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Skills available for Prince Edward Island grade 10 science curriculum

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Prince Edward Island Curriculum: Grade 10 Prince Edward Island Curriculum: Grade 10

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Nature of Science

NoS 1 Evaluate if a reported idea or claim is scientifically reasonable.
- a. use the following vocabulary appropriately: argument, bias, claim, evidence, falsify, scientific reasoning, bias, causal illusion, confirmation bias, correlation, causation, cause and effect, blind, double-blind
- b. describe the role of experimentation, collecting evidence, finding relationships, proposing explanations in the development of scientific knowledge
  - The process of scientific inquiry (10-A.1)
- c. explain the interplay among inductive and deductive reasoning as part of scientific reasoning
- d. evaluate if the argument supporting the claim is based on scientific principles and reasoning such as it is based on testing and data that has been verified by others, is a valid interpretation of the data, is supported by multiple lines of evidence, uses sufficiently large data sets and sampling procedures, describes the experimental controls if appropriate, considers weakness in the argument such as possible confounding variables, is reasonable in consideration of well-established scientific "facts", is logical, is able to be falsified
- e. distinguish between examples of correlational and causal relationships
- f. conclude, with justification, if a reported idea or claim is scientifically reasonable
NoS 2 Analyze factors that influence decisions to accept scientifically unreasonable claims.
- a. recognize how perspectives are influenced by a variety of factors
- b. examine how factors can influence an individuals' decision regarding, for example, vaccinations, life style, food choices, alternative medical treatments
- c. analyze societal trends related to the acceptance of explanations that are supported by poor science
- d. identify and describe possible consequences that may result from decisions based on misinformation
- e. recognize that flexible and open-mind sets are required to change an opinion when new high-quality evidence becomes available

