30-A: Living Systems Respond to Their Environment

1.1: Energy, Equilibrium, Matter and Systems

30-A.1: analyze how the human circulatory system facilitates interaction between blood cells and the external environment and investigate cardiovascular health.

1.1.1.1: Science, Technology and Society (STS)

30-A1.1sts: describe how society provides direction for scientific and technological development

30-A1.1sts.1: investigate and explain the relationship between exercise, lifestyle, diet, gender and cardiovascular health by examining blood pressure, heart rate and cholesterol levels.

Circulatory System
Digestive System

1.1.1.2: Skills

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.1: map blood flow through a mammalian heart

Circulatory System

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-A.2: analyze the defense mechanisms used by the human body to protect itself from pathogens found in the external environment.

1.1.2.2: Skills

30-A.2.1: Initiating and Planning

30-A2.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-A2.1s.1: select appropriate procedures and instruments to investigate the various ways the human body protects itself from diseases

Digestive System

30-A.3: apply the principles of heredity and molecular genetics to explain how human diseases can arise from inherited traits, the risks and benefits of genetic technology, and the need for ethical considerations in the application of scientific knowledge.

1.1.3.2: Skills

30-A.3.1: Initiating and Planning

30-A3.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-A3.1s.1: make predictions about the probability of inheriting specific traits

Hardy-Weinberg Equilibrium

30-A.3.2: Performing and Recording

30-A3.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-A3.2s.5: simulate the production of proteins, using models

RNA and Protein Synthesis

30-A.3.3: Analyzing and Interpreting

30-A3.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-A3.3s.1: interpret patterns and trends in data associated with autosomal and sex-linked inheritance

Hardy-Weinberg Equilibrium

30-A3.3s.2: predict, quantitatively, the probability of acquiring a particular trait in autosomal and sex-linked patterns of inheritance

Hardy-Weinberg Equilibrium

30-B: Chemistry and the Environment

2.1: Change, Energy, Systems

30-B.1: analyze the sources of acids and bases and their effects on the environment

2.1.1.2: Skills

30-B.1.1: Initiating and Planning

30-B1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

30-B1.1s.1: design a procedure to identify acidic, basic, neutral ionic and molecular solutions

Titration

30-B.1.2: Performing and Recording

30-B1.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-B1.2s.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

Titration

30-B1.2s.3: perform a titration using a strong monoprotic acid and a strong monoprotic base

Titration

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: use titration data to determine the concentration of a strong acid or a strong base

Titration

30-B1.3s.3: calculate pH from hydronium ion concentration and hydronium ion concentration from pH

Titration

30-B.1.4: Communication and Teamwork

30-B1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-B1.4s.1: compare collected titration data with that of other individuals and groups

Titration

30-B1.4s.2: use appropriate scientific conventions when communicating solutions to titration problems

Titration

30-B.2: analyze the sources of organic compounds and their effects on the environment

2.1.2.2: Skills

30-B.2.2: Performing and Recording

30-B2.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-B2.2s.3: prepare a synthetic organic compound (e.g., an alcohol, an ester or a soap) and investigate its properties

Dehydration Synthesis

30-B.2.4: Communication and Teamwork

30-B2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-B2.4s.1: develop a plan to study the impact of organic compounds on an aquatic or a terrestrial ecosystem and make revisions, based on group feedback, before implementing the plan

Coral Reefs 2 - Biotic Factors

30-C: Electromagnetic Energy

3.1: Diversity and Energy

30-C.1: explain field theory and analyze its applications in technologies used to produce, transmit and transform electrical energy

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: investigate the interactions between static electric charges, between magnetic poles and between two masses

Gravitational Force
Pith Ball Lab

30-C1.2s.2: construct an electric circuit to measure current, voltage and resistance, using a voltmeter or an ammeter

Advanced Circuits
Circuits

30-C1.2s.5: investigate the effects of a conductor moving through a magnetic field by manipulating variables such as current, velocity and magnetic field strength.

Electromagnetic Induction

30-C.2: describe the properties of the electromagnetic spectrum and their applications in medical technologies, communication systems and remote-sensing technologies used to study the universe.

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.5: evaluate and select appropriate instruments, such as a prism, a diffraction grating, a light meter or a spectroscope, for problem solving and inquiry

Basic Prism

30-C.2.2: Performing and Recording

30-C2.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

30-C2.2s.1: investigate the reflection, refraction or polarization of visible light

Basic Prism
Refraction

30-C2.2s.2: create data tables from investigations into polarization, reflection or refraction of visible light or draw diagrams to illustrate these phenomena

Basic Prism

30-C2.2s.3: create a summary table or a diagram of spectral lines observed from gas discharge tubes

Bohr Model of Hydrogen
Star Spectra

30-C.2.3: Analyzing and Interpreting

30-C2.3s: analyze data and apply mathematical and conceptual models to develop and assess possible solutions

30-C2.3s.4: pose new questions, such as “What is the relationship between the polarization of light and the ability of insects to use this property to navigate?” or “How are emission and absorption spectra used in determining the spectral classification of stars?”

Ripple Tank

30-D: Energy and the Environment

4.1: Energy and Systems

30-D.1: explain the need for balancing the growth in global energy demands with maintaining a viable biosphere

4.1.1.1: Science, Technology and Society (STS)

30-D1.1sts: explain that science and technology are developed to meet societal needs and expand human capability

30-D1.1sts.1: investigate and assess the need for strategies (e.g., co-generation, waste-energy recovery, electrical load scheduling) and policies to increase energy efficiency as a means of balancing global energy demands with maintaining a viable biosphere.

Pulley Lab

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 questions to investigate that arise from science- and technology-related issues; e.g., “Which energy sources and technologies best balance the need for global energy demand with acceptable environmental impacts?”

Pendulum Clock
Sight vs. Sound Reactions

30-D.2: describe the sun as Earth’s main source of energy and explain the functioning of some conventional and alternative technologies that convert solar, nuclear, tidal and other energy sources into useable forms.

4.1.2.2: Skills

30-D.2.4: Communication and Teamwork

30-D2.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

30-D2.4s.2: consult a wide variety of sources to evaluate varied perspectives on topics such as cogeneration, fuel efficiency, waste-energy recovery, electrical load scheduling and policies that facilitate energy efficiency and increase reliance on renewable energy sources

Pulley Lab

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.