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-A: : Kinematics
1.1: : Change and Systems
20-A.1: : describe motion in terms of displacement, velocity, acceleration and time.
1.1.1.2: : Skills
20-A.1.2: : Performing and Recording
20-A1.2s: : 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-A1.2s.1: : perform an experiment to demonstrate the relationships among displacement, velocity, acceleration and time, using available technologies; e.g., interval timers, photo gates
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-A1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-A1.3s.1: : construct graphs to demonstrate the relationships among displacement, velocity, acceleration and time for uniform and uniformly accelerated motion
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-A1.3s.2: : analyze a graph of empirical data to infer the mathematical relationships among displacement, velocity, acceleration and time for uniform and uniformly accelerated motion
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-A1.3s.3: : solve, quantitatively, projectile motion problems near Earth’s surface, ignoring air resistance
Feed the Monkey (Projectile Motion)
Fire a banana cannon at a monkey in a tree. The monkey drops from the tree at the moment the banana is fired from the cannon. Determine where to aim the cannon so the monkey catches the banana. The position of the cannon, launch angle and initial velocity of the banana can be varied. Students can observe the velocity vectors and the paths of the monkey and banana.
5 Minute Preview
Try to get a hole in one by adjusting the velocity and launch angle of a golf ball. Explore the physics of projectile motion in a frictional or ideal setting. Horizontal and vertical velocity vectors can be displayed, as well as the path of the ball. The height of the golfer and the force of gravity are also adjustable.
5 Minute Preview
20-A1.3s.4: : relate acceleration to the slope of, and displacement to the area under, a velocity-time graph
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-A1.3s.5: : analyze uniform motion examples, using computer simulations
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.1: : explain the effects of balanced and unbalanced forces on velocity
2.1.1.1: : Science, Technology and Society (STS)
20-B1.1sts: : Students will: explain that the goal of technology is to provide solutions to practical problems, that technological development includes testing and evaluating designs and prototypes on the basis of established criteria, and that the products of technology cannot solve all problems
20-B1.1sts.1: : assess the design and use of injury-prevention devices in cars and sports in terms of Newton’s laws of motion
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-B1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-B1.3s.2: : use free-body diagrams to describe the forces acting on an object
Atwood Machine
Measure the height and velocity of two objects connected by a massless rope over a pulley. Observe the forces acting on each mass throughout the simulation. Calculate the acceleration of the objects, and relate these calculations to Newton's Laws of Motion. The mass of each object can be manipulated, as well as the mass and radius of the pulley.
5 Minute Preview
Investigate how an inclined plane redirects and reduces the force pulling a brick downward, with or without friction. A toy car can apply a variable upward force on the brick, and the mechanical advantage and efficiency of the plane can be determined. A graph of force versus distance illustrates the concept of work.
5 Minute Preview
20-B.2: : explain that gravitational effects extend throughout the universe.
2.1.2.1: : Science, Technology and Society (STS)
20-B2.1sts: : Students will: explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
20-B2.1sts.3: : explain tidal forces on Earth
Tides - Metric
Gain an understanding of high, low, spring, and neap tides on Earth by observing the tidal heights and the position of the Earth, Moon, and Sun. Tidal bulges can be observed from space, and water depths can be recorded from a dock by the ocean.
5 Minute Preview
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.2: : explore the relationship between the local value of the acceleration due to gravity and the gravitational field strength
Gravitational Force
Drag two objects around and observe the gravitational force between them as their positions change. The mass of each object can be adjusted, and the gravitational force is displayed both as vectors and numerically.
5 Minute Preview
20-B2.4s: : Students will: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
20-B2.4s.1: : select and use appropriate numeric, symbolic, graphical or linguistic modes of representation to communicate findings and conclusions
Gravitational Force
Drag two objects around and observe the gravitational force between them as their positions change. The mass of each object can be adjusted, and the gravitational force is displayed both as vectors and numerically.
5 Minute Preview
20-C.1: : explain circular motion, using Newton’s laws of motion
3.1.1.2: : Skills
20-C.1.2: : Performing and Recording
20-C1.2s: : 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-C1.2s.1: : perform an experiment to investigate the relationships among net force acting on an object in uniform circular motion and the object’s frequency, mass, speed and path radius
Uniform Circular Motion
Measure the position, velocity, and acceleration (both components and magnitude) of an object undergoing circular motion. The radius and velocity of the object can be controlled, along with the mass of the object. The forces acting on the object also can be recorded.
