Gizmos for Northwest Territories - Science: Biology 30 (Alberta Program of Studies adopted 2004)

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

30-A: : Nervous and Endocrine Systems

30-A.1: : Students will explain how the nervous system controls physiological processes.

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

30?A.2.1k: : identify the principal endocrine glands of humans; i.e., the hypothalamus/pituitary complex, thyroid, parathyroid, adrenal glands and islet cells of the pancreas

30?A.2.1sts: : explain that science and technology are developed to meet societal needs and expand human capability

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

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

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

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

30?B.2.1sts: : explain how science and technology have influenced, and been influenced by, historical development and societal needs

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

30?B.3.1sts: : explain that science and technology are developed to meet societal needs and expand human capability

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

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

30?C.1.1sts: : explain that science and technology are developed to meet societal needs and expand human capability

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

30-C: : Cell Division, Genetics and Molecular Biology

30-C.1: : Students will describe the processes of mitosis and meiosis.

30-C.1.3s.1: : prepare and interpret models of human karyotypes by using hard-copy or online resources

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

30?C.2.2k: : compare ratios and probabilities of genotypes and phenotypes for dominant and recessive, multiple, incompletely dominant, and codominant alleles

30-C.2: : Students will explain the basic rules and processes associated with the transmission of genetic characteristics.

30-C.2.3s.1: : interpret patterns and trends of inheritance of traits and predict, quantitatively, the probability of inheritance of traits illustrated in monohybrid, dihybrid and sex-linked inheritance, using pedigrees and Punnett squares

30-C.2.3s.2: : perform experiments to record and explain predicted phenotypic ratios versus actual counts in genetic crosses to show a relationship between chance and genetic results

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

30?C.3.2k: : describe, in general, how genetic information is contained in the sequence of bases in DNA molecules in chromosomes and how the DNA molecules replicate themselves

30?C.3.3k: : describe, in general, how genetic information is transcribed into sequences of bases in RNA molecules and is finally translated into sequences of amino acids in proteins

30?C.3.4k: : explain, in general, how restriction enzymes cut DNA molecules into smaller fragments and how ligases reassemble them

30?C.3.6k: : explain how a random change (mutation) in the sequence of bases results in abnormalities or provides a source of genetic variability

30?C.3.7k: : explain how base sequences in nucleic acids contained in the nucleus, mitochondrion and chloroplast give evidence for the relationships among organisms of different species.

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

30-C.3: : Students will explain classical genetics at the molecular level.

30-C.3.2s.2: : perform simulations to demonstrate the replication of DNA and the transcription and translation of its information

30-C.3.2s.3: : perform simulations to demonstrate the use of restriction enzymes and ligases

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

30?D.1.1k: : describe the Hardy-Weinberg principle and explain its significance in population gene-pool stability and nonequilibrium values

30?D.1.2k: : describe the factors that cause the diversity in the gene pool to change; i.e., natural selection, genetic drift, gene flow, nonrandom mating, bottleneck effect, founder effect, migration, mutation

30?D.1.3k: : apply, quantitatively, the Hardy-Weinberg principle to observed and published data to determine allele and genotype frequencies, using the equations p + q = 1 and p^2 + 2pq + q^2 = 1

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

30-D: : Population and Community Dynamics

30-D.1: : Students will describe a community as a composite of populations in which individuals contribute to a gene pool that can change over time

30-D.1.3s.1: : calculate and interpret results based on the Hardy-Weinberg principle in problem-solving exercises

30-D.2: : Students will explain the interaction of individuals in a population with one another and with members of other populations

30-D.2.1k.1: : predator-prey and producer-consumer relationships

30?D.2.2k: : explain the role of defence mechanisms in predation and competition; e.g., mimicry, protective coloration, toxins, behaviour

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

30-D.2.2s.1: : design and perform an experiment or a simulation to demonstrate interspecific and intraspecific competition

30-D.2.2s.3: : perform simulations to investigate relationships between predators and their prey; e.g., computer simulation, role-playing

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

30-D.3: : Students will explain, in quantitative terms, the change in populations over time.

30-D.3.2k.2: : per capita growth rate, cgr = (delta)N / N, where (delta)N is the change in number of individuals in a population relative to N, the original number of individuals

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

30-D.3.3s.2: : calculate and interpret change in population size, growth rate, per capita growth rate and population density

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

Correlation last revised: 9/16/2020

Northwest Territories - Science: Biology 30

Alberta Program of Studies | Adopted: 2004

30-A: : Nervous and Endocrine Systems

30-C: : Cell Division, Genetics and Molecular Biology

30-D: : Population and Community Dynamics