Grade 10 Science (20F)

A Course for
Independent Study
GradE 10 SciEncE (20F)

a course for independent Study

2012
Mani t oba E duc at ion
Manitoba Education cataloguing in Publication data

Grade 10 science (20F) : a course for independent study

includes bibliographical references.

iSBn: 978-0-7711-5252-8

1. ScienceStudy and teaching (Secondary).

2. ScienceStudy and teaching (Secondary)Manitoba.
3. ScienceProgrammed instruction.
4. distance educationManitoba.
5. correspondence schools and coursesManitoba.
i. Manitoba. Manitoba Education.
500

copyright 2012, the Government of Manitoba, represented by the Minister of

Education.
Manitoba Education
School Programs division
Winnipeg, Manitoba, canada

Every effort has been made to acknowledge original sources and to comply with
copyright law. if cases are identified where this has not been done, please notify
Manitoba Education. Errors or omissions will be corrected in a future edition.
Sincere thanks to the authors, artists, and publishers who allowed their original
material to be used.

all images found in this document are copyright protected and should not be
extracted, accessed, or reproduced for any purpose other than for their intended
educational use in this document.

any websites referenced in this document are subject to change.

available in alternate formats upon request.

contEntS

Acknowledgements vii

Introduction 1

Module 1: Dynamics of Ecosystems

Introduction 3
Lesson 1: Introduction to Ecology 5
Lesson 2: Energy Flow 9
Lesson 3: The Cycles of Life 17
Assignment 1.1: Biochemical Cycles 25
Lesson 4: Disturbing the Carbon Cycle 27
Lesson 5: Disturbing the Nitrogen Cycle 31
Lesson 6: Bioaccumulation 37
Assignment 1.2: Toxin Investigation 43
Lesson 7: Population Growth 45
Lesson 8: Factors Limiting Population Growth 51
Lesson 9: Population Dynamics 57
Lesson 10: A Population Dynamics Case Study 61
Assignment 1.3: Predator-Prey Interactions 65
Lesson 11: Biodiversity 69
Lesson 12: Species Extinction 73
Lesson 13: Species Introduction: A Case Study 79
Lesson 14: Decision Making and Environmental Issues 85
Assignment 1.4: Hydroelectric Power Decisions 89
Module 1 Learning Activity Answer Key

contents iii
 Module 2: Chemistry in Action
Introduction 3
Lesson 1: Review of the Atomic Model 5
Lesson 2: Bohr Atoms 13
Lesson 3: The Periodic Table 19
Lesson 4: Electron Transfer and Ionic Compounds 29
Assignment 2.1: Atoms and Ionic Compounds 37
Lesson 5: Electron Sharing and Covalent Bonds 41
Lesson 6: Formulas and Names of Binary Ionic Compounds 49
Lesson 7: Formulas and Names for Covalent Compounds 59
Assignment 2.2: Atomic Bonding 65
Lesson 8: Using Molecular Formulas 67
Lesson 9: Law of Conservation of Mass 75
Lesson 10: Balancing Equations 83
Assignment 2.3: Conservation of Mass 91
Lesson 11: Reaction Types 93
Lesson 12: Acids and Bases 101
Assignment 2.4: Chemical Reactions 115
Lesson 13: Acids and Bases at Home, in Industry, and in Our Bodies 119
Lesson 14: Neutralization Reactions 127
Assignment 2.5: Acids and Bases 133
Lesson 15: The Chemistry of Air Pollution 135
Lesson 16: Technology to Reduce Air Pollution 145
Assignment 2.6: Chemistry in Technology and the Environment 151
Module 2 Learning Activity Answer Key

Module 3: In Motion
Introduction 3
Lesson 1: Position and Displacement 7
Lesson 2: Measuring Time, Scalars, and Vectors 13
Lesson 3: Displacement, Time, and Velocity 17

iv Grade 10 Science
 Lesson 4: Graphing Velocity 23
Lesson 5: Velocity, Time, and Accelerated Motion 31
Lesson 6: Aristotle, Galileo Galilei, and Sir Isaac Newton
on Motion Ideas 47
Lesson 7: The Link between Force and Motion 55
Lesson 8: Effects of Inertia on Car Collisions 61
Assignment 3.1: Inertia and the Unrestrained Passenger 65
Lesson 9: Newtons Third Law 73
Lesson 10: Momentum and Impulse, Part 1 77
Assignment 3.2: The Link between Force and Motion 85
Lesson 11: Momentum and Impulse, Part 2 101
Lesson 12: Conservation of Energy 103
Lesson 13: The Effects of Friction 107
Lesson 14: Braking Distance 111
Lesson 15: The Mathematical Relationship between Speed
and Braking Distance 115
Lesson 16: Total Stopping Distance 119
Lesson 17: The Final Challenge 123
Assignment 3.3: Speed and Braking Distance 125
Module 3 Learning Activity Answer Key