Procedural Knowledge

PK 1 Synthesize information from reliable sources to extend understanding of scientific concepts.
- a. explain the purpose for their reading
- b. select reliable sources of scientific information
- c. discriminate between relevant and irrelevant information
- d. interpret information presented in text features, not limited to, but including tables, graphs, charts, and diagrams
- e. answer questions regarding text that are literal, inferential, and evaluative in nature
- f. integrate information from multiple reliable sources to extend their knowledge about scientific phenomena
PK 2 Compose written arguments which effectively communicate scientific reasoning.
- a. explain the importance of argumentation in scientific inquiry
- b. state the claim
- c. state their position regarding the claim
- d. discuss evidence that supports the claim
- e. discuss limitations of the evidence provided
- f. demonstrate effective scientific writing style
- g. demonstrate proficiency using informational text features and technical writing conventions by creating purposeful tables, graphs, models and diagrams that clearly communicate the nature of relationships within data, devices, apparatuses, or scientific concepts, apply International Union of Pure and Applied Chemistry (IUPAC) conventions when naming elements and binary molecular and ionic compounds, representing chemical reactions and the conservation of mass using balanced symbolic equations, using International System of Units (SI) conventions for units of measurement
- h. understand and avoid plagiarism
- i. revise their writing to improve communication of the message
PK 3 Design and evaluate a scientific investigation which examines a cause and effect relationship.
- a. use the following vocabulary appropriately: confounding variable, control, dependent variable, hypothesis, independent variable, prediction, reliability, repeatability, reproducibility, test, variable
- b. deduce the question being asked and/or hypothesis being tested in an investigation
- c. identify the independent variable, dependent, and controlled variables of an investigation
  - Identify control and experimental groups (10-A.2)
  - Identify independent and dependent variables (10-A.3)
- d. distinguish between scientific errors and mistakes
- e. evaluate how well variables were identified and controlled
- f. identify possible sources of bias
- g. suggest, with reasoning, if the use of a control would have strengthened the experiment
- h. identify weaknesses in the methodology used
- i. record and discuss the precision and accuracy of measurements
- j. evaluate if the conclusion is reasonable in consideration of the study design and data collected
PK 4 Create a machine that utilizes several transfers of energy to perform a simple task using an engineering design process.
- a. identify the problem or challenge
  - Identify parts of the engineering-design process (9-C.1)
  - Explore the engineering-design process: going to the Moon! (9-C.4)
- b. engage in effective and responsible communication while brainstorming for possible solutions to a provided challenge or problem
- c. collaboratively decide upon success criteria for a solution to a problem and select one solution that best meets the criteria with consideration of limitations
- d. communicate design concepts through technical drawings, models, digital images, or other appropriate forms
- e. design and construct a prototype that utilizes several transfers of energy to perform a simple task
- f. test and evaluate the effectiveness of the machine to perform a task according to criteria
  - Evaluate tests of engineering-design solutions (9-C.2)
- g. analyze qualitatively and quantitatively energy transformations within the system
- h. reflect upon the successes and difficulties experienced during the design process, both technical and those related to personal understanding and skill
PK 5 Perform investigations that examine the microscopic structure of cells, chemical reactivity, and the relationship between energy, forces, and matter.
- a. use the following vocabulary appropriately: accuracy, calibrate, data, infer, precision, qualitative observation, quantitative measurement, results, unit
- b. describe the purpose, question, or hypothesis guiding the investigation and the data to be collected
- c. explain the advantage of quantitative measurement over qualitative observations
- d. apply safe practices when using techniques, equipment, and chemicals including handling and disposing of lab materials (as directed by the Workplace Hazardous Materials Information System [WHMIS 2015] and provincial regulations), following guidelines communicated by the teacher regarding preparation, procedure, appropriate use of personal protective equipment, behavioral expectations, and notifying teacher of accidents and spills
- e. select and use equipment and materials appropriately for the investigation
  - Identify laboratory tools (10-B.1)
  - Identify parts of a light microscope (10-B.2)
- f. record measurements that reflect the precision of the measuring device
- g. record qualitative and quantitative observations in a systematic and organized manner
- h. draw a biological diagram to record what has been observed through the microscope
- i. problem-solve as necessary during the investigation to ensure the collection of appropriate data
PK 6 Analyze data to determine patterns, trends, and causal relationships.
- a. distinguish relevant data from irrelevant data from irrelevant data or information
- b. organize data appropriately to help visualize patterns, relationships, and trends
- c. classify objects and systems according to similar characteristics
  - Compare cell types by their structures (10-D.6)
  - Classify chemical reactions (10-Z.1)
- d. describe and interpret patterns and trends in graphed data

