Gizmos for Alberta - Science: Science 10 (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.

A: : Energy and Matter in Chemical Change

1.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

A.1: : Students will: Describe the basic particles that make up the underlying structure of matter, and investigate related technologies

A.1.2: : outline the role of evidence in the development of the atomic model consisting of protons and neutrons (nucleons) and electrons; i.e., Dalton, Thomson, Rutherford, Bohr

A.2: : Students will: Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC guidelines for naming ionic compounds and simple molecular compounds

A.2.4: : predict formulas and write names for ionic and molecular compounds and common acids (e.g., sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules

A.2.5: : classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e., conductivity, pH, solubility, state

A.2.7: : relate the molecular structure of simple substances to their properties (e.g., describe how the properties of water are due to the polar nature of water molecules, and relate this property to the transfer of energy in physical and living systems)

A.3: : Students will: Identify and classify chemical changes, and write word and balanced chemical equations for significant chemical reactions, as applications of Lavoisier’s law of conservation of mass

A.3.3: : describe the evidence for chemical changes; i.e., energy change, formation of a gas or precipitate, colour or odour change, change in temperature

A.3.4: : differentiate between endothermic and exothermic chemical reactions (e.g., combustion of gasoline and other natural and synthetic fuels, photosynthesis)

A.3.5: : classify and identify categories of chemical reactions; i.e., formation (synthesis), decomposition, hydrocarbon combustion, single replacement, double replacement

A.3.7: : predict the products of formation (synthesis) and decomposition, single and double replacement, and hydrocarbon combustion chemical reactions, when given the reactants

A.3.8: : define the mole as the amount of an element containing 6.02 × 10²³ atoms (Avogadro’s number) and apply the concept to calculate quantities of substances made of other chemical species (e.g., determine the quantity of water that contains 6.02 × 10²³ molecules of H2O)

A.3.9: : interpret balanced chemical equations in terms of moles of chemical species, and relate the mole concept to the law of conservation of mass

1.2: : Skill Outcomes

A.IP: : Initiating and Planning

A.IP.1: : Students will: Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

A.IP.1.3: : state a prediction and a hypothesis based on available evidence and background information (e.g., state a hypothesis about what happens to baking soda during baking)

A.PR: : Performing and Recording

A.PR.1: : 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

A.PR.1.1: : carry out procedures, controlling the major variables and adapting or extending procedures (e.g., when performing an experiment to illustrate conservation of mass, demonstrate an understanding of closed and open systems and control for loss or gain of matter during a chemical change)

A.AI: : Analyzing and Interpreting

A.AI.1: : Students will: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

A.AI.1.3: : compare theoretical and empirical values and account for discrepancies (e.g., measure the mass of a chemical reaction system before and after a change, and account for any discrepancies)

A.AI.1.4: : identify and explain sources of error and uncertainty in measurement, and express results in a form that acknowledges the degree of uncertainty (e.g., measure and record the mass of a material, use significant digits appropriately)

B: : Energy Flow in Technological Systems

2.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

B.2: : Students will: Explain and apply concepts used in theoretical and practical measures of energy in mechanical systems

B.2.2: : define kinetic energy as energy due to motion, and define potential energy as energy due to relative position or condition

B.2.4: : define, compare and contrast scalar and vector quantities

B.2.5: : describe displacement and velocity quantitatively

B.2.6: : define acceleration, quantitatively, as a change in velocity during a time interval:

B.2.6.a: : a -> = ? v ->/ ? t

B.2.9: : define gravitational potential energy as the work against gravity

B.2.10: : relate gravitational potential energy to work done using Ep= mgh and W = Fd and show that a change in energy is equal to work done on a system: ?E = W

B.2.11: : quantify kinetic energy using Ek = 1/2 mv² and relate this concept to energy conservation in transformations (e.g., for an object falling a distance “h” from rest: mgh = Fd = 1/2 mv²)

