply concepts of force, mass and the law of conservation of momentum to investigate one-dimensional collisions of two objects

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 chemical changes involved in cooking, cleaning, personal care and gardening (e.g., acids in vinegar, citrus fruits and rhubarb react with aluminum kitchen utensils; bases in drain cleaners react with grease; emulsifiers and softeners are ingredients in skin creams; pesticides interfere with metabolic processes in living systems)

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

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

investigate evidence of chemical change; i.e., change of phase, appearance, colour, odour, energy (e.g., heat, light)

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

define, operationally, endothermic and exothermic reactions (e.g., mixing chemicals in a “cold pack,” burning natural gas)

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

describe, using observation, the chemical properties of reactants and products in chemical reactions (e.g., neutralization, combustion, simple composition, decomposition)

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

relate the concept of the atom to the conservation of mass; i.e., the number of atoms stays the same as they are rearranged in a chemical reaction; therefore, the total mass before and after the reaction remains the same (e.g., analyze the chemical equation 2Mg(s) + O2(g)→ 2MgO(s) to illustrate the law of conservation of mass by counting the number of atoms of each element)

represent simple chemical reactions (e.g., neutralization, combustion, simple composition, decomposition) using word and/or balanced chemical equations 

design an experiment to illustrate that mass cannot be created or destroyed in a chemical reaction1.3c 

analyze and explain common acid–base neutralization reactions (e.g., neutralization of stomach acid by antacids, use of baking soda or baking powder, use of lemon juice on fish dishes)

investigate and describe simple chemical processes occurring in everyday life (e.g., acid–base reactions in cleaning and food processing, dyeing of hair, washing of clothes, burning of gasoline in a car engine, swimming pool maintenance, rusting of metal)

provide examples of how technology has addressed the problem of corrosion (e.g., protecting with paint, oil, plastic or metal; using alloys or sacrificial metals)

investigate and describe 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, sulfur dioxide and nitrogen dioxide released in car exhaust)

investigate and describe technologies used to reduce emissions that cause acid deposition

investigate and describe 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) 

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

describe 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 cars; microwave and conventional ovens; fluorescent, incandescent and halogen light bulbs)

describe the efficiency of an energy conversion system as a ratio of total input energy to useful output energy, and quantify efficiency as: % efficiency = useful output energy ÷ total input energy × 100

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

define the rate of energy transfer as power, using E = Pt; identify the units of power as joules (J)/second or watts (W); and identify the units of energy as joules or kilowatt hours (kWh)

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

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

list and explain the requirements of photosynthesis as carbon dioxide, water, chlorophyll in chloroplasts and sunlight; and list and explain the products as oxygen and glucose

explain, in general, 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 in meeting its needs for normal metabolic functions, exercise, and growth or repair of cells

identify the sources of energy in food as carbohydrates, fats and proteins; and explain, in general terms, why there needs to be a balance between food intake and energy output

describe 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)

outline, in general terms, the formation of the following fossil fuels: oil, coal and natural gas  

compare combustion of a fossil fuel with cellular respiration

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

describe the sources of fossil fuels; and describe, in general terms, the extraction and refining processes used to provide people with fossil fuels  

assess the impact of fossil fuel based technologies on the environment

describe 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, pathogens and environmental contamination

analyze 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)

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

analyze the impact of public health initiatives and maintaining 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 and describe the conditions necessary for the growth of a specific pathogen (e.g., viruses, fungi, bacteria)

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

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

investigate and describe 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)

explain the role of the human organism’s physical defences in preventing infection by pathogens (e.g., skin, mucus membranes, tears, saliva, digestive system)

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

identify the major cellular and chemical components of the human immune system

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

compare forms of immunity in the human organism, and explain how immunity is established (e.g., natural and artificial immunization)

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

describe 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)

interpret a Punnett square to illustrate dominant and recessive monohybrid autosomal crosses

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

interpret a pedigree illustrating the inheritance of autosomal single gene traits (e.g., Mendel’s research on pea plants)

identify the relationships among DNA, genes and chromosomes; and identify, in general, the structure and replication of a DNA molecule

investigate the effect of mutagens and radiation on genes and chromosomes and the implications for inheritance of genetic disorders (e.g., polychlorinated biphenyls (PCBs), X-rays, other forms of radiation) 

describe how mutations in DNA result in specific disorders (e.g., muscular dystrophy, sickle cell anemia, Huntington’s disease) 

investigate factors that affect gene expression (e.g., effect of tobacco, alcohol, prescription drugs and street drugs on human embryos) 

describe, in general terms, the development of a specific immunization and a genetic therapy (e.g., smallpox vaccine by Edward Jenner or polio vaccine by Jonas Salk, experimental genetic therapy for cystic fibrosis)

assess the ongoing need for public health department guidelines and personal actions to maintain and improve upon the health of the community (e.g., food handling and preparation in protecting human health, quarantines, use of sewers and landfills)

assess the impact of aseptic and sterilization techniques in modern medicine on human longevity (e.g., Joseph Lister’s sterilization of operation theatres, use of the autoclave)

relate the advances in genetic research to ethical and social issues (e.g., the human genome project, genetic engineering, cloning, screening for genetic disorders)

list the factors influencing the ability to make sudden stops (e.g., degree of wakefulness, visual acuity, state of mind, ingestion of prescription drugs and/or alcohol)

assess the need for staying 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; reflectors; rumble strips)

list and describe ways that passengers can protect themselves from injury in accidents

identify and analyze the dangers faced by people 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  

define speed (velocity) as change in position during a time interval, and quantify speed (velocity) using v = d/t (e.g., express speed [velocity] in metres per second [m/s])

plot a distance versus time graph, and use the slope of the graph to determine the speed (velocity) of an object

define distance travelled as a product of speed (velocity) and the time interval, and quantify the distance travelled using d = vt (e.g., express distance in metres [m])

determine the distance travelled by objects during “reaction time,” when given appropriate data (e.g., by a car when traffic lights turn from yellow to red, by a baseball to a batter, by a puck to a goaltender)

relate the momentum of an object as being directly proportional to its mass and speed (velocity) (e.g., quantify the momentum of an object, using the formula: momentum [kgm/s] = mass [kg] × speed [m/s]) 

explain why it takes a large heavy object, such as a train, a great distance to come to a stop

define impulse as a change in momentum, and calculate impulse as the product of force and the time interval over which it acts: m∆v = F∆t

analyze the force experienced, using m∆v/∆t = F, if change in momentum (impulse) occurs over a longer or shorter period of time (e.g., stopping an object gradually over a longer period of time reduces the amount of a potentially damaging force, and stopping an object quickly over a shorter period of time increases the amount of a potentially damaging force)

illustrate, quantitatively, the conservation of momentum as the following: the total momentum of two objects before a collision is the same as after the collision when friction is minimal and the two objects lock together 

explain how seat belts and air bags function in terms of changing momentum and 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)

illustrate, qualitatively, the application of the concept of impulse to the design of automobile safety features (e.g., dashboards, car bumpers, restraining nets, crash barriers on highways)

analyze data or studies 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 for improving the design of air bags (e.g., first generation air bag design assumed drivers to be adult males, not wearing seat belts; for the second generation design, these assumptions were revised to reduce speed and force of air bag deployment)

describe the application of the law of conservation of momentum 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)