Science, Grade 10

Academic SNC2D

This course enables students to enhance their understanding of concepts in biology,

chemistry, earth and space science, and physics, and of the interrelationships between
science, technology, society, and the environment. Students are also given opportunities
to further develop their scientific investigation skills. Students will plan and conduct
investigations and develop their understanding of scientific theories related to the
connections between cells and systems in animals and plants; chemical reactions, with a
particular focus on acid–base reactions; forces that affect climate and climate change; and
the interaction of light and matter.
Prerequisite: Science, Grade 9, Academic or Applied

Big Ideas
Biology
• Plants and animals, including humans, are made of specialized cells, tissues, and organs
that are organized into systems.
• Developments in medicine and medical technology can have social and ethical implications.
Chemistry
• Chemicals react with each other in predictable ways.
• Chemical reactions may have a negative impact on the environment, but they can also
be used to address environmental challenges.
Earth and Space Science
• Earth’s climate is dynamic and is the result of interacting systems and processes.
• Global climate change is influenced by both natural and human factors.
• Climate change affects living things and natural systems in a variety of ways.
• People have the responsibility to assess their impact on climate change and to identify
effective courses of action to reduce this impact.
Physics
• Light has characteristics and properties that can be manipulated with mirrors and
lenses for a range of uses.
• Society has benefited from the development of a range of optical devices and
technologies.

Fundamental Concepts Covered in This Course (see also page 5)

Fundamental Concepts Biology Chemistry Earth and Space Science Physics
Matter ¸
Energy ¸ ¸ ¸
Systems and Interactions ¸ ¸
Structure and Function ¸ ¸
Sustainability and
¸ ¸ ¸ ¸
Stewardship
Change and Continuity ¸ ¸

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A. Scientific Investigation Skills
and Career Exploration

Overall Expectations
Throughout this course, students will:

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of
skills (initiating and planning, performing and recording, analysing and interpreting, and
communicating);
A2. identify and describe a variety of careers related to the fields of science under study, and identify
scientists, including Canadians, who have made contributions to those fields.

Specific Expectations

A1. Scientific Investigation Skills Performing and Recording [PR]*

A1.5 conduct inquiries, controlling some vari-
Throughout this course, students will: ables, adapting or extending procedures as
required, and using standard equipment and
Initiating and Planning [IP]* materials safely, accurately, and effectively, to
A1.1 formulate scientific questions about observed collect observations and data
relationships, ideas, problems, and/or issues,
A1.6 gather data from laboratory and other sources,
make predictions, and/or formulate hypotheses
and organize and record the data using appropri-
to focus inquiries or research
ate formats, including tables, flow charts, graphs,
A1.2 select appropriate instruments (e.g., a and/or diagrams
microscope, laboratory glassware, an optical
A1.7 select, organize, and record relevant infor-
bench) and materials (e.g., prepared slides, an
mation on research topics from various sources,
aquarium, lenses, pH paper) for particular
including electronic, print, and/or human
inquiries
sources (e.g., websites for public health organ-
A1.3 identify and locate print, electronic, and human izations, federal and provincial government
sources that are relevant to research questions publications, reference books, personal inter-
views), using recommended formats and an
A1.4 apply knowledge and understanding of safe accepted form of academic documentation
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Science

practices and procedures when planning investi-

gations (e.g., appropriate techniques for handling, Analysing and Interpreting [AI]*
storing, and disposing of laboratory materials A1.8 analyse and interpret qualitative and/or
[following the Workplace Hazardous Materials quantitative data to determine whether the evi-
Information System–WHMIS]; safe operation of dence supports or refutes the initial prediction
optical equipment; safe handling and disposal of or hypothesis, identifying possible sources of
biological materials), with the aid of appropriate error, bias, or uncertainty
support materials (e.g., the Reference Manual
on the WHMIS website; the Live Safe! Work A1.9 analyse the information gathered from re-
Smart! website) search sources for reliability and bias
A1.10 draw conclusions based on inquiry results
and research findings, and justify their conclusions

