Gizmos for Alberta - Science: Science 24 (Program of Studies adopted 2007)

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

A: : Applications of Matter and Chemical Change (Science and Technology Emphasis)

A.1: : Science, Technology and Society (STS) and Knowledge

A.1.2: : Investigate and classify chemical reactions

A.1.2.A: : name simple compounds from chemical formulas, and recognize the chemical names of substances that are used every day

A.1.2.B: : infer the relationship among chemical formulas, composition and name (e.g., simple acids, bases, salts)

A.1.2.C: : investigate evidence of chemical change; i.e., change of phase, appearance, colour, odour, energy (e.g., heat, light)

A.1.2.D: : investigate, describe and compare the changes to reactants and products in fossil fuel combustion and rusting reactions

A.1.2.E: : define, operationally, endothermic and exothermic reactions (e.g., mixing chemicals in a "cold pack," burning natural gas)

A.1.2.F: : investigate and describe simple composition and decomposition reactions (e.g., tarnishing of silver, electrolysis of water)

A.1.2.G: : describe, using observation, the chemical properties of reactants and products in chemical reactions (e.g., neutralization, combustion, simple composition, decomposition)

A.1.2.H: : identify simple composition, decomposition, combustion and neutralization reactions when given word and/or chemical equations, products and reactants

A.1.3: : Explain the law of conservation of mass when balancing chemical reactions

A.1.3.A: : relate the concept of the atom to the conservation of mass; i.e., the number of atoms stays the same as they are rearranged in a chemical reaction; therefore, the total mass before and after the reaction remains the same (e.g., analyze the chemical equation 2Mg(s) + O2(g)?¨ 2MgO(s) to illustrate the law of conservation of mass by counting the number of atoms of each element)

A.1.3.B: : represent simple chemical reactions (e.g., neutralization, combustion, simple composition, decomposition) using word and/or balanced chemical equations

A.1.3.C: : design an experiment to illustrate that mass cannot be created or destroyed in a chemical reaction

A.1.4: : Analyze common technological products and processes encountered in everyday life and careers, and analyze their potential effects on the environment

A.1.4.A: : analyze and explain common acid-base neutralization reactions (e.g., neutralization of stomach acid by antacids, use of baking soda or baking powder, use of lemon juice on fish dishes)

A.1.4.D: : investigate and describe greenhouse gases and air pollution resulting from combustion reactions (e.g., carbon dioxide and carbon monoxide released when methane is burned in a household furnace, sulfur dioxide and nitrogen dioxide released in car exhaust)

A.2: : Skill Outcomes (focus on problem solving)

A.2.1: : Initiating and Planning

A.2.1.A: : Ask questions about relationships between and among observable variables, and plan investigations to address those questions

A.2.1.A.1: : identify questions to investigate that arise from practical problems and issues (e.g., "What environmental factors affect rusting the most?")

A.2.2: : Performing and Recording

A.2.2.A: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

A.2.2.A.1: : carry out procedures, controlling the major variables, and adapt or extend those procedures where required (e.g., investigate chemical reactions for evidence of chemical change)

A.2.2.A.5: : construct and test a prototype of a device or system, and troubleshoot problems as they arise

A.2.3: : Analyzing and Interpreting

A.2.3.A: : Analyze qualitative and quantitative data, and develop and assess possible explanations

A.2.3.A.1: : compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., report findings of investigations of chemical change)

A.2.3.A.3: : state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., report on the results of an investigation into the effectiveness of antacid tablets)

A.2.3.A.6: : identify and evaluate potential applications of findings (e.g., identify ways to control corrosion of oil pipelines and equipment used in pulp and paper mills)

A.2.4: : Communication and Teamwork

A.2.4.A: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

A.2.4.A.4: : evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., assess processes used to construct a device that reduces CO emissions)

A.3: : Attitude Outcomes

A.3.5: : Stewardship

A.3.5.A: : Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., walk rather than drive to neighbourhood stores to reduce emissions of greenhouse gases; assume part of the collective responsibility for the impact of humans on the environment)

B: : Understanding Common Energy Conversion Systems (Science and Technology Emphasis)

B.1: : Science, Technology and Society (STS) and Knowledge

B.1.1: : Investigate and interpret transformation and conservation of various forms of energy in physical and technological systems

B.1.1.A: : investigate and describe evidence of energy transformations in the home and everyday contexts (e.g., simple machines, electrical devices, chemical reactions)

B.1.1.C: : describe an energy transformation system in terms of input, converter and output (e.g., an electric kettle)

B.1.1.D: : apply the law of conservation of energy to trace energy transformation, dissipation and availability in physical and technological systems (e.g., swinging pendulum)

