Alberta · Grade 10

Science 10

  • SCN1270

Alberta’s Grade 10 science course, from Energy & Matter in Chemical Change to Energy Flow in Global Systems.

Units
4
Lessons
11
Skills
18
Provincial exam
None
Official curriculum
Alberta Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 6 skills

Energy & Matter in Chemical Change

The Structure of Matter

  • Particles that make up matter

    I can describe the basic particles that make up the underlying structure of matter and how evidence and technology revealed them.

Combining Elements & Naming Compounds

  • How elements combine to form compounds

    I can use the periodic table to explain how and why elements combine to form compounds in specific ratios.

  • Naming ionic compounds (IUPAC)

    I can follow IUPAC rules to write formulas and names for ionic compounds.

  • Naming simple molecular compounds (IUPAC)

    I can follow IUPAC rules to name simple molecular compounds using prefixes.

Chemical Change & Conservation of Mass

  • Identifying and classifying chemical changes

    I can recognize the evidence for a chemical change and classify reactions by type.

  • Writing balanced equations & conservation of mass

    I can write word and balanced chemical equations that obey the law of conservation of mass.

The official wording · 6 outcomes
1.1
Describe the basic particles that make up the underlying structure of matter, and investigate related technologies
1.2
Explain, using the periodic table, how elements combine to form compounds
1.3
follow IUPAC guidelines for naming ionic compounds
1.4
follow IUPAC guidelines for naming simple molecular compounds
1.5
Identify and classify chemical changes
1.6
write word and balanced chemical equations for significant chemical reactions, as applications of Lavoisier’s law of conservation of mass

Key ideas

  1. Atoms are built from three subatomic particles: protons (positive) and neutrons (neutral) in the nucleus, and electrons (negative) around it.

  2. Position on the periodic table predicts bonding: metals lose electrons and non-metals gain them to form ionic compounds; two non-metals share electrons to form molecular compounds.

  3. Evidence of a chemical change includes an energy or temperature change, a colour or odour change, and the formation of a gas or precipitate.

  4. The atomic model was built from evidence over time — Dalton, Thomson, Rutherford, Bohr — and technologies such as the mass spectrometer and electron microscope let us probe this hidden structure.

  5. Elements combine in fixed ratios set by their charges (ionic) or the atoms actually bonded (molecular) — e.g. Na+\text{Na}^+ and Cl−\text{Cl}^- give NaCl\text{NaCl}; Ca2+\text{Ca}^{2+} and Cl−\text{Cl}^- give CaCl2\text{CaCl}_2.

Watch out for

  • Thinking atoms are solid, indivisible balls — they are mostly empty space with a tiny dense nucleus (Rutherford’s gold-foil result).
  • Thinking any two elements can combine in any ratio — the ratio is fixed by ion charges or the bonding pattern.
  • Treating a physical change (melting, dissolving) as a chemical change — no new substance forms in a physical change.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 4 skills

Energy Flow in Technological Systems

Machines Before the Laws of Thermodynamics

  • Technology developed before the laws

    I can analyze how heat-based technologies were developed before the laws of thermodynamics were formulated.

Concepts of Energy in Mechanical Systems

Efficiency of Energy Transformations

  • Energy conservation and efficiency of transformations

    I can apply energy conservation and thermodynamics to describe and predict the efficiency of energy transformations.

The official wording · 4 outcomes
2.1
Analyze and illustrate how technologies based on thermodynamic principles were developed before the laws of thermodynamics were formulated
2.2
Explain concepts used in theoretical and practical measures of energy in mechanical systems
2.3
apply concepts used in practical measures of energy in mechanical systems
2.4
Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems

Key ideas

  1. Technologies like the steam engine and Newcomen pump converted heat into useful work by trial and improvement, long before energy was understood as a conserved quantity.

  2. Kinetic energy is the energy of motion; potential energy is energy due to relative position or condition (gravitational EpE_p, and chemical energy stored in fuels and food as a form of potential energy).

  3. Energy is conserved — it is never destroyed, only transformed — so the input energy equals the useful output plus the energy lost (usually as heat).

  4. The concept of energy grew from observing heat and mechanical devices (Rumford, Joule); the laws of thermodynamics were formulated later to EXPLAIN these working machines.

  5. Motion is described with scalar quantities (magnitude only, e.g. distance, speed) and vector quantities (magnitude and direction, e.g. displacement, velocity) — and, without resistive forces, constant-speed motion needs no energy input.

Watch out for

  • Thinking scientific theory always comes first and technology just "applies" it — here the working technology came first.
  • Thinking a moving object must be constantly "fed" energy to keep moving — at constant speed with no resistance, no energy input is needed.
  • Thinking a machine can be 100% efficient (or "wastes no energy") — some energy is always transformed to waste heat.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 4 skills

Cycling of Matter in Living Systems

Imaging Technology & the Cell

  • Imaging technology and understanding of the cell

    I can explain how developments in imaging technology shaped our current understanding of the cell.

