Alberta · Grade 12

Science 30

  • SCN3270

Alberta’s Grade 12 science course, from Living Systems Respond to Change to Energy & the Environment.

Units
4
Lessons
23
Skills
79
Provincial exam
30% of the final mark
Official curriculum
Alberta Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 19 skills

Living Systems Respond to Change

The Heart, Vessels & Blood

  • Structures of the heart

    I can describe the principal structures of the heart and its associated blood vessels.

    Official code: 30-A1.1k

  • The heartbeat and circulation

    I can describe the rhythmic contraction of the heart and how it circulates blood through the pulmonary and systemic pathways.

    Official code: 30-A1.2k

  • Blood vessels and blood flow

    I can describe the structure and function of blood vessels and how blood flows through them.

    Official code: 30-A1.3k

  • Components of blood

    I can describe the main components of blood and the roles they play.

    Official code: 30-A1.4k

Pathogens & the Immune Response

  • How pathogens enter and harm

    I can describe how pathogens enter the circulatory system and how they can harm health.

    Official code: 30-A2.1k

  • The body’s barriers

    I can describe how body mechanisms like skin and secretions keep pathogens out of tissues.

    Official code: 30-A2.2k

  • The immune response

    I can describe how immunity develops and how the immune system responds to a foreign antigen.

    Official code: 30-A2.3k

Autoimmunity & Vaccines

Chromosomes & Inheritance

  • Chromosomes in mitosis, meiosis and fertilization

    I can describe how chromosomes behave during mitosis, meiosis and fertilization.

    Official code: 30-A3.1k

  • Punnett squares and single-trait inheritance

    I can use Punnett squares to predict the inheritance of a single trait.

    Official code: 30-A3.2k

  • Autosomal vs sex-linked inheritance

    I can distinguish autosomal from sex-linked patterns of inheritance.

    Official code: 30-A3.3k

DNA: Structure, Copying & Reading

Proteins, Mutations & Genetic Change

The official wording · 19 outcomes
30-A1.1k
describe the principal structures and associated blood vessels of the heart
30-A1.2k
describe the rhythmic contraction of the heart and its function in the general circulation of blood through pulmonary and systemic pathways
30-A1.3k
describe the structure and function of blood vessels and the flow of blood through arteries, arterioles, venules, veins and capillaries
30-A1.4k
describe the main components of blood
30-A2.1k
describe how pathogens in the environment
30-A2.2k
describe, in general terms, the function of various body mechanisms, including the skin and body secretions
30-A2.3k
describe, in general terms, how immunity to pathogens develops
30-A2.4k
explain the interrelationship of autoimmune diseases and the human immune system
30-A2.5k
analyze how vaccines defend against disease-causing bacteria and viruses
30-A3.1k
describe, in general, the behaviour of chromosomes during mitosis, meiosis and fertilization
30-A3.2k
explain, with the aid of Punnett squares, the inheritance of single traits
30-A3.3k
distinguish autosomal from sex-linked patterns of inheritance
30-A3.4k
describe the structure of DNA
30-A3.5k
explain the general process of DNA replication
30-A3.6k
describe a primary function of DNA
30-A3.7k
describe the role of proteins in the human body
30-A3.8k
describe how mutations in DNA affect the proteins produced resulting in human diseases
30-A3.9k
describe, in general terms, genetic engineering and its application to gene therapy and the development of genetically modified organisms
30-A3.10k
describe the development of resistance in bacteria and viruses

Key ideas

  1. The heart has four chambers — two atria (receive blood) and two ventricles (pump it) — separated by a septum, with valves keeping flow one-way.

  2. Pathogens — mosquito-borne parasites, bacteria and viruses — can enter through bites, wounds, food or air and reach the bloodstream.

  3. In an autoimmune disease the immune system mistakes the body’s own tissue for a foreign antigen and attacks it.

  4. Mitosis makes two identical body cells; meiosis halves the chromosome number to make gametes (sex cells) that are genetically varied.

