Gizmos for Alberta - Science: Science 30 (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.

1: : Living Systems Respond to Their Environment

1.1: : Attitudes

1.1.1: : appreciate the unity of science through the application of physical and chemical principles and measurements to biological systems

1.2: : The human body has defence mechanisms to protect itself from disease-causing organisms.

1.2.3: : STS Connections

1.2.3.A: : understanding the role of the skin in defence and protection and the functioning of the cellular and noncellular components of the human immune system; and by carrying out simulations of the functioning of the immune system, within the context of:

1.2.3.A.3: : describing how improvements in sanitation, personal hygiene and the availability of potable water have greatly reduced the incidence of communicable diseases and improved quality of life

1.4: : The principles of genetics explain the inheritance of characteristics.

1.4.1: : Knowledge

1.4.1.A: : the principles of genetics explain the inheritance of characteristics, by extending from Science 10, Unit 2, a knowledge of how cells increase in number by mitosis, and by:

1.4.1.A.1: : explaining the principles of heredity; i.e., dominance/recessiveness, unit of inheritance (gene), segregation and independant assortment, that are based on mathematically predictable results from observations of a single trait

1.4.1.A.2: : describing the behaviour of chromosomes during mitosis, meiosis and fertilization

1.4.1.A.3: : describing, in general terms and referring to bases and base sequences, the structure and function of deoxyribonucleic acid (DNA)

1.4.1.A.4: : explaining how DNA, by directing protein synthesis, controls cellular processes

1.4.2: : Skills

1.4.2.A: : performing experiments to investigate the relationship between chance and inheritance, and inferring its importance to genetics

1.4.2.B: : investigating the presence of single factor, inherited human traits in peer groups or families

1.4.3: : STS Connections

1.4.3.A: : understanding how mathematical models are used to explain and make predictions based on the principles of heredity, describing, in general terms, chromosomes, the structure and function of DNA, and the hereditary basis of human diseases; and by investigating probability and inheritance, single factor inherited human traits, and mitosis and meiosis, within the context of:

1.4.3.A.1: : debating or examining the issue of genetic counselling in society from a variety of perspectives

1.4.3.A.2: : describing the human genome project and the relationship between this research project and societal needs and interests

1.4.3.A.3: : describing, in general terms, the functioning and use of alternative reproductive technologies, and assessing their possible impact on society

1.4.3.A.4: : debating the "nature versus nurture" issue as an example of the limitations of science and technology to provide complete answers to all questions

1.4.3.A.6: : any other relevant context.

2: : Chemistry in the Environment

2.1: : Attitudes

2.1.1: : value the role of precise observation and experimentation in learning about the chemistry of acids, bases and organic compounds

2.1.2: : value the need for safe handling, storage and disposal of chemicals and materials

2.1.2.A: : measuring the pH of some common substances, using a pH meter and/or pH paper and indicators

2.1.2.B: : differentiating among acids, bases, neutral ionic and neutral molecular compounds, using diagnostic tests

2.1.3: : recognize the limits of current scientific knowledge of complex environmental problems

2.1.3.A: : understanding the effects of acids and bases on aqueous systems and the environment, defining acids and bases, pH, strength, concentration, buffers and indicators; describing the sources, causes and effects on the environment of acid rain; and by using tests to differentiate solutions, using titration to determine concentration, carrying out investigations into acid rain and buffers, and evaluating technology for reducing acid rain, within the context of:

2.1.3.A.2: : examining, from a variety of perspectives, the issue of transporting acidic and caustic substances through populated areas; and describing ways to solve problems at an accidental acid or base spill, using dilution and neutralization, in order to protect the environment from damage

2.2: : Chemistry is an essential component of environmental studies.

2.2.2: : Skills

2.2.2.A: : collecting and testing samples of water, using standard procedures

2.2.2.F: : illustrating, with the use of maps, the role of weather in the distribution patterns of acid deposition

2.2.3: : STS Connections

2.2.3.A: : understanding the chemical processes that lead to the production of common air and water pollutants and depletion of the ozone layer; and explaining the sampling protocols, analysis techniques and methods used to monitor water quality; and by collecting and testing water samples, and designing an experiment to investigate seasonal variations in the composition of water in the community, within the context of:

2.2.3.A.1: : investigating sources of water pollution in the community or local area; and establishing the central role of experimental evidence in the accumulation of knowledge regarding the pollution and its sources

2.2.3.A.5: : any other relevant context.

