20?A.1.1sts: explain how science and technology are developed to meet societal needs and expand human capability

20?A.1.2sts: explain that science and technology have influenced, and been influenced by, historical development and societal needs

### 20-A: Chemical Changes

#### 20-A.1: Students will investigate aqueous solutions to determine conductivity and to calculate concentration.

20-A.1.4s.1: use appropriate International System of Units (SI) notation, fundamental and derived units and significant digits

20?A.2.1k: balance provided single-replacement reaction equations, building on knowledge from Science 10, Unit A

20?A.2.1sts: illustrate how science and technology have influenced, and been influenced by, historical development and societal needs

20?A.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?A.3.1sts: develop an understanding that science and technology are developed to meet societal needs and expand human capability

20?B.1.1k: distinguish between scalar and vector quantities, including distance and displacement, speed and velocity

20?B.1.2k: define velocity and acceleration as vector v = delta vector d / delta t and vector a = delta vector v / delta t, respectively

20?B.1.3k: compare and contrast displacement in uniform motion and uniformly accelerated motion, using the following relationships: delta vector d = (vector v sub i)(delta t) + (½ vector a)(delta t²) and delta vector d = ((vector v sub i + vector v sub f) / 2) delta t.

20?B.1.2sts: explain that science and technology have influenced, and been influenced by, historical development and societal needs

20?B.1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

### 20-B: Changes in Motion

#### 20-B.1: Students will describe one-dimensional motion of objects in terms of displacement, time, velocity and acceleration.

20-B.1.2s.2: use technologies effectively and accurately for collecting data on motion; e.g., photogate, computer-based laboratories, stopwatches, weighing balances

20-B.1.3s.1: analyze position-time and velocity-time graphs to infer the relationships among displacement, velocity and acceleration

20-B.1.3s.2: solve, quantitatively, one-dimensional uniform motion and uniformly accelerated motion problems using delta vector d = (vector v sub i)(delta t) + (½ vector a)(delta t²) and delta vector d = ((vector v sub i + vector v sub f) / 2) delta t.

20?B.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?B.2.2k: apply the law of conservation of momentum to one-dimensional collisions and explosions

20?B.2.4k: explain how an unbalanced force causes change in motion and apply Newton?s first law of motion to explain an object?s state of rest or uniform motion; e.g., movement of passengers in a moving car that accelerates or is coming to a stop

20?B.2.5k: apply Newton?s second law of motion and use it to relate force, mass and motion; e.g., as an explanation of a whiplash injury from a rear-end collision

20?B.2.6k: apply Newton?s third law of motion to explain the interaction between two objects; e.g., collision between two cars

20?B.2.7k: relate, quantitatively, potential and kinetic energy to work done.

#### 20-B.2: Students will describe and analyze the law of conservation of momentum for one-dimensional collisions and change in momentum (impulse) to explain how force affects motion.

20-B.2.1s.1: identify questions to investigate that arise from practical problems and issues; e.g., ?How can sports equipment be made to increase its protective capacity??, ?Do you increase protection or change the rules to make sports such as soccer or hockey safer??

20?B.2.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions

20?B.2.3s.1: solve one-dimensional collision and explosion problems, using scale diagrams and numerical calculations; e.g., apply (m1)(vector v1) + (m2)(vector v2) = (m1)(vector v1 prime) + (m2)(vector v2 prime) to traffic accidents involving two vehicles

20?B.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?C.1.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

20?C.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?C.2.1k: describe how energy from earthquakes is transmitted by seismic waves

20?C.2.3k: identify primary and secondary seismic waves (P- and S-waves, respectively) and longitudinal and transverse surface waves on the basis of vibration and direction of propagation and potential for destruction

20?C.2.6k: list and describe the evidence that supports the theory of plate tectonics; i.e., location of volcanoes and earthquakes, ocean floor spreading, mountain ranges, age of sediments, paleomagnetism

20?C.2.2sts: explain that science and technology are developed to meet societal needs and expand human capability

### 20-C: The Changing Earth

#### 20-C.2: Students will analyze and assess the evidence to explain the theory of plate tectonics and the internal structure of Earth.