Module 4: Weather Dynamics

Introduction 3
Lesson 1: Earths Atmosphere and Hydrosphere 7
Lesson 2: Weather and Energy 15
Lesson 3: Energy Flow 21
Assignment 4.1: Energy Flow 33
Lesson 4: Forecasting Severe Weather Systems 35
Lesson 5: Tracking Severe Weather Systems 49
Lesson 6: Societal, Environmental, and Economic Impacts
of Severe Weather Events 57
Assignment 4.2: Research Project 63

contents v
 Lesson 7: Climate Change 65
Lesson 8: Consequences of Climate Change 73
Assignment 4.3: Climate Change Discussion 79
Module 4 Learning Activity Answer Key

Bibliography

vi Grade 10 Science
acknoWlEdGEMEntS

Manitoba Education gratefully acknowledges the contributions of the following educators in

the development of Grade 10 Science (20F): A Course for Independent Study.

Course Writing Team Steven Boyko St. Boniface Diocesan High School
Catholic Schools Commission

Heather Marks Sisler High School

Winnipeg School Division

Garth Martin Swan Valley School Division

John Murray Manitoba Education

Science Consultant

Donna Smith Education Program

University of Manitoba

Course Review Team Linda McPherson cole River Heights School

Winnipeg School Division

Art Sawatsky Independent Study Option

Tutor/Marker, Science 20F

Meredith White-McMahon John Taylor Collegiate

St. James-Assiniboia School Division

Manitoba Education Staff Louise Boissonneault Document Production Services Unit

School Programs division Coordinator Educational Resources Branch
(since March 2010)

Lee-Ila Bothe Document Production Services Unit

Coordinator Educational Resources Branch
(until March 2010)

Kristin Grapentine Document Production Services Unit

Desktop Publisher Educational Resources Branch

Lynn Harrison Document Production Services Unit

Desktop Publisher Educational Resources Branch

Adam Kowalski Development Unit

Instructional Design Instruction, Curriculum and Assessment Branch
Analyst

continued

acknowledgements vii
 Gabe Kraljevic Development Unit
Project Leader Instruction, Curriculum and Assessment Branch
(after February 2012)

Gilles Landry Development Unit

Project Manager Instruction, Curriculum and Assessment Branch

Leah Lazaruk Distance Learning Unit

Distance Learning Instruction, Curriculum and Assessment Branch
Consultant

Susan Lee Distance Learning Unit

Coordinator Instruction, Curriculum and Assessment Branch

Grant Moore Document Production Services Unit

Publications Editor Educational Resources Branch

John Murray Development Unit

Project Leader Instruction, Curriculum and Assessment Branch
(until August 2011)

Marjorie Poor Document Production Services Unit

Publications Editor Educational Resources Branch

Manitoba Education would like to acknowledge Environment Canada,

Project Atmosphere, and NOAA for the use of material throughout this
course. Environment Canada material is reproduced with the permission of
the Minister of Public Works and Government Services Canada, 2002.

viii Grade 10 Science

GradE 10 SciEncE (20F)

introduction
introduction

overview
Welcome to Grade 10 Science: A Course for Independent Study! This is a full-
credit course that is designed to develop your scientific literacy through
inquiry-based activities that aim to strengthen and encourage your critical
thinking, problem solving, and analytical skills/abilities. The Grade 10
Science course is intended to provide a broad scientific background and to
assist you in preparing for more specialized courses in Grade 11 and 12.
As a student enrolled in a distance learning course, you have taken on a dual
rolethat of a student and a teacher. As a student, you are responsible for
mastering the lessons and completing the learning activities and assignments.
As a teacher, you are responsible to check your work carefully, noting areas
in which you need to improve and motivating yourself to succeed.

What Will You learn in this course?

In this course, Grade 10 Science: A Course for Independent Study students will
learn about the fascinating world of ecosystems, how chemicals react, the
physics of objects in motion, and how weather works, as well as how people
can use their knowledge of ecology, chemistry, physics, and meteorology to
live responsibly in our world.

How is this course organized?