  5. DNA is a double helix — two strands twisted together, each built from repeating units called nucleotides.

Watch out for

  • Thinking blood can flow backward through the heart — valves prevent that.
  • Thinking all microbes are pathogens — most are harmless or helpful; only some cause disease.
  • Thinking autoimmune disease means a weak immune system — it is the immune system being too aggressive, against the wrong target.

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

Unit 2 · 18 skills

Chemistry & the Environment

Acids, Bases & pH

  • Proton donors and acceptors

    I can define acids and bases as proton donors and proton acceptors.

    Official code: 30-B1.1k

  • Identifying acids, bases and salts

    I can tell acids, bases, salts and strong vs weak acids apart using diagnostic tests.

    Official code: 30-B1.2k

  • pH and hydronium ion concentration

    I can describe the relationship between pH and hydronium ion concentration.

    Official code: 30-B1.3k

  • How buffers resist pH change

    I can explain qualitatively how a buffer keeps pH nearly constant.

    Official code: 30-B1.4k

pH in Living Systems & the Environment

Acid Deposition

Naming & Using Organic Compounds

Organic Hazards, Smog & Biomagnification

  • Hazards of halogenated hydrocarbons and benzene

    I can list the sources and analyze the hazards of halogenated hydrocarbons and benzene derivatives.

    Official code: 30-B2.4k

  • Smog and ozone depletion

    I can explain how human activities and natural events cause smog and ozone depletion.

    Official code: 30-B2.5k

  • Biomagnification

    I can explain the mechanism and significance of biomagnification.

    Official code: 30-B2.6k

Greener Chemical Technologies

  • Risks and benefits of chemical processes

    I can describe the risks and benefits of chemical processes that can harm the environment.

    Official code: 30-B3.1k

  • Technologies that reduce emissions

    I can describe technologies that reduce harmful chemical emissions.

    Official code: 30-B3.2k

  • Alternatives to chemical technologies

    I can describe alternatives to the use of chemical technologies.

    Official code: 30-B3.3k

The official wording · 18 outcomes
30-B1.1k
define acids and bases in terms of proton donors and proton acceptors
30-B1.2k
differentiate among acids, bases, neutral ionic compounds, neutral molecular compounds and strong and weak acids, based on appropriate diagnostic tests
30-B1.3k
describe the relationship between pH and hydronium ion concentration
30-B1.4k
explain, qualitatively, how buffers maintain a relatively constant pH when a small amount of acid or base is added to an aqueous system
30-B1.5k
explain the importance of maintaining a relatively constant pH in a living system
30-B1.6k
trace the historical use of acid-base indicators
30-B1.7k
explain what is meant by buffering capacity
30-B1.8k
outline the chemical reactions
30-B1.9k
describe impacts on the biotic and abiotic components of the environment caused by acid deposition
30-B2.1k
identify and name carbon compounds
30-B2.2k
describe the common uses of hydrocarbons
30-B2.3k
identify organic compounds commonly considered to be environmental pollutants
30-B2.4k
list the sources of, and analyze the hazards posed by, halogenated hydrocarbons and benzene derivatives
30-B2.5k
identify and explain how human activities and natural events contribute to the production of photochemical smog, the depletion of the ozone layer and increased concentrations of organic compounds in the environment
30-B2.6k
explain the mechanism and significance of biomagnification
30-B3.1k
describe the risks and benefits of using chemical processes that may produce products and/or by-products that have the potential to harm the environment
30-B3.2k
describe technologies used to reduce the production and emission of chemical compounds that have the potential to harm the environment
30-B3.3k
describe alternatives to the use of chemical technologies

Key ideas

  1. An acid is a proton (H+\text{H}^+) donor; a base is a proton acceptor (the Brønsted–Lowry definition).

  2. Enzymes and cell processes work only within a narrow pH range, so organisms buffer their fluids — e.g. the hydrogen carbonate ion keeps blood pH stable.