2.3: : Organic compounds can have environmental effects.

2.3.1: : Knowledge

2.3.1.A: : organic compounds can impact the environment, by recalling from Science 20, Unit 3, the source of petrochemicals, and by:

2.3.1.A.4: : identifying and describing the environmental issues related to the byproducts, particularly chlorinated compounds, such as dioxins and furans, of particular processes involving organic compounds, in terms of the need to protect the environment for future generations

2.3.2: : Skills

2.3.2.C: : preparing a synthetic organic compound, and investigating its properties; e.g., an alcohol, an ester, a soap.

2.3.3: : STS Connections

2.3.3.A: : understanding organic compounds and their environmental effects by identifying the functional groups, names, formulas and uses of common examples; describing natural and synthetic polymers and pesticides and their effect on living systems and the ecosystem; and by investigating the properties of and preparing examples of organic compounds, within the context of:

2.3.3.A.2: : identifying and describing, in an objective and open-minded way, the environmental issues related to the production and use of petrochemicals; and assessing the risks and benefits associated with the use of petrochemicals, such as pesticides; and evaluating alternatives to petrochemicals in light of the need to protect the environment and use natural resources judiciously

2.3.3.A.5: : any other relevant context.

3: : Electromagnetic Energy

3.1: : Attitudes

3.1.1: : appreciate the need for empirical evidence in interpreting observed phenomena

3.1.1.A: : field theory explains action at a distance, by extending from Science 20, Unit 4, the knowledge that Fg = Gm1m2/r², and by:

3.1.1.A.2: : describing the basic characteristics of all vector fields-source, direction and strength of field-as determined by a test object

3.2: : Field theory can be used to explain the operation of many important electric devices.

3.2.1: : Knowledge

3.2.1.A: : field theory can be used to explain the operation of devices used to produce, transmit and transform electrical energy, by extending from Science 9, Unit 4, knowledge about series and parallel circuits, and from Science 10, Unit 4, the knowledge that E = Pt, and by:

3.2.1.A.1: : describing the relationships among current, voltage and resistance, using Ohm's law

3.2.1.A.2: : describing the relationships among power, current, voltage and resistance

3.2.1.A.3: : comparing the resistances in series and parallel circuits

3.2.2: : Skills

3.2.2.B: : calculating any variable in the equation V=IR, given the other two variables

3.2.2.C: : calculating any variable in the equation P=VI, given the other two variables

3.2.2.D: : calculating any variable in the equation P=I²R, given the other two variables

3.2.2.E: : constructing simple series and parallel circuits involving up to three resistors, and measuring the voltage, current and resistance

3.2.2.F: : calculating resistance for series and parallel circuits involving up to three resistors, according to the equations RT = R1 + R2 + R3 and 1/RT = 1/R1 + 1/R2 + 1/R3

3.2.2.J: : carrying out an investigation of the relationships among the current, voltage and number of turns in the primary and secondary coils of a transformer

3.2.3: : STS Connections

3.2.3.A: : understanding that the functioning of technologies used to produce, transmit and transform electrical energy can be described and explained using field theory, and applying Ohm's law; and by constructing and numerically analyzing simple series and parallel circuits; and investigating motors and generators; and empirically investigating the functioning of a transformer, within the context of:

3.2.3.A.1: : explaining the functioning of such safety technologies in household circuits as fuses, circuit breakers, polarized plug and grounding wires in terms of basic scientific principles and design

3.2.3.A.3: : describing the functioning of the technology used to measure household electrical energy; and explaining how the cost of electrical energy is calculated

3.2.3.A.5: : any other relevant context.

3.3: : The electromagnetic spectrum is a continuous range of electromagnetic waves with specific characteristics and similar properties.

3.3.1: : Knowledge

3.3.1.A: : the electromagnetic spectrum is a continuous range of electromagnetic waves with specific characteristics and similar properties, by extending from Science 20, Unit 2, knowledge of the characteristics of transverse waves, and by:

3.3.1.A.4: : comparing, to each other, the various constituents of the electromagnetic spectrum on the basis of source, frequency, wavelength, energy and effect on living tissue

3.3.1.A.5: : describing, qualitatively, the phenomena of reflection, refraction and polarization of visible light

3.3.1.A.6: : comparing the characteristics of radiation from any region of the electromagnetic spectrum with those of visible light.

