Alberta · Grade 10
Science 14
- SCN1288
Alberta’s Grade 10 science course, from Investigating Properties of Matter to Investigating Electromagnetic Energy.
- Units
- 4
- Lessons
- 9
- Skills
- 21
- Provincial exam
- None
- Official curriculum
- Alberta Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 6 skills
Investigating Properties of Matter
Classifying Household Matter
Classifying matter by its properties
I can sort household substances by observable properties like state, colour, smell, flammability and whether they are acidic or basic.
Skill 1.1
Safe use, storage and disposal
I can use a substance's properties to decide how to use, store and dispose of it safely.
Skill 1.2
Solutions & Solubility
Solutions, solubility, solutes and solvents
I can describe a solution and define solubility, solute and solvent.
Skill 1.3
Solutions in prepared foods and everyday materials
I can connect solutions and solubility to making prepared foods and everyday materials.
Skill 1.4
Elements, Compounds & the Periodic Table
Properties of elements and compounds
I can describe the properties of elements and compounds and tell them apart.
Skill 1.5
Reading trends on the periodic table
I can use the periodic table to spot trends in properties.
Skill 1.6
The official wording · 6 outcomes
- 1.1
- Classify various forms of matter, including commonly used household substances, on the basis of their properties
- 1.2
- relate these properties to their safe use, storage and disposal
- 1.3
- Describe solutions and solubility, solutes and solvents
- 1.4
- describe how these concepts are applied to the production of prepared foods and other useful materials
- 1.5
- Describe the properties of elements and compounds
- 1.6
- use the periodic table to identify trends in properties
Key ideas
Every substance has properties you can observe — state (solid/liquid/gas), colour, smell, whether it burns, whether it is acidic (like vinegar) or basic (like bleach) — and those properties are how you tell substances apart and group them.
A solution forms when a solute dissolves in a solvent — sugar (solute) in water (solvent) makes a sweet drink; the solute is still there, just spread out too small to see.
An element is a pure substance made of one kind of atom (copper, oxygen, gold); a compound is two or more elements chemically joined into something new — table salt is sodium + chlorine, water is .
Sorting by properties is a real skill: knowing bleach is a corrosive base and rubbing alcohol is flammable lets you predict how each will behave before you ever use it.
Solubility is how much solute a solvent can hold, and it usually goes up with temperature — which is why sugar dissolves faster in hot tea than in iced tea.
Watch out for
- Thinking "properties" only means colour — smell, state, flammability and acidity are just as much properties and often matter more.
- Thinking a dissolved solute is gone or destroyed — it is still in the solution (the mass and the sweetness/saltiness prove it), just too small to see.
- Thinking a compound keeps the properties of its elements — the whole point is that the compound is a new substance with new properties.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 4 skills
Understanding Energy Transfer
Heating, Cooling & Controlling Heat Transfer
How heating & cooling systems move heat
I can describe how heating and cooling systems work by moving heat from hot to cold.
Skill 2.1
Devices that control heat transfer
I can explain how everyday methods and devices control the transfer of heat.
Skill 2.2
Simple Machines at Work
Simple machines that transfer energy
I can describe and compare simple machines as devices that transfer energy from my effort to the load.
Skill 2.3
Multiplying force or distance
I can explain how a simple machine multiplies force or distance, and why it never gives free energy.
Skill 2.4
The official wording · 4 outcomes
- 2.1
- Describe how natural and technological cooling and heating systems are based upon the transfer of thermal energy (heat) from hot to cold objects
- 2.2
- Explain the functioning of common methods and devices designed to control the transfer of thermal energy
- 2.3
- Describe and compare simple machines as devices that transfer energy
- 2.4
- simple machines as devices that multiply forces or distances
Key ideas
Thermal energy (heat) always flows from the hotter object to the colder one until they even out — a hot coffee cools to room temperature because heat leaves it, not because "cold gets in".
Simple machines — levers, pulleys, ramps (inclined planes), wheels-and-axles, gears — transfer energy from your effort to the load; they make work feel easier by changing the size or direction of the force.
Heating and cooling technology just directs that flow: a furnace adds heat to a cold room, while a fridge or air conditioner pumps heat OUT of a cold space to the warmer outside — that's why the back of a fridge is warm.
Comparing machines shows the same idea in different shapes: a lever pivots, a pulley redirects, a ramp spreads the lift over distance — all moving your effort energy to where the job is.
Insulation works by slowing heat flow — a thermos, a winter coat, attic insulation and a foam cup all trap air or block conduction so heat moves in or out more slowly.
Watch out for
- Thinking "cold" is a thing that flows in — there is no such flow; objects cool because heat flows OUT of them toward something colder.
- Thinking a simple machine "makes" energy — it only transfers the energy you put in from your effort to the load.
- Believing a fridge or air conditioner "makes cold" — it removes heat and dumps it somewhere warmer.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 7 skills
Investigating Matter & Energy in Living Systems
Digestion, Circulation & a Healthy Lifestyle
How the two systems exchange matter
I can describe how the digestive and circulatory systems exchange matter.
Skill 3.1
How digestion and circulation work together
I can describe how the digestive and circulatory systems work together as partners.
Skill 3.2
Why a healthy diet and lifestyle matter
I can explain why a healthy diet and lifestyle keep the digestive and circulatory systems working.
Skill 3.3
Disorders of the digestive & circulatory systems
I can describe disorders of the digestive and circulatory systems as imbalances from genetic, lifestyle and environmental factors.