  3. Combustion and smelting release sulfur dioxide (SO2\text{SO}_2) and nitrous oxides (NOₓ) into the air.

  4. A name has a stem for the number of carbons (meth-, eth-, prop-) and an ending/prefix for the functional group: -ol (alcohol), -oic acid (carboxylic acid), -oate (ester), and halogen prefixes.

  5. Halogenated hydrocarbons (like CFCs and solvents) and benzene derivatives come from industry, refrigerants, fuels and manufacturing.

Watch out for

  • Thinking a base must contain OH−\text{OH}^- — by the proton definition a base is anything that accepts a proton.
  • Thinking small pH changes are harmless to a cell (enzymes denature outside a narrow range).
  • Thinking acid rain is just naturally acidic rain — it comes from specific pollutants reacting with water.

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

Unit 3 · 23 skills

Electromagnetic Energy

Fields & Field Strength

  • What a field is

    I can define a field as a property of space that exerts a force on objects placed in it.

    Official code: 30-C1.1k

  • Comparing field interactions

    I can compare the interactions of electric charges, magnetic poles, and masses.

    Official code: 30-C1.2k

  • Properties of vector fields

    I can compare the source, direction and strength of gravitational, electric and magnetic fields.

    Official code: 30-C1.3k

  • Gravitational and electric field strength

    I can describe gravitational and electric field strength at a distance using the field equations.

    Official code: 30-C1.4k

Induction, Circuits & Electrical Energy

Transformers, Motors & Electrical Safety

The Electromagnetic Spectrum

  • The range of the EM spectrum

    I can describe the range of the electromagnetic spectrum.

    Official code: 30-C2.1k

  • Comparing the parts of the spectrum

    I can compare the parts of the EM spectrum by source, frequency, wavelength, energy and effect on tissue.

    Official code: 30-C2.2k

  • The atmosphere absorbs EMR

    I can recognize that Earth’s atmosphere absorbs certain frequencies of EMR.

    Official code: 30-C2.3k

Behaviour of Light & Waves

  • Reflection, refraction, diffraction, polarization

    I can describe reflection, refraction, diffraction and polarization of visible light.

    Official code: 30-C2.4k

  • Comparing radiation to visible light

    I can compare radiation from any part of the spectrum with visible light.

    Official code: 30-C2.5k

  • The universal wave equation

    I can use the universal wave equation to relate speed, frequency and wavelength.

    Official code: 30-C2.6k

Studying the Universe with EMR

The official wording · 23 outcomes
30-C1.1k
define a field as a property of space around a mass, an electric charge or a magnet that causes another mass, electric charge or magnet introduced in to this region to experience a force
30-C1.2k
compare the interaction between static electric charges with the interaction between magnetic poles and with the interaction between two masses at a distance
30-C1.3k
compare the basic properties
30-C1.4k
describe gravitational and electric field strength at a given distance from a mass or a point charge
30-C1.5k
describe the effect of a conductor moving through a magnetic field and inducing an electrical current
30-C1.6k
describe the relationships, for up to three resistors, among power, current, voltage and resistance for series and parallel circuits
30-C1.7k
describe electrical energy in kilowatt hours and joules
30-C1.8k
distinguish between alternating current (AC) and direct current (DC) in terms of electron flow and electric field
30-C1.9k
describe the operation of a transformer
30-C1.10k
describe the advantage of AC over DC for transmitting and using electrical energy
30-C1.11k
compare the general design and function of a DC electric motor and a generator
30-C1.12k
describe, in terms of design and electrical energy, the functioning of safety technologies
30-C2.1k
describe the range of the electromagnetic spectrum
30-C2.2k
compare and contrast, to each other, the various constituents of the electromagnetic spectrum
30-C2.3k
recognize that Earth’s atmosphere absorbs certain frequencies of EMR
30-C2.4k
investigate and describe, qualitatively, the phenomena of reflection, refraction, diffraction and polarization of visible light
30-C2.5k
compare and contrast the properties of radiation, from any region of the electromagnetic spectrum, with those of visible light
30-C2.6k
investigate and describe the relationships of the variables in the universal wave equation
30-C2.7k
explain, in general terms, the design of telescopes
30-C2.8k
explain that nuclear fusion in the sun
30-C2.9k
describe, in general terms, how a spectroscope can be used to determine the composition of incandescent objects or substances
30-C2.10k
describe technologies used to study stars
30-C2.11k
describe, in general terms, the evolution of stars and the existence of black holes, white dwarves and neutron stars

