Alberta Curriculum and Program of Studies | Adopted: 2014
This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.
20-B: : Changes in Motion
2.1: : Change, Energy and Systems
20-B.1: : describe one-dimensional motion of objects in terms of displacement, time, velocity and acceleration.
2.1.1.2: : Skills
20-B.1.1: : Initiating and Planning
20-B1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-B1.1s.1: : determine what needs to be measured and select the proper procedures, tools and technologies for investigating the relationships among displacement, velocity and acceleration
Distance-Time and Velocity-Time Graphs - Metric
Create a graph of a runner's position versus time and watch the runner run a 40-meter dash based on the graph you made. Notice the connection between the slope of the line and the velocity of the runner. Add a second runner (a second graph) and connect real-world meaning to the intersection of two graphs. Also experiment with a graph of velocity versus time for the runners, and also distance traveled versus time.
5 Minute Preview
20-B1.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-B1.2s.1: : manipulate and present data, using appropriate tools, such as scientific instrumentation, calculators, databases or spreadsheets, for analyzing displacement, velocity and acceleration
Distance-Time and Velocity-Time Graphs - Metric
Create a graph of a runner's position versus time and watch the runner run a 40-meter dash based on the graph you made. Notice the connection between the slope of the line and the velocity of the runner. Add a second runner (a second graph) and connect real-world meaning to the intersection of two graphs. Also experiment with a graph of velocity versus time for the runners, and also distance traveled versus time.
5 Minute Preview
20-B1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-B1.3s.1: : analyze position-time and velocity-time graphs to infer the relationships among displacement, velocity and acceleration
Distance-Time and Velocity-Time Graphs - Metric
Create a graph of a runner's position versus time and watch the runner run a 40-meter dash based on the graph you made. Notice the connection between the slope of the line and the velocity of the runner. Add a second runner (a second graph) and connect real-world meaning to the intersection of two graphs. Also experiment with a graph of velocity versus time for the runners, and also distance traveled versus time.
5 Minute Preview
20-B.2: : describe and analyze the law of conservation of momentum for one-dimensional collisions and change in momentum (impulse) to explain how force affects motion.
2.1.2.2: : Skills
20-B.2.2: : Performing and Recording
20-B2.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-B2.2s.1: : compile and organize data on the risk of injury and death related to seat belt and air bag use
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-C.2: : analyze and assess the evidence to explain the theory of plate tectonics and the internal structure of Earth.
3.1.2.1: : Science, Technology and Society (STS)
20-C2.1sts: : Students will: explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
20-C2.1sts.1: : assess the theory of plate tectonics in terms of its ability to explain and predict changes to Earth’s surface
Plate Tectonics
Move the Earth's crust at various locations to observe the effects of the motion of the tectonic plates, including volcanic eruptions. Information about each of the major types of plate boundaries is shown, along with their locations on Earth.
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20-C2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-C2.1s.1: : define and delimit problems, e.g., how to locate the approximate epicentre of an earthquake, using data provided to facilitate investigation
Earthquakes 1 - Recording Station
Using an earthquake recording station, learn how to determine the distance between the station and an earthquake based on the time difference between the arrival of the primary and secondary seismic waves. Use this data to find the epicenter in the Earthquakes 2 - Location of Epicenter Gizmo.
5 Minute Preview
Locate the epicenter of an earthquake by analyzing seismic data from three recording stations. Measure difference in P- and S-wave arrival times, then use data from the Earthquakes 1 - Recording Station Gizmo to find the distance of the epicenter from each station.
5 Minute Preview
20-C2.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-C2.3s.1: : estimate, predict, check and validate calculations when determining the location of earthquakes
Earthquakes 1 - Recording Station
Using an earthquake recording station, learn how to determine the distance between the station and an earthquake based on the time difference between the arrival of the primary and secondary seismic waves. Use this data to find the epicenter in the Earthquakes 2 - Location of Epicenter Gizmo.
5 Minute Preview
20-C2.3s.2: : compare the theories of continental drift and plate tectonics
Building Pangaea
In 1915, Alfred Wegener proposed that all of Earth's continents were once joined in an ancient supercontinent he called Pangaea. Wegener's idea of moving continents led to the modern theory of plate tectonics. Create your own version of Pangaea by fitting Earth's landmasses together like puzzle pieces. Use evidence from fossils, rocks, and glaciers to refine your map.