B.1.2: : Investigate and analyze electrical energy conversion devices in terms of energy conversions, rate of energy transfer and efficiency

B.1.2.C: : describe the efficiency of an energy conversion system as a ratio of total input energy to useful output energy, and quantify efficiency as: % efficiency = useful output energy ÷ total input energy × 100

B.1.2.D: : explain why the useful output energy in machines is always less than the input energy

B.1.3: : Investigate and describe the energy conversions associated with change in chemical and biological systems

B.1.3.A: : investigate and describe common chemical reactions that produce or absorb energy (e.g., light and heat given off by the combustion of fossil fuels, cold and hot packs)

B.1.3.B: : list and explain the requirements of photosynthesis as carbon dioxide, water, chlorophyll in chloroplasts and sunlight; and list and explain the products as oxygen and glucose

B.1.3.C: : explain, in general, the process of respiration in which glucose and oxygen are converted to energy, carbon dioxide and water

B.1.3.G: : outline, in general terms, the formation of the following fossil fuels: oil, coal and natural gas

B.2: : Skill Outcomes (focus on problem solving)

B.2.1: : Initiating and Planning

B.2.1.A: : Ask questions about relationships between and among observable variables, and plan investigations to address those questions

B.2.1.A.1: : identify questions to investigate that arise from practical problems and issues (e.g., "How can we measure the power of the human body?")

B.2.1.A.4: : evaluate and select appropriate instruments for problem solving, inquiry and decision making (e.g., decide how to measure the energy output of a device or process, and select the proper procedures and tools for the task)

B.2.2: : Performing and Recording

B.2.2.A: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

B.2.2.A.1: : carry out procedures, controlling the major variables and adapting or extending procedures where required (e.g., determine the amount of thermal energy released by cellular respiration; determine the energy outputs of various foods, using simple calorimetric methods)

B.2.2.A.5: : construct and test a prototype of a device or system, and troubleshoot problems as they arise (e.g., construct a device that uses solar or wind energy to generate electricity)

B.2.3: : Analyzing and Interpreting

B.2.3.A: : Analyze qualitative and quantitative data, and develop and assess possible explanations

B.2.3.A.1: : compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., report findings from an experiment to measure the power of the human body)

B.2.3.A.2: : compare theoretical and empirical values, and account for discrepancies (e.g., explain the difference between the theoretical value of percent efficiency of a device and the measured efficiency in the laboratory)

B.3: : Attitude Outcomes

B.3.5: : Stewardship

B.3.5.A: : Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., list consequences of improving the efficiency of fossil fuel based technologies; participate in the social and political systems that influence environmental policy in their community)

C: : Disease Defence and Human Health (Social and Environmental Emphasis)

C.1: : Science, Technology and Society (STS) and Knowledge

C.1.2: : Analyze the relationship between human health and environmental pathogens

C.1.2.B: : investigate and describe the conditions necessary for the growth of a specific pathogen (e.g., viruses, fungi, bacteria)

C.1.4: : Describe the role of genes in inherited characteristics and human health

C.1.4.A: : describe the role of genes in inherited characteristics (e.g., hitchhiker's thumb; earlobe attachment; hair, skin and eye colour)

C.1.4.B: : interpret a Punnett square to illustrate dominant and recessive monohybrid autosomal crosses

C.1.4.C: : identify the role of chromosomes in determining the sex of human offspring

C.1.4.E: : identify the relationships among DNA, genes and chromosomes; and identify, in general, the structure and replication of a DNA molecule

C.2: : Skill Outcomes (focus on the use of research and inquiry skills to inform the decision-making process)

C.2.1: : Initiating and Planning

C.2.1.A: : Ask questions about relationships between and among observable variables, and plan investigations to address those questions

C.2.1.A.1: : identify questions to investigate that arise from practical problems and issues (e.g., "How effective are commercially available antibacterial cleaners on bacteria found in the home or in school?")

