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.
30-A: : Nervous and Endocrine Systems
1.1: : Equilibrium and Systems
30-A.1: : explain how the nervous system controls physiological processes
1.1.1.2: : Skills
30-A.1.1: : Initiating and Planning
30-A1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
30-A1.1s.1: : design an experiment to investigate heat, cold, pressure and touch receptors
Senses
Everything we know about the world comes through our senses: sight, hearing, touch, taste, and smell. In the Senses Gizmo, explore how stimuli are detected by specialized cells, transmitted through nerves, and processed in the brain.
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30-A1.2s: : Students will: 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-A1.2s.4: : observe the principal features of a mammalian brain, eye and ear, using models, computer simulations or dissections, and identify the major structures of those organs
Senses
Everything we know about the world comes through our senses: sight, hearing, touch, taste, and smell. In the Senses Gizmo, explore how stimuli are detected by specialized cells, transmitted through nerves, and processed in the brain.
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30-A1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-A1.3s.6: : analyze data that shows the interrelationship between taste and smell receptors
Senses
Everything we know about the world comes through our senses: sight, hearing, touch, taste, and smell. In the Senses Gizmo, explore how stimuli are detected by specialized cells, transmitted through nerves, and processed in the brain.
5 Minute Preview
30-B.3: : explain how cell differentiation and development in the human organism are regulated by a combination of genetic, endocrine and environmental factors.
2.1.3.2: : Skills
30-B.3.3: : Analyzing and Interpreting
30-B3.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-B3.3s.1: : observe the changes during embryo development, using preserved material such as chicken embryos, models or computer simulations, and extrapolate these events to the development of a human
Embryo Development
Explore how a fertilized cell develops into an embryo, a fetus, and eventually an adult organism. Compare embryo development in different vertebrate species and try to guess which embryo belongs to each species. Use dyes to trace the differentiation of cells during early embryo development, from the zygote to the neurula.
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30-B3.3s.4: : analyze the stages of embryonic and fetal development
Embryo Development
Explore how a fertilized cell develops into an embryo, a fetus, and eventually an adult organism. Compare embryo development in different vertebrate species and try to guess which embryo belongs to each species. Use dyes to trace the differentiation of cells during early embryo development, from the zygote to the neurula.
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30-C: : Cell Division, Genetics and Molecular Biology
3.1: : Change and Diversity
30-C.1: : describe the processes of mitosis and meiosis
3.1.1.2: : Skills
30-C.1.2: : Performing and Recording
30-C1.2s: : Students will: 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-C1.2s.1: : perform a simulation to demonstrate the behaviour of chromosomes during mitosis
Cell Division
Begin with a single cell and watch as mitosis and cell division occurs. The cells will go through the steps of interphase, prophase, metaphase, anaphase, telophase, and cytokinesis. The length of the cell cycle can be controlled, and data related to the number of cells present and their current phase can be recorded.
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30-C1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-C1.3s.1: : prepare and interpret models of human karyotypes by using hard-copy or online resources
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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30-C.2: : explain the basic rules and processes associated with the transmission of genetic characteristics
3.1.2.2: : Skills
30-C.2.3: : Analyzing and Interpreting
30-C2.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-C2.3s.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
Chicken Genetics
Breed "pure" chickens with known genotypes that exhibit specific feather colors, and learn how traits are passed on via codominant genes. Chickens can be stored in cages for future breeding, and the statistics of feather color are reported every time the chickens breed. Punnett squares can be used to predict results.
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Grow Wisconsin Fast Plants® in a simulated lab environment. Explore the life cycles of these plants and how their growth is influenced by light, water, and crowding. Practice pollinating the plants using bee sticks, then observe the traits of the offspring plants. Use Punnett squares to model the inheritance of genes for stem color and leaf color for these plants.
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In this follow-up to Fast Plants® 1 - Growth and Genetics, continue to explore inheritance of traits in Wisconsin Fast Plants. Infer the genotype of a "mystery P2 parent" of a set of Fast Plants based on the traits of the P1, F1, and F2 plants. Then create designer Fast Plants by selectively breeding plants with desired traits.
