Alberta · Grade 11
Science 24
- SCN2288
Alberta’s Grade 11 science course, from Applications of Matter & Chemical Change to Motion, Change & Transportation Safety.
- Units
- 4
- Lessons
- 10
- Skills
- 26
- Provincial exam
- None
- Official curriculum
- Alberta Education
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 5 skills
Applications of Matter & Chemical Change
Everyday Materials & Classifying Reactions
Technology behind everyday materials and energy
I can describe how everyday life depends on technological products and processes that make useful materials and energy.
Skill 1.1
Investigating and classifying chemical reactions
I can investigate and classify common chemical reactions by their signs of change and reaction type.
Skill 1.2
Conservation of Mass & Environmental Impact
Conservation of mass and balancing reactions
I can explain the law of conservation of mass and use it to balance simple chemical reactions.
Skill 1.3
Analyzing everyday products and processes
I can analyze common technological products and processes met in everyday life and careers.
Skill 1.4
Their effects on the environment
I can analyze the potential effects of everyday products and processes on the environment.
Skill 1.5
The official wording · 5 outcomes
- 1.1
- Describe how everyday life depends upon technological products and processes that produce useful materials and energy
- 1.2
- Investigate and classify chemical reactions
- 1.3
- Explain the law of conservation of mass when balancing chemical reactions
- 1.4
- Analyze common technological products and processes encountered in everyday life and careers
- 1.5
- analyze their potential effects on the environment
Key ideas
The materials and energy we use daily — gasoline, natural gas, cleaning products, plastics, batteries — are made by technological processes that turn raw matter into something useful.
Conservation of mass means atoms are never created or destroyed in a reaction — the total mass of the reactants equals the total mass of the products.
These processes give us convenience and jobs, but they also use resources and produce waste, so the same product has both benefits and costs.
Because atoms must be equal on both sides, we balance an equation by adjusting the big coefficients in front, e.g. has the same atoms left and right.
A chemical reaction is signalled by observable clues — a colour change, gas bubbles, heat or light, or a new solid — that tell you a new substance formed.
Watch out for
- Thinking "chemicals" are only the dangerous lab bottles — water, food, soap and fuel are all chemicals we use every day.
- Thinking mass is lost when something burns — the escaping gases carry the "missing" mass away, but it is not destroyed.
- Assuming a manufactured product has no downside — every useful material also costs resources and creates waste.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 7 skills
Understanding Common Energy Conversions
Transforming & Conserving Energy
Energy transforming from one form to another
I can investigate and interpret how energy transforms from one form to another.
Skill 2.1
Energy is conserved overall
I can interpret the conservation of energy in physical and technological systems.
Skill 2.2
Electrical Devices, Rate & Efficiency
Energy conversions in electrical devices
I can investigate and analyze the energy conversions that electrical devices carry out.
Skill 2.3
Rate of energy transfer and efficiency
I can analyze electrical devices in terms of their rate of energy transfer and efficiency.
Skill 2.4
Chemical, Biological Energy & Fossil Fuels
Energy conversions in chemical and biological systems
I can investigate and describe the energy conversions in chemical and biological systems.
Skill 2.5
The impact of fossil-fuel technologies
I can analyze and describe the impact of fossil fuel based technologies.
Skill 2.6
Why fossil fuels still meet human needs
I can describe why fossil fuel technologies are so important in meeting human needs.
Skill 2.7
The official wording · 7 outcomes
- 2.1
- Investigate and interpret transformation of various forms of energy in physical and technological systems
- 2.2
- interpret the conservation of various forms of energy in physical and technological systems
- 2.3
- Investigate and analyze electrical energy conversion devices in terms of energy conversions
- 2.4
- analyze electrical energy conversion devices in terms of rate of energy transfer and efficiency
- 2.5
- Investigate and describe the energy conversions associated with change in chemical and biological systems
- 2.6
- Analyze and describe the impact of fossil fuel based technologies
- 2.7
- describe the importance of fossil fuel based technologies in meeting human needs
Key ideas
Energy comes in forms — electrical, heat (thermal), light, sound, motion (kinetic), chemical — and devices transform it from one form to another (a toaster: electrical → heat; a flashlight: chemical → light).