B.3: : Students will: Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems

B.3.1: : describe, qualitatively and in terms of thermodynamic laws, the energy transformations occurring in devices and systems (e.g., automobile, bicycle coming to a stop, thermal power plant, food chain, refrigerator, heat pump, permafrost storage pits for food)

2.2: : Skill Outcomes

B.PR: : Performing and Recording

B.PR.1: : 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

B.PR.1.1: : carry out procedures, controlling the major variables and adapting or extending procedures (e.g., perform an experiment to demonstrate the equivalency of work done on an object and the resulting kinetic energy; design a device that converts mechanical energy into thermal energy)

B.PR.1.2: : compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., use a computer-based laboratory to compile and organize data from an experiment to demonstrate the equivalency of work done on an object and the resulting kinetic energy)

B.AI: : Analyzing and Interpreting

B.AI.1: : Students will: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

B.AI.1.1: : compile and display evidence and information, by hand or using technology, in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., plot distance–time, velocity–time and force–distance graphs; manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases or spreadsheets)

B.AI.1.3: : interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., interpret a graph of changing kinetic and potential energy from a pendulum during one-half of a period of oscillation; calculate the slope of the line in a distance–time graph; analyze a simple velocity–time graph to describe acceleration; calculate the area under the line in a force–distance graph)

B.AI.1.5: : state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., explain the discrepancy between the theoretical and actual efficiency of a thermal energy conversion system)

C: : Cycling of Matter in Living Systems

3.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

C.2: : Students will: Describe the function of cell organelles and structures in a cell, in terms of life processes, and use models to explain these processes and their applications

C.2.1: : compare passive transport of matter by diffusion and osmosis with active transport in terms of the particle model of matter, concentration gradients, equilibrium and protein carrier molecules (e.g., particle model of matter and fluid-mosaic model)

C.2.2: : use models to explain and visualize complex processes like diffusion and osmosis, endo- and exocytosis, and the role of cell membrane in these processes

C.2.3: : describe the cell as a functioning open system that acquires nutrients, excretes waste, and exchanges matter and energy

C.2.4: : identify the structure and describe, in general terms, the function of the cell membrane, nucleus, lysosome, vacuole, mitochondrion, endoplasmic reticulum, Golgi apparatus, ribosomes, chloroplast and cell wall, where present, of plant and animal cells

C.2.5: : compare the structure, chemical composition and function of plant and animal cells, and describe the complementary nature of the structure and function of plant and animal cells

C.2.6: : describe the role of the cell membrane in maintaining equilibrium while exchanging matter

C.2.7: : describe how knowledge about semi-permeable membranes, diffusion and osmosis is applied in various contexts (e.g., attachment of HIV drugs to cells and liposomes, diffusion of protein hormones into cells, staining of cells, desalination of sea water, peritoneal or mechanical dialysis, separation of bacteria from viruses, purification of water, cheese making, use of honey as an antibacterial agent and berries as a preservative agent by traditional First Nations communities)

3.2: : Skill Outcomes

C.IP: : Initiating and Planning

C.IP.1: : Students will: Ask questions about observed relationships, and plan investigations of questions, ideas, problems and issues

C.IP.1.3: : state a prediction and a hypothesis based on available evidence and background information (e.g., hypothesize how biochemical interconversions of starch and glucose might regulate the turgor pressure of cells; hypothesize the direction of root and plant growth of a bean plant growing on a rotating turntable, and predict the effects of varying RPMs on the angle of growth)

C.PR: : Performing and Recording

C.PR.1: : 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

C.PR.1.2: : use instruments effectively and accurately for collecting data (e.g., use a microscope to observe movement of water in plants; prepare wet mounts of tissue from flowering plants, and observe cellular structures specific to plant and animal cells; stain cells to make them visible)

C.AI: : Analyzing and Interpreting

C.AI.1: : Students will: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

C.AI.1.1: : compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., collect data on the number of stomata per unit area on various plant leaves that grow in areas of differing humidity, and compile this data in a spreadsheet and graph it to determine whether there is a relationship between the variables)

C.AI.1.2: : interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., compare the surface area to volume ratio of various cells, and relate the findings to the function of each cell; trace ingredients in modern medicines to their traditional counterparts)