Content Knowledge

CK 1.1 Explain why the cell is considered a living system which is responsible for the continuity and diversity of life.
- a. use vocabulary including, but not limited to: bacteria, cell membrane, cell theory, eukaryotes, multicellular, organelles, prokaryotes, spontaneous generation, system, unicellular, viruses
  - Cells and cell theory (10-D.1)
  - Compare cell types by their structures (10-D.6)
- b. distinguish between living and non-living things
- c. locate cell boundaries and visible organelles using a microscope
- d. describe how the cell is both a system and a component of a system
  - Cells and cell theory (10-D.1)
  - Organization in the human body: the heart and the circulatory system (10-F.1)
- e. compare and contrast characteristics that are used to classify eukaryotic and prokaryotic cells
  - Cells and cell theory (10-D.1)
  - Compare cell types by their structures (10-D.6)
- f. provide reasons why viruses are considered non-living
- g. recognize that the nucleus of the cell contains genetic information that is passed on from cell to cell
  - Introduction to cell division (10-H.1)
  - Introduction to the genetic code (10-I.2)
- h. identify different types of cells microscopically
CK 1.2 Understand the transmission and prevention of infectious disease and analyse its impact on society.
- a. use the following vocabulary appropriately: antibiotic, antibody, mutation, epidemiology, germ theory, herd immunity, immune system, infection, infectious disease, pathogen, transmission, vaccine
- b. provide examples of diseases caused by bacteria versus viruses
- c. explain how technology and the development of the germ theory influenced our understanding of infectious disease
- d. compare and contrast the use of antibiotics and vaccines
- e. describe modes of transmission of infectious disease
- f. identify ways to prevent the spread of infectious disease based on mode of transmission
- g. relate the concept of herd immunity to disease outbreaks
- h. investigate patterns in transmission of infectious disease and deduce patient zero
- i. distinguish between pandemics (global), epidemics (restricted to a region), and endemics (sustained number in a population)
- j. examine the social/economic impact of pandemics/epidemics on human populations and/or epizootics on animal and human populations
CK 2.1 Predict the products of chemical reactions.
- a. use the following vocabulary appropriately: balanced reaction, chemical equation, chemical formula, chemical/physical property, chemical/physical change, coefficient, product, reactant, subscript, yield sign
  - Classify matter using physical and chemical properties (10-O.1)
- b. identify the reactants and products in a chemical equation
- c. apply International Union of Pure and Applied Chemistry (IUPAC) conventions when writing the formula and naming binary molecular and ionic compounds, which include: binary ionic compounds that contain multivalent transition metals, binary ionic compounds that contain common polyatomic ions, binary molecular compounds using Greek prefixes
- d. associate the occurrence of a new colour, a gas, or a solid during a chemical reaction with the presence of a new substance
- e. identify observable energy changes that suggest a chemical reaction may have occurred
- f. illustrate with a model or diagram that atoms retain their identity during chemical change and that the number of each type of atom present after a reaction is conserved
  - Count atoms in chemical reactions using models (10-Y.1)
  - Count atoms in chemical equations (10-Y.2)
- g. understand that reactant atoms are rearranged to form new substances in predictable ways
  - Count atoms in chemical reactions using models (10-Y.1)
  - Count atoms in chemical equations (10-Y.2)
- h. analyze simple patterns in chemical reactivity
  - Classify chemical reactions (10-Z.1)
  - Single replacement reactions (10-Z.2)
- i. apply the law of conservation of mass to write balanced chemical equations
- j. deduce formulas of products for simple chemical reactions
  - Single replacement reactions (10-Z.2)
CK 2.2 Analyze real world chemical reactions by applying principles of chemical reactivity.
- a. recognize that chemical reactions are the only means by which new substances are formed in real life
- b. identify the products and reactants of a novel chemical reaction using written descriptions or chemical equations
- c. describe changes in the rearrangement of atoms that occurred during a chemical reaction when provided with symbolic or pictorial representations
  - Classify chemical reactions (10-Z.1)
- d. deconstruct and analyze a novel chemical reaction when provided with any combination of descriptions, diagrams, or chemical word/skeleton/balanced equations
CK 3.1 Apply the relationship between mass, force, and acceleration of objects.
- a. use the following vocabulary appropriately: acceleration, force, friction, gravity, inertia, mass, weight
  - Acceleration in one dimension (10-EE.2)
  - Newton's laws of motion (10-FF.1)
- b. provide examples of contact and non-contact forces
  - Coulomb's law: electrostatic forces (10-JJ.1)
  - Magnets and magnetism (10-KK.2)
- c. describe qualitatively the relationship between mass and weight
- d. compare and contrast the inertia of objects of different masses and the forces required to change their motion
  - Newton's first law of motion (10-FF.2)
- e. explain that gravity is a force of attraction between all objects and does not have to be associated with Earth
  - Newton's law of universal gravitation (10-FF.4)
- f. calculate the net force acting on a object and describe the resulting impact on its' motion using pictorial representations
  - Newton's first law of motion (10-FF.2)
  - Newton's second law of motion (10-FF.3)
- g. describe the responding action that occurs as a result of a force being placed on an object
- h. investigate the effect gravity, friction, and applied forces on the acceleration of objects of equal mass and those of difference masses
  - Newton's second law of motion (10-FF.3)
  - Newton's law of universal gravitation (10-FF.4)
- i. apply Newton's second law, F = m × a (force = mass × acceleration) to solve contextualized problems qualitatively and quantitatively
  - Newton's second law of motion (10-FF.3)
- j. identify units associated with force, mass, and acceleration
CK 3.2 Analyze energy transformations in mechanical systems.
- a. use the following vocabulary appropriately: conservation of energy, kinetic energy, potential energy, velocity
  - Conservation of mechanical energy (10-GG.1)
- b. compare and contrast kinetic and potential energy
- c. identify examples of types of energy
- d. use diagrams to illustrate energy transformations within a system
- e. apply KE = ¹/₂mv² and PE = mgh to calculate quantitative changes in energy within a closed system
  - Conservation of mechanical energy (10-GG.1)