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Observe the effect of predators on a population of parrots with three possible genotypes. The initial percentages and fitness levels of each genotype can be set. Determine how initial fitness levels affect genotype and allele frequencies through several generations. Compare scenarios in which a dominant allele is deleterious, a recessive allele is deleterious, and the heterozygous individual is fittest.
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Breed "pure" mice with known genotypes that exhibit specific fur colors, and learn how traits are passed on via dominant and recessive genes. Mice can be stored in cages for future breeding, and the statistics of fur color are reported every time a pair of mice breed. Punnett squares can be used to predict results.
5 Minute Preview
Breed "pure" mice with known genotypes that exhibit specific fur and eye colors, and learn how traits are passed on via dominant and recessive genes. Mice can be stored in cages for future breeding, and the statistics of fur and eye color are reported every time a pair of mice breed. Punnett squares can be used to predict results.
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30-C2.3s.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
Chicken Genetics
Breed "pure" chickens with known genotypes that exhibit specific feather colors, and learn how traits are passed on via codominant genes. Chickens can be stored in cages for future breeding, and the statistics of feather color are reported every time the chickens breed. Punnett squares can be used to predict results.
5 Minute Preview
Grow Wisconsin Fast Plants® in a simulated lab environment. Explore the life cycles of these plants and how their growth is influenced by light, water, and crowding. Practice pollinating the plants using bee sticks, then observe the traits of the offspring plants. Use Punnett squares to model the inheritance of genes for stem color and leaf color for these plants.
5 Minute Preview
In this follow-up to Fast Plants® 1 - Growth and Genetics, continue to explore inheritance of traits in Wisconsin Fast Plants. Infer the genotype of a "mystery P2 parent" of a set of Fast Plants based on the traits of the P1, F1, and F2 plants. Then create designer Fast Plants by selectively breeding plants with desired traits.
5 Minute Preview
Breed "pure" mice with known genotypes that exhibit specific fur and eye colors, and learn how traits are passed on via dominant and recessive genes. Mice can be stored in cages for future breeding, and the statistics of fur and eye color are reported every time a pair of mice breed. Punnett squares can be used to predict results.
5 Minute Preview
30-C.3: : explain classical genetics at the molecular level.
3.1.3.1: : Science, Technology and Society (STS)
30-C3.1sts: : Students will: explain that science and technology have both intended and unintended consequences for humans and the environment
30-C3.1sts.2: : assess the concerns and benefits of genetically modified organisms, such as transgenic food organisms or tree cloning for reforestation
GMOs and the Environment
In this follow-up to the Genetic Engineering Gizmo, explore how farmers can maximize yield while limiting ecosystem damage using genetically modified corn. Choose the corn type to plant and the amount of herbicide and insecticide to use, then measure corn yields and monitor wildlife populations and diversity. Observe the long-term effects of pollutants on a nearby stream ecosystem.
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Use genetic engineering techniques to create corn plants resistant to insect pests or tolerant of herbicides. Identify useful genes from bacteria, insert the desired gene into a corn plant, and then compare the modified plant to a control plant in a lab setting.
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30-C3.2sts: : Students will: explain that scientific research and technological development help achieve a sustainable society, economy and environment
30-C3.2sts.3: : assess the impact and value of DNA sequencing on the study of genetic relationships and variations in population ecology
DNA Analysis
Scan the DNA of frogs to produce DNA sequences. Use the DNA sequences to identify possible identical twins and to determine which sections of DNA code for skin color, eye color, and the presence or absence of spots.
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30-C3.2s: : Students will: 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-C3.2s.1: : construct models of DNA to demonstrate the general structure and base arrangement
Building DNA
Construct a DNA molecule, examine its double-helix structure, and then go through the DNA replication process. Learn how each component fits into a DNA molecule, and see how a unique, self-replicating code can be created.
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30-C3.2s.2: : perform simulations to demonstrate the replication of DNA and the transcription and translation of its information
RNA and Protein Synthesis
Go through the process of synthesizing proteins through RNA transcription and translation. Learn about the many steps involved in protein synthesis including: unzipping of DNA, formation of mRNA, attaching of mRNA to the ribosome, and linking of amino acids to form a protein.
