Manitoba · Grade 10
Science, Grade 10 (Senior 2)
- 20F
Manitoba’s Grade 10 science course, from Scientific Skills and Inquiry to Weather Dynamics.
- Units
- 5
- Lessons
- 11
- Skills
- 46
- Provincial exam
- None
- Official curriculum
- edu.gov.mb.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 3 skills
Scientific Skills and Inquiry
Doing Science: Measuring, Graphing, and Designing
Select and use appropriate methods and tools for sampling and collecting data
I can select and use appropriate methods and tools for sampling and collecting data.
Skill 1.1
Estimate and measure accurately using Système International (SI) and other standard units
I can estimate and measure accurately using SI and other standard units, and make SI conversions.
Skill 1.2
Record, organize, and display data using an appropriate format.
I can record, organize and display data in an appropriate format, such as labelled diagrams, tables, graphs and multimedia.
Skill 1.3
The official wording · 3 outcomes
- 1.1
- Select and use appropriate methods and tools for sampling data or collecting
- 1.2
- Estimate and measure accurately using Système International (SI) and other standard units
- 1.3
- Record, organize, and display data using an appropriate format
Key ideas
Sampling studies a part to learn about the whole: we cannot count every plant in a field, so we count them in sample areas and scale up.
Field tools fit the organism: quadrats (square frames, often 1 m²) for plants, transects (a measured line through a habitat) for changes across an area, pitfall traps and sweep nets for insects, and mark-and-recapture for animals that move.
Samples must be random and large enough to avoid bias, and every sample is taken the same way; physical data can be collected with probes and data loggers, timers and motion sensors.
SI conversions move by powers of ten between prefixes: 1 km = 1000 m, 1 m = 100 cm, 1 g = 1000 mg, 1 L = 1000 mL.
Speeds are converted between km/h and m/s by dividing or multiplying by 3.6: 90 km/h = 25 m/s.
Watch out for
- Thinking any sampling method gives a fair result, ignoring bias from where and how you sample.
- Collecting data without a plan or controlled conditions, so the results can't be trusted.
- Shifting the decimal the wrong way in an SI conversion, so a value comes out a thousand times off.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 10 skills
Dynamics of Ecosystems
Dynamics of Ecosystems: Part 1
Illustrate and explain how carbon, nitrogen, and oxygen are cycled through an ecosystem
I can illustrate and explain how carbon, nitrogen, and oxygen are cycled through an ecosystem.
Skill 2.1
Discuss factors that may disturb biogeochemical cycles
I can discuss natural events and human activities that may disturb biogeochemical cycles.
Skill 2.2
Describe bioaccumulation and explain its potential impact on consumers
I can describe bioaccumulation and explain its potential impact on consumers.
Skill 2.3
Describe the carrying capacity of an ecosystem
I can describe the carrying capacity of an ecosystem.
Skill 2.4
Investigate and discuss various limiting factors that influence population dynamics
I can investigate and discuss limiting factors that influence population dynamics, both density-dependent and density-independent.
Skill 2.5
Dynamics of Ecosystems: Part 2
Construct and interpret graphs of population dynamics
I can construct and interpret graphs of population dynamics.
Skill 2.6
Describe potential consequences of introducing new species and species extinction on an ecosystem
I can describe potential consequences of introducing new species and species extinction on an ecosystem.
Skill 2.7
Observe and document a range of organisms that illustrate the biodiversity within a local or regional ecosystem
I can observe and document a range of organisms that illustrate the biodiversity within a local or regional ecosystem.
Skill 2.8
Explain how the biodiversity of an ecosystem contributes to its sustainability
I can explain how the biodiversity of an ecosystem contributes to its sustainability.
Skill 2.9
Investigate how human activities affect an ecosystem and use the decision-making process to propose a course of action to enhance its sustainability
I can investigate how human activities affect an ecosystem's biogeochemical cycles, population dynamics and biodiversity, and use the decision-making process to propose a course of action that makes it more sustainable.
