30-A: Nervous and Endocrine Systems

30-A.1: Students will explain how the nervous system controls physiological processes.

30-A.1.4s.1: use appropriate International System of Units (SI) notation, fundamental and derived units and significant digits

Unit Conversions 2 - Scientific Notation and Significant Digits

30?A.2.1k: identify the principal endocrine glands of humans; i.e., the hypothalamus/pituitary complex, thyroid, parathyroid, adrenal glands and islet cells of the pancreas

Digestive System

30?A.2.1sts: explain that science and technology are developed to meet societal needs and expand human capability

DNA Analysis

30?A.2.2s: 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

Pendulum Clock
Real-Time Histogram
Triple Beam Balance

30?A.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?B.1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30?B.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?B.2.1sts: explain how science and technology have influenced, and been influenced by, historical development and societal needs

DNA Analysis

30?B.2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30?B.3.1sts: explain that science and technology are developed to meet societal needs and expand human capability

DNA Analysis

30?B.3.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30?B.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?C.1.1sts: explain that science and technology are developed to meet societal needs and expand human capability

DNA Analysis

30?C.1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30-C: Cell Division, Genetics and Molecular Biology

30-C.1: Students will describe the processes of mitosis and meiosis.

30-C.1.3s.1: prepare and interpret models of human karyotypes by using hard-copy or online resources

Human Karyotyping

30?C.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?C.2.2k: compare ratios and probabilities of genotypes and phenotypes for dominant and recessive, multiple, incompletely dominant, and codominant alleles

Chicken Genetics

30-C.2: Students will explain the basic rules and processes associated with the transmission of genetic characteristics.

30-C.2.3s.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

Hardy-Weinberg Equilibrium

30-C.2.3s.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
Hardy-Weinberg Equilibrium

30?C.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?C.3.2k: describe, in general, how genetic information is contained in the sequence of bases in DNA molecules in chromosomes and how the DNA molecules replicate themselves

Building DNA

30?C.3.3k: describe, in general, how genetic information is transcribed into sequences of bases in RNA molecules and is finally translated into sequences of amino acids in proteins

RNA and Protein Synthesis

30?C.3.4k: explain, in general, how restriction enzymes cut DNA molecules into smaller fragments and how ligases reassemble them

Building DNA

30?C.3.6k: explain how a random change (mutation) in the sequence of bases results in abnormalities or provides a source of genetic variability

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection

30?C.3.7k: explain how base sequences in nucleic acids contained in the nucleus, mitochondrion and chloroplast give evidence for the relationships among organisms of different species.

RNA and Protein Synthesis

30?C.3.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30-C.3: Students will explain classical genetics at the molecular level.

30-C.3.2s.2: perform simulations to demonstrate the replication of DNA and the transcription and translation of its information

Building DNA
RNA and Protein Synthesis

30-C.3.2s.3: perform simulations to demonstrate the use of restriction enzymes and ligases

Building DNA

30?C.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30?D.1.1k: describe the Hardy-Weinberg principle and explain its significance in population gene-pool stability and nonequilibrium values

Hardy-Weinberg Equilibrium

30?D.1.2k: describe the factors that cause the diversity in the gene pool to change; i.e., natural selection, genetic drift, gene flow, nonrandom mating, bottleneck effect, founder effect, migration, mutation

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Natural Selection
Rainfall and Bird Beaks - Metric

30?D.1.3k: apply, quantitatively, the Hardy-Weinberg principle to observed and published data to determine allele and genotype frequencies, using the equations p + q = 1 and p^2 + 2pq + q^2 = 1

Hardy-Weinberg Equilibrium

30?D.1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30-D: Population and Community Dynamics

30-D.1: Students will describe a community as a composite of populations in which individuals contribute to a gene pool that can change over time

30-D.1.3s.1: calculate and interpret results based on the Hardy-Weinberg principle in problem-solving exercises

Hardy-Weinberg Equilibrium

30-D.2: Students will explain the interaction of individuals in a population with one another and with members of other populations

30-D.2.1k.1: predator-prey and producer-consumer relationships

Food Chain
Forest Ecosystem

30?D.2.2k: explain the role of defence mechanisms in predation and competition; e.g., mimicry, protective coloration, toxins, behaviour

Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Natural Selection

30?D.2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30-D.2.2s.1: design and perform an experiment or a simulation to demonstrate interspecific and intraspecific competition

Coral Reefs 2 - Biotic Factors

30-D.2.2s.3: perform simulations to investigate relationships between predators and their prey; e.g., computer simulation, role-playing

Food Chain

30?D.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

30-D.3: Students will explain, in quantitative terms, the change in populations over time.

30-D.3.2k.2: per capita growth rate, cgr = (delta)N / N, where (delta)N is the change in number of individuals in a population relative to N, the original number of individuals

Food Chain

30?D.3.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

Real-Time Histogram
Sight vs. Sound Reactions

30-D.3.3s.2: calculate and interpret change in population size, growth rate, per capita growth rate and population density

Food Chain

30?D.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

Pendulum Clock

Correlation last revised: 9/24/2019

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.