Science 30 – Unit A – Human Systems Heart and Circulatory System ◻ I can name and identify the ventricles, atria, septum, valves aorta, vena cavae, pulmonary arteries and veins, coronary arteries ◻ I can describe the sequence of contractions of the heart, and the direction of Knowledge Targets blood flow through the heart ◻ I can identify arteries, arterioles, venules, veins and capillaries based on their “What I need to structure know” ◻ I can state the main components of blood and their function ◻

I can describe what cardiac output and blood pressure are a measurement of

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I can describe the function for the following parts of the heart: ventricles, atria, septum, valves, aorta, vena cavae, pulmonary arteries and veins, coronary arteries I can trace the pathway of blood through pulmonary and systemic pathways, including the heart from any starting point I can measure heart rate and blood pressure I can explain the roles of the components of blood in the transportation of substances (e.g., nutrients, wastes, gases, hormones), blood clotting, the defense against pathogens and the distribution of thermal energy I can hypothesize a relationship between a stimulus on the body and its effect on the circulatory system I can perform a dissection of a mammalian heart I can identify the different types of blood cells from electronic images or prepared slides I can associate symptoms of common diseases of the heart with its affected part and change in function. I can differentiate between pulmonary and systemic circulatory systems in terms of: blood oxygenation, direction of gas exchange, direction of exchange of nutrients and wastes, changes in blood pressure I can explain differences between the structure of arteries, arterioles, venules, veins and capillaries based on their function I can explain the relationship between blood pressure and diameter of a blood vessel I can explain the relationship between speed of blood and cross sectional area of blood vessels I can associate symptoms of common diseases to their respective blood components I can collect and analyze data investigating a relationship between a stimulus on the body and its effect on the circulatory system I can explain why cardiac output and blood pressure are important measurements of circulatory system function and health

Skill Targets “What I can demonstrate”

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Reasoning Targets

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“What I can do with what I know”

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Immune System

Knowledge Targets “What I need to know”

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I can identify different types of pathogens

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I can explain generally how pathogens affect human health

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I can describe body mechanisms to prevent pathogens from entering body tissues I can explain what an antigen is

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I can explain why the body recognizes an antigen as foreign

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I can explain the role of antibodies, and how they are produced

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I can explain what an autoimmune disease is

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I can identify and explain the components of the specific immune response

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I can list the sequence of events and interaction of components in the specific immune response I can associate how the body would deal with different pathogens, stating the type of immune response that would occur I can explain how the body recognizes an antigen as foreign, and respond to an antigen I can explain how the specific immune system responds to pathogens that have bypassed the non-specific immune system I can explain what “acquired immunity” is, and how it can be “acquired”

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Skill Targets ◻

“What I can demonstrate”

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I can show the steps that occur that lead to “acquired immunity” from a pathogen, or as a result of vaccination I can explain the concerns regarding autoimmune diseases and their treatment

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I can describe the effects of an over-active, or a suppressed, immune system

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I can describe the action of the specific or nonspecific immune response using an analogy I can explain how vaccination could result in a decrease in the incidence of disease I can evaluate opinions expressed about vaccination and immune system health from a range of perspectives I can explain how a knowledge of the immune system is important to treatments associated with medical conditions including cancer, organ transplantation, blood transfusions

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Reasoning Targets ◻

“What I can do with what I know”

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DNA and Genetics ◻

Knowledge Targets “What I need to know”

I can define the following terms: nucleotide, DNA strand, DNA molecule, chromosome and DNA replication ◻ I can identify the DNA components responsible for the backbone structure of DNA, and the genetic code ◻ I can describe two key processes to cells that involve the DNA molecule and its sequence of nucleotides ◻ I can state the different roles that proteins have in cells. ◻

I can describe what a mutation is, making reference to the structure of a DNA molecule, and the effect of a mutation ◻ I can state examples of human diseases that are the result of mutations. ◻

I can define the terms mitosis, meiosis, diploid, haploid, homologous chromosomes and non-disjunction ◻ I can define the purpose of mitosis and meiosis as part of a cell’s life cycle. ◻

I can explain what a Punnett square, and a Pedigree chart is used for.