Key ideas

  1. A field is a property of the space around a mass, electric charge or magnet.

  2. Moving a conductor through a magnetic field (or changing the field through it) induces an electric current — electromagnetic induction.

  3. A transformer changes AC voltage using two coils; the turns ratio sets the voltage change: NpNs\dfrac{N_p}{N_s} =VpVs= \dfrac{V_p}{V_s} =IsIp= \dfrac{I_s}{I_p}.

  4. The spectrum runs from long, low-frequency radio waves through microwaves, infrared, visible light and ultraviolet to short, high-frequency X-rays and gamma rays.

  5. Reflection is light bouncing off a surface; refraction is light bending as it changes speed between media; diffraction is light spreading around edges or through gaps; polarization filters light to one plane of vibration.

Watch out for

  • Thinking a field is a physical substance rather than a property of space.
  • Thinking a stationary conductor in a steady field produces a current (there must be relative motion or a changing field).
  • Thinking a transformer creates energy — it trades voltage for current, conserving power.

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

Unit 4 · 19 skills

Energy & the Environment

Energy Consumption & Sustainability

  • The growth of energy consumption

    I can describe the growth of energy consumption from traditional societies to today.

    Official code: 30-D1.1k

  • Per-capita energy consumption

    I can compare Canada’s per-capita energy consumption and the factors behind it.

    Official code: 30-D1.2k

  • Sustainable development and efficiency

    I can apply sustainable development to using energy more efficiently.

    Official code: 30-D1.3k

Energy Sources & Their Impact

  • Developing energy technologies

    I can explain the need to develop both renewable and nonrenewable energy technologies.

    Official code: 30-D1.4k

  • Environmental impact of energy sources

    I can describe the environmental impact of developing and using various energy sources.

    Official code: 30-D1.5k

  • An interconnected environment

    I can describe how the Aboriginal perspective of an interconnected environment informs the balance between extraction and impact.

    Official code: 30-D1.6k

Converting Solar Energy

  • Hess’s Law and heats of combustion

    I can explain how Hess’s Law is used to predict heats of combustion.

    Official code: 30-D2.1k

  • Where solar energy goes

    I can contrast how much solar energy drives wind and the water cycle versus photosynthesis.

    Official code: 30-D2.2k

  • Solar energy converted and reconverted

    I can describe how solar energy is converted into renewable and nonrenewable forms and then into electricity and heat.

    Official code: 30-D2.3k

  • Renewable energy technologies

    I can describe renewable energy technologies and assess their advantages and disadvantages.

    Official code: 30-D2.4k

Nuclear Energy

  • Fission vs fusion

    I can explain the difference between fission and fusion and balance simple nuclear equations.

    Official code: 30-D2.5k

  • Radioactive decay and ionizing radiation

    I can describe the main types of radioactive decay and their ionizing radiation.

    Official code: 30-D2.6k

  • Mass-energy in nuclear reactions

    I can describe mass-energy changes in fission and fusion using E=mc2E = mc^2.

    Official code: 30-D2.7k

  • Fission reactors and fusion research

    I can describe, in general terms, how a fission reactor works and the state of fusion research.