* The abbreviation(s) for the broad area(s) of investigation skills – IP, PR, AI, and/or C – are provided in square brackets at the end of
the expectations in strands B–E to which the particular area(s) relate (see pp. 19–21 for information on scientific investigation skills).
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Communicating [C]* A2. Career Exploration
A1.11 communicate ideas, plans, procedures, re-
sults, and conclusions orally, in writing, and/or Throughout this course, students will:
in electronic presentations, using appropriate lan-
guage and a variety of formats (e.g., data tables, A2.1 identify and describe a variety of careers re-
laboratory reports, presentations, debates, simu- lated to the fields of science under study (e.g.,
lations, models) meteorologist, medical illustrator, geochemist,
optical physicist) and the education and train-
A1.12 use appropriate numeric, symbolic, and ing necessary for these careers
graphic modes of representation, and appropriate
units of measurement (e.g., SI and imperial units) A2.2 identify scientists, including Canadians

Science
(e.g., Sheela Basrur, William Richard Peltier,
A1.13 express the results of any calculations in- Alice Wilson, Willard Doyle), who have made a
volving data accurately and precisely contribution to the fields of science under study

SNC2D

SCIENTIFIC INVESTIGATION SKILLS AND CAREER EXPLORATION

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B. Biology: Tissues, Organs, and
Systems of Living Things
Grade 10, Academic

Overall Expectations
By the end of this course, students will:

B1. evaluate the importance of medical and other technological developments related to systems
biology, and analyse their societal and ethical implications;
B2. investigate cell division, cell specialization, organs, and systems in animals and plants, using
research and inquiry skills, including various laboratory techniques;
B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to
systems in animals and plants.

Specific Expectations

B1. Relating Science to Technology, in Canada in diagnosing or treating abnormal-

ities in tissues, organs, and/or systems [AI, C]
Society, and the Environment
Sample issue: Ultrasound is routinely used
By the end of this course, students will: during pregnancy to monitor the development
of the fetus. It is also used to perform amnio-
B1.1 analyse, on the basis of research, ethical
centesis, which screens for genetic disorders,
issues related to a technological development in
and allows doctors to perform surgery on the
the field of systems biology (e.g., cloning, stem-
fetus before birth to correct some abnormal-
cell research, live organ transplants, transgenic
ities. However, there have been few studies on
transplants), and communicate their findings
the long-term effects of the use of ultrasound.
[IP, PR, AI, C]
Sample questions: How are medical imaging
Sample issue: DNA screening is a valuable tool
technologies used in the diagnosis and treatment
for determining whether a person is genetically
of heart disease and stroke? What types of imaging
predisposed to certain diseases. However, it
technologies are used in ophthalmology? How
raises ethical issues related to privacy, choice,
have they benefited people who have eye disease?
access, treatment, and discrimination. It also
How have developments in biophotonics ad-
raises questions about how far society should
vanced a range of surgical procedures?
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Science

go in using available technologies, who funds

research, and who owns or manages the result- B1.3 describe public health strategies related to
ing product or technology. systems biology (e.g., cancer screening and pre-
Sample questions: What are the ethical arguments vention programs; vaccines against the human
for and against stem-cell research? What ethical papillomavirus [HPV] and measles, mumps,
issues might arise when a drug company funds and rubella [MMR]; AIDS education), and as-
trials of a new drug it has developed to treat a sess their impact on society [AI, C]
genetic disorder? Who should determine how Sample issue: Early-childhood vaccination
the results of transgenic research in plants and programs have greatly reduced the incidence
animals will be applied? of certain diseases and the social and medical
costs associated with them. Influenced by con-
B1.2 assess the importance to human health and/or
troversial studies arguing that there may be
society of medical imaging technologies (e.g.,
health risks associated with such vaccines,
ultrasound, X‑rays, computerized axial tomog-
some parents have chosen not to vaccinate
raphy [CT or CAT] scan, magnetic resonance
their children, which could lead to a resur-
imaging [MRI], microscopy, biophotonics) used
gence of these potentially deadly diseases.