This course is divided into four modules:
n Module 1: Dynamics of Ecosystems
n Module 2: Chemistry in Action
n Module 3: In Motion
n Module 4: Weather Dynamics

Each module in this course consists of several lessons, which contain the
following components:
n Lesson Focus: The Lesson Focus at the beginning of each lesson identifies
one or more specific learning outcomes (SLOs) that are addressed in the
lesson. The SLOs identify the knowledge and skills you should have
achieved by the end of the lesson.

introduction 3
 n Introduction: Each lesson begins with an explanation of what you will be
learning in that lesson.
n Lesson: The main body of the lesson is made up of the content that you
need to learn. It contains text, explanations, images, and diagrams.
n Learning Activities: Many lessons include one or more learning activities
that will help you learn about the lesson topics and prepare you for the
assignments, the midterm examination, and the final examination. Once
you complete a learning activity, check your responses against those
provided in the Learning Activity Answer Key found at the end of each
module. You will not submit the completed learning activities to your
tutor/marker.
n Assignments: Assignments are found at the end of lessons. You will mail or
electronically submit all your completed assignments to your tutor/marker
for assessment at the end of each module. In total, all assignments are worth
60 percent of your final course mark.
n Video Files: Some lessons refer to the Grade 10 Science Independent Study
Video Files, which you are required to view for this course.
n Key Words: This list identifies the important words that are used in the
lesson. The key words are highlighted in bold within the text and identified
by key word icons.
n Summary: Each lesson ends with a brief review of what you just learned.
This course also includes the following section:
n Bibliography: This list identifies the resources used to write this course.

What resources Will You need for this course?

You do not need a textbook for this course. All the content is provided
directly within the course and in the video files. You will, however, need
access to a variety of resources.
The required and optional resources for this course are identified below.

required resources
For this course, you will need access to the following resources. If you do not
have access to one or more of these resources, contact your tutor/marker.
n Supplies: A metric ruler, pencil, and coloured pencils (red, green, light
blue, light brown)

4 Grade 10 Science
n Videos: You will need to view the Grade 10 Science videos, which are
available in the Audios and Videos section of the distance learning website
at <www.edu.gov.mb.ca/k12/dl/iso/av.html>. If you do not have access
to the Internet, or if you need a copy of the videos, contact the ISO office at
1-800-465-9915.
n Booklet: You will need to read the booklet In Motion: A Learning Resource for
Students, which is found in the Student Downloads section of the distance
learning website at
<www.edu.gov.mb.ca/k12/dl/downloads/index.html>. If you do not
haveaccess to the Internet, contact the Independent Study Option office at
1-800-465-9915 to obtain a copy of the In Motion: A Learning Resource for
Students booklet.
n A computer/mobile device to view video and PDF files: Access to a
computer/mobile device with appropriate software is required to view the
Grade 10 Science video files and the PDF file of the booklet In Motion: A
Learning Resource for Students.

optional resources
It would be helpful if you had access to the following resources:
n A calculator: A calculator would be helpful as you work through the
course. You may also use a calculator during the examinations.
n Photocopier/scanner: With access to a photocopier/scanner, you could
make a copy of your assignments before submitting them so that if your
tutor/marker wants to discuss an assignment with you over the phone,
each of you will have a copy. It would also allow you to continue studying
or to complete further lessons while your original work is with the
tutor/marker. Photocopying or scanning your assignments will also ensure
that you keep a copy in case the originals are lost.
n Access to a school laboratory or access to equipment is required to perform
optional laboratory activities. (You must be supervised by a teacher or
guardian/parent.)
n Resource people: Access to local resource people, such as teachers, school
counsellors, and librarians, would help you complete the course.
n A computer with word processing and presentation software: Access to
word processing software (e.g., Microsoft Word) and presentation and slide
software (e.g., Microsoft PowerPoint) would help you complete some
assignments.

introduction 5
 n A computer/mobile device with Internet* access: Some lessons suggest
website links as sources of information or for supplementary reference and
reading. If you do not have Internet access, you will still be able to complete
the course, but you will need to find different ways of accessing
information.

Internet Safety
if you choose to use the internet to do research, be safe. the internet is a valuable
source of information and should be used responsibly. talk to your parents/guardians
about internet safety, and use the following guidelines when going online:
n choose a user name that does not reveal your name, gender, age, or other personal
details.
n never give anyone private information.
n do not answer emails from strangers.
n if someone asks you to keep your relationship with him or her a secret, stop talking
to the person and immediately tell your parent/guardian.
n do not email or post pictures or files.
the above is not a complete list because no list can possibly cover all dangerous
situations. use your common sense and be careful.

Who can Help You with this course?

Taking an independent study course is different from taking a course in a
classroom. Instead of relying on the teacher to tell you to complete a learning
activity or an assignment, you must tell yourself to be responsible for your
learning and for meeting deadlines. There are, however, two people who can
help you be successful in this course: your tutor/marker and your learning
partner.

