This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.
20: : Science 20-4
20.A: : Students extend their understanding of matter by investigating and classifying simple chemical reactions used at home and in the workplace. Students also become aware that many different materials can be created from a relatively small number of components and that technologies based on chemical change are widely used in producing useful materials for our daily use.
2.1.1: : Outcomes for Science, Technology and Society (STS) and Knowledge
20.A.2: : Students will: investigate and classify chemical reactions
20.A.2.3: : investigate and identify evidence of chemical change (e.g., change of phase, appearance, colour, odour, energy such as heat and light)
Chemical Changes
Chemical changes result in the formation of new substances. But how can you tell if a chemical change has occurred? Explore this question by observing and measuring a variety of chemical reactions. Along the way you will learn about chemical equations, acids and bases, exothermic and endothermic reactions, and conservation of matter.
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20.A.2.5: : investigate and classify endothermic and exothermic reactions (e.g., chemicals mixing in a cold pack, burning natural gas)
Chemical Changes
Chemical changes result in the formation of new substances. But how can you tell if a chemical change has occurred? Explore this question by observing and measuring a variety of chemical reactions. Along the way you will learn about chemical equations, acids and bases, exothermic and endothermic reactions, and conservation of matter.
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Have you ever used a glove warmer to keep your hands warm? How about an instant cold pack to treat an injury? In the Feel the Heat Gizmo, create your own hot and cold packs using various salts dissolved in water and different bag materials. Learn about exothermic and endothermic processes and how energy is absorbed or released when bonds are broken and new bonds form.
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Exothermic chemical reactions release energy, while endothermic reactions absorb energy. But what causes some reactions to be exothermic, and others to be endothermic? In this simulation, compare the energy absorbed in breaking bonds to the energy released in forming bonds to determine if a reaction will be exothermic or endothermic.
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20.A.2.7: : identify simple composition, decomposition, combustion and neutralization reactions when they are given word and/or chemical equations, products and reactants
Balancing Chemical Equations
Balance and classify five types of chemical reactions: synthesis, decomposition, single replacement, double replacement, and combustion. While balancing the reactions, the number of atoms on each side is presented as visual, histogram, and numerical data.
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20.A.3: : Students will: examine common technological products and processes encountered in everyday life and the workplace and examine their potential effects on the environment
20.A.3.4: : examine 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)
Greenhouse Effect - Metric
Within this simulated region of land, daytime's rising temperature and the falling temperature at night can be measured, along with heat flow in and out of the system. The amount of greenhouse gases present in the atmosphere can be adjusted through time, and the long-term effects can be investigated.
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20.A.5: : Students will: conduct investigations into the relationships among observations and gather and record data
20.A.5.5: : construct and test a prototype of a device or system and troubleshoot problems as they arise
Feel the Heat
Have you ever used a glove warmer to keep your hands warm? How about an instant cold pack to treat an injury? In the Feel the Heat Gizmo, create your own hot and cold packs using various salts dissolved in water and different bag materials. Learn about exothermic and endothermic processes and how energy is absorbed or released when bonds are broken and new bonds form.
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20.A.6: : Students will: examine data and develop and assess possible explanations
20.A.6.1: : compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables and graphs (e.g., report findings of their investigations of chemical change)
Chemical Equations
Practice balancing chemical equations by changing the coefficients of reactants and products. As the equation is manipulated, the amount of each element is shown as individual atoms, histograms, or numerically. Molar masses of reactants and products can also be calculated and balanced to demonstrate conservation of mass.
5 Minute Preview
Have you ever used a glove warmer to keep your hands warm? How about an instant cold pack to treat an injury? In the Feel the Heat Gizmo, create your own hot and cold packs using various salts dissolved in water and different bag materials. Learn about exothermic and endothermic processes and how energy is absorbed or released when bonds are broken and new bonds form.
5 Minute Preview
20.B: : Students investigate a variety of important energy conversions occurring in biological, chemical, physical and technological systems. Although energy appears in many forms and is essentially conserved, in each energy transformation the availability of useful energy decreases. Students learn that the technologies for extracting, processing and using fossil fuels involve converting energy into more useful forms for our use.
2.2.1: : Outcomes for Science, Technology and Society (STS) and Knowledge
20.B.1: : Students will: investigate and interpret the transformation and conservation of various forms of energy in physical and technological systems
20.B.1.3: : describe an energy transformation system in terms of input, converter and output (e.g., an electric kettle)
Energy Conversions
Where does energy come from? How does energy get from one place to another? Find out how electrical current is generated and how living things get energy to move and grow. Trace the path of energy and see how energy is converted from one form to another.
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20.B.3: : Students will: investigate the energy conversions associated with change in chemical and biological systems
20.B.3.1: : investigate the common chemical reactions that produce or absorb energy (e.g., light and heat emitted by the combustion of fossil fuels, cold and hot packs)
Feel the Heat
Have you ever used a glove warmer to keep your hands warm? How about an instant cold pack to treat an injury? In the Feel the Heat Gizmo, create your own hot and cold packs using various salts dissolved in water and different bag materials. Learn about exothermic and endothermic processes and how energy is absorbed or released when bonds are broken and new bonds form.