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I can identify the information required to construct a Punnett square or a Pedigree chart ◻ I can describe the difference between an autosomal and sex-linked traits I can define the term allele and describe it’s importance to the process of inheritance of traits ◻ I can define the following terms: plasmid, plasmid transfer, transformation, natural selection, genetically modified organism (GMO) ◻

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Skill Targets “What I can demonstrate”

I can explain the differences between: nucleotide, DNA strand, DNA molecule, chromosome ◻ I can write the nucleotide sequence for a complementary strand of DNA ◻ I can determine the amino acid sequence for a polypeptide chain from a DNA sequence, or given an amino acid sequence, determine the DNA sequence. ◻ I can compare DNA sequence to identify a mutation ◻

I can construct a Punnett square or a Pedigree chart based on information provided, and predict inheritance patterns for a trait ◻ I can analyze a pedigree chart and determine if the trait follows an autosomal or a sex-linked inheritance pattern ◻ I can explain the concepts of segregation and inheritance with respect to genes

Reasoning Targets

I can calculate a percentage probability of acquiring a trait from a cross between two parents ◻ I can state the different roles that proteins have in cells, and state examples of how a mutation could affect each of these functions. ◻ I can explain how genetic engineering and gene therapy could be used to produce functional proteins in cells that previously did not have this capability ◻ I can explain how the trait of multiple antibiotic resistance (MRSA) bacteria have developed by a variety of mechanisms.

“What I can do with what I know”

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I can explain the inheritance of a specific trait using a Punnett square, and a Pedigree chart ◻ I can use a pedigree chart and/or Punnett squares to predict the probability of inheritance of autosomal or sex-linked traits ◻ I can compare and contrast, mitosis, meiosis and fertilization ◻

I can assess the risks and benefits of genetic technologies from a variety of perspectives (scientific, social, cultural, environmental, ethical and economic) ◻ I can explain how a mutation could affect the role of different protein function, and how this may cause certain human diseases ◻ I can develop Punnett squares or a pedigree chart from observations of traits of organisms

Science 30 - Unit B

Acids and Bases I can define acids, bases, proton donors, proton acceptors, hydronium ions, pH, buffers, buffering capacity I can state and identify examples of ionic compounds and molecular compounds using my data booklet I can define abiotic and biotic environmental components I can describe the relationship between pH and hydronium ion concentration I can describe why pH of the following are kept relatively constant: blood, soils in Alberta, lake and river water in Alberta

Knowledge Targets

“What I need to know”

I can identify areas in Canada where pH of soil and bodies of water have not remained constant with increases in population and industrialization I can state examples of common substances that can be used as acid-base indicators I can identify molecules that are emitted during fossil fuel combustion and other processes that form oxides acids and bases I can identify molecules, and chemical reactions that form acidic and basic solutions I can list natural factors that are affected by changes in pH I can identify monoprotic acids and bases I can calculate pH based using hydronium ion concentration or vice versa I can rank acids in terms of their strength I can interpret a chemical equation to explain how molecules from emissions form acids, and how they form acidic solutions

I can classify acids and bases by their behaviour in a chemical reaction

Skill Targets I can use diagnostic tests to determine acids, bases, neutral ionic compounds, neutral molecular compounds and strong and weak acids

“What I can demonstrate”

I can determine the pH of a solution using a variety of methods I can conduct an investigation to examine acids and bases using a variety of tools or techniques I can design an investigation to examine the relationship between acids and bases and their environmental effects I can demonstrate using laboratory equipment and solutions when a buffer’s capacity has been exceeded I can write a procedure to perform an experiment to determine the concentration of acid or base in a solution I can use a balanced chemical equation to explain how molecules from emissions form hydronium ions, and the corresponding change in pH I can explain why a buffered system or solution is termed “stable” with respect to some properties, but not others

Reasoning Targets

“What I can do with what I know”

I can analyze experimental evidence to classify solutions as acids, bases, neutral. I can differentiate between strong and weak acids in terms of hydronium ion concentration and pH I can analyze experimental evidence and associate possible solutes that may be present in that solution. I can examine the effects of acid deposition on the abiotic and biotic environment I can hypothesize effects that exceeding buffering capacity has on natural systems I can write a balanced chemical reaction between acids and bases

I can explain the impact that wind and precipitation patterns have on the occurrence of acid deposition I can explain why areas in Canada differ with respect to the ability of soil and bodies of water to maintain a relatively constant pH with increases in population and industrialization

Organic Chemistry I can identify key aspects of the chemical structure of hydrocarbon compounds, aromatic compounds, halogenated hydrocarbons, alchohols, carboxylic acids and esters I can identify chemical structures for the following organic compounds: methane, ethane, propane, methanol, ethanol, propanol, methanoic acid, ethanoic acid, propanoic acid, and halogenated forms of methane and ethane and ethene. and esters and benzene I can state uses for the following compounds: methane, ethane, propane, methanol, ethanol, propanol, methanoic acid, ethanoic acid, propanoic acid, and halogenated forms of methane and ethane and ethene. and esters. Knowledge Targets

“What I need to know”