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Sample questions: What strategies are included systems of a plant or an animal (e.g., between
in public health initiatives aimed at reducing the root system and leaf system in a plant;
the incidence of smoking-related diseases? between the digestive system and circulatory
What impact have these initiatives had on system in an animal) [PR, AI]
smoking rates and associated medical costs?
How have health authorities responded to the B2.7 use a research process to investigate a disease
threat of West Nile virus? What effect does this or abnormality related to tissues, organs, or sys-
response have on people’s lifestyles? How did tems of humans or plants (e.g., heart disease,
various cultures attempt to prevent disease be- tobacco mosaic virus, wheat rust) [IP, PR, C]
fore vaccines were available? What impact have
vaccines had on global health?

Science
B3. Understanding Basic Concepts
By the end of this course, students will:
B2. Developing Skills of Investigation
and Communication B3.1 describe the cell cycle in plants and animals,
and explain the importance of mitosis for the
By the end of this course, students will: growth of cells and repair of tissues
B2.1 use appropriate terminology related to cells, B3.2 explain the importance of cell division and
tissues, organs, and systems of living things, in- cell specialization in generating new tissues
cluding, but not limited to: absorption, anaphase, and organs (e.g., the division of stem cells into
capillaries, concentration, differentiation, diffusion, specialized cells such as muscle cells or nerve
meristematic, mesophyll, phloem, prophase, red blood cells in humans; the division of meristematic
cells, regeneration, stomate, and xylem [C] cells to expand and differentiate plant tissue)
B2.2 examine cells under a microscope or similar B3.3 explain the links between specialized cells, tis-
instrument to identify the various stages of mi- sues, organs, and systems in plants and animals
tosis in plants and animals [PR, AI] SNC2D
(e.g., muscle cells and nerve cells form the tissue
found in the heart, which is a component of the
B2.3 examine different plant and animal cells (e.g.,
circulatory system; granum and thylakoid struc-
cheek cells, onion cells) under a microscope or
tures act as solar collectors in the chloroplast to
similar instrument, and draw labelled biologic-
produce carbohydrates for plant growth)
al diagrams to show how the cells’ organelles
differ [PR, C] B3.4 explain the primary functions of a variety of
systems in animals (e.g., the circulatory system
B2.4 investigate, using a microscope or similar in-
transports materials through the organism; the
strument, specialized cells in the human body
respiratory system supplies oxygen to and re-
or in plants, focusing on different types of cells
moves carbon dioxide from the body)
(e.g., bone, muscle, leaf, root cells), and draw
labelled biological diagrams to show the cells’ B3.5 explain the interaction of different systems
structural differences [PR, C] within an organism (e.g., the respiratory system
brings oxygen into the body, and the circulatory
B2.5 investigate the rate of cell division in cancer-
system transports the oxygen to cells) and why
ous and non‑cancerous cells, using pictures,

BIOLOGY: TISSUES, ORGANS, AND SYSTEMS OF LIVING THINGS

such interactions are necessary for the organ-
videos, or images, and predict the impact of this
ism’s survival
rate of cell division on an organism [PR, AI]
B2.6 investigate, through a laboratory or computer‑
simulated dissection of a plant, worm, fish,
or frog, the interrelationships between organ

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C. Chemistry: Chemical
Reactions
Grade 10, Academic

Overall Expectations
By the end of this course, students will:

C1. analyse a variety of safety and environmental issues associated with chemical reactions, including
the ways in which chemical reactions can be applied to address environmental challenges;
C2. investigate, through inquiry, the characteristics of chemical reactions;
C3. demonstrate an understanding of the general principles of chemical reactions, and various ways to
represent them.

