Content Standards
LS1-HS-1: Students who demonstrate understanding can: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Building DNA
RNA and Protein Synthesis
LS1-HS-1.LS1.A: Structure and Function
LS1-HS-1.LS1.A.i: Systems of specialized cells within organisms help them perform the essential functions of life.
LS1-HS-1.LS1.A.ii: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.
LS1-HS-2: Students who demonstrate understanding can: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Circulatory System
Digestive System
LS1-HS-3: Students who demonstrate understanding can: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Homeostasis
Human Homeostasis
Paramecium Homeostasis
LS1-HS-3.LS1.A: Structure and Function
LS1-HS-3.LS1.A.i: Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system.
Human Homeostasis
Paramecium Homeostasis
LS1-HS-4: Students who demonstrate understanding can: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
LS1-HS-4.LS1.B: Growth and Development of Organisms
LS1-HS-4.LS1.B.i: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.
Circulatory System
Digestive System
LS1-HS-5: Students who demonstrate understanding can: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
LS1-HS-6: Students who demonstrate understanding can: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
LS1-HS-6.LS1.C: Organization for Matter and Energy Flow in Organisms
LS1-HS-6.LS1.C.i: The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.
LS1-HS-6.LS1.C.ii: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
LS1-HS-7: Students who demonstrate understanding can: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
LS1-HS-7.LS1.C: Organization for Matter and Energy Flow in Organisms
LS1-HS-7.LS1.C.i: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
LS1-HS-7.LS1.C.ii: As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to cells. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.
LS2-HS-1: Students who demonstrate understanding can: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Food Chain
Forest Ecosystem
Prairie Ecosystem
Rabbit Population by Season
Rainfall and Bird Beaks
LS2-HS-1.LS2.A: Interdependent Relationships in Ecosystems
LS2-HS-1.LS2.A.i: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
Food Chain
Rabbit Population by Season
LS2-HS-2: Students who demonstrate understanding can: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Prairie Ecosystem
Rabbit Population by Season
Rainfall and Bird Beaks
LS2-HS-2.LS2.A: Interdependent Relationships in Ecosystems
LS2-HS-2.LS2.A.i: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. These limits result from such factors as the availability of living and nonliving resources and from such challenges such as predation, competition, and disease. Organisms would have the capacity to produce populations of great size were it not for the fact that environments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
Food Chain
Rabbit Population by Season
LS2-HS-2.LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2-HS-2.LS2.C.i: A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Rabbit Population by Season
LS2-HS-3: Students who demonstrate understanding can: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
LS2-HS-3.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2-HS-3.LS2.B.i: Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
Cell Energy Cycle
Food Chain
Photosynthesis Lab
Pond Ecosystem
LS2-HS-4: Students who demonstrate understanding can: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
LS2-HS-4.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2-HS-4.LS2.B.i: Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
LS2-HS-5: Students who demonstrate understanding can: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Cell Energy Cycle
Plants and Snails
Pond Ecosystem
LS2-HS-5.LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2-HS-5.LS2.B.i: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.
Carbon Cycle
Cell Energy Cycle
Photosynthesis Lab
LS2-HS-6: Students who demonstrate understanding can: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Forest Ecosystem
Prairie Ecosystem
LS2-HS-6.LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2-HS-6.LS2.C.i: A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Food Chain
Rabbit Population by Season
LS2-HS-6.LS4.D: Biodiversity and Humans
LS2-HS-6.LS4.D.i: Sustaining ecosystem health and biodiversity is essential to support and enhance life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational, cultural, or inspirational value. Humans depend on the living world for the resources and other benefits provided by biodiversity. Impacts on biodiversity can be mitigated through actions such as habitat conservation, reclamation practices, wildlife management, and invasive species control. Understanding the effects of population growth, wildfire, pollution, and climate variability on changes in biodiversity could help maintain the integrity of biological systems.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
LS2-HS-7: Students who demonstrate understanding can: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
LS2-HS-7.LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2-HS-7.LS2.C.i: Moreover, anthropogenic changes (induced by human activity) in the environment-including habitat destruction, pollution, introduction of invasive species, over exploitation, and climate change-can disrupt an ecosystem and threaten the survival of some species.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
Rabbit Population by Season
Rainfall and Bird Beaks
LS2-HS-7.LS4.D: Biodiversity and Humans
LS2-HS-7.LS4.D.i: Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction).
Coral Reefs 2 - Biotic Factors
LS2-HS-7.LS4.D.ii: Sustaining ecosystem health and biodiversity is essential to support and enhance life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational, cultural, or inspirational value. Humans depend on the living world for the resources and other benefits provided by biodiversity. Impacts on biodiversity can be mitigated through actions such as habitat conservation, reclamation practices, wildlife management, and invasive species control. Understanding the effects of population growth, wildfire, pollution, and climate variability on changes in biodiversity could help maintain the integrity of biological systems.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
LS3-HS-1: Students who demonstrate understanding can: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Building DNA
Evolution: Mutation and Selection
Human Karyotyping
Inheritance
LS3-HS-1.LS1.A: Structure and Function
LS3-HS-1.LS1.A.i: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins.
