Alberta Program of Studies
30?A.1.1k: describe the principal structures and associated blood vessels of the heart; i.e., ventricles, atria, septum, valves (specific names of valves not required), aorta, vena cavae, pulmonary arteries and veins, coronary arteries
30?A.1.2k: describe the rhythmic contraction of the heart and its function in the general circulation of blood through pulmonary and systemic pathways
30?A.1.1sts: describe how society provides direction for scientific and technological development
30-A.1.3s.1: map blood flow through a mammalian heart
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: describe how pathogens in the environment (e.g., mosquito-borne parasites, bacteria, viruses) enter the circulatory system and may have an adverse affect on health
30?A.2.1sts: describe how society provides direction for scientific and technological development
30?A.2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
Real-Time Histogram
Sight vs. Sound Reactions
30?A.2.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information
Determining a Spring Constant
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
30?A.3.2k: explain, with the aid of Punnett squares, the inheritance of single traits by applying current understanding of the gene, segregation and dominance
30-A.3.4k.1: identifying the structure of DNA as a double helix
30-A.3.4k.2: listing the essential components of DNA as nucleotides
30-A.3.4k.3: identifying the base pairings between the strands of the double helix
30?A.3.5k: explain the general process of DNA replication
30?A.3.6k: describe a primary function of DNA by describing how an amino acid sequence of a polypeptide (protein) is determined by the sequence of DNA triplet codes, i.e., use of a table of DNA triplets matched with amino acids
30?A.3.7k: describe the role of proteins in the human body as regulatory molecules (enzymes), as structural molecules and as a source of energy
30?A.3.1sts: explain that science and technology are developed to meet societal needs and expand human capability
30?A.3.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
Real-Time Histogram
Sight vs. Sound Reactions
30-A.3.3s.1: interpret patterns and trends in data associated with autosomal and sex-linked inheritance
30-A.3.3s.2: predict, quantitatively, the probability of acquiring a particular trait in autosomal and sex-linked patterns of inheritance
30?A.3.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
30?B.1.2k: differentiate among acids, bases, neutral ionic compounds, neutral molecular compounds and strong and weak acids, based on appropriate diagnostic tests
30?B.1.4k: explain, qualitatively, how buffers maintain a relatively constant pH when a small amount of acid or base is added to an aqueous system
30?B.1.6k: trace the historical use of acid-base indicators; e.g., early Aboriginal methods of using extracts from natural substances
30-B.1.2s.1: use a pH meter and/or pH paper and indicators to measure the pH of solutions; e.g., collect pH data to study an aquatic ecosystem
30-B.1.2s.2: use indicators and a conductivity meter to differentiate between a strong acid and a weak acid
30-B.1.2s.3: perform a titration using a strong monoprotic acid and a strong monoprotic base
30-B.1.3s.1: use titration data to determine the concentration of a strong acid or a strong base
30-B.1.4s.1: compare collected titration data with that of other individuals and groups
30-B.1.4s.2: use appropriate scientific conventions when communicating solutions to titration problems
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.2.2s: conduct investigations into relationships 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?B.2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
30-B.3.1s.1: plan an evaluation, including a risk-benefit analysis, of a chemical process or an issue related to its use
30?C.1.1k: define a field as a property of space around a mass, an electric charge or a magnet that causes another mass, electric charge or magnet introduced in to this region to experience a force
30?C.1.6k: describe the relationships, for up to three resistors, among power, current, voltage and resistance for series and parallel circuits, using the equations V = IR, P = VI, P = I2R, RT = R1 + R2 + R3, and (1/RT) = (1/R1) + (1/R2) + (1/R3)
30?C.1.12k: describe, in terms of design and electrical energy, the functioning of safety technologies; e.g., circuit fuses and breakers, polarized plugs and ground wiring.
30-C.1.2s.2: construct an electric circuit to measure current, voltage and resistance, using a voltmeter or an ammeter
30-C.1.3s.1: test and evaluate a self-constructed, simple electric generator or motor in terms of design, ruggedness and ability to perform a specific function
30-C.1.3s.3: calculate the resistance of series and parallel circuits for a maximum of three resistors
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
30?C.2.1k: describe the range of the electromagnetic spectrum from long, low-frequency radio waves through microwaves, infrared (IR) rays, visible light rays and ultraviolet (UV) radiation to very short, high-frequency waves, such as X-rays and gamma rays
30?C.2.4k: investigate and describe, qualitatively, the phenomena of reflection, refraction, diffraction and polarization of visible light
30?C.2.5k: compare and contrast the properties of radiation, from any region of the electromagnetic spectrum, with those of visible light; i.e., wavelength, frequency, speed, reflection, refraction, diffraction, penetrability
30?C.2.9k: describe, in general terms, how a spectroscope can be used to determine the composition of incandescent objects or substances, and the conditions necessary to produce emission (bright line) and absorption (dark line) spectra, in terms of light source and temperature
Bohr Model of Hydrogen
Bohr Model: Introduction
Star Spectra
30-C.2.10k.1: spectroscopes used to analyze the distribution of energy in a star?s continuous emission spectrum can be used to estimate the surface temperature of the star
30-C.2.10k.2: Doppler-shift technology used to measure the speed of distant stars provides evidence that the universe is expanding
Doppler Shift
Doppler Shift Advanced
30-C.2.11k: describe, in general terms, the evolution of stars and the existence of black holes, white dwarves and neutron stars.
30-C.2.1s.1: design an experiment, identifying specific variables, to investigate the reflection, refraction or polarization of visible light
30-C.2.2s.1: investigate the reflection, refraction or polarization of visible light
30-C.2.2s.2: create data tables from investigations into polarization, reflection or refraction of visible light or draw diagrams to illustrate these phenomena
30-C.2.2s.3: create a summary table or a diagram of spectral lines observed from gas discharge tubes
Bohr Model of Hydrogen
Bohr Model: Introduction
Star Spectra
30-C.2.3s.1: observe and analyze the various spectra of an artificial light source, using a spectroscope, prism or diffraction grating
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
30?D.1.2s: conduct investigations into relationships 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?D.1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
30?D.2.3k: describe the conversion of solar energy into renewable forms (e.g., wind, hydropower, chemical potential energy by photosynthesis) and nonrenewable forms (e.g., coal, oil and gas) and further conversion into electrical and thermal energy
30?D.2.4k: describe the functioning of renewable energy technologies and assess their advantages and disadvantages, including active and passive solar-heating technologies, wind turbines, hydroelectric power, biomass energy, geothermal energy, hydrogen fuel cells
30?D.2.6k: describe the main types and sources of radioactive decay and resulting ionizing radiation; i.e., alpha, beta and gamma decay
30?D.2.12k: explain the source of tides, in terms of gravitational attraction and the relative motions of the sun, moon and Earth
30?D.2.2sts: explain that science and technology are developed to meet societal needs and expand human capability
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: conduct investigations into relationships 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?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
Correlation last revised: 9/16/2020