Specific Expectations Sample issue: Spills from oil tankers damage

the environment by contaminating water and
shorelines, killing birds and aquatic life.
C1. Relating Science to Technology, Biological oil agents help break down the oil
Society, and the Environment so it degrades faster and does less damage to
By the end of this course, students will: the environment.
Sample questions: How does the addition of
C1.1 analyse, on the basis of research, various
lime reduce the acidification of water? How can
safety and environmental issues associated with
this reaction be applied to renew lakes that
chemical reactions and their reactants and/or
have been affected by acid precipitation? Why
product(s) (e.g., chemical reactions related to
is acid leaching used in soil contaminated with
the use of cyanide in gold mining, the corrosion
heavy metals?
of metal supports on bridges, the use of differ-
ent antibacterial agents such as chlorine and
bromine in recreational pools) [IP, PR, AI, C] C2. Developing Skills of Investigation
Sample issue: Ammonia and chlorine bleach are and Communication
two common household cleaning agents. How- By the end of this course, students will:
ever, when these two substances are mixed, the
chemical reaction produces chlorine gas, which C2.1 use appropriate terminology related to
is highly toxic. chemical reactions, including, but not limited
Sample questions: Why is it important to under- to: compounds, product, and reactant [C]
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Science

stand the chemical composition of chlorinating C2.2 construct molecular models to illustrate the
agents used in swimming pools before using structure of molecules in simple chemical reac-
them? What chemical reactions result in acid tions (e.g., C + O2 ➞ CO2 ; 2H2 + O2 ➞ 2H2O),
precipitation? What impact does it have on the and produce diagrams of these models [PR, C]
environment? What sources of information are
available on the safety or environmental implica- C2.3 investigate simple chemical reactions,
tions of chemicals and chemical reactions? Why including synthesis, decomposition, and dis-
is it important to ensure that these sources are placement reactions, and represent them using
up to date? Why is it important to understand a variety of formats (e.g., molecular models,
WHMIS information, including Material Safety word equations, balanced chemical equations)
Data Sheets, before using any chemicals? [PR, AI, C]

C1.2 analyse how an understanding of the proper- C2.4 use an inquiry process to investigate the law
ties of chemical substances and their reactions of conservation of mass in a chemical reaction
can be applied to solve environmental challenges (e.g., compare the values before and after the
(e.g., renewing the Great Lakes, neutralizing acid reaction), and account for any discrepancies
spills, scrubbing smokestack emissions) [AI, C] [PR, AI]

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C2.5 plan and conduct an inquiry to identify the C3.4 write word equations and balanced chemical
evidence of chemical change (e.g., the forma- equations for simple chemical reactions (e.g.,
tion of a gas or precipitate, a change in colour 2H2 + O2 ➞ 2H2O)
or odour, a change in temperature) [IP, PR, AI]
C3.5 describe, on the basis of observation, the react-
C2.6 plan and conduct an inquiry to classify some ants in and products of a variety of chemical
common substances as acidic, basic, or neutral reactions, including synthesis, decomposition,
(e.g., use acid–base indicators or pH test strips and displacement reactions (e.g., reactions occur-
to classify common household substances) ring when magnesium burns or in the production
[IP, PR, AI] of oxygen from hydrogen peroxide; the reaction
of iron and copper sulphate; reactions occurring