5 Minute Preview
20.B.3.2: : examine and list the requirements of photosynthesis (e.g., carbon dioxide, water, chlorophyll in chloroplasts and sunlight)
Cell Energy Cycle
Explore the processes of photosynthesis and respiration that occur within plant and animal cells. The cyclical nature of the two processes can be constructed visually, and the simplified photosynthesis and respiration formulae can be balanced.
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Study photosynthesis in a variety of conditions. Oxygen production is used to measure the rate of photosynthesis. Light intensity, carbon dioxide levels, temperature, and wavelength of light can all be varied. Determine which conditions are ideal for photosynthesis, and understand how limiting factors affect oxygen production.
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As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
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20.B.3.3: : examine the process of respiration in which glucose and oxygen are converted to energy, carbon dioxide and water
Cell Energy Cycle
Explore the processes of photosynthesis and respiration that occur within plant and animal cells. The cyclical nature of the two processes can be constructed visually, and the simplified photosynthesis and respiration formulae can be balanced.
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20.B.3.7: : examine the formation of fossil fuels (e.g., oil, coal and natural gas)
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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20.B.6: : Students will: conduct investigations into the relationships among observations and gather and record data
20.B.6.1: : conduct procedures, controlling the major variables
Photosynthesis Lab
Study photosynthesis in a variety of conditions. Oxygen production is used to measure the rate of photosynthesis. Light intensity, carbon dioxide levels, temperature, and wavelength of light can all be varied. Determine which conditions are ideal for photosynthesis, and understand how limiting factors affect oxygen production.
5 Minute Preview
As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
Video Preview
20.B.6.2: : compile and organize data, using appropriate formats and data treatments to facilitate interpretation (e.g., lists in charts and tables, sources of energy in foods)
Feel the Heat
Have you ever used a glove warmer to keep your hands warm? How about an instant cold pack to treat an injury? In the Feel the Heat Gizmo, create your own hot and cold packs using various salts dissolved in water and different bag materials. Learn about exothermic and endothermic processes and how energy is absorbed or released when bonds are broken and new bonds form.
5 Minute Preview
20.B.7: : Students will: examine data and develop and assess possible explanations
20.B.7.1: : compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables and graphs (e.g., report findings from an experiment that measures the power of the human body)
Feel the Heat
Have you ever used a glove warmer to keep your hands warm? How about an instant cold pack to treat an injury? In the Feel the Heat Gizmo, create your own hot and cold packs using various salts dissolved in water and different bag materials. Learn about exothermic and endothermic processes and how energy is absorbed or released when bonds are broken and new bonds form.
5 Minute Preview
Study photosynthesis in a variety of conditions. Oxygen production is used to measure the rate of photosynthesis. Light intensity, carbon dioxide levels, temperature, and wavelength of light can all be varied. Determine which conditions are ideal for photosynthesis, and understand how limiting factors affect oxygen production.
5 Minute Preview
As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
Video Preview
20.B.7.2: : state a conclusion, based on experimental data, and describe how evidence gathered supports or refutes an initial idea (e.g., describe why the input energy of machines is always greater than the output energy)
Photosynthesis - High School
As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
Video Preview
20.C: : The human organism as a living system is affected by a variety of environmental and genetic factors. Students investigate the nature of these factors, their effects on the health of the human organism and how social conditions and decisions play a role. Students learn about the body’s natural defence systems and about medical techniques used to minimize the risk of exposure to environmental toxins and disease-causing agents. Although inheritance is well understood, minimizing genetic disorders is a complex issue, involving scientific, ethical and social perspectives.
2.3.1: : Outcomes for Science, Technology and Society (STS) and Knowledge
20.C.2: : Students will: examine the relationship between human health and environmental disease-causing agents
20.C.2.2: : investigate the conditions necessary for the growth of a specific disease-causing agent (e.g., viruses, fungi, bacteria)
Virus Lytic Cycle
Release a lytic virus in a group of cells and observe how cells are infected over time and eventually destroyed. Data related to the number of healthy cells, infected cells, and viruses can be recorded over time to determine the time required for the virus to mature within a cell.
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20.C.2.3: : describe how different communicable diseases are transmitted and how they affect human health (e.g., common cold, influenza)
Disease Spread
Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and foodborne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.
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20.C.2.4: : examine how noncommunicable diseases are transmitted and how they affect human health (e.g., food poisoning due to Salmonella or E. coli, cholera, dysentery)
Disease Spread
Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and foodborne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.
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20.C.4: : Students will: describe the role of genes in inherited characteristics and human health
20.C.4.2: : identify the role of chromosomes in determining the sex of human offspring.
Human Karyotyping
Sort and pair the images of human chromosomes obtained in a scan. Find differences in the scans of the various patients to find out specific things that can cause disease, as well as determining the sex of the person.