Cell Organelles & Transport

  • Function of cell organelles and structures

    I can describe the function of cell organelles and structures in terms of life processes.

  • Modelling transport across the cell

    I can use models to explain how matter moves across the cell membrane and why cell size is limited.

Plants as a Multicellular Organism

  • Specialized structures in plants

    I can analyze a plant as a multicellular organism with specialized structures at the cellular, tissue and system levels.

The official wording · 4 outcomes
3.1
Explain the relationship between developments in imaging technology and the current understanding of the cell
3.2
Describe the function of cell organelles and structures in a cell, in terms of life processes
3.3
use models to explain these processes and their applications
3.4
Analyze plants as an example of a multicellular organism with specialized structures at the cellular, tissue and system levels

Key ideas

  1. The light microscope revealed that living things are made of cells (the cell theory: all living things are made of cells, cells are the units of life, and cells come from pre-existing cells).

  2. Organelles divide the labour of the cell: the nucleus stores DNA and directs activity, mitochondria release energy, ribosomes build proteins, and the cell membrane controls what enters and leaves.

  3. Multicellular life is organized in levels: specialized cells → tissues → organs → systems, with each level built from the one below and doing a job a single cell could not (which is why organisms above a certain size must be multicellular).

  4. The electron microscope and staining techniques, with far greater magnification and resolution, revealed the organelles inside cells — so understanding advanced as imaging improved.

  5. Plant cells add structures animal cells lack — a cell wall for support and chloroplasts for photosynthesis — so structure and function are complementary.

Watch out for

  • Thinking cells were simply "discovered" once and understood fully — understanding advanced step by step as imaging improved.
  • Thinking every cell has every organelle (e.g. animal cells have no chloroplasts or cell wall).
  • Thinking plants are "simple" compared with animals — they have specialized cells, tissues and systems too.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 4 skills

Energy Flow in Global Systems

Solar Energy, Global Transfer & Climate

  • Solar energy, terrestrial energy and the biosphere

    I can describe how input solar energy, output terrestrial energy and energy flow in the biosphere affect living things.

  • Net solar energy, global transfer and climate

    I can analyze how net solar energy and global energy transfer processes shape climate.

Biomes & Climate Change

  • Climate and the world’s major biomes

    I can relate climate to the world’s major biomes and compare biomes in different regions.

  • Environmental factors and climate change

    I can investigate and interpret how environmental factors affect global energy transfer and climate change.

The official wording · 4 outcomes
4.1
Describe how the relationships among input solar energy, output terrestrial energy and energy flow within the biosphere affect the lives of humans and other species
4.2
Analyze the relationships among net solar energy, global energy transfer processes—primarily radiation, convection and hydrologic cycle—and climate
4.3
Relate climate to the characteristics of the world’s major biomes, and compare biomes in different regions of the world
4.4
Investigate and interpret the role of environmental factors on global energy transfer and climate change

Key ideas

  1. Earth receives short-wave solar energy and radiates long-wave terrestrial energy back to space; the net radiation budget (input minus output) sets the planet’s temperature.

  2. A biome is a large, open system defined by its climate — mainly temperature and precipitation — and the community of life adapted to it (tropical rainforest, desert, grassland, tundra, taiga).

  3. The greenhouse effect — from gases like carbon dioxide, methane and water vapour — traps some outgoing energy, and that energy flow drives the biosphere on which humans and other species depend.

  4. The same climate produces similar biomes anywhere on Earth, so comparing biomes and their climatographs in different regions reveals the underlying climate pattern.

  5. Net solar energy is uneven across the globe — the equator receives a radiation surplus, the poles a deficit — and this imbalance drives global energy transfer.

Watch out for

  • Thinking the Sun heats the Earth once and that is it — energy constantly flows in AND back out, and it is the balance that matters.
  • Thinking latitude alone sets the biome — precipitation and topography matter, so deserts and rainforests can share a latitude.
  • Believing the greenhouse effect is entirely bad — the natural greenhouse effect is what keeps Earth warm enough to live on.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows Alberta’s own curriculum for Science 10.

Study it in MapleMind

MapleMind teaches Science 10 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Mathematics 31 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics 31 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics 31, another Alberta course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Science 10 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
30
Fillable fields
1,235
Price
$4.99
See the Course Companion

Questions about Science 10

What is Science 10?

Alberta’s Grade 10 science course: 4 units and 18 skills, from Energy & Matter in Chemical Change to Energy Flow in Global Systems.

What units are in Science 10?

1. Energy & Matter in Chemical Change, 2. Energy Flow in Technological Systems, 3. Cycling of Matter in Living Systems and 4. Energy Flow in Global Systems.

Is there a provincial exam for Science 10?

No. Alberta gives no provincial exam for Science 10.

What comes after Science 10?

Biology 20, Chemistry 20, Physics 20, Science 20 and Science 24.

Can MapleMind help with Science 10?

Yes. MapleMind teaches every skill of Science 10, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Science 10

Practise every skill of Science 10 in MapleMind, free with daily limits.