Newfoundland & Labrador · Grade 11

Science 2200

Newfoundland & Labrador’s Grade 11 science course, from Life Science to Earth and Space Science.

Units
2
Lessons
5
Skills
30
Provincial exam
None

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 19 skills

Life Science

Biodiversity and the Balance of Ecosystems

  • Biodiversity and sustainability of the biosphere

    I can evaluate how biodiversity affects the sustainability of life within the biosphere.

  • Biodiversity loss from human activity

    I can explain how human activity causes biodiversity loss and how that adversely affects ecosystems.

  • How biodiversity sustains an ecosystem

    I can explain the mechanisms by which biodiversity contributes to an ecosystem's sustainability and resilience.

  • Earth: closed for matter, open for energy

    I can explain why Earth is a closed system for matter but an open system for energy.

  • Population equilibrium and resource limits

    I can explain the biotic and abiotic factors that keep populations in equilibrium and relate this to an ecosystem's resource limits.

  • Trophic levels and classification

    I can describe and apply the classification of organisms into trophic levels within an ecosystem.

Cycling of Matter and Flow of Energy

  • Cycling of matter through an ecosystem

    I can illustrate how carbon, nitrogen, and oxygen cycle through the living and non-living parts of an ecosystem.

  • Change of matter and the cycling concept

    I can use the concept of the cycling of matter to examine how matter changes form as it moves through an ecosystem.

  • Energy flow and the pyramid of energy

    I can analyze the flow of energy through an ecosystem using the pyramid of energy.

  • Human alteration of the carbon and nitrogen cycles

    I can describe how human activity has altered the carbon and nitrogen cycles and analyze the impact.

  • Changes to terrestrial systems

    I can describe and predict the nature and effects of changes to terrestrial (land-based) ecosystems.

Ecosystem Stress and Human Impact

  • Bioaccumulation from pesticide use

    I can describe how pesticides bioaccumulate and explain their impact on consumers up the food chain.

  • Impact of fertilizer overuse

    I can describe how the overuse of fertilizers can harm ecosystems, including through eutrophication.

  • Analyzing the impact of external factors

    I can analyze the impact of external factors on an ecosystem and predict the effects of a proposed change.

  • Similar ecosystems in different locations

    I can explain why ecosystems with similar characteristics arise in different geographical locations.

  • Soil composition and fertility

    I can describe how soil composition and fertility can change and how those changes affect an ecosystem.

  • Short-term stress and long-term change

    I can explain why an ecosystem may respond differently to short-term stress than to long-term change.

  • Human impact on biome distribution

    I can select and display evidence to explain how factors like global warming may shift the distribution of biomes in Canada.

  • WHMIS and safe handling of lab materials

    I can apply WHMIS standards to safely handle and dispose of lab materials and equipment.

The official wording · 19 outcomes
1.1
Evaluate relationships that affect the biodiversity and sustainability of life within the biosphere
1.2
Understand that biodiversity loss due to human activity adversely affects ecosystems
1.3
Explain how biodiversity of an ecosystem contributes to its sustainability
1.4
Explain that Earth is a closed system with regard to matter and an open system with regard to energy
1.5
Explain biotic and abiotic factors that keep natural populations in equilibrium and relate this equilibrium to the resource limits of an ecosystem
1.6
Describe and apply classification systems and nomenclature with respect to trophic levels in ecosystems
1.7
Illustrate the cycling of matter through biotic and abiotic components of an ecosystem by tracking carbon, nitrogen and oxygen
1.8
Examine the change of matter in ecosystems using the concept of the cycling of matter
1.9
Analyze the flow of energy in ecosystems using the concept of the pyramid of energy
1.10
Analyze the impact of external factors on an ecosystem by describing how humans have altered the carbon cycle and nitrogen cycle in ecosystems
1.11
Describe and predict the nature and effects of changes to terrestrial systems
1.12
Describe the mechanisms of bioaccumulation caused by pesticide use, and explain its potential impact on the viability and diversity of consumers at all trophic levels
1.13
Describe the potential impact that overuse of fertilizers can have on ecosystems
1.14
Plan changes to predict the effects of, and analyze the impact of external factors on an ecosystem
1.15
Explain why ecosystems with similar characteristic can exist in different geographical locations
1.16
Describe how soil composition and fertility can be altered and how these changes could affect an ecosystem
1.17
Explain why the ecosystem may respond differently to short term stress and long-term change
1.18
Select and display evidence and information, from a variety of sources, to explain how external factors such as global warming or other human activities may have an impact on the distribution of biomes within Canada
1.19
Demonstrate a knowledge of WHMIS standards by selecting and applying proper techniques for the safe handling and disposing of lab materials and equipment

Key ideas

  1. The biosphere is the part of Earth where life exists, and biodiversity is the variety of that life.

  2. Matter cycles between organisms and the non-living environment; it is reused, not used up.

  3. Bioaccumulation is the build-up of a substance, such as a pesticide, in an organism's tissues over time.

  4. Greater biodiversity generally makes ecosystems more stable and better able to recover from disturbance.

  5. The carbon cycle: photosynthesis removes CO2 from the air; respiration and decay return it.

Watch out for

  • Thinking biodiversity only matters for appearance — it underpins ecosystem stability and the services humans rely on.
  • Thinking matter is consumed and gone — matter cycles and is reused, unlike energy.
  • Thinking a pesticide dilute in the environment is harmless — it can biomagnify to dangerous levels in top predators.