Science
when fossil fuels burn)
C3. Understanding Basic Concepts
C3.6 describe the process of acid–base neutraliza-
By the end of this course, students will: tion (i.e., an acid reacts with a base to form a
salt and often water)
C3.1 describe the relationships between chemical
formulae, composition, and names of binary C3.7 describe how the pH scale is used to classify
compounds (e.g., carbon dioxide, CO2, has two solutions as acidic, basic, or neutral (e.g., a solu-
oxygen atoms and one carbon atom) tion with a pH of 1 is highly acidic; a solution
with a pH of 7 is neutral)
C3.2 explain, using the law of conservation of
mass and atomic theory, the rationale for bal- C3.8 identify simple ionic compounds (e.g., NaCl),
ancing chemical equations simple compounds involving polyatomic ions (e.g.,
KNO3 , NaOH), molecular compounds (e.g., CO2 ,
C3.3 describe the types of evidence that indicate H2O, NH3), and acids (e.g., HCl(aq), H2SO4(aq)),
chemical change (e.g., changes in colour, the using the periodic table and a list of the most com-
production of a gas, the formation of a precipi- –
mon polyatomic ions (e.g., OH , SO -24), and write SNC2D
tate, the production or absorption of heat, the the formulae
production of light)

CHEMISTRY: CHEMICAL REACTIONS

77
D. Earth and Space Science:
Climate Change
Grade 10, Academic

Overall Expectations
By the end of this course, students will:

D1. analyse some of the effects of climate change around the world, and assess the effectiveness of
initiatives that attempt to address the issue of climate change;
D2. investigate various natural and human factors that influence Earth’s climate and climate change;
D3. demonstrate an understanding of natural and human factors, including the greenhouse effect,
that influence Earth’s climate and contribute to climate change.

Specific Expectations

D1. Relating Science to Technology, D1.2 assess, on the basis of research, the effective-
ness of some current individual, regional,
Society, and the Environment
national, or international initiatives that address
By the end of this course, students will: the issue of climate change (e.g., Drive Clean,
ENERGY STAR, federal and provincial govern-
D1.1 analyse current and/or potential effects, both ment rebates for retrofitting older buildings to be
positive and negative, of climate change on hu- more energy efficient, carbon offset programs,
man activity and natural systems (e.g., loss of community tree-planting programs, municipal
habitat for Arctic mammals such as polar bears recycling programs, Intergovernmental Panel on
and loss of traditional lifestyles for Inuit as Arctic Climate Change [IPCC]), and propose a further
ice shrinks; famine as arable land is lost to desert- course of action related to one of these initiatives
ification; an increase in water-borne disease and [PR, AI, C]
human resettlement as coastal lands are flooded;
Sample issue: Governments and industry have
expansion of the growing season in some regions)
created rebates or tax cuts to encourage consumers
[AI, C]
to replace their old appliances with efficient
Sample issue: Scientists are researching changes ENERGY STAR appliances. However, such in-
in climate patterns as possible contributing itiatives do not take into account the resources
factors to an increase in the number of smog used to create the new products or the problems
days in Ontario and elsewhere in Canada. As
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Science

associated with the disposal of old appliances.

the air quality worsens, people may curtail
Sample questions: What type of recycling and
their outdoor activities, and those with respira-
composting programs are in place in your com-
tory problems may require medical attention,
munity? What proportion of locally generated
increasing health care costs.
garbage do they divert from landfill sites? How
Sample questions: How have recent extreme could they be improved? What is the purpose
weather events such as heat waves in Europe or of carbon offset credits? Do they achieve that
drought in southern Africa affected habitats in purpose? Why or why not?
these regions? How might predicted changes to
global temperature and precipitation affect agri-
culture in Ontario, Canada, or different areas
around the world? How might the continuing
reduction of the polar ice cap influence domestic
and international transportation and shipping?