5 Minute Preview
Move the Earth's crust at various locations to observe the effects of the motion of the tectonic plates, including volcanic eruptions. Information about each of the major types of plate boundaries is shown, along with their locations on Earth.
5 Minute Preview
20-D.1: : analyze ecosystems and ecological succession in the local area and describe the relationships and interactions among subsystems and components.
4.1.1.2: : Skills
20-D.1.1: : Initiating and Planning
20-D1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-D1.1s.1: : design a model to explain the relationship between populations of predator and prey, outlining the characteristics of each that adapt them to their trophic level
Food Chain
In this ecosystem consisting of hawks, snakes, rabbits and grass, the population of each species can be studied as part of a food chain. Disease can be introduced for any species, and the number of animals can be increased or decreased at any time, just like in the real world.
5 Minute Preview
20-D1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-D1.3s.1: : analyze field study data to identify the interrelationships of biotic and abiotic components of the ecosystem studied; e.g., dominant plants, micro-climates and habitats, niches and interrelationships of biota
Pond Ecosystem
Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels.
5 Minute Preview
20-D.2: : analyze and investigate the cycling of matter and the flow of energy through the biosphere and ecosystems as well as the interrelationship of society and the environment.
4.1.2.1: : Science, Technology and Society (STS)
20-D2.1sts: : Students will: explain that science and technology have both intended and unintended consequences for humans and the environment
20-D2.1sts.1: : assess whether the efforts to reduce human impact on biogeochemical cycles are viable, taking into consideration a variety of perspectives (considerations for deep-well and deep-ocean injection of wastes, for example, include properties of waste, concentration, uncertainty, environmental concerns, risks and benefits to human health and organisms, costs)
Nitrogen Cycle - High School
An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
Video Preview
20-D2.1sts.2: : evaluate the influence of society, and the impact of a variety of technologies, on the nitrogen cycle
Nitrogen Cycle - High School
An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
Video Preview
20-D2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-D2.1s.1: : design an investigation to compare the carbon dioxide production of plants with that of animals
Plants and Snails
Study the production and use of gases by plants and animals. Measure the oxygen and carbon dioxide levels in a test tube containing snails and elodea (a type of plant) in both light and dark conditions. Learn about the interdependence of plants and animals.
5 Minute Preview
20-D2.1s.3: : predict disruptions in the nitrogen cycle that are caused by human activities
Nitrogen Cycle - High School
An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
Video Preview
20-D2.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-D2.2s.1: : draw, by hand or using technology, annotated diagrams of energy flow in food chains, webs and pyramids
Food Chain
In this ecosystem consisting of hawks, snakes, rabbits and grass, the population of each species can be studied as part of a food chain. Disease can be introduced for any species, and the number of animals can be increased or decreased at any time, just like in the real world.
5 Minute Preview
As a national park ranger, students must restore the ecosystem of a park back to normal. They interact with populations of many organisms including wolves, deer and bees. Students learn the importance of food chains and webs, and how human factors can impact the health of an environment.
Video Preview
20-D.3: : analyze and describe the adaptation of organisms to their environments, factors limiting natural populations, and evolutionary change in an ecological context.
4.1.3.2: : Skills
20-D.3.2: : Performing and Recording
20-D3.2s: : Students will: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
20-D3.2s.1: : gather data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time; e.g., Darwin’s finches, bacteria, domestic plants and animals
Rainfall and Bird Beaks - Metric
Study the thickness of birds' beaks over a five year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
5 Minute Preview
20-D3.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-D3.3s.1: : analyze data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time; e.g., Darwin’s finches, bacteria, domestic plants and animals
Rainfall and Bird Beaks - Metric
Study the thickness of birds' beaks over a five year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
5 Minute Preview
20-D3.3s.2: : demonstrate and assess the effect of environmental factors on population growth curves
Rainfall and Bird Beaks - Metric
Study the thickness of birds' beaks over a five year period as you control the yearly rainfall on an isolated island. As the environmental conditions change, the species must adapt (a real-world consequence) to avoid extinction.
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.
