Alberta · Grade 11

Science 20

  • SCN2270

Alberta’s Grade 11 science course, from Chemical Changes to Changes in Living Systems.

Units
4
Lessons
12
Skills
58
Provincial exam
None
Official curriculum
Alberta Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 16 skills

Chemical Changes

Solutions & Concentration

  • Dissolving as a prerequisite for reactions

    I can explain why dissolving substances in water is often a prerequisite for a chemical reaction.

    Official code: 20-A1.1k

  • Electrolytes vs nonelectrolytes

    I can tell electrolytes from nonelectrolytes based on their properties.

    Official code: 20-A1.2k

  • Expressing concentration

    I can compare how concentration is expressed in moles per litre, percent by volume and parts per million.

    Official code: 20-A1.3k

  • Calculating concentration

    I can calculate concentration in moles per litre, percent by volume and parts per million.

    Official code: 20-A1.4k

  • Diluting solutions

    I can find the concentration of a diluted solution and how much concentrated solution and water to use.

    Official code: 20-A1.5k

Oxidation-Reduction & Electrochemistry

  • Balancing single-replacement equations

    I can balance a provided single-replacement reaction equation.

    Official code: 20-A2.1k

  • Reactivity of metals

    I can determine the reactivity of metals by comparing their reactions in aqueous solutions.

    Official code: 20-A2.2k

  • Single-replacement reactions and mole ratios

    I can relate single-replacement reactions to oxidation-reduction and use mole ratios to predict moles of metal.

    Official code: 20-A2.3k

  • Defining oxidation, reduction and spontaneity

    I can operationally define oxidation, reduction, and spontaneous vs nonspontaneous reactions.

    Official code: 20-A2.4k

  • Voltaic and electrolytic cells

    I can use redox and half-reactions to describe, in general terms, how voltaic and electrolytic cells work.

    Official code: 20-A2.5k

  • Metal extraction and corrosion protection

    I can compare modern and traditional methods of extracting metals and protecting them from corrosion.

    Official code: 20-A2.6k

Hydrocarbons & the Petrochemical Industry

  • Materials from the petrochemical industry

    I can identify everyday materials based on Alberta's petrochemical industry that involve energy changes.

    Official code: 20-A3.1k

  • Physical characteristics of hydrocarbons

    I can identify the physical characteristics of hydrocarbons and the trends across alkanes, alkenes and alkynes.

    Official code: 20-A3.2k

  • IUPAC naming and structural formulas

    I can give IUPAC names and structural formulas for simple noncyclic hydrocarbons up to eight carbons.

    Official code: 20-A3.3k

  • Refining and catalytic cracking

    I can explain fractional distillation and catalytic cracking as ways to refine petroleum.

    Official code: 20-A3.4k

  • Important hydrocarbon reactions

    I can classify, balance and apply mole ratios to key hydrocarbon reactions.

    Official code: 20-A3.5k

The official wording · 16 outcomes
20-A1.1k
explain how dissolving substances in water is often a prerequisite for chemical reactions and chemical changes
20-A1.2k
differentiate, on the basis of properties, between electrolytes and nonelectrolytes
20-A1.3k
compare and explain how concentrations of solutions are expressed in moles per litre, percent by volume and parts per million
20-A1.4k
determine the concentration of solutions in moles per litre, percent by volume and parts per million
20-A1.5k
determine the concentration of diluted solutions and the quantities of a concentrated solution and of water to use when diluting
20-A2.1k
balance provided single-replacement reaction equations
20-A2.2k
determine the reactivity of metals by comparing their reaction in various aqueous solutions
20-A2.3k
relate single-replacement reactions to oxidation-reduction and apply mole ratios from given equations to predict moles of metals consumed or produced
20-A2.4k
loss of electrons is oxidation, gain of electrons is reduction, a spontaneous oxidation-reduction reaction produces electrical energy from chemical change
20-A2.5k
apply the principles of oxidation-reduction and half-reactions to describe, in general terms, the operation of voltaic and electrolytic cells
20-A2.6k
compare modern and traditional methods for the extraction of metals and for protection from corrosion
20-A3.1k
identify materials used in daily life that are based upon Alberta’s petrochemical industry and that involve changes in energy
20-A3.2k
identify the physical characteristics of hydrocarbons, including trends with respect to melting and boiling points and solubility of alkanes, alkenes and alkynes
20-A3.3k
provide International Union of Pure and Applied Chemistry (IUPAC) names and structural formulas for simple and noncyclic hydrocarbons in the homologous series of alkanes, alkenes and alkynes
20-A3.4k
identify hydrocarbons as a source of fossil fuels and explain the processes of fractional distillation to refine petroleum and catalytic cracking to produce ethene
20-A3.5k
classify, balance and apply mole ratios to important hydrocarbon reactions