20-C.2.1s.1: define and delimit problems, e.g., how to locate the approximate epicentre of an earthquake, using data provided to facilitate investigation

20?C.2.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

20?C.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?C.3.1k: explain how knowledge of radioisotopes, radioactive decay and half-lives are used to estimate the age of minerals and fossils

20?C.3.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

#### 20-C.3: Students will analyze and assess the evidence provided by the fossil record of change in the environment and life forms over a period of 3.5 billion years.

20-C.3.3s.3: interpret decay curves of elements commonly used for radioactive dating

20?C.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?C.4.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

### 20-D: Changes in Living Systems

#### 20-D.1: Students will analyze ecosystems and ecological succession in the local area and describe the relationships and interactions among subsystems and components.

20-D.1.1k.1: infer the abiotic effects on life; e.g., light, nutrients, water, temperature

20-D.1.1k.2: infer biotic interactions; e.g., predator-prey relationships, competition, symbiotic relationships

20?D.1.4k: describe the potential impact of habitat destruction on an ecosystem

20?D.1.1sts: describe how society provides direction for scientific and technological development

20?D.1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

20-D.1.2s.1: perform a field study; measure, qualitatively and quantitatively, appropriate biotic and abiotic factors in the aquatic or terrestrial ecosystem chosen; and present data in a form that describes, in general terms, the structure of the ecosystem; e.g., pH, temperature, precipitation, water hardness, turbidity, dissolved oxygen content, humidity, wind, light intensity, soil composition, plants, animals, micro-organisms

20?D.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?D.2.1k: outline the biogeochemical cycles of nitrogen, carbon, oxygen and water and, in general terms, describe their interconnectedness, building on knowledge of the hydrologic cycle from Science 10, Unit D

#### 20-D.2: Students will analyze and investigate the cycling of matter and the flow of energy through the biosphere and ecosystems as well as the interrelationship of society and the environment.

20-D.2.2k.2: carbon cycle; e.g., emissions of carbon oxides from extraction, distribution and combustion of fossil fuels, releases associated with deforestation and cement industries

20?D.2.3k: analyze and describe how energy flows in an ecosystem, using the concepts of conservation of energy (second law of thermodynamics); energy input and output through trophic levels, food webs, chains and pyramids; and specific examples of autotrophs and heterotrophs

20?D.2.4k: explain why population size and biomass are both directly related to the trophic level of the species and explain how trophic levels can be described in terms of pyramids of numbers, biomass or energy.

20?D.2.2sts: explain that science and technology are developed to meet societal needs and expand human capabilities

20?D.2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

20-D.2.2s.1: draw, by hand or using technology, annotated diagrams of energy flow in food chains, webs and pyramids

20-D.2.3s.1: describe alternative ways of presenting energy-flow data for ecosystems: pyramid of biomass, of numbers or of energy

20?D.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

20?D.3.1k: describe mutation as the principal cause for variation of genes in species and populations, identify the role of sexual reproduction in generating variability among individuals and describe the forces that drive evolution

20?D.3.2k: describe the adaptation of species over time due to variation in a population, population size and environmental change; e.g., bacterial resistance to antibiotics, giraffe neck length, gazelle speed

20?D.3.5k: describe how factors including space, accumulation of wastes (e.g., salinization of soil), competition, technological innovations, irrigation practices (e.g., Hohokam farmers) and the availability of food impact the size of populations

20?D.3.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

#### 20-D.3: Students will analyze and describe the adaptation of organisms to their environments, factors limiting natural populations, and evolutionary change in an ecological context.

20-D.3.2s.1: gather data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time; e.g., Darwin?s finches, bacteria, domestic plants and animals

20-D.3.3s.1: analyze data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time; e.g., Darwin?s finches, bacteria, domestic plants and animals

20?D.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Correlation last revised: 9/16/2020

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.