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D2. Developing Skills of Investigation D3. Understanding Basic Concepts
and Communication
By the end of this course, students will:
By the end of this course, students will:
D3.1 describe the principal components of Earth’s
D2.1 use appropriate terminology related to climate system (e.g., the sun, oceans, and atmos-
climate change, including, but not limited to: phere; the topography and configuration of land
albedo, anthropogenic, atmosphere, cycles, heat masses) and how the system works
sinks, and hydrosphere [C]
D3.2 describe and explain heat transfer in the
D2.2 design and build a model to illustrate the hydrosphere and atmosphere and its effects

Science
natural greenhouse effect, and use the model to on air and water currents
explain the anthropogenic greenhouse effect
D3.3 describe the natural greenhouse effect, ex-
[IP, PR, C]
plain its importance for life, and distinguish it
D2.3 analyse different sources of scientific data from the anthropogenic greenhouse effect
(e.g., lake cores, tree rings, fossils and pre-
D3.4 identify natural phenomena (e.g., plate tec-
served organisms, ice cores) for evidence of
tonics, uplift and weathering, solar radiance,
natural climate change and climate change in-
cosmic ray cycles) and human activities (e.g.,
fluenced by human activity [PR, AI, C]
forest fires, deforestation, the burning of fossil
D2.4 investigate a popular hypothesis on a cause- fuels, industrial emissions) known to affect cli-
and-effect relationship having to do with climate mate, and describe the role of both in Canada’s
change (e.g., the combustion of fossil fuels is re- contribution to climate change
sponsible for rising global temperatures; the
D3.5 describe the principal sources and sinks, both
concentration of atmospheric CO2 is responsible
natural and/or anthropogenic, of greenhouse
for rising global temperatures; global temper-
gases (e.g., carbon dioxide, methane, nitrous SNC2D
atures have been on the increase since the
oxide, halocarbons, water vapour)
industrial revolution; the severity of cyclones,
hurricanes, and tornadoes increases as atmos- D3.6 describe how different carbon and nitrogen
pheric temperatures increase), using simulations compounds (e.g., carbon dioxide, methane,
and/or time-trend data that model climate pro- nitrous oxide) influence the trapping of heat
files (e.g., data from Statistics Canada and in the atmosphere and hydrosphere
Environment Canada) [PR, AI, C]
D3.7 describe, in general terms, the causes and
D2.5 investigate, through laboratory inquiry or effects of the anthropogenic greenhouse effect,
simulations, the effects of heat transfer within the depletion of stratospheric and tropospheric
the hydrosphere and atmosphere [PR, AI] ozone, and the formation of ground-level ozone
and smog
D2.6 investigate, through laboratory inquiry or
simulations, how water in its various states in- D3.8 identify and describe indicators of global cli-
fluences climate patterns (e.g., water bodies mate change (e.g., changes in: glacial and polar
moderate climate, water vapour is a green- ice, sea levels, wind patterns, global carbon
house gas, ice increases the albedo of Earth’s budget assessments)
surface) [PR, AI]
D2.7 investigate, through research or simulations,
the influence of ocean currents on local and
global heat transfer and precipitation patterns EARTH AND SPACE SCIENCE: CLIMATE CHANGE
[PR, AI]
D2.8 classify the climate of their local region using
various tools or systems (e.g., Ecoregions of
Canada, bioclimate profiles), and compare their
region to other regions in Ontario, Canada, and
the world [AI, C]
D2.9 compare different perspectives and/or biases
evident in discussions of climate change in scien-
tific and non‑scientific media (e.g., with reference
to knowledge, beliefs, and values) [AI, C]

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E. Physics: Light and Geometric
Optics
Grade 10, Academic

Overall Expectations
By the end of this course, students will:

E1. evaluate the effectiveness of technological devices and procedures designed to make use of light,
and assess their social benefits;
E2. investigate, through inquiry, the properties of light, and predict its behaviour, particularly with
respect to reflection in plane and curved mirrors and refraction in converging lenses;
E3. demonstrate an understanding of various characteristics and properties of light, particularly with
respect to reflection in mirrors and reflection and refraction in lenses.