Key ideas

  1. Dissolving separates a compound into freely moving ions or molecules, so particles can meet and rearrange — many reactions simply cannot happen while reactants are locked in dry solids.

  2. In a single-replacement reaction one element replaces another in a compound, e.g. Zn+CuSO4→ZnSO4+Cu\text{Zn}+\text{CuSO}_4\rightarrow\text{ZnSO}_4+\text{Cu}.

  3. Petrochemicals — made from petroleum and natural gas — are the raw material for plastics, cosmetics, synthetic fabrics and fuels.

  4. Everyday cases: a battery needs a dissolved electrolyte, baking reactions need moisture, and most medications must dissolve before the body can use them.

  5. Balance by making the count of each atom equal on both sides, adjusting only coefficients — never subscripts.

Watch out for

  • Thinking dissolving is itself a chemical reaction — it is usually a physical change that ENABLES a reaction.
  • Changing subscripts (which alters the substance) instead of coefficients to balance.
  • Thinking petroleum is used only as fuel (a huge share becomes plastics and other materials).

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

Unit 2 · 10 skills

Changes in Motion

Describing & Predicting Motion

  • Scalars and vectors

    I can distinguish scalar from vector quantities, including distance/displacement and speed/velocity.

    Official code: 20-B1.1k

  • Velocity and acceleration

    I can define velocity and acceleration and calculate them with the right units.

    Official code: 20-B1.2k

  • Uniform vs uniformly accelerated motion

    I can compare displacement in uniform motion with uniformly accelerated motion.

    Official code: 20-B1.3k

Momentum, Impulse & Newton's Laws

  • Defining momentum

    I can define momentum as mass times velocity, a vector quantity.

    Official code: 20-B2.1k

  • Conservation of momentum

    I can apply conservation of momentum to one-dimensional collisions and explosions.

    Official code: 20-B2.2k

  • Impulse and safety devices

    I can relate impulse to momentum change and use it to explain how safety devices work.

    Official code: 20-B2.3k

  • Newton's first law and inertia

    I can apply Newton's first law to explain an object's state of rest or uniform motion.

    Official code: 20-B2.4k

  • Newton's second law

    I can apply Newton's second law to relate force, mass and motion.

    Official code: 20-B2.5k

  • Newton's third law

    I can apply Newton's third law to explain the interaction between two objects.

    Official code: 20-B2.6k

  • Potential energy, kinetic energy and work

    I can relate potential and kinetic energy to the work done, quantitatively.

    Official code: 20-B2.7k

The official wording · 10 outcomes
20-B1.1k
distinguish between scalar and vector quantities, including distance and displacement, speed and velocity
20-B1.2k
define velocity and acceleration
20-B1.3k
compare and contrast displacement in uniform motion and uniformly accelerated motion
20-B2.1k
define momentum as a vector quantity equal to the product of the mass and velocity of an object
20-B2.2k
apply the law of conservation of momentum to one-dimensional collisions and explosions
20-B2.3k
define change in momentum as impulse , relate impulse to acceleration and Newton’s second law of motion and apply the concept of impulse to explain the functioning of a variety of safety devices
20-B2.4k
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
20-B2.5k
apply Newton’s second law of motion and use it to relate force, mass and motion
20-B2.6k
apply Newton’s third law of motion to explain the interaction between two objects
20-B2.7k
relate, quantitatively, potential and kinetic energy to work done