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20.C.6: : Students will: conduct investigations into the relationships among observations and gather and record data
20.C.6.1: : conduct procedures, controlling the major variables
Disease Spread
Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and foodborne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.
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20.C.6.3: : compile and organize data, using appropriate formats and data treatments to facilitate interpretation (e.g., graph results of a simulated spread of infection, track the population growth of bacteria)
Disease Spread
Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and foodborne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.
5 Minute Preview
Release a lytic virus in a group of cells and observe how cells are infected over time and eventually destroyed. Data related to the number of healthy cells, infected cells, and viruses can be recorded over time to determine the time required for the virus to mature within a cell.
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20.C.7: : Students will: examine data and develop and assess possible explanations
20.C.7.1: : compile and display evidence and information, by hand or computer, in a variety of formats including diagrams, flow charts, tables and graphs (e.g., graph the incidence of a particular disease over time)
Disease Spread
Observe the spread of disease through a group of people. The methods of transmission can be chosen and include person-to-person, airborne, and foodborne as well as any combination thereof. The probability of each form of transmission and number of people in the group can also be adjusted.
5 Minute Preview
Release a lytic virus in a group of cells and observe how cells are infected over time and eventually destroyed. Data related to the number of healthy cells, infected cells, and viruses can be recorded over time to determine the time required for the virus to mature within a cell.
5 Minute Preview
20.D: : There is a greater risk of being injured or killed while travelling in a motor vehicle than when engaging in other common activities. Recognizing risk, governments and the transportation industry are working on new safety systems and practices designed to protect passengers. Students learn that these systems are based upon an understanding of the law of conservation of momentum.
2.4.1: : Outcomes for Science, Technology and Society (STS) and Knowledge
20.D.2: : Students will: apply the principles underlying the motion of objects to explain the need for safety devices and practices
20.D.2.1: : examine how seat belts and air bags function in terms of momentum and dispersal of force (e.g., explain why one cannot brace for a collision as a means of protection, explain why babies must be placed in special seats and not on a passenger’s lap)
Crumple Zones
Design a car to protect a test dummy in a collision. Adjust the length and stiffness of the crumple zone and the rigidity of the safety cell to determine how the car will deform during the crash. Add seat belts and/or airbags to prevent the dummy from hitting the steering wheel. Three different body types (sedan, SUV, and subcompact) are available and a wide range of crash speeds can be used.
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20.D.2.4: : examine the application of the law of conservation of momentum in one dimension 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).
2D Collisions
Investigate elastic collisions in two dimensions using two frictionless pucks. The mass, velocity, and initial position of each puck can be modified to create a variety of scenarios.
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20.D.3: : Students will: ask questions about relationships among observable variables and conduct investigations to address these questions
20.D.3.2: : conduct an experiment, identifying the major 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)
Crumple Zones
Design a car to protect a test dummy in a collision. Adjust the length and stiffness of the crumple zone and the rigidity of the safety cell to determine how the car will deform during the crash. Add seat belts and/or airbags to prevent the dummy from hitting the steering wheel. Three different body types (sedan, SUV, and subcompact) are available and a wide range of crash speeds can be used.
5 Minute Preview
20.D.4: : Students will: conduct investigations into the relationships among observations and gather and record data
20.D.4.1: : conduct procedures, controlling the major variables (e.g., test different materials for use as a seat belt)
Crumple Zones
Design a car to protect a test dummy in a collision. Adjust the length and stiffness of the crumple zone and the rigidity of the safety cell to determine how the car will deform during the crash. Add seat belts and/or airbags to prevent the dummy from hitting the steering wheel. Three different body types (sedan, SUV, and subcompact) are available and a wide range of crash speeds can be used.
5 Minute Preview
20.D.4.3: : compile and organize data, using appropriate formats and data treatments to summarize conclusions
Crumple Zones
Design a car to protect a test dummy in a collision. Adjust the length and stiffness of the crumple zone and the rigidity of the safety cell to determine how the car will deform during the crash. Add seat belts and/or airbags to prevent the dummy from hitting the steering wheel. Three different body types (sedan, SUV, and subcompact) are available and a wide range of crash speeds can be used.
5 Minute Preview
20.D.5: : Students will: examine data and develop and assess possible explanations
20.D.5.2: : compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables and graphs (e.g., draw a force–time graph for an investigation comparing the effectiveness of cushioned and noncushioned toy automobiles)
Crumple Zones
Design a car to protect a test dummy in a collision. Adjust the length and stiffness of the crumple zone and the rigidity of the safety cell to determine how the car will deform during the crash. Add seat belts and/or airbags to prevent the dummy from hitting the steering wheel. Three different body types (sedan, SUV, and subcompact) are available and a wide range of crash speeds can be used.
5 Minute Preview
Design a car to protect a test dummy in a collision. Adjust the length and stiffness of the crumple zone and the rigidity of the safety cell to determine how the car will deform during the crash. Add seat belts and/or airbags to prevent the dummy from hitting the steering wheel. Three different body types (sedan, SUV, and subcompact) are available and a wide range of crash speeds can be used.
5 Minute Preview
Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