Your tutor/Marker
Tutor/markers are experienced educators who tutor ISO students and mark
assignments and examinations. When you are having difficulty with
something in this course, contact your tutor/marker, who is there to help
you. Your tutor/markers name and contact information were sent to you
with this course. You can also obtain this information in the Who Is My
Tutor/Marker? section of the distance learning website at
<www.edu.gov.mb.ca/k12/dl/iso/assistance.html>.

* a note about Internet sites: all of the urls in the course were working when this course was written, but, since
internet sites come and go, you might find that some of these sites are no longer active or appropriate. if that
happens, you could use a search engine (e.g., <www.google.ca>) to find the information that you are looking for.

6 Grade 10 Science
Your learning Partner
A learning partner is someone you choose who will help you learn. It may be
someone who knows something about science, but it doesnt have to be. A
learning partner could be someone else who is taking this course, a teacher, a
parent or guardian, a sibling, a friend, or anybody else who can help you.
Most importantly, a learning partner should be someone with whom you feel
comfortable and who will support you as you work through this course.
Your learning partner can help you keep on schedule with your coursework,
read the course with you, check your work, look at and respond to your
learning activities, or help you make sense of assignments. You may even
study for your examinations with your learning partner. If you and your
learning partner are taking the same course, however, your assignment work
should not be identical.

Plagiarism
Plagiarism iS a big deal with serious consequences, so its important that you
understand what it is and how to avoid it.
What is plagiarism?
in brief, plagiarism is taking someones ideas or words and presenting them as if they
are your own.
How can you avoid plagiarism?
n Begin early. research takes time. allow enough time to search for, evaluate, and read
sources, and to get help if you need it. always document your sources immediately.
n Present your research by quoting and paraphrasing.
When you use a quote, you use the exact same words with quotation marks,
and you indicate exactly where it came from.
When you paraphrase, you rewrite an authors idea using your own words and
you do not use quotation marks (but you also make sure to state clearly whose
idea it is).
n learn how to use different citation styles.
n Give credit where credit is due. never pretend someone elses idea is your own.

introduction 7
 How Will You know How Well You are learning?
You will know how well you are learning in this course by how well you
complete the learning activities, assignments, and examinations.

learning activities
The learning activities in this course will help you to review and practise
what you have learned in the lessons. You will not submit the completed
learning activities to your tutor/marker. Instead, you will complete the
learning activities and compare your responses to those provided in the
Learning Activity Answer Key found at the end of each module.
Make sure you complete the learning activities. Doing so will not only help
you to practise what you have learned, but will also prepare you to complete
your assignments and the examinations successfully. Many of the questions
on the examinations will be similar to the questions in the learning activities.
Remember that you will not submit learning activities to your tutor/marker.

assignments
Each module in this course contains assignments, which you will complete
and submit to your tutor/marker for assessment. The assignments are worth
a total of 60 percent of your final course mark.
The tutor/marker will mark your assignments and return them to you.
Remember to keep all marked assignments until you have finished the course
so that you can use them to study for your examinations.

Midterm and Final Examinations

This course contains a midterm examination and a final examination.
n The midterm examination is based on Modules 1 and 2, and is worth 20
percent of your final mark in this course. You will write the midterm
examination when you have completed Module 2.
n The final examination is based on Modules 3 and 4, and is worth 20 percent
of your final mark in this course. You will write the final examination when
you have completed Module 4.
The two examinations are worth a total of 40 percent of your final course
mark. You will write both examinations under supervision.

8 Grade 10 Science
To do well on each examination, you should review all the work you have
completed from the modules, including all learning activities and
assignments.
Practice Examinations and Answer Keys
To help you succeed in your examinations, you will have an opportunity to
complete a Practice Midterm Examination and a Practice Final Examination.
These examinations, along with the answer keys, are found in the Student
Downloads section of the distance learning website at
<www.edu.gov.mb.ca/k12/dl/downloads/index.html>. If you do not have
access to the Internet, contact the Independent Study Option office at
1-800-465-9915 to obtain a copy of the practice examinations.
These practice examinations are similar to the actual examinations you will
be writing. The answer keys enable you to check your answers. This will give
you the confidence you need to do well on your examinations.