Key ideas

  1. A scalar has magnitude only (distance, speed); a vector has magnitude AND direction (displacement, velocity).

  2. Momentum p=mvp=mv is the product of mass and velocity; it is a vector, so it has the same direction as the velocity.

  3. Distance is the total path length; displacement is the straight-line change in position with direction — they differ when the path is not straight.

  4. A heavy slow object and a light fast one can have the same momentum — both mass and velocity matter.

  5. Velocity is displacement over time, v=dtv=\frac{d}{t}, measured in m/s\text{m/s} with a direction.

Watch out for

  • Treating distance and displacement as the same thing (they differ whenever direction changes).
  • Thinking momentum depends only on speed (mass matters equally).
  • Thinking speed and velocity are interchangeable (velocity includes direction).

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

Unit 3 · 17 skills

The Changing Earth

Investigating Deep Time

  • Challenges of studying deep time

    I can describe the challenges of investigating changes that take place over hundreds of millions of years.

    Official code: 20-C1.1k

  • How geologic theories have changed

    I can describe, in general terms, how theories of geologic processes have changed over time.

    Official code: 20-C1.2k

Earthquakes & Plate Tectonics

  • Seismic waves and earthquake energy

    I can describe how earthquake energy is transmitted by seismic waves.

    Official code: 20-C2.1k

  • The Richter scale

    I can describe the relationship between the Richter scale and an earthquake's ground motion and energy.

    Official code: 20-C2.2k

  • P-waves, S-waves and surface waves

    I can identify P-waves, S-waves and surface waves by their vibration, direction and destructiveness.

    Official code: 20-C2.3k

  • Seismic waves and Earth's interior

    I can explain how seismic waves are used to understand Earth's internal structure.

    Official code: 20-C2.4k

  • The layers of Earth

    I can identify and describe Earth's layers by their physical properties.

    Official code: 20-C2.5k

  • Evidence for plate tectonics

    I can list and describe the evidence that supports the theory of plate tectonics.

    Official code: 20-C2.6k

  • Convection and the driving force of plate tectonics

    I can explain how convection drives plate tectonics and why the heat-source explanation is tentative.

    Official code: 20-C2.7k

The Fossil Record & Geologic Eras

  • Radioisotopes and dating

    I can explain how radioisotopes, radioactive decay and half-lives are used to date minerals and fossils.

    Official code: 20-C3.1k

  • Types of fossilization

    I can describe common types of fossilization and the significance of the Burgess Shale.

    Official code: 20-C3.2k

  • Reading sedimentary rock layers

    I can explain how sedimentary rock layers and fossils reveal chronology, paleoclimate, evolution and extinctions.

    Official code: 20-C3.3k

  • The four geologic eras

    I can describe the major characteristics and life forms of the four geologic eras.

    Official code: 20-C3.4k

  • The rise of atmospheric oxygen

    I can explain why oxygen became a major part of Earth's atmosphere after the evolution of chlorophyll.

    Official code: 20-C3.5k

Ice Ages & Climate Change

  • Evidence of glaciation

    I can describe the geologic evidence for repeated glaciation across Canada and locally.

    Official code: 20-C4.1k

  • Ice cores as climate records

    I can explain how ice cores from polar icecaps record past warming and cooling.

    Official code: 20-C4.2k

  • Causes of climate change and mass extinctions

    I can explain, in general terms, causes of climate change and mass extinctions.