An electrical device converts electrical energy into a useful form: a bulb into light, a motor into motion, a heater into heat, a speaker into sound.
Chemical energy is stored in the bonds of fuels and food; a reaction releases it — burning propane releases heat and light, and a battery releases electrical energy.
A single device often makes several transformations at once: a hair dryer turns electrical energy into motion (the fan), heat (the coil) and sound.
Naming the conversion is the first step to understanding a device — it tells you what the device is FOR and what form of energy you are paying for.
Watch out for
- Thinking a device makes only one kind of energy — most produce several forms at once, including waste heat.
- Thinking a device only uses energy, without noticing it CONVERTS energy from one form to another.
- Thinking food energy and fuel energy are totally different — both are chemical energy stored in bonds and released by a reaction.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 7 skills
Disease Defence & Human Health
Health, Society & Environmental Pathogens
Societal and environmental factors in health
I can describe how societal and environmental factors affect human health.
Skill 3.1
The need for society to act on health
I can describe the need for society to take action to improve human health.
Skill 3.2
Human health and environmental pathogens
I can analyze the relationship between human health and environmental pathogens.
Skill 3.3
Body Defences, Genes & Longevity
Natural defences against pathogens
I can describe the natural mechanisms that protect the human body from pathogens.
Skill 3.4
Genes, inherited traits and health
I can describe the role of genes in inherited characteristics and human health.
Skill 3.5
Longer lives from understanding disease
I can analyze how understanding pathogens and genetics has helped humans live longer.
Skill 3.6
Longer lives from sanitation and hygiene
I can analyze how improved sanitation and personal hygiene have helped humans live longer.
Skill 3.7
The official wording · 7 outcomes
- 3.1
- Describe how human health is affected by societal and environmental factors
- 3.2
- describe the need for action by society to improve human health
- 3.3
- Analyze the relationship between human health and environmental pathogens
- 3.4
- Describe the natural mechanisms that protect the human organism from pathogens
- 3.5
- Describe the role of genes in inherited characteristics and human health
- 3.6
- Analyze how longevity in humans has increased over time as a result of a better understanding of pathogens and genetics
- 3.7
- longevity in humans has increased as a result of improved sanitary conditions and personal hygiene
Key ideas
Health is shaped by more than personal choices: diet, income, housing, stress, clean air and water, and access to health care all influence how healthy a person or community is.
The body has layered defences: barriers that keep pathogens out (skin, mucus, stomach acid, tears) and internal defences that attack anything that gets in (white blood cells, fever, the immune response).
These factors explain why one neighbourhood or country can be far healthier than another even when individuals make similar choices — the surroundings matter.
After fighting off some pathogens the immune system "remembers" them, giving immunity — which is also how vaccines work: they train the defences without causing the disease.
Because many health factors are set by society (not the individual), improving health often needs collective action — safe water, sewage systems, food inspection, vaccination programs, workplace safety rules.
Watch out for
- Thinking health is entirely up to personal willpower, ignoring environment, income and access to care.
- Thinking antibiotics work against viruses — antibiotics kill bacteria; they do nothing to a cold or flu virus.
- Assuming everyone starts with the same chance at good health regardless of their surroundings.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 7 skills
Motion, Change & Transportation Safety
Science vs. Opinion & Safety Rules
Scientific evidence versus personal opinion
I can use explanatory models to tell scientific evidence apart from personal opinion.
Skill 4.1
Why we need safety systems and rules
I can analyze the need for safety systems and regulations using evidence.
Skill 4.2
Describing Motion with Numbers & Graphs
Position and speed with numbers
I can describe the change in position and speed of objects mathematically.