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

Unit 2 · 11 skills

Earth and Space Science

Heat Transfer, Currents, and Climate

  • Heat transfer in the atmosphere and hydrosphere

    I can use scientific theory to describe and explain heat transfer in the atmosphere and hydrosphere and its consequences.

  • Heat transfer in the water cycle

    I can illustrate and explain the heat-energy transfers that occur as water moves through the water cycle.

  • Heat transfer and air and water currents

    I can use weather data to describe how heat transfer drives air and water currents.

  • Currents, latitude, and Newfoundland's climate

    I can apply the effects of ocean currents, air currents, and latitude to explain the climate of Newfoundland and Labrador.

Weather, Forecasting, and Extreme Events

  • Factors behind seasonal weather

    I can describe the dominant factors that produce the seasons and seasonal weather.

  • Collecting and analyzing weather data

    I can collect weather data from observational networks and analyze it to predict future weather.

  • Forecasting terms and methods

    I can define key weather-forecasting terms and describe the main methods forecasters use.

  • Heat transfer and weather systems

    I can explain how heat transfer affects the development, severity, and movement of weather systems.

  • The atmosphere and human activities

    I can analyze how human activities and the atmosphere affect each other.

  • Causes and effects of extreme weather

    I can analyze a possible cause of an extreme weather event and describe its effects.

  • Seasonal weather events and flooding

    I can describe the causes and effects of seasonal weather events such as localized flash flooding.

The official wording · 11 outcomes
2.1
Using scientific theory, describe and explain heat transfer and its consequences in both the atmosphere
2.2
Using scientific theory, illustrate and explain heat energy transfers that occur in the water cycle
2.3
Use weather data to describe and explain heat transfers in the hydrosphere and atmosphere showing how these affect air and water currents
2.4
Apply the effects of ocean currents, air currents and latitude on the climate of Newfoundland and Labrador
2.5
Describe the dominant factors that produce seasonal weather phenomena
2.6
Use print and electronic sources to collect and analyze weather data from regional and national weather observational networks and predict future weather conditions
2.7
Define terms related to weather forecasting
2.8
Describe and explain the effects of heat transfer on the development, severity, and movement of weather systems
2.9
Analyze the interactions between the atmosphere and human activities
2.10
Analyze a possible cause for extreme weather and describe some of the effects
2.11
Describe the cause and effects of seasonal weather events such as localized flash flooding

Key ideas

  1. Heat transfers by conduction (contact), convection (moving fluids), and radiation (waves through space).

  2. Earth's axis is tilted, so different hemispheres receive more direct sunlight at different times of year.

  3. The Sun heats Earth by radiation; the atmosphere and oceans redistribute that heat by convection.

  4. The seasons come from this tilt as Earth orbits the Sun, not from Earth's distance from the Sun.

  5. Warm, less dense fluid rises and cool, denser fluid sinks, setting up convection currents.

Watch out for

  • Thinking heat only moves by direct contact — radiation carries the Sun's heat across empty space, and convection moves it through fluids.
  • Thinking seasons are caused by Earth being closer to or farther from the Sun — they are caused by the tilt of Earth's axis.
  • Thinking cool air rises — warm, less dense air rises while cool, denser air sinks.

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

The official curriculum

This page follows Newfoundland & Labrador’s own curriculum for Science 2200.

Study it in MapleMind

MapleMind teaches Science 2200 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 2201 (Academic) in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics 2201 (Academic) in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics 2201 (Academic), another Newfoundland & Labrador course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Science 2200 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
22
Fillable fields
1,309
Price
$4.99
See the Course Companion

Questions about Science 2200

What is Science 2200?

Newfoundland & Labrador’s Grade 11 science course: 2 units and 30 skills, from Life Science to Earth and Space Science.

What units are in Science 2200?

1. Life Science and 2. Earth and Space Science.

Is there a provincial exam for Science 2200?

No. Newfoundland & Labrador gives no provincial exam for Science 2200.

What comes after Science 2200?

Science 3200, Biology 3201, Chemistry 3202, Earth Systems 3209, Environmental Science 3205 and Physics 3204.

Can MapleMind help with Science 2200?

Yes. MapleMind teaches every skill of Science 2200, 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 2200

Practise every skill of Science 2200 in MapleMind, free with daily limits.