5 Minute Preview
20-C1.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-C1.3s.1: : organize and interpret experimental data, using prepared graphs or charts
Uniform Circular Motion
Measure the position, velocity, and acceleration (both components and magnitude) of an object undergoing circular motion. The radius and velocity of the object can be controlled, along with the mass of the object. The forces acting on the object also can be recorded.
5 Minute Preview
20-C1.3s.3: : summarize an analysis of the relationships among frequency, mass, speed and path radius
Uniform Circular Motion
Measure the position, velocity, and acceleration (both components and magnitude) of an object undergoing circular motion. The radius and velocity of the object can be controlled, along with the mass of the object. The forces acting on the object also can be recorded.
5 Minute Preview
20-C1.3s.4: : solve, quantitatively, circular motion problems in both horizontal and vertical planes, using algebraic and/or graphical vector analysis
Uniform Circular Motion
Measure the position, velocity, and acceleration (both components and magnitude) of an object undergoing circular motion. The radius and velocity of the object can be controlled, along with the mass of the object. The forces acting on the object also can be recorded.
5 Minute Preview
20-C.2: : explain that work is a transfer of energy and that conservation of energy in an isolated system is a fundamental physical concept.
3.1.2.2: : Skills
20-C.2.1: : Initiating and Planning
20-C2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-C2.1s.1: : design an experiment to demonstrate the conservation of energy; e.g., Is energy conserved in a collision?
Air Track
Adjust the mass and velocity of two gliders on a frictionless air track. Measure the velocity, momentum, and kinetic energy of each glider as they approach each other and collide. Collisions can be elastic or inelastic.
5 Minute Preview
20-C2.2s: : 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-C2.2s.1: : perform an experiment to demonstrate the law of conservation of energy
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.
5 Minute Preview
Adjust the mass and velocity of two gliders on a frictionless air track. Measure the velocity, momentum, and kinetic energy of each glider as they approach each other and collide. Collisions can be elastic or inelastic.
5 Minute Preview
Perform experiments with a pendulum to gain an understanding of energy conservation in simple harmonic motion. The mass, length, and gravitational acceleration of the pendulum can be adjusted, as well as the initial angle. The potential energy, kinetic energy, and total energy of the oscillating pendulum can be displayed on a table, bar chart or graph.
5 Minute Preview
Investigate the energy and motion of a block sliding down an inclined plane, with or without friction. The ramp angle can be varied and a variety of materials for the block and ramp can be used. Potential and kinetic energy are reported as the block slides down the ramp. Two experiments can be run simultaneously to compare results as factors are varied.
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: : use free-body diagrams to organize and communicate solutions to work-energy theorem problems
Inclined Plane - Simple Machine
Investigate how an inclined plane redirects and reduces the force pulling a brick downward, with or without friction. A toy car can apply a variable upward force on the brick, and the mechanical advantage and efficiency of the plane can be determined. A graph of force versus distance illustrates the concept of work.
5 Minute Preview
20-C2.3s.2: : solve, quantitatively, kinematics and dynamics problems, using the work-energy theorem
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
Investigate how an inclined plane redirects and reduces the force pulling a brick downward, with or without friction. A toy car can apply a variable upward force on the brick, and the mechanical advantage and efficiency of the plane can be determined. A graph of force versus distance illustrates the concept of work.
5 Minute Preview
20-D.1: : describe the conditions that produce oscillatory motion
4.1.1.1: : Science, Technology and Society (STS)
20-D1.1sts: : Students will: explain that the goal of science is knowledge about the natural world
20-D1.1sts.1: : analyze, qualitatively, the forces in real-life examples of simple harmonic motion:
20-D1.1sts.1.c: : seismic waves in Earth’s crust
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-D1.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-D1.1s.1: : design an experiment to demonstrate that simple harmonic motion can be observed within certain limits, relating the frequency and period of the motion to the physical characteristics of the system; e.g., a frictionless horizontal mass-spring system or a pendulum
Period of a Pendulum
Practice measuring the period of a pendulum. Perform experiments to determine how mass, length, gravitational acceleration, and angle affect the period of a pendulum.
5 Minute Preview
20-D1.2s: : 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-D1.2s.1: : perform an experiment to determine the relationship between the length of a pendulum and its period of oscillation
Pendulum Clock
Find the effect of length, mass, and angle on the period of a pendulum. The pendulum is attached to a clock that can be adjusted to tell time accurately. The clock can be located on Earth or Jupiter to determine the effect of gravity.