Skill 4.3
Position and speed with graphs
I can describe the change in position and speed of objects graphically.
Skill 4.4
Momentum, Collisions & Safety Devices
Force and mass in a collision
I can apply force and mass to investigate one-dimensional collisions of two objects.
Skill 4.5
Conservation of momentum in a collision
I can apply the law of conservation of momentum to one-dimensional collisions of two objects.
Skill 4.6
Motion principles behind safety devices
I can apply the principles of motion to explain why safety devices and practices are needed.
Skill 4.7
The official wording · 7 outcomes
- 4.1
- Use explanatory models from their own learning in science or personal experience to distinguish between scientific and personal opinion
- 4.2
- analyze the need for safety systems and regulations
- 4.3
- Describe the change in position and speed of objects mathematically
- 4.4
- Describe the change in position and speed of objects graphically
- 4.5
- Apply concepts of force and mass to investigate one-dimensional collisions of two objects
- 4.6
- Apply the law of conservation of momentum to investigate one-dimensional collisions of two objects
- 4.7
- Apply the principles underlying the motion of objects to explain the need for safety devices and practices
Key ideas
A scientific statement is backed by evidence and can be tested; a personal opinion is a belief or preference that may not be — telling them apart is essential when judging safety claims.
Speed is how fast position changes: , measured in metres per second or km/h — a car covering in averages .
Momentum is mass in motion, — a heavy or fast object has more momentum, which is why a loaded truck is far harder to stop than a bike at the same speed.
Explanatory models from science (how bodies and vehicles actually move) let you check a claim against evidence instead of just how it feels.
The same formula rearranges to find distance () or time (), so from any two of the three you can find the third.
Watch out for
- Treating a strongly-held opinion as if it were evidence ("I feel safe, so I am safe").
- Confusing speed (how fast) with distance (how far) — a short trip can be at high speed and a long trip at low speed.
- Thinking speed alone decides how hard a crash is — mass matters just as much.
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 5 science courses for Grade 11. Here they are side by side.
- Biology 20SCN22314 units · 46 skillsNo provincial examWhat it coversEnergy & Matter Exchange in the Biosphere · Ecosystems & Population Change · Photosynthesis & Cellular Respiration · Human Systems
- Chemistry 20SCN27964 units · 54 skillsNo provincial examWhat it coversDiversity of Matter & Chemical Bonding · Forms of Matter: Gases · Matter as Solutions, Acids & Bases · Quantitative Relationships in Chemical Changes
- Physics 20SCN27974 units · 45 skillsNo provincial examWhat it coversKinematics · Dynamics · Circular Motion, Work & Energy · Oscillatory Motion & Mechanical Waves
- Science 20SCN22704 units · 58 skillsNo provincial examWhat it coversChemical Changes · Changes in Motion · The Changing Earth · Changes in Living Systems
- Science 24This courseSCN22884 units · 26 skillsNo provincial examWhat it coversApplications of Matter & Chemical Change · Understanding Common Energy Conversions · Disease Defence & Human Health · Motion, Change & Transportation Safety
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 24.
Study it in MapleMind
MapleMind teaches Science 24 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 24 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
- 1,353
- Price
- $4.99
Questions about Science 24
What is Science 24?
Alberta’s Grade 11 science course: 4 units and 26 skills, from Applications of Matter & Chemical Change to Motion, Change & Transportation Safety.
What units are in Science 24?
1. Applications of Matter & Chemical Change, 2. Understanding Common Energy Conversions, 3. Disease Defence & Human Health and 4. Motion, Change & Transportation Safety.
Is there a provincial exam for Science 24?
No. Alberta gives no provincial exam for Science 24.
What comes after Science 24?
Biology 30, Chemistry 30, Science 30 and Physics 30.
Can MapleMind help with Science 24?
Yes. MapleMind teaches every skill of Science 24, 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.