Gizmos for Alberta - Science: Science 14 (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: : Investigating Properties of Matter

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

A.1: : Students will: Classify various forms of matter, including commonly used household substances, on the basis of their properties, and relate these properties to their safe use, storage and disposal

A.1.3: : compare and contrast the properties of pure substances and mixtures (e.g., brass and zinc, stainless steel and iron, acetic acid and vinegar, pure water and salt water), and relate this information to practical applications (e.g., salting icy roads, adding antifreeze to car radiators)

A.1.6: : apply the particle model of matter to explain the physical properties of the phases of matter

A.2: : Students will: Describe solutions and solubility, solutes and solvents; and then describe how these concepts are applied to the production of prepared foods and other useful materials

A.2.2: : define, operationally, solute, solvent, solution and solubility; and express concentration in terms of mass per volume

A.2.3: : provide examples of the effect of temperature change on solubility, and explain this effect on the basis of the particle model of matter (e.g., concentration of brines for pickling and syrups for canning)

A.2.6: : identify acid and base solutions in the home, job site and laboratory (e.g., vinegar, soda pop, shampoo, battery acid, household ammonia, antacids, dish soap, hydrochloric acid, sodium hydroxide) on the basis of their general properties; i.e., they conduct electricity, change colour of acid/base indicators and neutralize one another

A.2.7: : describe, in general terms, the pH scale as an indicator of acidity or basicity; i.e., a pH of less than 7 indicates an acid, a pH of 7 indicates a neutral solution, and a pH of greater than 7 indicates a base

A.3: : Students will: Describe the properties of elements and compounds, and use the periodic table to identify trends in properties

A.3.2: : use the periodic table to locate names and properties of elements

1.2: : Skill Outcomes

A.PR: : Performing and Recording

A.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

A.PR.1.1: : carry out procedures, controlling the major variables (e.g., investigate properties, such as physical appearance, density, conductivity, solubility, magnetism and melting point, of sample materials in the laboratory and in a reference source, and tabulate the results)

A.PR.1.2: : organize data, using a format that is appropriate to the task or experiment (e.g., prepare a chart that describes the properties of common household solutions and lists procedures for their safe use, storage and disposal)

A.AI: : Analyzing and Interpreting

A.AI.1: : Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

A.AI.1.3: : interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., use data collected by computer in the laboratory or by other means to demonstrate that the solubility of substances varies with the nature of the solute and the solvent)

A.AI.1.4: : identify potential sources of error in the measurement (e.g., analyze the use of colour to estimate the concentration of a solution)

A.AI.1.5: : state a conclusion based on experimental data, and explain how evidence gathered supports or refutes the initial hypothesis (e.g., observe the chemical and physical properties of metals and nonmetals, and explain how these observations support the classification system for metals, nonmetals and metalloids)

A.CT: : Communication and Teamwork

A.CT.1: : Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results

A.CT.1.2: : communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., write a paragraph to describe how chemicals are used at home and in industry)

B: : Understanding Energy Transfer Technologies

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

B.1: : Students will: Describe how natural and technological cooling and heating systems are based upon the transfer of thermal energy (heat) from hot to cold objects

B.1.2: : describe the three ways; i.e., radiation, conduction and convection, that thermal energy is transferred from hot to cold objects

B.1.4: : describe the role of convection and conduction in distributing heat in natural and technological systems (e.g., sea and land breezes, convection ovens, metal pipes, cast-iron pots and pans)

B.2: : Students will: Explain the functioning of common methods and devices designed to control the transfer of thermal energy

B.2.3: : describe the variation in absorption/loss of heat (specific heat capacity) of a substance being heated or cooled, by manipulating variables that include the amount and type of material (e.g., motor oil, cooking oil, water)

B.3: : Students will: Describe and compare simple machines as devices that transfer energy and multiply forces or distances

B.3.1: : analyze and describe simple machines as devices that transfer energy (e.g., screws, ramps, hammers, hockey sticks, tennis rackets)

B.3.2: : identify the joule and the newton metre as the units of energy and work in the Système international (SI) units

B.3.3: : analyze and describe simple machines as either force multipliers or distance multipliers

B.3.4: : describe all simple machines as having an input force, an output force and a fulcrum (e.g., pulleys, doorknobs, winches)

2.2: : Skill Outcomes

B.IP: : Initiating and Planning

B.IP.1: : Students will: Ask questions about relationships between and among observable variables, and plan investigations to address those questions

B.IP.1.4: : state a prediction and a hypothesis based on background information or on an observed pattern of events (e.g., hypothesize the relationship between the rate of thermal conduction in different materials and their insulative properties)

B.PR: : Performing and Recording

B.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

B.PR.1.2: : use instruments effectively and accurately for collecting data (e.g., collect data on daily household energy consumption by recording electricity and gas meter readings over a two-week period; organize, display and analyze the data)

B.AI: : Analyzing and Interpreting

B.AI.1: : Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

B.AI.1.1: : interpret patterns and trends in data, and infer and explain relationships among the variables (e.g., suggest the reasons for daily fluctuations in domestic energy consumption)

B.AI.1.2: : calculate theoretical values of a variable (e.g., calculate energy transferred [work, W], force [F] or distance [d], when two quantities and the equation W = Fd are given; use SI units and unit analyses)

C: : Investigating Matter and Energy in Living Systems

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

C.1: : Students will: Describe, in general terms, the exchange of matter by the digestive and circulatory systems, the functional relationship between the two systems and the need for a healthy diet and lifestyle

C.1.4: : describe, in general terms, the intake of matter and its processing by the digestive system (e.g., foods are broken down into molecules that are absorbed into the blood stream from the intestine; food intake leads to increased blood sugar and mineral levels)