Decisions and Perspectives

DP 1 Argue for or against the application of a scientific or technological development while demonstrating respect for the perspectives of others.
- a. use the following vocabulary appropriately: benefit, ethics, perspective, risk
- b. identify a technology or a scientific development that addresses a human need or practical problem
- c. recognize that scientific and technological developments can have both risks and benefits
- d. propose questions that could be used to guide a risk and benefit analysis of a new technology or scientific development
- e. evaluate the advantages and disadvantages of a technological or scientific development using an evaluative technique such as plus-minus comparison, risk-benefit analysis, or SWOT analysis
- f. identify their personal beliefs and bias related to a scientific or technology advancement
- g. recognize how perspectives are influenced by a variety of factors
- h. project the consequences of proposed decisions beyond individual impact
- i. recognize that multiple perspectives can be correct
- j. demonstrate respect for the opinion, values, and ideas of others
- k. provide scientific evidence and reasoning to support an opinion
DP 2 Demonstrate skills and characteristics necessary for career pathways related to science, technology, engineering, or math.
- a. discuss the following concepts: career, mind-set, STEAM, success
- b. identify a variety of courses, activities, or occupations in science, technology, or engineering related fields that they would like to explore further
- c. challenge stereotypes associated with scientists and engineers
- d. engage in effective and respectful communication and collaboration
- e. ask questions and pursue answers
- f. demonstrate skills and characteristics related to goal-setting and time-management
- g. demonstrate positive work ethic
- h. demonstrate the ability to encounter challenges with increasing independence, maturity, flexibility, creativity, and persistence
- i. recognize that being self-aware, willing to learn, and open to possibilities are part of the growth mindset needed for well-being and an enjoyable career

Prince Edward Island

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Nature of Science

NoS 1 Evaluate if a reported idea or claim is scientifically reasonable.

a. use the following vocabulary appropriately: argument, bias, claim, evidence, falsify, scientific reasoning, bias, causal illusion, confirmation bias, correlation, causation, cause and effect, blind, double-blind

b. describe the role of experimentation, collecting evidence, finding relationships, proposing explanations in the development of scientific knowledge

c. explain the interplay among inductive and deductive reasoning as part of scientific reasoning

e. distinguish between examples of correlational and causal relationships

f. conclude, with justification, if a reported idea or claim is scientifically reasonable

NoS 2 Analyze factors that influence decisions to accept scientifically unreasonable claims.

a. recognize how perspectives are influenced by a variety of factors

b. examine how factors can influence an individuals' decision regarding, for example, vaccinations, life style, food choices, alternative medical treatments

c. analyze societal trends related to the acceptance of explanations that are supported by poor science

d. identify and describe possible consequences that may result from decisions based on misinformation

e. recognize that flexible and open-mind sets are required to change an opinion when new high-quality evidence becomes available

Procedural Knowledge

PK 1 Synthesize information from reliable sources to extend understanding of scientific concepts.

a. explain the purpose for their reading

b. select reliable sources of scientific information

c. discriminate between relevant and irrelevant information

d. interpret information presented in text features, not limited to, but including tables, graphs, charts, and diagrams

e. answer questions regarding text that are literal, inferential, and evaluative in nature

f. integrate information from multiple reliable sources to extend their knowledge about scientific phenomena