Requesting Your Examinations

You are responsible for making arrangements to have the examinations sent
to your proctor from the ISO office. Please make arrangements before you
finish Module 2 to write the midterm examination. Likewise, you should
begin arranging for your final examination before you finish Module 4.
To write your examinations, you need to make the following arrangements:
n If you are attending school, ask your schools ISO school facilitator to
request your examination. Do this at least three weeks before you are ready
to write your examination. For more information on examination
procedures, please contact your ISO school facilitator or visit the Grading
and Evaluation section of the distance learning website at
<www.edu.gov.mb.ca/k12/dl/iso/assignments.html>.
n If you are not attending school, check the Examination Request Form for
options available to you. The form was mailed to you with this course.
Three weeks before you are ready to write the examination, fill in the
Examination Request Form and mail, fax, or email it to
ISO Office
555 Main Street
Winkler MB R6W 1C4
Fax: 204-325-1719
Toll-Free Telephone: 1-800-465-9915
Email: [email protected]

Introduction 9
 How Much time Will You need to complete this course?
Learning through independent study has several advantages over learning in
the classroom. You are in charge of how you learn and you can choose how
quickly you will complete the course. You can complete as many lessons as
you wish in a single session. You do not have to wait for your teacher or
classmates.
From the date of your registration, you have a maximum of 12 months to
complete this course, but the pace at which you proceed is up to you. Read
the following suggestions on how to pace yourself.

chart a: Semester 1
If you want to start the course in September and complete it in January, you
can follow the timeline suggested below.

Module completion date

Module 1 End of September

Module 2 Middle of november

Midterm Examination End of november

Module 3 Middle of december

Module 4 End of december

Final Examination Middle of January

10 Grade 10 Science
Chart B: Semester 2
If you want to start the course in February and complete it in June, you can
follow the timeline suggested below.

Module Completion Date

Module 1 End of February

Module 2 End of March

Midterm Examination Beginning of April

Module 3 End of April

Module 4 Middle of May

Final Examination End of May

Chart C: Full School Year (Not Semestered)

If you want to start the course in September and complete it in June, you can
follow the timeline suggested below.

Module Completion Date

Module 1 Middle of October

Module 2 End of December

Midterm Examination Middle of January

Module 3 Middle of March

Module 4 Middle of May

Final Examination End of May

Introduction 11
 timelines
Do not wait until the last minute to complete your work, since your
tutor/marker may not be available to mark it immediately. It may take a few
weeks for your tutor/marker to assess your work and return it to you or your
school.

if you need this course to graduate this school year, remember to schedule and complete
your final examination by May 31.

When and How Will You Submit completed assignments?

When to Submit assignments

While working on this course, you will submit completed assignments to
your tutor/marker four times. The following chart shows exactly what
assignments you will be submitting at the end of each module.

Submission of Assignments
Submission assignments You Will Submit
Module 1: Dynamics of Ecosystems
Module 1 cover Sheet
1 assignment 1.1: Biochemical cycles
assignment 1.2: toxin investigation
assignment 1.3: Predator-Prey interactions
assignment 1.4: Hydroelectric Power decisions

Module 2: Chemistry in Action

Module 2 cover Sheet
assignment 2.1: atoms and ionic compounds
2 assignment 2.2: atomic Bonding
assignment 2.3: conservation of Mass
assignment 2.4: chemical reactions
assignment 2.5: acids and Bases
assignment 2.6: chemistry in technology and the Environment

Module 3: In Motion
Module 3 cover Sheet
3 assignment 3.1: inertia and the unrestrained Passenger
assignment 3.2: the link between Force and Motion
assignment 3.3: Speed and Braking distance

Module 4: Weather Dynamics

Module 4 cover Sheet
4 assignment 4.1: Energy Flow
assignment 4.2: research Project
assignment 4.3: climate change discussion

12 Grade 10 Science
How to Submit assignments
In this course, you have the choice of submitting your assignments either by
mail or electronically.
n Mail: Each time you mail something, you must include the print version of
the applicable Cover Sheet (found at the end of this Introduction).
n Electronic submission: Each time you submit something electronically,
you must include the electronic version of the applicable Cover Sheet
(found in the Student Downloads section of the distance learning website at
<www.edu.gov.mb.ca/k12/dl/downloads/index.html>) or you can scan
the Cover Sheet located at the end of this Introduction.
Complete the information at the top of each Cover Sheet before submitting it
along with your assignments.

Submitting Your Assignments by Mail

If you choose to mail your completed assignments, please photocopy/scan
all the materials first so that you will have a copy of your work in case your
package goes missing. You will need to place the applicable module Cover
Sheet and assignments in an envelope, and address it to
ISO Tutor/Marker
555 Main Street
Winkler MB R6W 1C4
Your tutor/marker will mark your work and return it to you by mail.

