Manitoba · Grade 11
Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)
Manitoba’s Grade 11 science course, from Nature of Science and Technology to Essential Concepts.
- Units
- 3
- Lessons
- 6
- Skills
- 28
- Provincial exam
- None
- Official curriculum
- Manitoba Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 10 skills
Nature of Science and Technology
What Science and Technology Are
Science versus technology: goals and methods
I can distinguish science from technology by their goals, their methods and the contexts they work in.
Official code: A1
Science versus technology: products and values
I can distinguish science from technology by their products and the values behind them.
Official code: A1
The power of science to explain the world
I can explain what makes science a powerful way to answer questions about the world.
Official code: A2
The limitations of science
I can explain the limits of what science can answer.
Official code: A2
How Science and Technology Evolve
How history shapes a society's philosophy of science
I can explain how a society's history shapes its philosophy of science.
Official code: A3
How culture shapes a society's creation and use of technology
I can explain how culture shapes which technology a society creates and how it uses it.
Official code: A3
How technology advances science
I can explain how technology advances science.
Official code: A4
How science advances technology
I can explain how scientific understanding advances technology.
Official code: A4
Disciplinary processes of inquiry
I can describe the disciplinary processes a field uses to investigate phenomena and build solutions.
Official code: A5
Interdisciplinary processes of inquiry
I can describe how interdisciplinary processes combine fields to investigate phenomena and build solutions.
Official code: A5
The official wording · 10 outcomes
- A1
- Distinguish critically between science and technology in terms of their respective contexts, goals, methods
- A1
- in terms of their respective contexts, goals, methods, products, and values
- A2
- Recognize both the power and limitations of science as a way of answering questions about the world
- A2
- Recognize both the power and limitations of science as a way of answering questions about the world and explaining natural phenomena
- A3
- Identify and appreciate the manner in which history and culture shape a society's philosophy of science
- A3
- shape a society's philosophy of science and its creation or use of technology
- A4
- Recognize that science and technology interact and evolve, often advancing one another
- A4
- science and technology interact and evolve, often advancing one another
- A5
- Describe and explain disciplinary and interdisciplinary processes used to enable us to investigate and understand natural phenomena and develop technological solutions
- A5
- interdisciplinary processes used to enable us to investigate and understand natural phenomena and develop technological solutions
Key ideas
The goal of science is to answer questions about the natural world and explain why things happen; the goal of technology is to solve practical problems and meet human needs. 'Why does my coffee cool so quickly?' is a scientific question; 'How can I keep my coffee hot?' is a technological problem.
A society's philosophy of science is its view of what counts as knowledge, how knowledge should be gained and checked, who may do science and what science is for.
Science works by inquiry: asking what we know and what we want to know, then observing, hypothesizing and experimenting. There is no single fixed scientific method, and an investigation can start anywhere in the cycle.
History shapes that view: in 1633 Galileo was tried for arguing that Earth moves around the Sun, in a society where Church authority and Aristotle's writings decided what was true. Over the next century, observation and experiment came to decide questions about nature instead.
Technology works by design: asking how we can do it and whether it will work, then designing, building and testing prototypes and improving them until the solution is effective and efficient.
Watch out for
- Thinking the goal of science is to make useful things that help people, when science aims to explain the natural world; meeting human needs is the goal of technology.
- Judging people of the past as foolish for believing in an Earth-centred universe, when that view fit the evidence they had and the authorities their society trusted.
- Calling 'How can I keep my coffee hot?' a scientific question because it is about heat, when a question that asks how to do or achieve something is a technological problem.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 10 skills
Science, Technology, Society, and the Environment
Developments and Their Context
Describing scientific and technological developments
I can describe important scientific and technological developments, past and present.
Official code: B1
Appreciating the impact of developments on people and the environment
I can explain the impact of a development on individuals, societies, and the environment.
Official code: B1
How human needs drive science and technology
I can explain how human needs drive what science and technology pursue.
Official code: B2
How societal and historical context shapes science and technology
I can explain how the society and era of a discovery shape science and technology.
Official code: B2
Health, Careers, and Sustainability
Factors that affect health
I can identify the factors that affect health.
Official code: B3
How personal habits and lifestyle choices relate to health
I can explain how personal habits and lifestyle choices relate to health.
Official code: B3
Knowing the range of science- and technology-related interests and careers
I can describe a wide range of science- and technology-related interests, hobbies, and careers.
Official code: B4
Personal consideration of science- and technology-related paths
I can weigh science- and technology-related interests and careers against my own strengths and goals.
Official code: B4
Identifying actions that promote sustainability
I can identify actions that promote a sustainable environment, society, and economy.
Official code: B5
Demonstrating a sustainable action
I can carry out a sustainable action and explain its environmental, social, and economic sides.
Official code: B5
The official wording · 10 outcomes
- B1
- Describe scientific and technological developments, past and present
- B1
- appreciate their impact on individuals, societies, and the environment, both locally and globally
- B2
- Recognize that scientific and technological endeavours have been, and continue to be, influenced by human needs
- B2
- endeavours have been, and continue to be, influenced by human needs and by societal and historical contexts
- B3
- Identify the factors that affect health and explain the relationships of personal habits, lifestyle choices, and human health
- B3
- explain the relationships of personal habits, lifestyle choices, and human health, both individual and social
- B4
- Demonstrate a knowledge of, and personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers
- B4
- personal consideration for, a range of possible science- and technology-related interests, hobbies, and careers
- B5
- Identify and demonstrate actions that promote a sustainable environment, society, and economy, both locally and globally
- B5
- demonstrate actions that promote a sustainable environment, society, and economy
Key ideas
A scientific development adds to knowledge, such as the discovery that genes are made of DNA; a technological development is a new device, process or system, such as the MRI scanner or the electric car.