    Official code: 20-C4.3k

The official wording · 17 outcomes
20-C1.1k
describe the challenges in investigating the changes that take place over hundreds of millions of years to Earth’s crustal plates, to past climates and to life forms
20-C1.2k
describe, in general terms, how the theories of geologic processes have changed over time
20-C2.1k
describe how energy from earthquakes is transmitted by seismic waves
20-C2.2k
describe the relationship between the Richter scale and an earthquake’s ground motion and energy
20-C2.3k
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
20-C2.4k
explain how seismic waves are used to better understand the internal structure of Earth
20-C2.5k
identify and describe the layers of Earth (i.e., lithosphere, asthenosphere, mesosphere, outer core and inner core) as classified by the physical properties of density, rigidity and thickness
20-C2.6k
list and describe the evidence that supports the theory of plate tectonics
20-C2.7k
explain how convection of molten material provides the driving force of plate tectonics
20-C3.1k
explain how knowledge of radioisotopes, radioactive decay and half-lives are used to estimate the age of minerals and fossils
20-C3.2k
describe common types of fossilization, i.e., actual remains, molds or imprints, tracks, trails or burrows, as direct evidence of evolution
20-C3.3k
explain how sedimentary rock layers along with fossils can provide evidence of chronology, paleoclimate, evolution and mass extinctions
20-C3.4k
describe, in general terms, the major characteristics and life forms of the four eras: Precambrian, Paleozoic, Mesozoic and Cenozoic
20-C3.5k
explain why oxygen became a significant component of Earth’s atmosphere after the evolution of plants and chlorophyll
20-C4.1k
describe the geologic evidence for repeated glaciation over large areas of Canada and in their local area
20-C4.2k
explain how ice cores from polar icecaps provide evidence of warming and cooling in the past hundred thousand years
20-C4.3k
explain, in general terms, how changes to Earth’s climate and how mass extinctions could be caused by changes or variation in the following

Key ideas

  1. Geologic change is far slower than a human lifetime and left no observers, so scientists must infer it from indirect evidence like rock layers, fossils and trapped gases.

  2. An earthquake releases stored energy at a focus; that energy radiates outward through the ground as seismic waves.

  3. A radioisotope decays at a fixed rate set by its half-life — the time for half the parent atoms to decay to daughter atoms.

  4. Glaciers leave distinctive marks: erratics (boulders carried far from their source), U-shaped valleys, scratched bedrock, and altered drainage patterns.

  5. The record is incomplete and disturbed — erosion, plate movement and metamorphism erase or scramble evidence, making conclusions tentative.

Watch out for

  • Thinking geologic history can be directly observed rather than inferred from evidence.
  • Thinking the ground itself travels outward (the ENERGY travels as a wave; particles mostly vibrate in place).
  • Thinking half-life means the sample is fully gone after two half-lives (each half-life removes HALF of what remains).

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

Unit 4 · 15 skills

Changes in Living Systems

Ecosystems, Succession & Change

  • Analyzing a local ecosystem

    I can analyze a local ecosystem, distinguishing biotic from abiotic factors and how they affect populations.

    Official code: 20-D1.1k

  • Primary succession and climax communities

    I can describe the stages of primary succession and the nature of a climax community.

    Official code: 20-D1.2k

  • Primary vs secondary succession

    I can distinguish primary from secondary succession and compare natural and artificial triggers.

    Official code: 20-D1.3k

  • Impact of habitat destruction

    I can describe the potential impact of habitat destruction on an ecosystem.

    Official code: 20-D1.4k

  • Introducing or removing a species

    I can describe the effects of introducing a new species or removing an established one.

    Official code: 20-D1.5k

Biogeochemical Cycles & Energy Flow

  • The biogeochemical cycles

    I can outline the nitrogen, carbon, oxygen and water cycles and their interconnectedness.

    Official code: 20-D2.1k

  • Factors affecting the cycles

    I can describe natural and artificial factors that affect the biogeochemical cycles.

    Official code: 20-D2.2k

  • Energy flow in an ecosystem

    I can analyze how energy flows through an ecosystem using trophic levels and pyramids.

    Official code: 20-D2.3k

  • Trophic levels and ecological pyramids

    I can explain why population size and biomass relate to trophic level, using ecological pyramids.