Skill 2.10
The official wording · 10 outcomes
- 2.1
- Illustrate and explain how carbon, nitrogen, and oxygen are cycled through an ecosystem
- 2.2
- Discuss factors that may disturb biogeochemical cycles
- 2.3
- Describe bioaccumulation and explain its potential impact on consumers
- 2.4
- Describe the carrying capacity of an ecosystem
- 2.5
- Investigate and discuss various limiting factors that influence population dynamics
- 2.6
- Construct and interpret graphs of population dynamics
- 2.7
- Describe potential consequences of introducing new species and species extinction on an ecosystem
- 2.8
- Observe and document a range of organisms that illustrate the biodiversity within a local or regional ecosystem
- 2.9
- Explain how the biodiversity of an ecosystem contributes to its sustainability
- 2.10
- Investigate how human activities affect an ecosystem and use the decision-making process to propose a course of action to enhance its sustainability
Key ideas
Carbon cycle: photosynthesis takes carbon dioxide from the air into plants; feeding passes the carbon along food chains; respiration, decomposition and burning return it to the air; carbon is stored for long times in oceans, forests, peat, limestone and fossil fuels.
A J-shaped curve shows rapid, unchecked growth, as when a species arrives in a new habitat with no limits.
Nitrogen cycle: air is about 78% nitrogen gas, which most organisms cannot use; nitrogen-fixing bacteria in soil and in the root nodules of legumes such as peas, beans and alfalfa change it into compounds that plants can absorb, as lightning does in small amounts.
An S-shaped curve shows growth that slows and levels off at the carrying capacity.
Animals get nitrogen by eating plants; decomposers return it to the soil as ammonia, other bacteria change ammonia into nitrates, and denitrifying bacteria return nitrogen gas to the air.
Watch out for
- Thinking carbon, nitrogen, and oxygen are used up rather than continuously recycled through the ecosystem.
- Thinking a rising line always means a healthy population, ignoring crashes and cycles.
- Believing plants get their mass from soil, when much of their carbon comes from air.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 12 skills
Chemistry in Action
Chemistry in Action: Part 1
Relate an element's position in the periodic table to its combining capacity (valence)
I can relate an element's position in the periodic table to its combining capacity (valence), for the alkali metals, alkaline earths, chalcogens, halogens and noble gases.
Skill 3.1
Explain, using the periodic table, how and why elements combine in specific ratios to form compounds
I can explain, using the periodic table, how and why elements combine in specific ratios to form compounds through ionic and covalent bonds.
Skill 3.2
Write formulas and names of binary ionic compounds
I can write the formulas and names of binary ionic compounds following IUPAC guidelines, and explain why those guidelines are used.
Skill 3.3
Write formulas and names for covalent compounds using prefixes.
I can write formulas and names for covalent compounds using the prefixes mono-, di-, tri- and tetra-.
Skill 3.4
Investigate the Law of Conservation of Mass, and recognize that mass is conserved in chemical reactions
I can investigate the Law of Conservation of Mass, and recognize that mass is conserved in chemical reactions.
Skill 3.5
Chemistry in Action: Part 2
Balance chemical equations
I can balance chemical equations, and translate between word equations and balanced chemical equations.
Skill 3.6
Investigate and classify reactions as synthesis, decomposition, single displacement, double displacement, or combustion
I can investigate and classify reactions as synthesis, decomposition, single displacement, double displacement, or combustion.
Skill 3.7
Experiment to classify acids and bases using their characteristic properties
I can experiment to classify acids and bases by their properties, using pH and indicators.
Skill 3.8
Discuss the occurrence of acids and bases in biological systems, industrial processes, and domestic applications
I can discuss where acids and bases occur in biological systems, industrial processes and home use, including their environmental, health and safety issues.
Skill 3.9
Explain how acids and bases interact to form a salt and water in the process of neutralization
I can explain how acids and bases interact to form a salt and water in the process of neutralization.
Skill 3.10
Chemistry in Action: Part 3
Describe the formation and the environmental impact of various types of air pollution
I can describe the formation and the environmental impact of various types of air pollution.