C.2.2: : Performing and Recording

C.2.2.A: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

C.2.2.A.2: : use instruments effectively and accurately for collecting data (e.g., observe prepared slides of various disease-causing microbial organisms or prepared slides of cellular components of human blood)

C.2.3: : Analyzing and Interpreting

C.2.3.A: : Analyze qualitative and quantitative data, and develop and assess possible explanations

C.2.3.A.1: : compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., graph the incidence of a particular disease over time)

C.2.3.A.5: : identify and evaluate potential applications of findings (e.g., assess factors that promote or discourage growth in bacteria populations; identify mutagens in the environment and trace their sources)

C.2.4: : Communication and Teamwork

C.2.4.A: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

C.2.4.A.6: : evaluate individual and group processes used in planning, problem solving, decision making and completing a task (e.g., assess processes used to determine if the introduction of human genes into other species, such as mice and bacteria, poses a risk to human health)

C.3: : Attitude Outcomes

C.3.5: : Stewardship

C.3.5.A: : Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., share the responsibility for maintaining clean air and clean water)

D: : Motion, Change and Transportation Safety (Nature of Science Emphasis)

D.1: : Science, Technology and Society (STS) and Knowledge

D.1.2: : Describe the change in position and speed of objects mathematically and graphically

D.1.2.A: : define speed (velocity) as change in position during a time interval, and quantify speed (velocity) using v = d/t (e.g., express speed [velocity] in metres per second [m/s])

D.1.2.B: : plot a distance versus time graph, and use the slope of the graph to determine the speed (velocity) of an object

D.1.2.C: : define distance travelled as a product of speed (velocity) and the time interval, and quantify the distance travelled using d = vt (e.g., express distance in metres [m])

D.1.3: : Apply concepts of force, mass and the law of conservation of momentum to investigate one-dimensional collisions of two objects

D.1.3.B: : explain why it takes a large heavy object, such as a train, a great distance to come to a stop

D.1.3.C: : define impulse as a change in momentum, and calculate impulse as the product of force and the time interval over which it acts: m delta v = F delta t

D.1.3.E: : illustrate, quantitatively, the conservation of momentum as the following: the total momentum of two objects before a collision is the same as after the collision when friction is minimal and the two objects lock together

D.1.4: : Apply the principles underlying the motion of objects to explain the need for safety devices and practices

D.1.4.E: : describe the application of the law of conservation of momentum in a variety of situations involving two objects (e.g., rear-end collision, recoil, jumping from a boat, traffic accidents, two people on skates pushing each other)

D.2: : Skill Outcomes (focus on scientific inquiry)

D.2.1: : Initiating and Planning

D.2.1.A: : Ask questions about relationships between and among observable variables, and plan investigations to address those questions

D.2.1.A.1: : identify questions that arise from practical problems and issues (e.g., "How long does it take to respond to an emergency?")

D.2.1.A.2: : define and delimit problems to facilitate investigation (e.g., determine reaction time)

D.2.1.A.3: : design an experiment, identifying the manipulated, responding and fixed variables (e.g., investigate how air bags work, using a partially inflated beach ball or plastic bag and a steel ball or rock to model the functioning of the air bag)

D.2.2: : Performing and Recording

D.2.2.A: : Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

D.2.2.A.1: : carry out procedures, controlling the major variables and adapting or extending procedures where required (e.g., test different materials for use as seat belts)

D.2.2.A.2: : use instruments effectively and accurately for collecting data (e.g., develop a questionnaire to elicit community opinions about wearing seat belts)

D.2.2.A.3: : estimate quantities (e.g., estimate, predict, check and validate calculations)

D.2.2.A.4: : compile and organize data, using appropriate formats and data treatments to facilitate interpretation

D.2.3: : Analyzing and Interpreting

D.2.3.A: : Analyze qualitative and quantitative data, and develop and assess possible explanations

D.2.3.A.2: : compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., draw a force-time graph for cushioned and noncushioned toy cars, in an investigation of the effectiveness of different types of cushions for a toy car)

D.2.3.A.4: : interpret patterns and trends in data, and infer or calculate linear or nonlinear relationships among variables (e.g., determine speed [velocity] from a distance-time graph, or distance from a speed [velocity]-time graph)

D.2.3.A.5: : identify and apply criteria; i.e., social factors, explanations, methods, data, related research and relevance, including the presence of bias, for evaluating evidence and sources of information (e.g., identify and analyze a variety of factors that affect the authenticity of information derived from the mass media and electronic communication)

D.2.4: : Communication and Teamwork

D.2.4.A: : Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

D.2.4.A.3: : evaluate individual or group processes used in planning, problem solving, decision making and completing a task (e.g., assess group processes used to evaluate cars for their safety features)

D.3: : Attitude Outcomes

D.3.5: : Stewardship

D.3.5.A: : Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment

Correlation last revised: 9/16/2020

Alberta - Science: Science 24

Program of Studies | Adopted: 2007

A: : Applications of Matter and Chemical Change (Science and Technology Emphasis)

B: : Understanding Common Energy Conversion Systems (Science and Technology Emphasis)

C: : Disease Defence and Human Health (Social and Environmental Emphasis)

D: : Motion, Change and Transportation Safety (Nature of Science Emphasis)