    Official code: 30-D2.8k

Comparing Energy Sources

The official wording · 19 outcomes
30-D1.1k
compare the energy consumption of contemporary society with that of traditional cultures and precontact Aboriginal societies
30-D1.2k
compare Canada’s per-capita energy consumption with developed and developing countries and identify factors that affect consumption
30-D1.3k
apply the concept of sustainable development to increasing the efficient use of energy
30-D1.4k
explain the need to develop technologies that use renewable and nonrenewable energy sources to meet the increasing global demand
30-D1.5k
describe the environmental impact of developing and using various energy sources
30-D1.6k
describe how the Aboriginal perspective of an interconnected environment demonstrates the need to balance resource extraction with environmental impact
30-D2.1k
explain how Hess’s Law
30-D2.2k
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
30-D2.3k
describe the conversion of solar energy into renewable forms
30-D2.4k
describe the functioning of renewable energy technologies and assess their advantages and disadvantages
30-D2.5k
explain the difference between fission and fusion and balance simple nuclear reaction equations to show the conservation of nucleons
30-D2.6k
describe the main types and sources of radioactive decay and resulting ionizing radiation
30-D2.7k
describe mass-energy changes in fission and fusion reactions
30-D2.8k
describe, in general terms, the operation of a fission reactor
30-D2.9k
trace the relationship between nuclear energy and geothermal energy
30-D2.10k
compare and contrast conventional coal, oil-fired or hydroelectric power stations with nuclear power stations
30-D2.11k
contrast, quantitatively, the orders of magnitude of energy produced by nuclear, chemical and phase changes
30-D2.12k
explain the source of tides, in terms of gravitational attraction and the relative motions of the sun, moon and Earth
30-D2.13k
describe the energy transformations involved in converting tidal energy to electrical energy and compare tidal power to hydroelectric power

Key ideas

  1. Contemporary society uses vastly more energy than traditional cultures and precontact Aboriginal societies, which relied mainly on human, animal and biomass energy.

  2. Rising global demand cannot be met by any single source, so both renewable (solar, wind) and nonrenewable (oil, gas) technologies are developed.

  3. Hess’s Law: the enthalpy change of a reaction is the sum of the standard enthalpies of formation of the products minus those of the reactants, ΔH∘\Delta H^\circ =∑ΔfHproducts∘−∑ΔfHreactants∘= \sum \Delta_f H^\circ_{\text{products}} - \sum \Delta_f H^\circ_{\text{reactants}}.

  4. Fission splits a heavy nucleus into lighter ones; fusion joins light nuclei into a heavier one — both release energy.

  5. Much of Earth’s internal heat comes from the radioactive decay of elements deep inside the planet — a natural nuclear process.

Watch out for

  • Thinking energy use grew steadily/linearly rather than accelerating (exponentially).
  • Thinking one source could simply replace all others overnight.
  • Reversing the products–reactants order in the Hess’s Law sum.

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

The mark you need

Your class mark counts for 70% of the final mark, the exam for 30%.

You need

59% on the exam

With 75% in class, your final mark lands between 52.5% (0 on the exam) and 82.5% (100% on it).

The official curriculum

This page follows Alberta’s own curriculum for Science 30.

Study it in MapleMind

MapleMind teaches Science 30 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 30 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
36
Fillable fields
2,174
Price
$4.99
See the Course Companion

Questions about Science 30

What is Science 30?

Alberta’s Grade 12 science course: 4 units and 79 skills, from Living Systems Respond to Change to Energy & the Environment.

What units are in Science 30?

1. Living Systems Respond to Change, 2. Chemistry & the Environment, 3. Electromagnetic Energy and 4. Energy & the Environment.

Is there a provincial exam for Science 30?

Yes. The Science 30 Diploma Exam counts for 30% of the final mark. Next sitting: January 28, 2027.

Can MapleMind help with Science 30?

Yes. MapleMind teaches every skill of Science 30, 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 30

Practise every skill of Science 30 in MapleMind, free with daily limits.