Prince Edward Island · Grade 10
Science 10 (SCI401A)
Prince Edward Island’s Grade 10 science course, from Working Like a Scientist to Motion.
- Units
- 5
- Lessons
- 9
- Skills
- 23
- Provincial exam
- None
- Official curriculum
- princeedwardisland.ca
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 9 skills
Working Like a Scientist
Judging Scientific Claims
Evaluating whether a claim is reasonable
I can evaluate whether a reported claim is scientifically reasonable.
Skill 1.1
Why people accept unreasonable claims
I can analyse the factors that lead people to accept unreasonable claims.
Skill 1.2
Working with Data, Design, and Communication
Safe laboratory protocols
I can apply safe laboratory protocols and procedures.
Skill 1.3
Collecting and analysing data
I can collect and analyse data using appropriate techniques and tools.
Skill 1.4
Uncertainty in measurement
I can account for uncertainty when I measure and process data.
Skill 1.5
Evaluating phenomena with argumentation
I can evaluate a scientific phenomenon by building an evidence-based argument.
Skill 1.6
Designing an experiment and a prototype
I can design a fair experiment and build and test a prototype.
Skill 1.7
Communicating and collaborating
I can communicate my experimental and design work clearly using words and visuals.
Skill 1.8
Weighing Science and Technology
Benefits and risks from multiple perspectives
I can analyse the benefits and risks of a development from multiple perspectives.
Skill 1.9
The official wording · 9 outcomes
- 1.1
- evaluate if a reported idea or claim is scientifically reasonable.
- 1.2
- analyse factors that influence decisions to accept scientifically unreasonable claims.
- 1.3
- apply knowledge and understanding of safe laboratory protocols and procedures.
- 1.4
- apply appropriate techniques, procedures, and technologies for collecting and analysing data to solve problems.
- 1.5
- use uncertainty in data measurement and data processing.
- 1.6
- evaluate scientific phenomena using argumentation.
- 1.7
- design an experiment and a prototype.
- 1.8
- use appropriate language and visual elements to effectively collaborate, and to communicate experimental and design processes.
- 1.9
- analyse the benefits and risks of scientific and technological developments from multiple perspectives.
Key ideas
A reasonable claim is backed by checkable evidence, not just assertion.
Lab safety means following procedures and using equipment correctly.
Developments bring benefits and also carry risks.
Distinguishing correlation from causation is central to judging claims.
Know where safety equipment is and how to use it.
Watch out for
- Thinking a confident claim must be true - evidence decides.
- Thinking safety rules are optional if you're careful - they prevent real harm.
- Thinking a technology is purely good or bad - most have both.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 4 skills
Everyday Chemical Reactions
Chemical Change and Reactions
Physical vs chemical change and its evidence
I can compare physical and chemical changes and identify evidence of a chemical change.
Skill 2.1
Reactants, products, and reaction rate
I can identify reactants and products and describe what controls reaction rate.
Skill 2.2
Acids, bases, and neutralization
I can classify substances as acidic, basic, or neutral and explain neutralization reactions.
Skill 2.3
Naming ionic compounds
I can name common binary and tertiary ionic compounds using a table of ions.
Skill 2.4
The official wording · 4 outcomes
- 2.1
- explain everyday chemical reactions and their applications.
- 2.2
- explain everyday chemical reactions and their applications.
- 2.3
- everyday chemical reactions and their applications.
- 2.4
- explain everyday chemical reactions and their applications.
Key ideas
In a physical change the substance's identity stays the same (e.g., melting).
In a chemical change new substances form.
Evidence of a chemical change includes colour change, gas, temperature change, or a precipitate.
Not every observation proves a chemical change - reasoning is needed.
Reactants are the starting substances; products are what forms.
Watch out for
- Thinking any change of appearance is chemical - many are physical.
- Thinking bubbles always mean a chemical change - boiling water makes bubbles too.
- Thinking products are 'used up' reactants - they are new substances.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 4 skills
Climate Change & Energy
Human Activity and Climate Change
Greenhouse gases and the greenhouse effect
I can explain how greenhouse gases from human activity drive global warming.
Skill 3.1
Climate data, Indigenous knowledge, and impacts
I can describe observable climate impacts and compare Indigenous observations with climate data.
Skill 3.2
Energy and Sustainable Solutions
Forms of energy and energy sources
I can identify forms of energy and compare renewable and non-renewable sources.
Skill 3.3
Sustainable energy technologies
I can describe sustainable energy technologies and ways to reduce energy use.
Skill 3.4
The official wording · 4 outcomes
- 3.1
- analyse the impact of human activity on climate change.
- 3.2
- analyse the impact of human activity on climate change.
- 3.3
- explain sustainable energy solutions used to mitigate climate change.