C.1.5: : describe, in general terms, the role of the heart and lungs in the circulatory system and in the exchange and distribution of matter processed by the digestive system

C.2: : Students will: Describe disorders of the digestive and circulatory systems as imbalances induced by genetic, lifestyle and environmental factors

C.2.1: : describe, in general terms, how the digestive and circulatory systems interact to assist in the maintenance of balance (homeostasis) in the human organism

C.2.3: : explain that illness and possibly death may result when the body cannot accommodate major disturbances within a system; i.e., digestive, excretory or circulatory (e.g., ulcers, heart attacks)

C.2.4: : analyze and explain, in general terms, a technology that is used to diagnose imbalances (e.g., endoscope, stethoscope) or to intervene and preserve balance (homeostasis) (e.g., kidney dialysis machine, pacemaker)

C.3: : Students will: Describe, in general terms, the structure and function of plant and animal cell parts; and trace the development of the cell theory

C.3.2: : describe the structure of the major parts of plant and animal cells, including the cell membrane, nucleus, vacuole, mitochondrion, chloroplast and cell wall

C.4: : Students will: Identify and compare, in general terms, the life functions common to living systems, from cells to organ systems

C.4.1: : describe the relationship between photosynthesis and cellular respiration in terms of biological energy storage; i.e., capture of energy from the Sun in glucose during photosynthesis, and the release of energy from glucose during respiration

C.4.3: : identify organs and systems in plants and animals that carry out the above life functions

C.4.4: : identify the major human organ systems that perform critical life functions; i.e., energy conversion, response to the environment, growth, reproduction, and conservation or dissipation of thermal energy

3.2: : Skill Outcomes

C.PR: : Performing and Recording

C.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

C.PR.1.2: : estimate measurements (e.g., calculate the magnification from knowledge of the microscope)

C.PR.1.3: : use instruments effectively and accurately for collecting data (e.g., prepare wet mounts of tissue, and observe cellular structures specific to plant cells and animal cells; observe structures using photomicrographs or electron micrographs)

C.PR.1.4: : organize data, using a format that is appropriate to the task or experiment (e.g., determine the nutrient components in popular diets)

C.AI: : Analyzing and Interpreting

C.AI.1: : Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

C.AI.1.1: : state a conclusion, based on experimental data, and explain how evidence gathered supports or refutes an initial idea (e.g., observe cytoplasmic streaming in the paramecium, and compare this method of matter distribution to that in multicellular living systems, such as the human organism; observe the feeding behaviour of paramecium, and compare this to the processes that occur in the human organism)

D: : Investigating Matter and Energy in the Environment

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

D.1: : Students will: Describe how the flow of matter in the biosphere is cyclical along characteristic pathways and can be disrupted by human activity

D.1.1: : explain the role of living systems in the cycling of matter in the biosphere (e.g., food chains)

D.1.4: : describe, in general terms, how water, carbon, oxygen and nitrogen are cycled through the biosphere

D.2: : Students will: Analyze a local ecosystem in terms of its biotic and abiotic components, and describe factors of the equilibrium

D.2.2: : define ecosystems in terms of biotic and abiotic factors (e.g., common plants and animals, latitude, altitude, topography)

D.2.3: : describe how various abiotic factors influence biodiversity in an ecosystem (e.g., climate, substrate, temperature, elevation)

D.2.4: : explain how biotic relationships can be explained in terms of the movement of matter and energy, using food chains, food webs and energy pyramids

D.2.5: : explain how various factors influence the size of populations; i.e., immigration and emigration, birth and death rates, food supply, predation, disease, reproductive rate, number of offspring produced, and climate change

D.2.6: : describe how interactions among organisms limit populations (e.g., predation, parasitism, competition)

D.2.7: : assess the impact of the introduction of exotic species on a specific ecosystem or biome (e.g., purple loosestrife in western Canadian wetlands, English sparrows in North America, zebra mussels in the Great Lakes)

4.2: : Skill Outcomes

D.IP: : Initiating and Planning

D.IP.1: : Students will: Ask questions about relationships between and among observable variables, and plan investigations to address those questions

D.IP.1.1: : identify questions to investigate arising from practical problems and issues (e.g., develop questions related to recycling, ozone depletion or introduction of exotic species)

D.PR: : Performing and Recording

D.PR.1: : Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data

D.PR.1.1: : carry out procedures, controlling the major variables (e.g., perform quantitative experiments to demonstrate that cellular respiration releases some thermal energy)

D.PR.1.3: : organize data, using a format that is appropriate to the task or experiment (e.g., analyze the biotic and abiotic data collected in an ecosystem study, and present this information in a written or graphic format or in an oral presentation to peers)

D.PR.1.5: : use tools, technology and apparatus safely (e.g., use computer-based learning or other means to perform a field study on an aquatic or terrestrial ecosystem; measure, quantitatively, appropriate abiotic data—temperature, humidity, precipitation, light intensity, pH, hardness, dissolved oxygen content)

D.AI: : Analyzing and Interpreting

D.AI.1: : Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

D.AI.1.1: : compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs, line graphs and scatterplots (e.g., analyze population growth curve graphs; communicate information on the flow of energy through the biosphere, using a diagram or flow chart)

D.AI.1.3: : state a conclusion, based on experimental data; and explain how evidence gathered supports or refutes an initial idea (e.g., explain, on the basis of experimental evidence, how energy is stored in the form of starch in photosynthetic organisms)

Correlation last revised: 9/9/2024

Alberta - Science: Science 14

Alberta Curriculum and Program of Studies | Adopted: 2014

A: : Investigating Properties of Matter

B: : Understanding Energy Transfer Technologies

C: : Investigating Matter and Energy in Living Systems

D: : Investigating Matter and Energy in the Environment