Specific Expectations

E1. Relating Science to Technology, Sample questions: How do vision sensors help
the Canadian Food Inspection Agency improve
Society, and the Environment
food safety? How are photonics used in the early
By the end of this course, students will: diagnosis of diseases such as cancer? How
have optical fibres enhanced our ability to com-
E1.1 analyse a technological device or procedure municate information? How do all of these
related to human perception of light (e.g., eye- technologies benefit society? How are outdoor
glasses, contact lenses, infrared or low light lights such as street or stadium lights designed
vision sensors, laser surgery), and evaluate its to limit light pollution in surrounding areas?
effectiveness [AI, C]
Sample issue: Laser surgery corrects vision by
surgically reshaping the cornea to correct re-
E2. Developing Skills of Investigation
fractive defects in the eye. While the procedure
and Communication
is effective in most cases, it poses risks and can By the end of this course, students will:
in some cases lead to poor night vision.
E2.1 use appropriate terminology related to light
Sample questions: How do anti-glare night
and optics, including, but not limited to: angle
vision glasses help people who have difficulty
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Science

of incidence, angle of reflection, angle of refraction,

driving at night? How do eyeglasses with col-
focal point, luminescence, magnification, mirage,
our filters help people with dyslexia to read?
and virtual image [C]
E1.2 analyse a technological device that uses the
E2.2 use an inquiry process to investigate the laws
properties of light (e.g., microscope, retro-
of reflection, using plane and curved mirrors,
reflector, solar oven, camera), and explain
and draw ray diagrams to summarize their find-
how it has enhanced society [AI, C]
ings [PR, C]
Sample issue: Cameras can produce a range of
optical effects, from highly detailed and realis- E2.3 predict the qualitative characteristics of images
tic to manipulated and abstract. Photographic formed by plane and curved mirrors (e.g., loca-
images are used for a wide range of purposes tion, relative distance, orientation, and size in
that benefit society, including in the areas of plane mirrors; location, orientation, size, type in
culture, education, security, policing, entertain- curved mirrors), test their predictions through in-
ment, and the environment. However, the quiry, and summarize their findings [PR, AI, C]
widespread use of cameras raises privacy
concerns.

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E2.4 use an inquiry process to investigate the re- E3.3 describe, on the basis of observation, the char-
fraction of light as it passes through media of acteristics and positions of images formed by
different refractive indices, compile data on plane and curved mirrors (e.g., location, orien-
their findings, and analyse the data to deter- tation, size, type), with the aid of ray diagrams
mine if there is a trend (e.g., the amount by and algebraic equations, where appropriate
which the angle of refraction changes as the
angle of incidence increases varies for media E3.4 explain the conditions required for partial
of different refractive indices) [PR, AI, C] reflection/refraction and for total internal
reflection in lenses, and describe the reflection/
E2.5 predict, using ray diagrams and algebraic refraction using labelled ray diagrams
equations, the position and characteristics of an

Science
image produced by a converging lens, and test E3.5 describe the characteristics and positions of
their predictions through inquiry [PR, AI, C] images formed by converging lenses (e.g., orien-
tation, size, type), with the aid of ray diagrams
E2.6 calculate, using the indices of refraction, the
velocity of light as it passes through a variety of E3.6 identify ways in which the properties of mirrors
media, and explain the angles of refraction with and lenses (both converging and diverging)
reference to the variations in velocity [PR, C] determine their use in optical instruments (e.g.,
cameras, telescopes, binoculars, microscopes)
E3.7 identify the factors, in qualitative and quan-
E3. Understanding Basic Concepts titative terms, that affect the refraction of light
By the end of this course, students will: as it passes from one medium to another

E3.1 describe and explain various types of light E3.8 describe properties of light, and use them to ex-
emissions (e.g., chemiluminescence, biolumin- plain naturally occurring optical phenomena (e.g.,
escence, incandescence, fluorescence, phosphor- apparent depth, shimmering, a mirage, a rainbow)
escence, triboluminescence; from an electric SNC2D
discharge or light-emitting diode [LED])
E3.2 identify and label the visible and invisible
regions of the electromagnetic spectrum

PHYSICS: LIGHT AND GEOMETRIC OPTICS

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