I can state which types of organic compounds are found in nature, and which ones are man-made I can describe the conditions that contribute to photochemical smog I can identify chlorinated fluorocarbons (CFCs), polychlorinated biphenyls (PCBs), DDT, dioxins and furans from chemical structures I can define biomagnification I can name and draw an example of an organic molecule that is involved in ozone depletion I can state examples of alternative chemicals or strategies in cases where persistent organic compounds have been used I can identify compounds which are considered environmental contaminants I can identify compounds commonly used as fertilizers I can name and draw hydrocarbon compounds, halogenated hydrocarbons, aromatic compounds, alcohols, carboxylic acids and esters using IUPAC

conventions

Skill Targets

I can identify chemical structures of organic compounds that label them as being persistent I can identify the steps in the process of biomagnification

“What I can demonstrate

I can calculate the magnitude of biomagnification occurring in a food chain I can analyze data to assess impact of environmental contamination I can interpret data to determine if eutrophication is occurring I can explain why some types of organic compounds result in environmental problems I can explain the timing of photochemical smog events, and associated problems with these events

Reasoning Targets

“What I can do with what I know”

I can analyze events of biomagnification and describe ways to limit its effects I can explain how the past use of CFC’s has resulted in ozone depletion, and new strategies to continue to use CFC’s, but limit environmental impacts I can evaluate risks and benefits to the use of chemical compounds as solutions to everyday problems I can identify other aspects of an ecosystem that can be impacted when eutrophication occurs I can propose solutions for environmental contamination

Science 30 – Unit C – Fields and Electromagnetic Radiation Fields

Knowledge Targets “What I need to know”

Skill Targets “What I can demonstrate”

Reasoning Targets “What I can do with what I know”

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I can define what a field is

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I can state objects that have fields, and their type of field

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I can identify attraction and repulsion of objects

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I can identify sources of electric, gravitational and magnetic fields

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I can list factors that influence the strength of fields

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I can recognize a diagram of an electric, magnetic, and gravitational field

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I can explain attraction and repulsion of objects using orientation of vectors in their field  I can calculate the strength of a field, or complete calculations involving field strength using the formulas g = Gm/r2 and E= kq/r2  I can manipulate the equations g = Gm/r2 and E= kq/r2 to complete calculations involving field strength  

I can draw a field diagram for two objects with interacting fields

I can explain the effect of increasing and decreasing distance on field strength in words, with a calculate, or on a graph  I can explain the effect of increasing and decreasing mass on field strength in words, with a calculate, or on a graph  I can compare the magnitude difference in strength of two or more fields

Induction and Electricity

Knowledge Targets “What I need to know”

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I can define resistance, current and voltage in the context of an electrical circuit

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I can define power as it related to an electrical current

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I can define the energy in an electrical current

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I can describe how power, resistance , current and voltage are aspects of an electrical circuit I can describe how power, resistance , current and voltage are different aspects of an electrical circuit (how they are different from one another) I can define and draw a circuit diagram for a simple electrical circuit

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I can describe what an ammeter and voltmeter are used for, and properly draw their location in an electrical circuit. I can define and explain the difference between resistors in a series and parallel circuit I can define direct and alternating current (DC, AC)

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I can describe a function and materials used to construct a transformer

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List the parts of a DC motor or generator and how they work

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I can state a function for fuses and circuit breakers

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I can interpret a diagram to determine if induction of a magnetic field or electrical current is occurring I can construct a simple DC motor and explain the key components for it to function I can calculate values using the following formulas: V=IR, P=IV, P=I2R, E=Pt, cost for electrical energy I can build an electrical circuit using the following materials: power source, bulbs, voltmeter and ammeter I can use voltage and current reading from different location in a circuit to solve problems I can calculate the resistance for a series and parallel circuit using equations shown in the data book I can calculate voltage, current or number of turns comparing the two parts of a transformer I can identify an arrangement for resistors (appliances) that would reduce the total resistance in an electrical circuit I can identify situations in which a step-up or step-down transformer is used

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I can describe situations when AC or DC current is preferred

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I can explain the similarities and difference between a DC motor and a generator

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I can use a calculation to evaluate whether a fuse or circuit breaker will break the flow of electrical current in a circuit Explain why an AC current is used to transmit electricity over long distances

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Skill Targets “What I can demonstrate”

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Reasoning Targets “What I can do with what I know”

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Electromagnetic Energy   

Knowledge Targets “What I need to know”

I can describe the electromagnetic (EMR) spectrum as a range of waves having different frequencies and wavelengths I can list the different types of EMR

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I can describe EMR as a form of energy, and lists objects effected by selected forms of EMR I can explain that EMR can be absorbed by substances

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I can relate the energy of an EMR photon to its frequency and wavelength

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I can list ionizing and non-ionizing forms of EMR

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I can state the speed that all EMR waves travel at in a vacuum, and what situations in which this speed might change I can describe how that EMR is used in the study of astronomy, using more than one type of EMR

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I can list the forms of EMR that penetrate, and are absorbed by, Earth’s atmosphere

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I can recognize situations where reflection and refraction are used in the design of telescopes