    Official code: 20-D2.4k

Evolution & Population Change

  • Variation and the forces of evolution

    I can explain the sources of genetic variation and the forces that drive evolution.

    Official code: 20-D3.1k

  • Adaptation of species over time

    I can describe how species adapt over time through variation, population size and environmental change.

    Official code: 20-D3.2k

  • Evidence for natural selection

    I can describe the evidence for evolution by natural selection.

    Official code: 20-D3.3k

  • Gradualism vs punctuated equilibrium

    I can compare gradual evolution with punctuated equilibrium.

    Official code: 20-D3.4k

  • Factors affecting population size

    I can describe factors that impact the size of populations.

    Official code: 20-D3.5k

  • Human population growth

    I can compare the growth pattern of the human population to that of other species.

    Official code: 20-D3.6k

The official wording · 15 outcomes
20-D1.1k
investigate and analyze an aquatic or a terrestrial local ecosystem, distinguish between biotic and abiotic factors, describe how these factors affect population size and infer the abiotic effects on life
20-D1.2k
describe the key stages of primary succession in a specific ecosystem and the nature of its climax community
20-D1.3k
differentiate between primary and secondary succession in a specific aquatic and a specific terrestrial ecosystem
20-D1.4k
describe the potential impact of habitat destruction on an ecosystem
20-D1.5k
describe the effects of introducing a new species into, or largely removing an established species from, an environment
20-D2.1k
outline the biogeochemical cycles of nitrogen, carbon, oxygen and water and, in general terms, describe their interconnectedness
20-D2.2k
describe artificial and natural factors that affect the biogeochemical cycles
20-D2.3k
analyze and describe how energy flows in an ecosystem, using the concepts of conservation of energy
20-D2.4k
explain why population size and biomass are both directly related to the trophic level of the species
20-D3.1k
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
20-D3.2k
describe the adaptation of species over time due to variation in a population, population size and environmental change
20-D3.3k
describe evidence for evolution by natural selection
20-D3.4k
compare gradual evolution with punctuated equilibrium
20-D3.5k
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-D3.6k
compare the growth pattern of the human population to that of other species

Key ideas

  1. Biotic factors are the living parts (predators, prey, competitors, symbionts); abiotic factors are the non-living parts (light, nutrients, water, temperature).

  2. Matter cycles: nitrogen, carbon, oxygen and water move continuously between living things, the atmosphere, water and soil, and are reused indefinitely.

  3. Mutation is the principal source of new genetic variation; sexual reproduction reshuffles that variation, generating variety among individuals.

  4. Both shape population size: abiotic factors set the physical limits, while biotic interactions like predation and competition regulate numbers, and biota can even alter the local environment (microclimates, soil).

  5. The cycles are linked — for example, photosynthesis and respiration tie the carbon and oxygen cycles together, and water carries dissolved nutrients through all of them.

Watch out for

  • Miscategorizing factors — e.g. counting sunlight or temperature as biotic (they are abiotic).
  • Thinking matter is created or used up (it is conserved and cycled).
  • Thinking mutations arise because they are needed (they are random; the environment selects).

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 20.

Study it in MapleMind

MapleMind teaches Science 20 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 20 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
31
Fillable fields
1,837
Price
$4.99
See the Course Companion

Questions about Science 20

What is Science 20?

Alberta’s Grade 11 science course: 4 units and 58 skills, from Chemical Changes to Changes in Living Systems.

What units are in Science 20?

1. Chemical Changes, 2. Changes in Motion, 3. The Changing Earth and 4. Changes in Living Systems.

Is there a provincial exam for Science 20?

No. Alberta gives no provincial exam for Science 20.

What comes after Science 20?

Biology 30, Chemistry 30, Science 30 and Physics 30.

Can MapleMind help with Science 20?

Yes. MapleMind teaches every skill of Science 20, 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 20

Practise every skill of Science 20 in MapleMind, free with daily limits.