5 Minute Preview
Practice measuring the period of a pendulum. Perform experiments to determine how mass, length, gravitational acceleration, and angle affect the period of a pendulum.
5 Minute Preview
Observe two different forms of simple harmonic motion: a pendulum and a spring supporting a mass. Use a stopwatch to measure the period of each device as you adjust the mass hanging from the spring, the spring constant, the mass of the pendulum, the length of the pendulum, and the gravitational acceleration.
5 Minute Preview
20-D1.2s.3: : perform an experiment to determine the spring constant of a spring
Determining a Spring Constant
Place a pan on the end of a hanging spring. Measure how much the spring stretches when various masses are added to the pan. Create a graph of displacement vs. mass to determine the spring constant of the spring.
5 Minute Preview
Measure the period of a mass on the end of a spring. Determine the effects of gravitational acceleration, mass, and the spring constant on the period of the spring. Create an equation for the period of a spring given its mass and spring constant.
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: : relate the length of a pendulum to its period of oscillation
Pendulum Clock
Find the effect of length, mass, and angle on the period of a pendulum. The pendulum is attached to a clock that can be adjusted to tell time accurately. The clock can be located on Earth or Jupiter to determine the effect of gravity.
5 Minute Preview
Practice measuring the period of a pendulum. Perform experiments to determine how mass, length, gravitational acceleration, and angle affect the period of a pendulum.
5 Minute Preview
Observe two different forms of simple harmonic motion: a pendulum and a spring supporting a mass. Use a stopwatch to measure the period of each device as you adjust the mass hanging from the spring, the spring constant, the mass of the pendulum, the length of the pendulum, and the gravitational acceleration.
5 Minute Preview
20-D1.3s.2: : ask if the mass of the pendulum bob is a factor in the pendulum’s period of oscillation
Pendulum Clock
Find the effect of length, mass, and angle on the period of a pendulum. The pendulum is attached to a clock that can be adjusted to tell time accurately. The clock can be located on Earth or Jupiter to determine the effect of gravity.
5 Minute Preview
Practice measuring the period of a pendulum. Perform experiments to determine how mass, length, gravitational acceleration, and angle affect the period of a pendulum.
5 Minute Preview
Observe two different forms of simple harmonic motion: a pendulum and a spring supporting a mass. Use a stopwatch to measure the period of each device as you adjust the mass hanging from the spring, the spring constant, the mass of the pendulum, the length of the pendulum, and the gravitational acceleration.
5 Minute Preview
20-D.2: : describe the properties of mechanical waves and explain how mechanical waves transmit energy.
4.1.2.1: : Science, Technology and Society (STS)
20-D2.1sts: : Students will: explain that the goal of technology is to provide solutions to practical problems
20-D2.1sts.1: : investigate the application of acoustic phenomena in recreation, medicine, industry and technology (sonography, ultrasound, sonar, pipe organs, wind and brass instruments, noise-reduction devices, noise-measurement devices)
Phased Array
Observe the wave fronts produced by four closely-spaced emitters. The spacing and phase shift of each wave source can be adjusted, as well as the wave velocity. With all four sources you can observe a region of constructive interference that moves over time. The phased array has several real world applications such as radar and ultrasound.
5 Minute Preview
20-D2.1s: : Students will: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-D2.1s.1: : predict the conditions required for constructive and destructive interference to occur
Ripple Tank
Study wave motion, diffraction, interference, and refraction in a simulated ripple tank. A wide variety of scenarios can be chosen, including barriers with one or two gaps, multiple wave sources, reflecting barriers, or submerged rocks. The wavelength and strength of waves can be adjusted, as well as the amount of damping in the tank.
5 Minute Preview
20-D2.3s: : Students will: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
20-D2.3s.2: : relate apparent changes in wavelength and frequency to the speed of the source relative to the observer
Doppler Shift
Observe sound waves emitted from a moving vehicle. Measure the frequency of sound waves in front of and behind the vehicle as it moves, illustrating the Doppler effect. The frequency of sound waves, speed of the source, and the speed of sound can all be manipulated. Motion of the vehicle can be linear, oscillating, or circular.
5 Minute Preview
Derive an equation to calculate the frequency of an oncoming sound source and a receding sound source. Also, calculate the Doppler shift that results from a moving observer and a stationary sound source. The source velocity, sound velocity, observer velocity, and sound frequency can all be manipulated.
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.