Skill 3.4
Cells & the Functions of Life
Plant and animal cell parts
I can describe the structure and function of plant and animal cell parts.
Skill 3.5
How the cell theory developed
I can trace how the cell theory developed over time.
Skill 3.6
Life functions common to all living systems
I can identify and compare the life functions shared by living systems, from cells to organ systems.
Skill 3.7
The official wording · 7 outcomes
- 3.1
- Describe, in general terms, the exchange of matter by the digestive and circulatory systems
- 3.2
- the functional relationship between the two systems
- 3.3
- the need for a healthy diet and lifestyle
- 3.4
- Describe disorders of the digestive and circulatory systems as imbalances induced by genetic, lifestyle and environmental factors
- 3.5
- Describe, in general terms, the structure and function of plant and animal cell parts
- 3.6
- trace the development of the cell theory
- 3.7
- Identify and compare, in general terms, the life functions common to living systems, from cells to organ systems
Key ideas
The digestive system breaks food into small nutrients and absorbs them into the blood; the circulatory system (heart, blood, vessels) then delivers those nutrients and oxygen to every cell and carries waste away.
Cells have parts that each do a job: the nucleus (control centre with DNA), the cell membrane (controls what goes in and out), and the cytoplasm inside.
The handoff happens at the small intestine, where absorbed nutrients cross into the bloodstream — that is the exact point where matter moves from one system to the other.
Plant cells add two parts animal cells lack: a stiff cell wall for support and green chloroplasts for making food — otherwise they share most of the same parts.
The two systems depend on each other: digestion is useless without a delivery network, and circulation has nothing to deliver without digestion — together they fuel every cell.
Watch out for
- Believing food goes straight to the cells — it must first be broken down and absorbed into the bloodstream before any cell can use it.
- Thinking plant and animal cells are completely different — they share most parts; plant cells just ADD a cell wall and chloroplasts.
- Thinking the blood makes nutrients — it only carries the nutrients that digestion has already released.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 4 skills
Investigating Electromagnetic Energy
Matter Cycles in the Biosphere
Cyclical flow of matter along set pathways
I can describe how matter cycles through the biosphere along set pathways.
Skill 4.1
How human activity disrupts the cycles
I can describe how human activity can disrupt natural matter cycles.
Skill 4.2
Local Ecosystems in Balance
Biotic and abiotic components of an ecosystem
I can analyze a local ecosystem by its living (biotic) and non-living (abiotic) parts.
Skill 4.3
What keeps an ecosystem in balance
I can describe the factors that keep a local ecosystem in balance.
Skill 4.4
The official wording · 4 outcomes
- 4.1
- Describe how the flow of matter in the biosphere is cyclical along characteristic pathways
- 4.2
- the flow of matter can be disrupted by human activity
- 4.3
- Analyze a local ecosystem in terms of its biotic and abiotic components
- 4.4
- describe factors of the equilibrium
Key ideas
Matter (water, carbon, nitrogen) is not used up — it moves through the biosphere along set cyclical pathways: water evaporates, forms clouds, rains, and returns; carbon moves between air, plants, animals and back.
An ecosystem has biotic (living) parts — plants, animals, insects, microbes — and abiotic (non-living) parts — water, sunlight, soil, temperature, air.
Because the pathways are cyclical, the same atoms get reused again and again — the carbon in your breath may have been in a dinosaur or a tree before.
The living things depend on the non-living conditions to survive: no water or sunlight, no plants; no plants, no animals — so abiotic factors shape which life can live there.
Human activity can overload or break a cycle — burning fuels adds extra carbon to the air, fertilizer runoff floods water with nutrients, and pollution blocks the normal pathway.
Watch out for
- Thinking matter gets "used up" in living things — it keeps moving through the cycle and is reused.
- Thinking only the living things "count" in an ecosystem — the abiotic factors (water, sunlight, soil, temperature) are just as essential and shape which life can survive.
- Believing each cycle runs once — the pathways are loops that repeat indefinitely.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
Which course?
Alberta has 2 science courses for Grade 10. Here they are side by side.
- Science 10SCN12704 units · 18 skillsNo provincial examWhat it coversEnergy & Matter in Chemical Change · Energy Flow in Technological Systems · Cycling of Matter in Living Systems · Energy Flow in Global Systems
- Science 14This courseSCN12884 units · 21 skillsNo provincial examWhat it coversInvestigating Properties of Matter · Understanding Energy Transfer · Investigating Matter & Energy in Living Systems · Investigating Electromagnetic Energy
What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.
The official curriculum
This page follows Alberta’s own curriculum for Science 14.
Study it in MapleMind
MapleMind teaches Science 14 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.


Course Companion
Your year in one workbook
A fun way to keep Science 14 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
- 29
- Fillable fields
- 1,276
- Price
- $4.99
Questions about Science 14
What is Science 14?
Alberta’s Grade 10 science course: 4 units and 21 skills, from Investigating Properties of Matter to Investigating Electromagnetic Energy.
What units are in Science 14?
1. Investigating Properties of Matter, 2. Understanding Energy Transfer, 3. Investigating Matter & Energy in Living Systems and 4. Investigating Electromagnetic Energy.
Is there a provincial exam for Science 14?
No. Alberta gives no provincial exam for Science 14.
What comes after Science 14?
Biology 20, Chemistry 20, Physics 20, Science 20 and Science 24.
Can MapleMind help with Science 14?
Yes. MapleMind teaches every skill of Science 14, 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.