Skill 3.11
Investigate technologies that are used to reduce emissions of potential air pollutants
I can investigate technologies that are used to reduce emissions of potential air pollutants.
Skill 3.12
The official wording · 12 outcomes
- 3.1
- Relate an element's position in the periodic table to its combining capacity (valence)
- 3.2
- Explain, using the periodic table, how and why elements combine in specific ratios to form compounds
- 3.3
- Write formulas and names of binary ionic compounds
- 3.4
- Write formulas and names for covalent compounds using prefixes
- 3.5
- Investigate the Law of Conservation of Mass, and recognize that mass is conserved in chemical reactions
- 3.6
- Balance chemical equations
- 3.7
- Investigate and classify reactions as synthesis, decomposition, single displacement, double displacement, or combustion
- 3.8
- Experiment to classify acids and bases using their characteristic properties
- 3.9
- Discuss the occurrence of acids and bases in biological systems, industrial processes, and domestic applications
- 3.10
- Explain how acids and bases interact to form a salt and water in the process of neutralization
- 3.11
- Describe the formation and the environmental impact of various types of air pollution
- 3.12
- Investigate technologies that are used to reduce emissions of potential air pollutants
Key ideas
Combining capacity (valence) is the number of electrons an atom tends to lose, gain or share when it forms a compound.
A balanced equation has the same number of each kind of atom on both sides, because mass is conserved.
Acidic precipitation: burning coal and smelting ores release sulfur dioxide, and vehicles and power plants release nitrogen oxides; in clouds these form sulfuric and nitric acids that fall as acid rain or snow, acidifying lakes and damaging forests.
It follows the group: alkali metals (group 1) lose 1 electron (valence 1); alkaline earths (group 2) lose 2; chalcogens (group 16) gain or share 2; halogens (group 17) gain or share 1; noble gases (group 18) have full outer shells and combine with almost nothing (valence 0).
Balance only by changing the coefficients in front of formulas; changing a subscript would turn the substance into a different one (H2O2 is hydrogen peroxide, not water).
Watch out for
- Thinking an element's combining capacity is arbitrary, missing that its group predicts its valence.
- Changing subscripts to balance an equation, which changes the substances instead of their amounts.
- Thinking air pollution is just visible smoke, overlooking invisible gases like those causing acid rain.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 13 skills
In Motion
In Motion: Part 1
Analyze the relationship among displacement, time, and velocity for an object in uniform motion
I can analyze the relationship among displacement, time and velocity for an object in uniform motion, using diagrams, numbers, graphs and the equation velocity = Δd/Δt.
Skill 4.1
Collect displacement data to calculate and graph velocity versus time for an object that is accelerating at a constant rate
I can collect displacement data to calculate and graph velocity versus time for an object that is accelerating at a constant rate.
Skill 4.2
Analyze the relationships among velocity, time, and acceleration for an object that is accelerating at a constant rate
I can analyze the relationships among velocity, time and acceleration for an object with constant acceleration, using diagrams, numbers, graphs and the equation acceleration = Δv/Δt.
Skill 4.3
Outline the historical development of the concepts of force and “natural” motion
I can outline how the ideas of force and 'natural' motion developed through Aristotle, Galileo and Newton's First Law.
Skill 4.4
Experiment to illustrate the effects of inertia in car collisions
I can experiment to show the effects of inertia in car collisions, including that the distance an unrestrained passenger travels is proportional to the velocity.
Skill 4.5
In Motion: Part 2
Describe qualitatively how force is related to motion
I can describe qualitatively how force is related to motion, when there is no force, when there is a constant force, and how force, mass and acceleration are related (Newton's Second Law).
Skill 4.6
Investigate and describe qualitatively Newton's Third Law
I can investigate and describe qualitatively Newton's Third Law.
Skill 4.7
Define momentum and impulse and qualitatively relate impulse to change in momentum for everyday situations
I can define momentum and impulse and relate impulse to the change in momentum in everyday situations, such as car collisions, bumpers, restraints, air bags and the size and type of vehicle.