Submitting Your Assignments Electronically

Assignment submission options vary by course. Sometimes assignments can
be submitted electronically and sometimes they must be submitted by mail.
Specific instructions on how to submit assignments were sent to you with
this course. You can also obtain this information in the Grading and
Evaluation section of the distance learning website at
<www.edu.gov.mb.ca/k12/dl/iso/assignments.html>.
If you are submitting assignments electronically, make sure you have saved
copies of them before you send them. That way, you can refer to your
assignments when you discuss them with your tutor/marker. Also, if the
original hand-in assignments are lost, you are able to resubmit them.
Your tutor/marker will mark your work and return it to you electronically.

the independent Study option office does not provide technical support for hardware-
related issues. if troubleshooting is required, consult a professional computer technician.

introduction 13
 What are the Guide Graphics For?
Guide graphics are used throughout this course to identify and guide you in
specific tasks. Each graphic has a specific purpose, as described below.

Lesson Focus: This graphic appears at the beginning of each

lesson, indicating the specific learning outcomes targeted for
the lesson.

Key Words: This graphic also appears at the beginning of

each lesson, where there is a list of new words and terms that
will be defined within the lesson.

Learning Partner: Ask your learning partner to help you

with this task.

Learning Activity: Complete this learning activity to help

you review or practise what you have learned and to prepare
for your assignments or exams. You will not send learning
activities to your tutor/marker.

Check Your Work: This graphic reminds you to check your

work using the answer key.

Assignment: Complete this assignment to the best of your

ability. It will be assessed by your tutor/marker as part of
your final mark for the course.

Caution: Be careful when conducting this learning activity or

experiment.

Submit Assignment: It is now time to submit your

assignment for tutor/marker assessment. You will be
sending in your assignments at the end of every module.

Exam: Prepare to write your midterm or final exam.

14 Grade 10 Science
 Video: View a video.

Laboratory Activity: Complete an experiement at this time.

Remember: If you have questions or need help at any point during this
course, contact your tutor/marker or ask your learning partner for help.
Good luck with the course!

introduction 15
 Grade 10 Science (20F)

Module 1
Cover Sheet

Please place on top of your assignments to assist in proper recording of your work.

Send to:
iSO Tutor/Marker
555 Main Street
Winkler MB r6W 1c4

name: ______________________________________ Phone: _________________________

address: _____________________________________________________________________

city/Town: __________________________________ Postal code: ____________________

attending School: q no q Yes email: _________________________

School name:_________________________________________________________________

For Office Use Only

Module 1: Dynamics of Ecosystems

date received: ________________________ date returned: ________________________

Marks
q assignment 1.1:Biochemical cycles ____ /7
q assignment 1.2: Toxin investigation ____ /14
q assignment 1.3: Predator-Prey interactions ____ /14
q assignment 1.4:Hydroelectric Power decisions ____ /22
Total: ____ /57

remarks:
 Assignment 1.2: Toxin Investigation Rubric

Content Length and Style Sources Used Total

7 marks 3 marks 4 marks

n describe how humans Report: at least include a Works cited page
use the substance. 1 typewritten page, double- at the end of your report that
(2 marks) spaced, using a font no larger details all of your research
n describe how the than 12. resources.
substance affects human PowerPoint: at least Books: include the title,
and/or environmental 4 slides. Text is in a font and author, and publisher.
health. (3 marks) colour that is easy to read. Internet Resources:
n explain how people can Uses backgrounds, include the Page name,
avoid or reduce exposure transitions, and pictures to author, and UrL.
to the substance. enhance the presentation.
(2 marks) Interviews: include the
Poster: On 8" x 11" paper. name of each person you
clear title and subheadings. interview as well as their
Text is organized into occupation and place of work.
sections. Uses colour and
pictures to capture attention.

/14
 Grade 10 Science (20F)

Module 2
Cover Sheet

Please place on top of your assignments to assist in proper recording of your work.

Send to:
iSO Tutor/Marker
555 Main Street
Winkler MB r6W 1c4

name: ______________________________________ Phone: _________________________

address: _____________________________________________________________________

city/Town: __________________________________ Postal code: ____________________

attending School: q no q Yes email: _________________________

School name:_________________________________________________________________

For Office Use Only

Module 2: Chemistry in Action

date received: ________________________ date returned: ________________________

Marks
q assignment 2.1: atoms and ionic compounds ____ /41
q assignment 2.2: atomic Bonding ____ /31
q assignment 2.3: conservation of Mass ____ /23
q assignment 2.4:chemical reactions ____ /35
q assignment 2.5: acids and Bases ____ /16
q assignment 2.6: chemistry in Technology and the environment ____ /24
Total: ____ /170

remarks:
 Grade 10 Science (20F)

Module 3
Cover Sheet

Please place on top of your assignments to assist in proper recording of your work.