Health is more than the absence of disease: it includes physical, mental and social well-being, and the health of the environment people live in.
Describing a development fully means saying what it is, when and where it arose, what need or question drove it, the science and technology involved, and what it made possible.
Many factors affect health: biology and genes, personal habits, the physical environment (air, water, housing), social and economic conditions (income, education, support from others) and access to health care.
Developments build on one another: generators made electricity widely available, which made electric lighting, refrigeration, radio and television possible in homes.
Watch out for
- Describing a development only by its date and its inventor, without saying what it changed or made possible.
- Thinking health depends only on personal choices like diet and exercise, when income, housing, clean water and access to care can matter as much.
- Thinking only recent, high-tech developments matter, when plumbing, refrigeration and vaccines changed daily life more than most new gadgets.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 8 skills
Essential Concepts
Organizing the World into Systems
Using similarity to organize experience
I can use similarity to group and organize my experiences of the world.
Official code: D1
Using diversity to distinguish and differentiate
I can use diversity to distinguish and differentiate the things I observe.
Official code: D1
The universe as interacting systems
I can describe the universe as systems with interactions within and among them.
Official code: D2
Systems across many scales and intervals of time
I can describe how system interactions play out across many scales of size and time.
Official code: D2
Change, Equilibrium, and Energy
Change and constancy
I can explain the processes and conditions behind change and constancy.
Official code: D3
Equilibrium and its conditions
I can explain what equilibrium is and the conditions that produce and shift it.
Official code: D3
Energy as the driving force in materials and life
I can explain how energy drives the interaction of materials and the processes of life.
Official code: D4
Energy as the driving force in the functioning of systems
I can explain how energy drives the functioning of systems.
Official code: D4
The official wording · 8 outcomes
- D1
- Use the concepts of similarity and diversity for organizing our experiences with the world
- D1
- concepts of similarity and diversity for organizing our experiences with the world
- D2
- Recognize that the universe comprises systems and that complex interactions occur within and among these systems at many scales and intervals of time
- D2
- complex interactions occur within and among these systems at many scales and intervals of time
- D3
- Understand the processes and conditions in which change, constancy, and equilibrium occur
- D3
- processes and conditions in which change, constancy, and equilibrium occur
- D4
- Understand how energy is the driving force in the interaction of materials, processes of life
- D4
- energy is the driving force in the interaction of materials, processes of life, and the functioning of systems
Key ideas
Scientists organize the world by grouping things that share important features: fingerprints by their ridge pattern, solutions by whether they conduct electricity, stars by their temperature and brightness.
In any process some things change while others stay constant: when wood burns, its appearance and energy change, but the total mass of everything involved and the number of atoms of each element stay the same.
A useful grouping rests on features that reflect what something is or how it came to be, not on surface looks: a bat's wing and a human arm have the same set of bones, so bats are grouped with mammals, not birds.
Some properties of nature never change: the speed of light in a vacuum (about 300 000 km/s) and the charge on an electron are the same everywhere and at every time, which is why they are called constants.
Accepted classification systems let scientists share ideas: chemists group hydrocarbons as alkanes, alkenes and alkynes by whether their carbon atoms share single, double or triple bonds.
Watch out for
- Grouping by surface looks, such as putting bats with birds or whales with fish, when their bones, lungs and young show that bats and whales are mammals.
- Thinking matter is destroyed when wood burns because the ashes weigh less, when the missing mass has gone into the air as carbon dioxide and water vapour.
- Thinking two solutions belong together because they look the same, like clear salt water and clear sugar water, when a conductivity test shows salt water is an electrolyte and sugar water is not.
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?
Manitoba has 4 science courses for Grade 11. Here they are side by side.
- Biology, Grade 11 (Biology 30S)6 units · 62 skillsNo provincial examWhat it coversWellness and Homeostasis · Digestion and Nutrition · Transportation and Respiration · Excretion and Waste Management · Protection and Control · Wellness and Homeostatic Changes
- Chemistry, Grade 1130S5 units · 76 skillsNo provincial examWhat it coversTopic 1: Physical Properties of Matter · Topic 2: Gases and the Atmosphere · Topic 3: Chemical Reactions · Topic 4: Solutions · Topic 5: Organic Chemistry
- Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)This course3 units · 28 skillsNo provincial examWhat it coversNature of Science and Technology · Science, Technology, Society, and the Environment · Essential Concepts
- Physics, Grade 1130S4 units · 90 skillsNo provincial examWhat it coversUnit 1: Waves · Unit 2: The Nature of Light · Unit 3: Mechanics · Unit 4: Fields
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 Manitoba’s own curriculum for Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S).
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Course Companion
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- Pages
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Questions about Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)
What is Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)?
Manitoba’s Grade 11 science course: 3 units and 28 skills, from Nature of Science and Technology to Essential Concepts.
What units are in Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)?
1. Nature of Science and Technology, 2. Science, Technology, Society, and the Environment and 3. Essential Concepts.
Is there a provincial exam for Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)?
No. Manitoba gives no provincial exam for Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S).
What comes after Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)?
Biology, Grade 12 (Biology 40S), Chemistry, Grade 12 and Physics, Grade 12.
Can MapleMind help with Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)?
Yes. MapleMind teaches every skill of Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S), 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.
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