LS3-HS-1.LS3.A: Inheritance of Traits
LS3-HS-1.LS3.A.i: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.
DNA Analysis
Human Karyotyping
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)
LS3-HS-2: Students who demonstrate understanding can: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Chicken Genetics
Evolution: Mutation and Selection
LS3-HS-2.LS3.B: Variation of Traits
LS3-HS-2.LS3.B.i: In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.
Evolution: Natural and Artificial Selection
LS3-HS-3: Students who demonstrate understanding can: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Chicken Genetics
Hardy-Weinberg Equilibrium
Microevolution
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)
LS4-HS-1: Students who demonstrate understanding can: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Human Evolution - Skull Analysis
Natural Selection
RNA and Protein Synthesis
Rainfall and Bird Beaks
LS4-HS-2: Students who demonstrate understanding can: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Evolution: Mutation and Selection
Natural Selection
Rainfall and Bird Beaks
LS4-HS-2.LS4.C: Adaptation
LS4-HS-2.LS4.C.i: Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.
Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Microevolution
Rainfall and Bird Beaks
LS4-HS-3: Students who demonstrate understanding can: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Evolution: Mutation and Selection
Microevolution
Rainfall and Bird Beaks
LS4-HS-3.LS4.B: Natural Selection
LS4-HS-3.LS4.B.ii: The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population.
Evolution: Mutation and Selection
Microevolution
Rainfall and Bird Beaks
LS4-HS-3.LS4.C: Adaptation
LS4-HS-3.LS4.C.i: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Rainfall and Bird Beaks
LS4-HS-4: Students who demonstrate understanding can: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Evolution: Mutation and Selection
Microevolution
Natural Selection
LS4-HS-4.LS4.C: Adaptation
LS4-HS-4.LS4.C.i: Natural selection leads to adaptation, that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
Rainfall and Bird Beaks
LS4-HS-5: Students who demonstrate understanding can: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Rabbit Population by Season
Rainfall and Bird Beaks
LS4-HS-5.LS4.C: Adaptation
LS4-HS-5.LS4.C.i: Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes the extinction-of some species.
Coral Reefs 1 - Abiotic Factors
Rabbit Population by Season
LS4-HS-5.LS4.C.ii: Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.
Evolution: Mutation and Selection
Evolution: Natural and Artificial Selection
LS4-HS-6: Students who demonstrate understanding can: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
LS4-HS-6.LS4.C: Adaptation
LS4-HS-6.LS4.C.i: Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline-and sometimes the extinction-of some species.
Coral Reefs 1 - Abiotic Factors
Rabbit Population by Season
LS4-HS-6.LS4.D: Biodiversity and Humans
LS4-HS-6.LS4.D.i: Sustaining ecosystem health and biodiversity is essential to support and enhance life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational, cultural, or inspirational value. Humans depend on the living world for the resources and other benefits provided by biodiversity. Impacts on biodiversity can be mitigated through actions such as habitat conservation, reclamation practices, wildlife management, and invasive species control. Understanding the effects of population growth, wildfire, pollution, and climate variability on changes in biodiversity could help maintain the integrity of biological systems.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
PSC1-HS-2: Students who demonstrate understanding can: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
Electron Configuration
Element Builder
PSC1-HS-2.PS1.A: Structure and Properties of Matter
PSC1-HS-2.PS1.A.i: Each atom has a substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.
PSC1-HS-2.PS1.A.ii: The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.
Electron Configuration
Element Builder
PSC1-HS-4: Students who demonstrate understanding can: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and other types of radioactive decay.
PSC1-HS-4.PS1.C: Nuclear Processes
PSC1-HS-4.PS1.C.i: Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.
PSC2-HS-1: Students who demonstrate understanding can: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
PSC2-HS-3: Students who demonstrate understanding can: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
PSC2-HS-4: Students who demonstrate understanding can: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Balancing Chemical Equations
Chemical Equations
Stoichiometry
PSC2-HS-5: Students who demonstrate understanding can: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
Equilibrium and Concentration
Equilibrium and Pressure
PSC2-HS-5.PS1.B: Chemical Reactions
PSC2-HS-5.PS1.B.i: In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.
PSC3-HS-1: Students who demonstrate understanding can: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
Basic Prism
Photoelectric Effect
PSC3-HS-1.PS4.B: Electromagnetic Radiation
PSC3-HS-1.PS4.B.i: Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.