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I can define the terms reflection, refraction, diffraction and polarization

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I can recognize an example of the diffraction of a wave

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I can state the reaction that occurs in starts that produces EMR

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I can list the types of EMR produced by stars

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I can describe what a spectroscope does, and how it is used to study EMR

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I can identify an emission, absorption and continuous spectra, and the situations that produce each of these types of spectra

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I can explain the evidence that the universe is expanding

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I can describe, the evolution of stars of different masses and the existence of black holes, white dwarves and neutron stars. I can classify an EMR wave using its wavelength or frequency

Skill Targets

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I can explain the effect when EMR is absorbed by substances I can draw diagrams showing reflection, refraction, diffraction and polarization

“What I can demonstrate”

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I can perform an investigation studying reflection, refraction, polarization of visible light describing and collect data to describe these principles I can perform calculations solving for variables in the universal wave equation v = f

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I can compare and contrast, types of EMR on the basis of source, frequency, wavelength and energy, and their effect on living tissue I can rank forms of EMR using information about its energy, wavelength or frequency I can predict the effect of selected forms of EMR on objects, including hazards to living tissues (bacteria, plants and animals) I can evaluate the risks and benefits of EMR exposure in a variety of situations from various perspectives. I can analyze data to identify examples of reflection, refraction, polarization

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I can use spectra to determine if an object is moving away or towards me

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I can associate a form of EMR to a technology in which it is used, and the risks and benefits of using the technology for this use (medical diagnostics, communications, industrial, scientific)

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Reasoning Targets “What I can do with what I know”

I can identify the elements present in a spectra by matching them to reference spectra I can recognize the relative surface temperature of a star using its colour

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Science 30 – Unit D – Energy and the Environment Global Energy Demands and Maintaining a Biosphere ◻ I can identify the difference between an exponential and linear relationship Knowledge Targets ◻ I can identify factors that affect energy consumption “What I need to know”

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I can define sustainable development

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I can identify reasons why the trend for the use of energy has changed throughout history I can describe the interconnected nature of the environment I can use graphs, or calculations to analyze data about historical trends in energy use I can compare Canada’s energy consumption other countries around the world. I can identify strategies that promote, or do not promote sustainable development I can explain the need for new technologies to meet increasing global demand I can predict and explain the trend in energy consumption for Canada based on changes to one of more f factors I can explain differences in energy consumption in various countries based on a variety of factors that affect energy consumption. I can develop a plan that promotes sustainable development, considering energy, water, land use, and social and economic resources. I can evaluate the environmental impact of extracting resources from multiple perspectives

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“What I can demonstrate”

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Reasoning Targets

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“What I can do with what I know”

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Conventional and Alternative Energy Technologies

Knowledge Targets “What I need to know”

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I can describe how each of the following technologies is used to produce electricity or mechanical energy: conventional oil, oil sands, solar power, wind power, biomass, hydroelectricity, coal-burning power, nuclear power, geothermal, tidal

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I can state the form of energy (kinetic or potential) in each energy source listed above

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I can contrast the proportion of solar energy that creates wind and drives the water cycle with the small proportion captured by photosynthesis as chemical potential energy

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I can describe the difference between active and passive solarheating technologies I can classify technologies as renewable or nonrenewable

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I can describe the difference between fission and fusion reactions I can define and explain the difference between combustion, fission, and fusion reactions I can explain the significance of the symbol “gamma” in a nuclear equation.

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Skill Targets

Describe the main types of radioactive decay (alpha, beta and gamma) I can describe the energy conversions involved in a CANDU reactor and current fusion research I can identify the source geothermal energy I can list the risks and benefits of using the following energy sources: conventional oil, oil sands, solar power, wind power, biomass, hydroelectricity, coal-burning power, nuclear power, geothermal, tidal

“What I can demonstrate”

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I can compare the similarities and differences between electrical generating stations that use the following energy sources: coal, oil-fired, hydroelectric power, tidal, and nuclear

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I can use calculate theoretical heats of combustion.

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I can balance combustion reactions, and nuclear reactions (fission, fusion, alpha and beta decay) I can compare types of radiation in terms of health risks and ability to penetrate matter I can calculate the change in mass that occurs during nuclear reactions and the amount of energy resulting from that change in mass. I can compare the orders of magnitude of the energy changes occur during phase changes, chemical reactions, and nuclear reactions. I can design and conduct an experiment to determine the efficiency of an energy converting device. I can utilize risks and benefits of different energy sources to propose changes for power production in Alberta, or in other locations I can classify energy sources based on the similarities in form of energy I can evaluate the magnitude of energy associated with phase, chemical, and nuclear changes, and correlate this with the quantity of fuel required, and byproducts made

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Reasoning Targets “What I can do with what I know”

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