Send to:
iSO Tutor/Marker
555 Main Street
Winkler MB r6W 1c4

name: ______________________________________ Phone: _________________________

address: _____________________________________________________________________

city/Town: __________________________________ Postal code: ____________________

attending School: q no q Yes email: _________________________

School name:_________________________________________________________________

For Office Use Only

Module 3: In Motion

date received: ________________________ date returned: ________________________

Marks
q assignment 3.1: inertia and the Unrestrained Passenger ____ /14
q assignment 3.2: The Link between Force and Motion ____ /27
q assignment 3.3:Speed and Braking distance ____ /15
Total: ____ /56

remarks:
 Grade 10 Science (20F)

Module 4
Cover Sheet

Please place on top of your assignments to assist in proper recording of your work.

Send to:
iSO Tutor/Marker
555 Main Street
Winkler MB r6W 1c4

name: ______________________________________ Phone: _________________________

address: _____________________________________________________________________

city/Town: __________________________________ Postal code: ____________________

attending School: q no q Yes email: _________________________

School name:_________________________________________________________________

For Office Use Only

Module 4: Weather Dynamics

date received: ________________________ date returned: ________________________

Marks
q assignment 4.1: energy Flow ____ /12
q assignment 4.2: research Project ____ /20
q assignment 4.3: climate change discussion ____ /20
Total: ____ /52

remarks:
 Assignment 4.2: Research Project Rubric

Content Length and Style Sources Used Total

14 marks 3 marks 3 marks

n provides details of the Report: at least 1 include a Works cited page
event (name of the typewritten page, double- at the end of your report that
event, date, time, spaced, using a font no larger details all of your research
location) (2 marks) than 12. resources.
n provides the timeline of Power point: at least Books: include the title,
event (3 marks) 5 slides. Text is in a font and author, and publisher.
n provides social, colour that is easy to read. Internet Resources:
economic, and Uses backgrounds, include the page name,
environmental impacts transitions, and pictures to author, and UrL.
(6 marks) enhance the presentation.
Interviews: include the
n provides analysis of Poster: On 8" x 11" paper. name of each person you
aftermath and lessons clear title and subheadings. interview as well as their
learned (3 marks) Text is organized into occupation and place of work.
sections. Uses colour and
pictures to capture attention.

/20
Grade 10 Science (20F)

Module 1

dynamics of ecosystems

This module contains the following:

n introduction
n Lesson 1: introduction to ecology
n Lesson 2: energy Flow
n Lesson 3: The cycles of Life
n Lesson 4: disturbing the carbon cycle
n Lesson 5: disturbing the nitrogen cycle
n Lesson 6: Bioaccumulation
n Lesson 7: Population Growth
n Lesson 8: Factors Limiting Population Growth
n Lesson 9: Population dynamics
n Lesson 10: a Population dynamics case Study
n Lesson 11: Biodiversity
n Lesson 12: Species extinction
n Lesson 13: Species introduction: a case Study
n Lesson 14: decision Making and environmental issues
Module 1 Learning activity answer Key
 ModuLe 1: inTroducTion

Welcome to Module 1: Dynamics of Ecosystems. This module will give you

the chance to learn about the fascinating world of ecosystems. An ecosystem
is a community of living organisms and the physical environment with
which they interact. This topic is very important today because ecosystems
are being seriously threatened by human activity.
You will apply your knowledge by examining a case study. At the end of this
module, you will use the decision-making model to propose a course of
action regarding an important environmental issue.

Learning activities
There are several learning activities placed throughout this module, which
will help you to practise using the information you will learn. The answer
keys for each of these learning activities are found in Module 1 Learning
Activity Answer Key. Check the answer key carefully and make corrections
to your work.

assignments
In order to complete this first module, you need to study Lessons 1 to 14, and
complete the following four assignments, which you will be sending to your
tutor/marker when you have completed the module. The instructions on
how to send them in are in the course introduction and at the end of the
module.

Assessment Checklist
q Lesson 3 assignment 1.1: Biochemical cycles
q Lesson 6 assignment 1.2: Toxin investigation
q Lesson 10 assignment 1.3: Predator-Prey interactions
q Lesson 14 assignment 1.4: Hydroelectric Power decisions

These assignments will be worth a portion of the 60 percent of the total marks
you will receive for assignments in this course.