Skill 4.8
Investigate the conservation of energy in a motor vehicle collision
I can investigate the conservation of energy in a motor vehicle collision, following the kinetic energy as it changes into heat, sound and other forms.
Skill 4.9
Investigate conditions that illustrate the effects of friction on motion
I can investigate how conditions such as the weather and surface materials affect friction and motion.
Skill 4.10
In Motion: Part 3
Investigate the factors that influence braking distance
I can investigate how reaction time, friction, the driver's condition and speed affect the distance needed to stop a vehicle.
Skill 4.11
Using the relationship between displacement, velocity, and friction (d = kv²), calculate the braking distance of a motor vehicle
I can use the relationship between displacement, velocity and friction, d = kv², to calculate the braking distance of a motor vehicle.
Skill 4.12
Use the decision-making process to address an STSE issue related to safe driving conditions
I can use the decision-making process to address a science, technology, society and environment (STSE) issue about safe driving conditions.
Skill 4.13
The official wording · 13 outcomes
- 4.1
- Analyze the relationship among displacement, time, and velocity for an object in uniform motion
- 4.2
- Collect displacement data to calculate and graph velocity versus time for an object that is accelerating at a constant rate
- 4.3
- Analyze the relationships among velocity, time, and acceleration for an object that is accelerating at a constant rate
- 4.4
- Outline the historical development of the concepts of force and "natural" motion
- 4.5
- Experiment to illustrate the effects of inertia in car collisions
- 4.6
- Describe qualitatively how force is related to motion
- 4.7
- Investigate and describe qualitatively Newton's Third Law
- 4.8
- Define momentum and impulse and qualitatively relate impulse to change in momentum for everyday situations
- 4.9
- Investigate the conservation of energy in a motor vehicle collision
- 4.10
- Investigate conditions that illustrate the effects of friction on motion
- 4.11
- Investigate the factors that influence braking distance
- 4.12
- Using the relationship between displacement, velocity, and friction ( d=kv squared ), calculate the braking distance of a motor vehicle
- 4.13
- Use the decision-making process to address an STSE issue related to safe driving conditions
Key ideas
Displacement is the change in position in a stated direction; distance is the total length of the path travelled.
With no net (unbalanced) force, an object stays at rest or keeps moving at constant velocity.
Stopping distance = reaction distance (travelled at full speed while the driver reacts) + braking distance (travelled while the brakes slow the car).
Uniform motion means equal displacements in equal times, at a constant velocity: v = Δd/Δt, measured in m/s with a direction.
A constant net force produces a constant acceleration in the direction of the force.
Watch out for
- Confusing displacement with distance, ignoring that displacement includes direction.
- Thinking a bigger force always means a bigger speed, rather than a bigger acceleration.
- Thinking braking distance depends only on the brakes, ignoring reaction time, speed, and road conditions.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 8 skills
Weather Dynamics
Weather Dynamics: Part 1
Illustrate the composition and organization of the hydrosphere and the atmosphere
I can illustrate the composition and organization of the hydrosphere and the atmosphere, including salt water, fresh water, polar ice caps and glaciers, the troposphere and the stratosphere.
Skill 5.1
Outline factors influencing the Earth's radiation budget
I can outline the factors that influence Earth's radiation budget: solar radiation, cloud cover, the reflectance (albedo) of surfaces and the atmosphere, absorption, and latitude.
Skill 5.2
Explain effects of heat transfer within the atmosphere and hydrosphere on the development and movement of wind and ocean currents
I can explain how heat transfer in the atmosphere and hydrosphere produces winds and ocean currents, including the Coriolis effect, atmospheric convection, prevailing winds, jet streams and El Niño.
Skill 5.3
Explain the formation and dynamics of selected severe weather phenomena
I can explain the formation and dynamics of selected severe weather phenomena.