PSC3-HS-2: Students who demonstrate understanding can: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Rolling Objects
Inclined Plane - Simple Machine
Inclined Plane - Sliding Objects
PSC3-HS-2.PS3.A: Definitions of Energy
PSC3-HS-2.PS3.A.i: Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
2D Collisions
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
Temperature and Particle Motion
PSC3-HS-2.PS3.B: Conservation of Energy and Energy Transfer
PSC3-HS-2.PS3.B.i: Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
PSC3-HS-2.PS3.B.ii: Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
2D Collisions
Air Track
Energy Conversion in a System
PSC3-HS-2.PS3.B.iii: Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
PSC3-HS-3: Students who demonstrate understanding can: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Potential Energy on Shelves
PSC3-HS-3.PS3.A: Definitions of Energy
PSC3-HS-3.PS3.A.i: Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
2D Collisions
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
Temperature and Particle Motion
PSC3-HS-3.PS3.A.ii: At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSC3-HS-3.PS3.A.iii: These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space.
PSC3-HS-4: Students who demonstrate understanding can: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy. --- Optional
PSC3-HS-4.PS3.A: Definitions of Energy
PSC3-HS-4.PS3.A.i: At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSC3-HS-4.PS3.D: Energy in Chemical Processes
PSC3-HS-4.PS3.D.i: Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment.
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSC3-HS-5: Students who demonstrate understanding can: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
Calorimetry Lab
Conduction and Convection
Heat Transfer by Conduction
PSC3-HS-5.PS3.B: Conservation of Energy and Energy Transfer
PSC3-HS-5.PS3.B.i: Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
2D Collisions
Air Track
Energy Conversion in a System
PSC3-HS-5.PS3.D: Energy in Chemical Processes
PSC3-HS-5.PS3.D.i: Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment.
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSP1-HS-1: Students who demonstrate understanding can: Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Atwood Machine
Fan Cart Physics
Free-Fall Laboratory
PSP1-HS-1.PS2.A: Forces and Motion
PSP1-HS-1.PS2.A.i: Newton’s second law accurately predicts changes in the motion of macroscopic objects.
PSP1-HS-2: Students who demonstrate understanding can: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
PSP1-HS-2.PS2.A: Forces and Motion
PSP1-HS-2.PS2.A.i: Momentum is defined for a particular frame of reference; it is the mass times the velocity of the object.
PSP1-HS-4: Students who demonstrate understanding can: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
Coulomb Force (Static)
Gravitational Force
Pith Ball Lab
PSP1-HS-4.PS2.B: Types of Interactions
PSP1-HS-4.PS2.B.ii: Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.
Electromagnetic Induction
Magnetic Induction
PSP1-HS-5: Students who demonstrate understanding can: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
Electromagnetic Induction
Magnetic Induction
PSP1-HS-5.PS2.B: Types of Interactions
PSP1-HS-5.PS2.B.i: Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.
Electromagnetic Induction
Magnetic Induction
PSP2-HS-1: Students who demonstrate understanding can: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Rolling Objects
Inclined Plane - Simple Machine
Inclined Plane - Sliding Objects
PSP2-HS-1.PS3.A: Definitions of Energy
PSP2-HS-1.PS3.A.i: Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
2D Collisions
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
Temperature and Particle Motion
PSP2-HS-1.PS3.B: Conservation of Energy and Energy Transfer
PSP2-HS-1.PS3.B.i: Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
PSP2-HS-1.PS3.B.ii: Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
2D Collisions
Air Track
Energy Conversion in a System
PSP2-HS-1.PS3.B.iii: Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g., relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
PSP2-HS-2: Students who demonstrate understanding can: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Potential Energy on Shelves
PSP2-HS-2.PS3.A: Definitions of Energy
PSP2-HS-2.PS3.A.i: Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
2D Collisions
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
Temperature and Particle Motion
PSP2-HS-2.PS3.A.ii: At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSP2-HS-2.PS3.A.iii: These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space.
PSP2-HS-3: Students who demonstrate understanding can: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
PSP2-HS-3.PS3.A: Definitions of Energy
PSP2-HS-3.PS3.A.i: At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSP2-HS-3.PS3.D: Energy in Chemical Processes
PSP2-HS-3.PS3.D.i: Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment.
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSP2-HS-4: Students who demonstrate understanding can: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
Calorimetry Lab
Conduction and Convection
Heat Transfer by Conduction
PSP2-HS-4.PS3.B: Conservation of Energy and Energy Transfer
PSP2-HS-4.PS3.B.i: Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.
2D Collisions
Air Track
Energy Conversion in a System
PSP2-HS-4.PS3.D: Energy in Chemical Processes
PSP2-HS-4.PS3.D.i: Although energy cannot be destroyed, it can be converted to less useful forms-for example, to thermal energy in the surrounding environment.