Module 1: dynamics of ecosystems 3

 What Will You need?
In order to complete this module, you will need access to the following
resources.

required resources
n metric ruler, pencil, and two coloured pencils of your choice to complete
the graph in Assignment 1.3

optional resources
n A computer with Internet access would be beneficial throughout this
course, especially to complete research assignments like Assignment 1.2. It
would also help you to access additional information that is provided on
websites that are listed throughout the course. All URLs listed in this course
were working when this course was written. However, since some Internet
sites change or disappear, you might find that some of these sites are no
longer available or appropriate. If that happens, you could use a search
engine (e.g., <google.ca>) to find the information that you are looking for.
n A computer with a word processor like Microsoft Word would be
beneficial to help you complete assignments, including Assignment 1.2,
where you will have the option of writing a report.
n A computer with presentation and slide software like Microsoft
PowerPoint would be beneficial to help you complete assignments,
including Assignment 1.2, where you will have the option of creating a
slide presentation.
n Access to a library, such as a public library or school library, would be
beneficial, especially if you do not have access to a computer with Internet
access. Access to a library would help you complete research assignments
like Assignment 1.2.

4 Grade 10 Science
LeSSon 1: inTroducTion To ecoLoGY

Lesson Focus

After completing this lesson, you will be able to

q explain the difference between ecology, ecologist, and ecosystem
q provide examples of abiotic and biotic factors
q explain the difference between habitat and niche
q describe the roles of producers, consumers, and decomposers

Key Words
n ecology
n ecologist
n ecosystem
n abiotic factors
n biotic factors
n produce
n consumer
n decomposer
n habitat
n niche

introduction
Welcome to Grade 10 Science! This first lesson will re-introduce you to the
field of ecology and to several key concepts that you may have covered in
previous grades.

Module 1: dynamics of ecosystems 5

 Setting the Scene

Dawn breaks over Lake Winnipeg. The early morning sunlight sparkles in
the calm water. The plaintive call of a loon can be heard over a chorus of
bullfrogs and red-winged blackbirds. A moose and her calf wade quietly in
the muddy shallows, breakfasting on water lilies and pondweed. Jewel-like
dragonflies chase mosquitoes along the waters edge as a snapping turtle
suns itself on a rock. An eagle circles lazily overhead. Minnows dart in and
out of wild rice in the shallows, while a northern pike lurks in the deeper
water hoping for a meal. Two canoeists survey the scene and quietly remark
that it is going to be a beautiful summer day.
All the living and non-living things described in this scene are involved in
delicately balanced interactions with one another. How do wild rice,
snapping turtles, mosquitoes, and the water of Lake Winnipeg interact?

interactions among Living Things

The branch of biology that deals with the study of the interactions among
organisms and with their environment is known as ecology. (The word eco
comes from the Greek word oikos, which means house.) Scientists who study
ecology are called ecologists. Because our planet has many diverse plants,
animals, and environments, ecologists tend to study smaller areas called
ecosystems. An ecosystem consists of the physical environment (abiotic
factors) and all the living things (biotic factors) within it. Examples of abiotic
factors in the physical environment include water, sunlight, oxygen, soil,
nutrients, and temperature. Examples of biotic factors in an ecosystem
include the plants, animals, fungi, and bacteria that live within it.
Each type of living thing in an ecosystem has a place in which it lives. This is
known as its habitat. The combination of the job an organism does and the

6 Grade 10 Science
 place in which it lives is called its niche. What are some jobs that organisms
do? Plants and algae trap the energy in sunlight and produce their own food.
Because of this, they are known as producers. Animals are consumers since
they cannot make their own food and must obtain their food from producers
or other consumers. Bacteria and fungi are decomposers. They eat dead plant
and animal remains and convert them into substances that can be reused.
They are the recyclers of the ecosystem.

Learning Activity 1.1: Introduction to Ecology

1. define ecology, ecologists, and ecosystems. How are they related to

one another?
2. consider the Lake Winnipeg ecosystem described in the introduction.
Write a descriptive paragraph that illustrates a local ecosystem with
Remember:
You do not
which you are familiar. it could be a local park, your yard, a forest, or a
hand in pond. Be sure to include a variety of abiotic and biotic factors in your
Learning descriptive paragraph, as well interactions among them.
activities.
3. How does a niche differ from a habitat?
4. What would happen to an ecosystem if all the decomposers were
destroyed?
5. one student argues that humans are producers because they produce
their own food by growing crops and raising livestock. do you agree?
Why or why not?

Check the Learning Activity Answer Key found at the end of this module.

Summary
At first glance, an ecosystem may appear simple, even boring. Upon closer
examination, you will notice the wide variety of living things present in the
ecosystem. Abiotic factors become apparent, as do the interactions of
organisms with one another, and with the physical environment. Ecology
truly is the study of the houses of Earth.

Module 1: dynamics of ecosystems 7