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As a pediatrician, students learn about genes and protein synthesis to try to help a baby girl named Lucy who has an immunodeficiency disease.
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30-C3.2s.5: : research gel electrophoresis techniques and their applications in medical diagnostics and forensics
DNA Profiling
Learn how DNA is compared to identify individuals. Identify the sections of DNA that tend to differ and use PCR to amplify these segments. Then use gel electrophoresis to create DNA profiles. Based on what you have learned, create your own DNA profiling test and use this test to analyze crime scene evidence.
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30-C3.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-C3.3s.2: : analyze DNA fingerprints
DNA Profiling
Learn how DNA is compared to identify individuals. Identify the sections of DNA that tend to differ and use PCR to amplify these segments. Then use gel electrophoresis to create DNA profiles. Based on what you have learned, create your own DNA profiling test and use this test to analyze crime scene evidence.
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30-D.1: : describe a community as a composite of populations in which individuals contribute to a gene pool that can change over time
4.1.1.1: : Science, Technology and Society (STS)
30-D1.1sts: : Students will: explain that science and technology have both intended and unintended consequences for humans and the environment
30-D1.1sts.1: : discuss the introduction of exotic species into new ecosystems
Coral Reefs 2 - Biotic Factors
In this followup to the Coral Reefs 1 - Abiotic Factors activity, investigate the impacts of fishing, disease, and invasive species on a model Caribbean coral reef. Many variables can be manipulated, included intensity of fishing, presence of black band and white band disease, and the presence of actual and potential invasive species. Click "Advance year" to see the impacts of these biotic changes.
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30-D1.2sts: : Students will: explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
30-D1.2sts.1: : assess the role and importance of models in ecology, such as the Hardy-Weinberg principle, in explaining scientific phenomena such as changes in gene frequencies.
Hardy-Weinberg Equilibrium
Set the initial percentages of three types of parrots in a population and track changes in genotype and allele frequency through several generations. Analyze population data to develop an understanding of the Hardy-Weinberg equilibrium. Determine how initial allele percentages will affect the equilibrium state of the population.
5 Minute Preview
30-D1.2s: : Students will: 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-D1.2s.2: : research, integrate and synthesize information on a related topic, such as:
30-D1.2s.2.b: : the development of bacterial resistance to antibiotics
Evolution - High School
Working as a CDC researcher, students investigate an outbreak of multi-drug resistant bacterial infections and determine how evolution was involved by tracing the source and cause of the outbreak.
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30-D1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-D1.3s.1: : calculate and interpret results based on the Hardy-Weinberg principle in problem-solving exercises
Hardy-Weinberg Equilibrium
Set the initial percentages of three types of parrots in a population and track changes in genotype and allele frequency through several generations. Analyze population data to develop an understanding of the Hardy-Weinberg equilibrium. Determine how initial allele percentages will affect the equilibrium state of the population.
5 Minute Preview
30-D.2: : explain the interaction of individuals in a population with one another and with members of other populations
4.1.2.2: : Skills
30-D.2.1: : Initiating and Planning
30-D2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
30-D2.1s.1: : plan an investigation of species interaction in a national park or wilderness area
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.
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Observe and manipulate the populations of four creatures (trees, deer, bears, and mushrooms) in a forest. Investigate the feeding relationships (food web) in the forest. Determine which creatures are producers, consumers, and decomposers. Pictographs and line graphs show changes in populations over time.
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Observe the populations of grass, prairie dogs, ferrets and foxes in a prairie ecosystem. Investigate feeding relationships and determine the food chain. Bar graphs and line graphs show changes in populations over time.
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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.
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30-D2.2s: : Students will: 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-D2.2s.3: : perform simulations to investigate relationships between predators and their prey; e.g., computer simulation, role-playing
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
30-D2.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-D2.3s.1: : summarize and evaluate a symbiotic relationship
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.
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30-D.3: : explain, in quantitative terms, the change in populations over time.
4.1.3.2: : Skills
30-D.3.3: : Analyzing and Interpreting
30-D3.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-D3.3s.2: : calculate and interpret change in population size, growth rate, per capita growth rate and population density
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
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.