C.AI.1.3: : state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., observe and record macroscopic and microscopic changes in a growing plant for evidence of differentiation)

D: : Energy Flow in Global Systems

4.1: : Outcomes for Science, Technology and Society (STS) and Knowledge

D.1: : Students will: Describe how the relationships among input solar energy, output terrestrial energy and energy flow within the biosphere affect the lives of humans and other species

D.1.4: : describe the major characteristics of the atmosphere, the hydrosphere and the lithosphere, and explain their relationship to Earth’s biosphere

D.1.5: : describe and explain the greenhouse effect, and the role of various gases—including methane, carbon dioxide and water vapour—in determining the scope of the greenhouse effect

D.2: : Students will: Analyze the relationships among net solar energy, global energy transfer processes—primarily radiation, convection and hydrologic cycle—and climate.

D.2.1: : describe, in general terms, how thermal energy is transferred through the atmosphere (i.e., global wind patterns, jet stream, Coriolis effect, weather systems) and through the hydrosphere (i.e., ocean currents, large bodies of water) from latitudes of net radiation surplus to latitudes of net radiation deficit, resulting in a variety of climatic zones (e.g., analyze static and animated satellite images)

D.2.2: : investigate and describe, in general terms, the relationships among solar energy reaching Earth’s surface and time of year, angle of inclination, length of daylight, cloud cover, albedo effect and aerosol or particulate distribution

D.2.3: : explain how thermal energy transfer through the atmosphere and hydrosphere affects climate

D.2.5: : investigate and explain how evaporation, condensation, freezing and melting transfer thermal energy; i.e., use simple calculations of heat of fusion Hfus = Q/n and vaporization Hvap = Q/n, and Q = mc?t to convey amounts of thermal energy involved, and link these processes to the hydrologic cycle

D.3: : Students will: Relate climate to the characteristics of the world’s major biomes, and compare biomes in different regions of the world

D.3.4: : identify the potential effects of climate change on environmentally sensitive biomes (e.g., impact of a reduction in the Arctic ice pack on local species and on Aboriginal societies that rely on traditional lifestyles)

D.4: : Students will: Investigate and interpret the role of environmental factors on global energy transfer and climate change

D.4.1: : investigate and identify human actions affecting biomes that have a potential to change climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation) and critically examine the evidence that these factors play a role in climate change (e.g., global warming, rising sea level(s))

4.2: : Skill Outcomes

D.PR: : Performing and Recording

D.PR.1: : 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

D.PR.1.1: : carry out procedures, controlling the major variables and adapting or extending procedures where required (e.g., perform an experiment to determine the ability of various materials to absorb or reflect solar energy)

D.PR.1.3: : compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (e.g., organize data to prepare climatographs for comparing biomes)

D.AI: : Analyzing and Interpreting

D.AI.1: : Students will: Analyze data and apply mathematical and conceptual models to develop and assess possible solutions

D.AI.1.1: : compile and display, by hand or computer, evidence and information in a variety of formats, including diagrams, flow charts, tables, graphs and scatterplots (e.g., construct climate graphs to compare any two of the following biomes: grassland, desert, tundra, taiga, deciduous forest, rain forest)

D.AI.1.3: : interpret patterns and trends in data, and infer or calculate linear and nonlinear relationships among variables (e.g., analyze a graph of mean monthly temperatures for cities that are at similar latitudes but have different climates)

D.AI.1.5: : state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., summarize an analysis of the relationship between human activity and changing biomes)

D.AI.1.6: : explain how data support or refute a hypothesis or a prediction (e.g., provide evidence for or against the hypothesis that human activity is responsible for climate change)

Correlation last revised: 9/9/2024

Alberta - Science: Science 10

Alberta Curriculum and Program of Studies | Adopted: 2014

A: : Energy and Matter in Chemical Change

B: : Energy Flow in Technological Systems

C: : Cycling of Matter in Living Systems

D: : Energy Flow in Global Systems