Department of Science
Science is a human activity which is directed towards increasing our knowledge about the composition and behavior of matter, both living and non-living. Many of the issues that society must face will be science related. As citizens of one of the most technologically advanced countries in the world, it is essential that we be scientifically literate. All science courses have moved toward a STS (science, technology, society) approach. Science course content takes into consideration technological development and scientific advancement and the impact they have on our lives. Science courses share a common goal of enhancing the critical thinking, problem solving and laboratory skills of the students.
The Holy Trinity science department is an exciting place to come and engage in the world of science around you. Our teachers are motivated and excited to share their passion of science and enjoy teaching science literacy to all our amazing students. In the courses you take, you will learn through lectures, self-inquiry, laboratory experiences, demonstrations, and workbook theory. This multi-dimensional approach is structured to maximize your understanding of the content of your course and leads to long term memory of the information learned.
Courses
When selecting a 20 level science, students should consider their personal interests as well as their post secondary goals. It is recommended that students select one or two science courses to complete their high school diploma. Taking three or more 30 level (grade 12) sciences seriously affects other courses/options available to students who are restricted to a three-year high school program.
Natural science holds a lot of appeal for students who are interested in the natural world, whether that means the study of the vast cosmos or the depths of the oceans. Natural science itself is broken up into two branches: life science and physical science. The Alberta curriculum requires we touch on both categories in our general science program, but you may specify based on interest as you advance into the 20 and 30 courses. Life science is most associated with biology, which is the study of the various structures and interactions within living creatures that make their lives possible. Physical science can be broken down into physics, chemistry, and earth science. Physics is the study of matter in our universe, while chemistry looks at the chemicals and atoms that make up matter. Finally, earth science is a field of science that focuses specifically on the earth and its natural environment, such as its atmosphere and biosphere.
Course Progression
"Science knows no country, because knowledge belongs to humanity, and is the torch which illuminates the world."
-Louis Pasteur
Science 10
What happened to that energy? Science 10 students are introduced to the biological, chemical, physical and Earth sciences. By studying chemical reactions, cellular and multicellular processes that occur in plants, the conservation and conversion of energy, and Earth’s climate, they discover how energy is transformed.
science 14
How can we conserve energy? Science 14 students learn about the atom, the periodic table and the safe handling of chemicals. They investigate how energy is transferred in machines, and they examine the digestive and circulatory systems, including ways to keep these systems healthy. Students also explore how human activities influence the flow of matter and energy in the biosphere.
Science 10-4
What should I do to keep my body healthy? In Knowledge and Employability Science 10-4, students explore the digestive and circulatory systems of the human body. They investigate common chemicals used at home and in the workplace, and how to safely handle them. Students discover how force and heat energy are transferred in technologies they use in their daily lives, and they ask questions about how human activities affect the natural world. Students who have experienced challenges or difficulty with their skills will be provided with additional strategies for success in the Knowledge and Employability -4 course sequence.
Science 20
What changes do we see on Earth? Students in Science 20 extend their study of the biological, chemical, physical and Earth sciences and apply their knowledge to real-life problems. They investigate Newton’s laws of motion, the properties of hydrocarbons and the chemistry of solutions. They examine evidence of how Earth’s surface, climate and life forms have changed and continue to change and cycle in response to natural and human actions.
Science 24
Why do we need vaccines and antibiotics? Science 24 students investigate common chemical reactions and examine energy conversions in biological, chemical, physical and technological systems. They learn about human health and the immune system. They also investigate the principles that describe the motion of objects and apply their knowledge to real-life situations.
Science 20-4
How do seat belts keep me safe? In Knowledge and Employability Science 20-4, students gain an understanding of the applications of science skills and knowledge for success at home, at work and in the community. They investigate and classify simple chemical reactions; learn about energy conversions and conservation; and examine how social, environmental and genetic factors affect human health. They also apply their knowledge of moving objects and conservation of momentum to transportation safety. Students who have experienced challenges or difficulty with their skills will be provided with additional strategies for success in the Knowledge and Employability -4 course sequence.
Science 30
How do we sustain our energy resources? Students sharpen their scientific skills and explore a wide range of scientific concepts to strengthen their foundations in science. They investigate human systems and health, and environmentally sustainable solutions for meeting global energy needs. They also examine the impacts of chemicals in society and the environment and examine the properties and applications of electromagnetic energy.
Biology 20
How and why does energy flow through living systems? Biology 20 students examine the interactions of living systems to better understand the constant flow of energy and the cycling of matter. Specifically, students explore the functioning of the human body and the mechanisms that work to maintain balance in organisms—in ecosystems and in the biosphere.
Biology 30
Why is there so much diversity? Biology 30 students conduct lab work and investigate how human systems sense and respond to the environment. They explore human reproduction and development at the cellular level and at the organism level. Students investigate the basic structure and role of DNA and investigate the inheritance of traits in individuals and populations. They analyze the changes in populations resulting from natural and human-induced changes in the environment and discover that living systems are dynamic.
Chemistry 20
How do atoms combine to form different substances? Students explore matter and how it changes in order to understand the natural world. They investigate the chemical properties of solutions, and they apply their understanding of chemical bonds to explain ionic and molecular compounds. Chemistry 20 students explain the behaviour of gases, using the gas laws, and also work to balance chemical equations.
Chemistry 30
How can you predict chemical equilibrium? Chemistry 30 students examine and quantify how thermochemical and electrochemical systems use or provide energy. They explore common organic compounds—those that contain carbon—and how they are used in technological applications and everyday life. Students also investigate acid-base reactions and interpret how they eventually reach equilibrium.
Physics 20
How does a lacrosse player know when to release the ball? Physics 20 students investigate the motion of objects. They apply Newton’s law of universal gravitation to astronomical observations. They also describe how energy is transmitted by mechanical waves and how waves relate to medical technologies, industry and musical instruments.
Physics 30
When does a model or a theory need to change? Physics 30 students consider historical experiments and explore why the model of the atom has changed as a result of experiments and observations of natural phenomena. Students apply a quantitative approach to describe conservation of momentum in an isolated system, and they investigate applications and implications of electric and magnetic forces and fields. They also use the concept of wave-particle duality to understand both wave and photon behaviour of electromagnetic radiations.
Credits:
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