- 3.4
- sustainable energy solutions used to mitigate climate change.
Key ideas
Carbon dioxide (CO2) is the main greenhouse gas driving climate change.
Energy comes in forms such as light, heat, mechanical, electrical, chemical, and nuclear.
Burning fossil fuels, transportation, and deforestation raise CO2.
Renewable sources are naturally replenished (sun, wind, water).
Greenhouse gases trap heat in the atmosphere - the greenhouse effect.
Watch out for
- Thinking the greenhouse effect is entirely bad - some is natural and necessary; the problem is the human increase.
- Thinking renewable means unlimited at any moment - supply can vary (e.g., no sun at night).
- Thinking CO2 is a minor factor - it is the primary driver.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 4 skills
Cells and Infectious Disease
The Cell as the Building Block of Life
Living things and cell structures
I can distinguish living from non-living things and explain the main cell structures.
Skill 4.1
Cell theory and why viruses are non-living
I can state the principles of cell theory and explain why viruses are non-living.
Skill 4.2
Infectious Disease
Transmission, prevention, and treatment of disease
I can compare bacterial and viral disease and describe transmission, prevention, and treatment.
Skill 4.3
Pandemics, epidemics, and endemics
I can compare pandemics, epidemics, and endemics.
Skill 4.4
The official wording · 4 outcomes
- 4.1
- explain why the cell is considered the building block of life.
- 4.2
- the cell is considered the building block of life.
- 4.3
- explain the transmission, prevention, and treatment of infectious disease.
- 4.4
- transmission, prevention, and treatment of infectious disease.
Key ideas
Living things grow, reproduce, and respond to their environment.
Bacteria are living single cells; viruses are non-living and need a host.
Cells have structures with specific jobs (nucleus, cell membrane, cytoplasm).
Disease spreads by direct contact, indirect contact, air, food/water, and vectors.
The nucleus contains DNA and controls the cell.
Watch out for
- Thinking anything that moves is alive - living things meet several criteria.
- Thinking antibiotics cure viral infections - they do not.
- Thinking plant and animal cells are identical - plant cells have a wall and chloroplasts.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 2 skills
Motion
Analysing Motion
Describing motion and kinds of speed
I can describe motion qualitatively and distinguish average from constant speed.
Skill 5.1
Calculating speed and collecting motion data
I can calculate speed with a formula and collect motion data with a data logger.
Skill 5.2
The official wording · 2 outcomes
- 5.1
- analyse motion in a mechanical system.
- 5.2
- analyse motion in a mechanical system.
Key ideas
Motion can be described by position, speed, and acceleration.
Speed is how fast an object moves; acceleration is how fast its speed changes.
Constant speed means the speed does not change.
Average speed is total distance over total time; it equals constant speed only when speed is unchanging.
Speed = distance / time (v = d/t); distance = speed x time (d = vt).
Watch out for
- Thinking speed and acceleration are the same - acceleration is the change in speed.
- Thinking average speed equals the speed at every moment - only if speed is constant.
- Thinking you must rearrange formulas - here you substitute values into provided ones.
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?
Prince Edward Island has 2 science courses for Grade 10. Here they are side by side.
- Science 10 (SCI401A)This course5 units · 23 skillsNo provincial examWhat it coversWorking Like a Scientist · Everyday Chemical Reactions · Climate Change & Energy · Cells and Infectious Disease · Motion
- Science 10 Academic (SCI421A)4 units · 23 skillsNo provincial examWhat it coversWorking Like a Scientist · Cells and Infectious Disease · Chemical Reactions and Reactivity · Forces, Motion, and Energy
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 Prince Edward Island’s own curriculum for Science 10 (SCI401A).
Study it in MapleMind
MapleMind teaches Science 10 (SCI401A) 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 10 (SCI401A) 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
- 31
- Fillable fields
- 1,353
- Price
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Questions about Science 10 (SCI401A)
What is Science 10 (SCI401A)?
Prince Edward Island’s Grade 10 science course: 5 units and 23 skills, from Working Like a Scientist to Motion.
What units are in Science 10 (SCI401A)?
1. Working Like a Scientist, 2. Everyday Chemical Reactions, 3. Climate Change & Energy, 4. Cells and Infectious Disease and 5. Motion.
Is there a provincial exam for Science 10 (SCI401A)?
No. Prince Edward Island gives no provincial exam for Science 10 (SCI401A).
What comes after Science 10 (SCI401A)?
Biology 11 (BIO521A), Chemistry, Grade 11 (CHM521A) and Physics, Grade 11 (PHY521A).
Can MapleMind help with Science 10 (SCI401A)?
Yes. MapleMind teaches every skill of Science 10 (SCI401A), 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 10 (SCI401A)
Practise every skill of Science 10 (SCI401A) in MapleMind, free with daily limits.