Skill 5.4
Collect, interpret, and analyze meteorological data related to a severe weather event
I can collect, interpret and analyze meteorological data on a severe weather event, using weather maps, satellite images and the conditions before and after the event.
Skill 5.5
Weather Dynamics: Part 2
Investigate the social, economic, and environmental impacts of a recent severe weather event
I can investigate the social, economic and environmental impacts of a recent severe weather event, including how personal and societal decisions affected them.
Skill 5.6
Investigate and evaluate evidence that climate change occurs naturally and could be influenced by human activities
I can investigate and evaluate evidence that climate changes naturally and can be influenced by human activities, including how technology is used to gather and interpret current and historical data.
Skill 5.7
Discuss potential consequences of climate change
I can discuss potential consequences of climate change.
Skill 5.8
The official wording · 8 outcomes
- 5.1
- Illustrate the composition and organization of the hydrosphere and theatmosphere
- 5.2
- Outline factors influencing the Earth's radiation budget
- 5.3
- Explain effects of heat transfer within the atmosphere and hydrosphere on the development and movement of wind and ocean currents
- 5.4
- Explain the formation and dynamics of selected severe weather phenomena
- 5.5
- Collect, interpret, and analyze meteorological data related to a severe weather event
- 5.6
- Investigate the social, economic, and environmental impacts of a recent severe weather event
- 5.7
- Investigate and evaluate evidence that climate change occurs naturally and could be influenced by human activities
- 5.8
- Discuss potential consequences of climate change
Key ideas
The hydrosphere is all of Earth's water: about 97% is salt water in the oceans and about 3% is fresh water, most of it frozen in polar ice caps and glaciers, with the rest in groundwater, lakes, rivers and the air.
Severe weather has social impacts (injury, evacuation, stress, disrupted schools and services), economic impacts (repair costs, insurance claims, lost crops and work) and environmental impacts (erosion, damaged habitats, pollution washed out of flooded sites).
The atmosphere is about 78% nitrogen and 21% oxygen; argon, carbon dioxide and a variable amount of water vapour make up the rest.
Decisions shape the damage: personal ones, such as preparing an emergency kit, buying insurance and heeding warnings, and societal ones, such as building codes, floodplain rules, dikes and warning systems.
The troposphere, the lowest layer (up to about 8 km over the poles and 16 km over the equator), holds nearly all the water vapour and all the weather, and gets colder with height.
Watch out for
- Thinking most of Earth's water is fresh and drinkable, when the vast majority is salt water.
- Thinking a severe weather event only causes physical damage, overlooking economic and social impacts.
- Believing the atmosphere is one uniform layer rather than distinct layers like the troposphere and stratosphere.
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.
The official curriculum
This page follows Manitoba’s own curriculum for Science, Grade 10 (Senior 2).
Study it in MapleMind
MapleMind teaches Science, Grade 10 (Senior 2) 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, Grade 10 (Senior 2) 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
- 34
- Fillable fields
- 1,702
- Price
- $4.99
Questions about Science, Grade 10 (Senior 2)
What is Science, Grade 10 (Senior 2)?
Manitoba’s Grade 10 science course: 5 units and 46 skills, from Scientific Skills and Inquiry to Weather Dynamics.
What units are in Science, Grade 10 (Senior 2)?
1. Scientific Skills and Inquiry, 2. Dynamics of Ecosystems, 3. Chemistry in Action, 4. In Motion and 5. Weather Dynamics.
Is there a provincial exam for Science, Grade 10 (Senior 2)?
No. Manitoba gives no provincial exam for Science, Grade 10 (Senior 2).
What comes after Science, Grade 10 (Senior 2)?
Biology, Grade 11 (Biology 30S), Chemistry, Grade 11, Physics, Grade 11 and Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S).
Can MapleMind help with Science, Grade 10 (Senior 2)?
Yes. MapleMind teaches every skill of Science, Grade 10 (Senior 2), 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, Grade 10 (Senior 2)
Practise every skill of Science, Grade 10 (Senior 2) in MapleMind, free with daily limits.
