AB--Alberta Program of Studies
30-A.1: explain how momentum is conserved when objects interact in an isolated system.
1.1.1.2: Skills
30-A.1.1: Initiating and Planning
30-A1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
30-A1.1s.1: design an experiment and identify and control major variables; e.g., demonstrate the conservation of linear momentum or illustrate the relationship between impulse and change in momentum
Pendulum Clock
Real-Time Histogram
30-A.1.2: Performing and Recording
30-A1.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
30-A1.2s.1: perform an experiment to demonstrate the conservation of linear momentum, using available technologies; e.g., air track, air table, motion sensors, strobe lights and photography
30-A.1.3: Analyzing and Interpreting
30-A1.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-A1.3s.2: analyze, quantitatively, one- and two-dimensional interactions, using given data or by manipulating objects or computer simulations
30-A.1.4: Communication and Teamwork
30-A1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
30-A1.4s.1: use appropriate Système international (SI) units, fundamental and derived units and significant digits
Unit Conversions 2 - Scientific Notation and Significant Digits
30-B.1: explain the behaviour of electric charges, using the laws that govern electrical interactions
2.1.1.1: Science, Technology and Society (STS)
30-B1.2sts: explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery
30-B1.2sts.1: compare and contrast the experimental designs used by Coulomb and Cavendish, in terms of the role that technology plays in advancing science.
Coulomb Force (Static)
Pith Ball Lab
2.1.1.2: Skills
30-B.1.3: Analyzing and Interpreting
30-B1.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-B1.3s.1: infer, from empirical evidence, the mathematical relationship among charge, force and distance between point charges
Coulomb Force (Static)
Pith Ball Lab
30-B1.3s.2: use free-body diagrams to describe the electrostatic forces acting on a charge
Coulomb Force (Static)
Pith Ball Lab
30-B1.3s.3: use graphical techniques to analyze data; e.g., curve straightening (manipulating variables to obtain a straight-line graph)
30-B.3: explain how the properties of electric and magnetic fields are applied in numerous devices.
2.1.3.1: Science, Technology and Society (STS)
30-B3.1sts: explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
30-B3.1sts.1: discuss, qualitatively, Lenz’s law in terms of conservation of energy, giving examples of situations in which Lenz’s law applies
30-B3.2sts: explain that the goal of technology is to provide solutions to practical problems and that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
30-B3.2sts.1: evaluate an electromagnetic technology, such as magnetic resonance imaging (MRI), positron emission tomography (PET), transformers, alternating current (AC) and direct current (DC) motors, AC and DC generators, speakers, telephones
2.1.3.2: Skills
30-B.3.2: Performing and Recording
30-B3.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
30-B3.2s.3: predict, using appropriate hand rules, the relative directions of motion, force and field in electromagnetic interactions
30-C.1: explain the nature and behaviour of EMR, using the wave model
3.1.1.2: Skills
30-C.1.2: Performing and Recording
30-C1.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
30-C1.2s.1: perform experiments to demonstrate refraction at plane and uniformly curved surfaces
30-C1.2s.2: perform an experiment to determine the index of refraction of several different substances
30-C1.2s.3: conduct an investigation to determine the focal length of a thin lens and of a curved mirror
Ray Tracing (Lenses)
Ray Tracing (Mirrors)
30-C.1.3: Analyzing and Interpreting
30-C1.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-C1.3s.2: use ray diagrams to describe an image formed by thin lenses and curved mirrors
Ray Tracing (Lenses)
Ray Tracing (Mirrors)
30-C.2: explain the photoelectric effect, using the quantum model.
3.1.2.1: Science, Technology and Society (STS)
30-C2.2sts: explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
30-C2.2sts.1: investigate and report on the development of early quantum theory
3.1.2.2: Skills
30-C.2.1: Initiating and Planning
30-C2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
30-C2.1s.1: predict the effect, on photoelectric emissions, of changing the intensity and/or frequency of the incident radiation or material of the photocathode
30-C2.1s.2: design an experiment to measure Planck’s constant, using either a photovoltaic cell or a light-emitting diode (LED)
30-C.2.2: Performing and Recording
30-C.2.2.1: measure Planck’s constant, using either a photovoltaic cell or an LED
30-D.1: describe the electrical nature of the atom
4.1.1.2: Skills
30-D.1.1: Initiating and Planning
30-D1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
30-D1.1s.1: identify, define and delimit questions to investigate; e.g., “What is the importance of cathode rays in the development of atomic models?”
Pendulum Clock
Sight vs. Sound Reactions
30-D.2: describe the quantization of energy in atoms and nuclei
4.1.2.1: Science, Technology and Society (STS)
30-D2.1sts: explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations
30-D2.1sts.1: investigate and report on the use of line spectra in the study of the universe and the identification of substances
30-D2.1sts.2: investigate how empirical evidence guided the evolution of the atomic model
Bohr Model of Hydrogen
Bohr Model: Introduction
30-D2.2sts: explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery
30-D2.2sts.1: investigate and report on the application of spectral or quantum concepts in the design and function of practical devices, such as street lights, advertising signs, electron microscopes and lasers.
Bohr Model of Hydrogen
Star Spectra
4.1.2.2: Skills
30-D.2.1: Initiating and Planning
30-D2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
30-D2.1s.1: predict the conditions necessary to produce line-emission and line-absorption spectra
Bohr Model of Hydrogen
Bohr Model: Introduction
Star Spectra
30-D2.1s.2: predict the possible energy transitions in the hydrogen atom, using a labelled diagram showing energy levels
30-D.2.2: Performing and Recording
30-D2.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
30-D2.2s.1: observe line-emission and line-absorption spectra
Bohr Model of Hydrogen
Star Spectra
30-D2.2s.2: observe the representative line spectra of selected elements
Bohr Model of Hydrogen
Star Spectra
30-D.2.3: Analyzing and Interpreting
30-D2.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-D2.3s.1: identify elements represented in sample line spectra by comparing them to representative line spectra of elements
Bohr Model of Hydrogen
Star Spectra
30-D.3: describe nuclear fission and fusion as powerful energy sources in nature
4.1.3.1: Science, Technology and Society (STS)
30-D3.2sts: explain that the products of technology are devices, systems and processes that meet given needs and that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability
30-D3.2sts.1: assess the risks and benefits of air travel (exposure to cosmic radiation), dental X-rays, radioisotopes used as tracers, food irradiation, use of fission or fusion as a commercial power source and nuclear and particle research
4.1.3.2: Skills
30-D.3.3: Analyzing and Interpreting
30-D3.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-D3.3s.1: graph data from radioactive decay and estimate half-life values
30-D3.3s.2: interpret common nuclear decay chains
30-D.4: describe the ongoing development of models of the structure of matter.
4.1.4.1: Science, Technology and Society (STS)
30-D4.1sts: explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations
30-D4.1sts.1: research and report on the development of models of matter
Bohr Model of Hydrogen
Bohr Model: Introduction
4.1.4.2: Skills
30-D.4.3: Analyzing and Interpreting
30-D4.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions
30-D4.3s.2: write β+ and β- decay equations, identifying the elementary fermions involved
Correlation last revised: 11/17/2022