Air Track
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Roller Coaster Physics
PSP2-HS-5: Students who demonstrate understanding can: Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Charge Launcher
Electromagnetic Induction
Magnetic Induction
Magnetism
Pith Ball Lab
PSP3-HS-1: Students who demonstrate understanding can: Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
Earthquakes 1 - Recording Station
Refraction
Ripple Tank
Waves
PSP3-HS-1.PS4.A: Wave Properties
PSP3-HS-1.PS4.A.i: The wavelength and frequency of a wave are related to one another by the speed of travel of the wave, which depends on the type of wave and the medium through which it is passing.
PSP3-HS-3: Students who demonstrate understanding can: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
Basic Prism
Photoelectric Effect
PSP3-HS-3.PS4.B: Electromagnetic Radiation
PSP3-HS-3.PS4.B.i: Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.
PSP3-HS-4: Students who demonstrate understanding can: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
Herschel Experiment
Photoelectric Effect
Radiation
PSP3-HS-5: Students who demonstrate understanding can: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
PSP3-HS-5.PS4.B: Electromagnetic Radiation
PSP3-HS-5.PS4.B.i: Photoelectric materials emit electrons when they absorb light of a high-enough frequency.
ESS1-HS-1: Students who demonstrate understanding can: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.
ESS1-HS-2: Students who demonstrate understanding can: Construct an explanation of the current model of the origin of the universe based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.
ESS1-HS-2.ESS1.A: The Universe and Its Stars
ESS1-HS-2.ESS1.A.i: The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
ESS1-HS-2.PS4.B: Electromagnetic Radiation
ESS1-HS-2.PS4.B.i: Atoms of each element emit and absorb characteristic frequencies of light. These characteristics allow identification of the presence of an element, even in microscopic quantities.
Bohr Model of Hydrogen
Bohr Model: Introduction
Star Spectra
ESS1-HS-3: Students who demonstrate understanding can: Communicate scientific ideas about the way stars, over their life cycle, produce elements.
ESS1-HS-3.ESS1.A: The Universe and Its Stars
ESS1-HS-3.ESS1.A.i: The study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.
ESS1-HS-4: Students who demonstrate understanding can: Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
Orbital Motion - Kepler's Laws
Solar System Explorer
ESS1-HS-4.ESS1.B: Earth and the Solar System
ESS1-HS-4.ESS1.B.i: Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system.
Orbital Motion - Kepler's Laws
ESS1-HS-5: Students who demonstrate understanding can: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.
ESS1-HS-5.ESS2.B: Plate Tectonics and Large-Scale System Interactions
ESS1-HS-5.ESS2.B.i: Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history.
ESS1-HS-6: Students who demonstrate understanding can: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.
ESS1-HS-6.ESS1.C: The History of Planet Earth
ESS1-HS-6.ESS1.C.i: Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.
ESS2-HS-1: Students who demonstrate understanding can: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features.
ESS2-HS-1.ESS2.B: Plate Tectonics and Large-Scale System Interactions
ESS2-HS-1.ESS2.B.i: Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust.
ESS2-HS-3: Students who demonstrate understanding can: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.
Conduction and Convection
Plate Tectonics
ESS2-HS-4: Students who demonstrate understanding can: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.
ESS2-HS-4.ESS1.B: Earth and the Solar System
ESS2-HS-4.ESS1.B.i: Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes.
Seasons Around the World
Seasons: Why do we have them?
ESS2-HS-5: Students who demonstrate understanding can: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.
ESS2-HS-6: Students who demonstrate understanding can: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
ESS2-HS-6.ESS2.D: Weather and Climate
ESS2-HS-6.ESS2.D.i: Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
Cell Energy Cycle
Photosynthesis Lab
ESS2-HS-7: Students who demonstrate understanding can: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth.
ESS2-HS-7.ESS2.D: Weather and Climate
ESS2-HS-7.ESS2.D.i: Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.
Cell Energy Cycle
Photosynthesis Lab
ESS3-HS-3: Students who demonstrate understanding can: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
Water Pollution
ESS3-HS-5: Students who demonstrate understanding can: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
ESS3-HS-5.ESS3.C: Human Impacts on Earth Systems
ESS3-HS-5.ESS3.C.i: Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Coral Reefs 1 - Abiotic Factors
Coral Reefs 2 - Biotic Factors
Pond Ecosystem
ESS3-HS-6: Students who demonstrate understanding can: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Coral Reefs 1 - Abiotic Factors
ESS3-HS-6.ESS3.C: Human Impacts on Earth Systems
ESS3-HS-6.ESS3.C.i: Through computer simulations and other studies, important discoveries are still being made about how the ocean, the atmosphere, and the biosphere interact and are modified in response to human activities.
Correlation last revised: 11/2/2018