Alberta Program of Studies
20?A.1.1sts: explain how science and technology are developed to meet societal needs and expand human capability
20?A.1.2sts: explain that science and technology have influenced, and been influenced by, historical development and societal needs
20-A.1.4s.1: use appropriate International System of Units (SI) notation, fundamental and derived units and significant digits
Unit Conversions 2 - Scientific Notation and Significant Digits
20?A.2.1k: balance provided single-replacement reaction equations, building on knowledge from Science 10, Unit A
Balancing Chemical Equations
Chemical Equations
20?A.2.1sts: illustrate how science and technology have influenced, and been influenced by, historical development and societal needs
20?A.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?A.3.1sts: develop an understanding that science and technology are developed to meet societal needs and expand human capability
20?B.1.1k: distinguish between scalar and vector quantities, including distance and displacement, speed and velocity
Feed the Monkey (Projectile Motion)
Golf Range
Vectors
20?B.1.2k: define velocity and acceleration as vector v = delta vector d / delta t and vector a = delta vector v / delta t, respectively
Feed the Monkey (Projectile Motion)
Golf Range
20?B.1.3k: compare and contrast displacement in uniform motion and uniformly accelerated motion, using the following relationships: delta vector d = (vector v sub i)(delta t) + (½ vector a)(delta t²) and delta vector d = ((vector v sub i + vector v sub f) / 2) delta t.
Feed the Monkey (Projectile Motion)
Golf Range
20?B.1.2sts: explain that science and technology have influenced, and been influenced by, historical development and societal needs
20?B.1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
Real-Time Histogram
Sight vs. Sound Reactions
20-B.1.2s.2: use technologies effectively and accurately for collecting data on motion; e.g., photogate, computer-based laboratories, stopwatches, weighing balances
20-B.1.3s.1: analyze position-time and velocity-time graphs to infer the relationships among displacement, velocity and acceleration
Distance-Time and Velocity-Time Graphs - Metric
Free-Fall Laboratory
20-B.1.3s.2: solve, quantitatively, one-dimensional uniform motion and uniformly accelerated motion problems using delta vector d = (vector v sub i)(delta t) + (½ vector a)(delta t²) and delta vector d = ((vector v sub i + vector v sub f) / 2) delta t.
Atwood Machine
Feed the Monkey (Projectile Motion)
Free-Fall Laboratory
Golf Range
20?B.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?B.2.2k: apply the law of conservation of momentum to one-dimensional collisions and explosions
20?B.2.4k: 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
Atwood Machine
Fan Cart Physics
Inclined Plane - Simple Machine
20?B.2.5k: 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
Atwood Machine
Fan Cart Physics
20?B.2.6k: apply Newton?s third law of motion to explain the interaction between two objects; e.g., collision between two cars
20?B.2.7k: relate, quantitatively, potential and kinetic energy to work done.
20-B.2.1s.1: identify questions to investigate that arise from practical problems and issues; e.g., ?How can sports equipment be made to increase its protective capacity??, ?Do you increase protection or change the rules to make sports such as soccer or hockey safer??
20?B.2.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20?B.2.3s.1: solve one-dimensional collision and explosion problems, using scale diagrams and numerical calculations; e.g., apply (m1)(vector v1) + (m2)(vector v2) = (m1)(vector v1 prime) + (m2)(vector v2 prime) to traffic accidents involving two vehicles
20?B.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?C.1.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
Pendulum Clock
Real-Time Histogram
Triple Beam Balance
20?C.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?C.2.1k: describe how energy from earthquakes is transmitted by seismic waves
Earthquakes 1 - Recording Station
20?C.2.3k: 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
Earthquakes 1 - Recording Station
Longitudinal Waves
Ripple Tank
20?C.2.6k: 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
Earthquakes 1 - Recording Station
Plate Tectonics
20?C.2.2sts: explain that science and technology are developed to meet societal needs and expand human capability
20-C.2.1s.1: define and delimit problems, e.g., how to locate the approximate epicentre of an earthquake, using data provided to facilitate investigation
20?C.2.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
Pendulum Clock
Real-Time Histogram
Triple Beam Balance
20?C.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?C.3.1k: explain how knowledge of radioisotopes, radioactive decay and half-lives are used to estimate the age of minerals and fossils
20?C.3.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
Pendulum Clock
Real-Time Histogram
Triple Beam Balance
20-C.3.3s.3: interpret decay curves of elements commonly used for radioactive dating
20?C.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?C.4.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20-D.1.1k.1: infer the abiotic effects on life; e.g., light, nutrients, water, temperature
Coral Reefs 1 - Abiotic Factors
20-D.1.1k.2: infer biotic interactions; e.g., predator-prey relationships, competition, symbiotic relationships
20?D.1.4k: describe the potential impact of habitat destruction on an ecosystem
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
20?D.1.1sts: describe how society provides direction for scientific and technological development
20?D.1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
Real-Time Histogram
Sight vs. Sound Reactions
20-D.1.2s.1: perform a field study; measure, qualitatively and quantitatively, appropriate biotic and abiotic factors in the aquatic or terrestrial ecosystem chosen; and present data in a form that describes, in general terms, the structure of the ecosystem; e.g., pH, temperature, precipitation, water hardness, turbidity, dissolved oxygen content, humidity, wind, light intensity, soil composition, plants, animals, micro-organisms
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
20?D.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?D.2.1k: 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
Carbon Cycle
Cell Energy Cycle
20-D.2.2k.2: carbon cycle; e.g., emissions of carbon oxides from extraction, distribution and combustion of fossil fuels, releases associated with deforestation and cement industries
Carbon Cycle
Cell Energy Cycle
20?D.2.3k: 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
20?D.2.4k: 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.
20?D.2.2sts: explain that science and technology are developed to meet societal needs and expand human capabilities
20?D.2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
Real-Time Histogram
Sight vs. Sound Reactions
20-D.2.2s.1: draw, by hand or using technology, annotated diagrams of energy flow in food chains, webs and pyramids
20-D.2.3s.1: describe alternative ways of presenting energy-flow data for ecosystems: pyramid of biomass, of numbers or of energy
20?D.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20?D.3.1k: 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
Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
20?D.3.2k: 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
Evolution: Mutation and Selection
20?D.3.5k: 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
20?D.3.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
Real-Time Histogram
Sight vs. Sound Reactions
20-D.3.2s.1: gather data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time; e.g., Darwin?s finches, bacteria, domestic plants and animals
Evolution: Mutation and Selection
20-D.3.3s.1: analyze data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time; e.g., Darwin?s finches, bacteria, domestic plants and animals
Evolution: Mutation and Selection
20?D.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
Correlation last revised: 9/16/2020