3.3.2: : Skills

3.3.2.A: : calculating any variable in the equation v = fl, given two of the three variables of frequency, wavelength and speed of electromagnetic propagation

3.3.2.B: : performing and evaluating experiments that investigate reflection and refraction of visible light

3.3.2.E: : drawing diagrams to illustrate amplitude and frequency modulated radio waves.

3.4: : The study of the history and structure of the Universe uses the entire electromagnetic spectrum.

3.4.1: : Knowledge

3.4.1.A: : the electromagnetic energy emitted by celestial bodies is used in the study of the history and structure of the Universe, by:

3.4.1.A.4: : describing the conditions necessary to produce line emission and line absorption spectra in terms of light source and temperature

3.4.1.A.5: : interpreting the composition of objects or substances on the basis of the emission or absorption spectra they produce

3.4.1.A.6: : describing how the surface temperature of a star can be estimated from the distribution of energy in its spectrum

3.4.1.A.8: : explaining the use of the Doppler shift in spectral lines in measuring the speed of distant stars as an indication that the Universe is expanding

3.4.2: : Skills

3.4.2.C: : observing line spectra, using a diffraction grating and/or spectroscope

3.4.2.D: : observing and describing colour changes as the temperature of an incandescent object is gradually increased

4: : Energy and the Environment

4.1: : Attitudes

4.1.1: : appreciate the unity of science through the application of principles from biology, chemistry, physics and Earth sciences to the study of energy and the environment

4.1.4: : appreciate that issues related to energy and the environment involve the interrelationships among science, technology and society

4.1.2: : appreciate the need to reconcile the global demand for energy with the need to maintain a viable global ecosystem

4.1.2.D: : comparing linear and exponential growth, using relevant examples and graphing.

4.2: : The Sun is Earth's main source of energy.

4.2.1: : Knowledge

4.2.1.A: : the Sun is Earth's main source of energy, by extending from Science 10, Unit 1, a knowledge of the Sun's role in photosynthesis and weather, and by:

4.2.1.A.1: : indicating what proportion of the solar radiation striking Earth creates the wind, powers the water cycle and initiates photosynthesis

4.2.1.A.2: : describing the conversion of radiant solar energy into thermal and electrical energy

4.2.2: : Skills

4.2.2.C: : designing, carrying out and evaluating an experiment to investigate the factors influencing the output of an energy conversion device; e.g., a solar collector, a photovoltaic cell, a fossil fuel burner

4.2.3: : STS Connections

4.2.3.A: : understanding and explaining how solar radiation initiates photosynthesis, creates fossil fuels, drives wind and water power; and how radiant solar energy is converted to other forms; and by investigating the combustion of fuels and cellular respiration; and by designing, carrying out and evaluating experiments to compare various ways of converting energy, within the context of:

4.2.3.A.1: : comparing and contrasting ancient and modern technologies for directly harnessing solar energy, in terms of scientific principles

4.2.3.A.2: : analyzing the functioning of "active" and "passive" solar heating technologies in terms of scientific principles, design features and constraints used in constructing solar heated buildings; and evaluating ways in which solar heating can be used to reduce heating costs

4.2.3.A.5: : any other relevant context.

4.3: : Mass is converted to energy in nuclear reactions.

4.3.1: : Knowledge

4.3.1.A: : mass is converted to energy in nuclear reactions, by extending from Science 30, Unit 3, a knowledge of the nuclear processes occurring in the Sun, and by:

4.3.1.A.2: : writing simple equations to represent nuclear reactions and to show the conservation of nucleons

4.4: : The interaction of the gravitational fields of the Sun, Moon and Earth is the source of tidal energy.

4.4.1: : Knowledge

4.4.1.A: : the interaction of the gravitational fields of the Sun, Moon and Earth is the source of tidal energy, by:

4.4.1.A.1: : explaining the source of tides in terms of Newton's law of universal gravitation and the relative motions of the Sun, Moon and Earth

4.4.3: : STS Connections

4.4.3.A: : understanding and explaining that the source of tidal energy is the interaction of the gravitational fields of the Sun, Moon and Earth, describing the transformation of tidal energy to electrical energy; and by comparing and contrasting tidal and hydroelectric power, within the context of:

4.4.3.A.2: : any other relevant context.

Correlation last revised: 2/26/2010

Alberta - Science: Science 30

Program of Studies | Adopted: 2007

1: : Living Systems Respond to Their Environment

2: : Chemistry in the Environment

3: : Electromagnetic Energy

4: : Energy and the Environment