PK 2 Compose written arguments which effectively communicate scientific reasoning.

a. explain the importance of argumentation in scientific inquiry

b. state the claim

c. state their position regarding the claim

d. discuss evidence that supports the claim

e. discuss limitations of the evidence provided

f. demonstrate effective scientific writing style

h. understand and avoid plagiarism

i. revise their writing to improve communication of the message

PK 3 Design and evaluate a scientific investigation which examines a cause and effect relationship.

a. use the following vocabulary appropriately: confounding variable, control, dependent variable, hypothesis, independent variable, prediction, reliability, repeatability, reproducibility, test, variable

b. deduce the question being asked and/or hypothesis being tested in an investigation

c. identify the independent variable, dependent, and controlled variables of an investigation

d. distinguish between scientific errors and mistakes

e. evaluate how well variables were identified and controlled

f. identify possible sources of bias

g. suggest, with reasoning, if the use of a control would have strengthened the experiment

h. identify weaknesses in the methodology used

i. record and discuss the precision and accuracy of measurements

j. evaluate if the conclusion is reasonable in consideration of the study design and data collected

PK 4 Create a machine that utilizes several transfers of energy to perform a simple task using an engineering design process.

a. identify the problem or challenge

b. engage in effective and responsible communication while brainstorming for possible solutions to a provided challenge or problem

c. collaboratively decide upon success criteria for a solution to a problem and select one solution that best meets the criteria with consideration of limitations

d. communicate design concepts through technical drawings, models, digital images, or other appropriate forms

e. design and construct a prototype that utilizes several transfers of energy to perform a simple task

f. test and evaluate the effectiveness of the machine to perform a task according to criteria

g. analyze qualitatively and quantitatively energy transformations within the system

h. reflect upon the successes and difficulties experienced during the design process, both technical and those related to personal understanding and skill

PK 5 Perform investigations that examine the microscopic structure of cells, chemical reactivity, and the relationship between energy, forces, and matter.

a. use the following vocabulary appropriately: accuracy, calibrate, data, infer, precision, qualitative observation, quantitative measurement, results, unit

b. describe the purpose, question, or hypothesis guiding the investigation and the data to be collected

c. explain the advantage of quantitative measurement over qualitative observations

e. select and use equipment and materials appropriately for the investigation

f. record measurements that reflect the precision of the measuring device

g. record qualitative and quantitative observations in a systematic and organized manner

h. draw a biological diagram to record what has been observed through the microscope

i. problem-solve as necessary during the investigation to ensure the collection of appropriate data

PK 6 Analyze data to determine patterns, trends, and causal relationships.

a. distinguish relevant data from irrelevant data from irrelevant data or information

b. organize data appropriately to help visualize patterns, relationships, and trends

c. classify objects and systems according to similar characteristics

d. describe and interpret patterns and trends in graphed data

Content Knowledge

CK 1.1 Explain why the cell is considered a living system which is responsible for the continuity and diversity of life.

a. use vocabulary including, but not limited to: bacteria, cell membrane, cell theory, eukaryotes, multicellular, organelles, prokaryotes, spontaneous generation, system, unicellular, viruses

b. distinguish between living and non-living things

c. locate cell boundaries and visible organelles using a microscope

d. describe how the cell is both a system and a component of a system

e. compare and contrast characteristics that are used to classify eukaryotic and prokaryotic cells

f. provide reasons why viruses are considered non-living

g. recognize that the nucleus of the cell contains genetic information that is passed on from cell to cell

h. identify different types of cells microscopically

CK 1.2 Understand the transmission and prevention of infectious disease and analyse its impact on society.

a. use the following vocabulary appropriately: antibiotic, antibody, mutation, epidemiology, germ theory, herd immunity, immune system, infection, infectious disease, pathogen, transmission, vaccine

b. provide examples of diseases caused by bacteria versus viruses

e. apply KE = ¹/₂mv² and PE = mgh to calculate quantitative changes in energy within a closed system