11-12.1: Students understand the unifying concepts and processes of science.

11-12.1.2: Identify the structure, organization, and dynamics of components within a system (e.g., cells, tissues, organs, organ systems, reactants and products in chemical equilibrium)

 Circulatory System
 Digestive System

11-12.1.3: Explain how a system can be dynamic yet may remain in equilibrium (e.g., balance of forces, Le Chatelier’s Principle, acid base systems)

 Equilibrium and Concentration
 Equilibrium and Pressure

11-12.2: Students use the process of science inquiry.

11-12.2.3: Use data from scientific investigations to accept or reject a hypothesis

 Diffusion
 Pendulum Clock

11-12.2.5: Use technology and mathematics to improve investigations and communications

 Diffusion
 Electromagnetic Induction
 Pendulum Clock

11-12.2.7: Design and conduct an independent investigation

 Diffusion
 Pendulum Clock
 Real-Time Histogram
 Sight vs. Sound Reactions

11-12.3: Students understand the basic concepts and principles of physical science.

11-12.3.2: Identify the basic organization of the periodic table (e.g., elements are listed according to the number of protons [atomic number]; repeating patterns of physical and chemical properties

 Electron Configuration

11-12.3.3: Compare and contrast the role of electrons in ionic and covalent bonding

 Covalent Bonds
 Ionic Bonds

11-12.3.4: Identify the basic bonding characteristics of carbon which lead to a large variety of structures

 Covalent Bonds
 Ionic Bonds

11-12.3.5: Identify the effect of concentration, temperature, surface area, pressure, and catalysts on reaction rates as it relates to the Kinetic Theory.

 Collision Theory

11-12.3.6: Write the chemical formula and name for compounds using a table of element names, symbols, and oxidation numbers

 Chemical Equations

11-12.3.7: Balance chemical equations

 Balancing Chemical Equations
 Chemical Equations

11-12.3.9: Explain the relationship among thermal energy, temperature, and the motion of particles

 Temperature and Particle Motion

11-12.3.10: Apply the law of conservation of energy to a variety of situations

 Air Track
 Energy Conversion in a System
 Inclined Plane - Sliding Objects
 Roller Coaster Physics

11-12.3.11: Explain how energy is related to physical changes of matter (e.g., phase changes, temperature changes)

 Phase Changes

11-12.3.13: Explain how magnetic forces relate to electric forces

 Electromagnetic Induction
 Magnetic Induction

11-12.4: Students understand the basic concepts and principles of life science.

11-12.4.2: Explain how types of DNA technology (e.g., genetic engineering, forensic science, cloning) may impact society now and in the future.

 DNA Fingerprint Analysis

11-12.5: Students understand the basic concepts and principles of earth and space science.

11-12.5.2: Explain how Earth systems are in dynamic equilibrium (e.g., cycling of energy and matter through the atmosphere, hydrosphere, and lithosphere)

 Carbon Cycle

11-12.5.3: Explain the short-term and long-term effects of chemical processes (e.g., acid rain, CO2 emissions, ozone depletion, run-off) on the environment and society

 Carbon Cycle

11-12.6: Students understand relations between science and technology.

11-12.6.2: Identify examples of how new technologies advance science -

 DNA Fingerprint Analysis

11-12.7: Students understand relations between science and personal, social, and environmental issues.

11-12.7.2: Explain ways renewable and nonrenewable resources are managed (e.g., land reclamation, forest management, CRP, hunting licenses, energy -conserving technologies)

 Forest Ecosystem

Correlation last revised: 1/20/2017

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