SC.9-12.1: Physical Science

SC.9-12.1.1: The sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure and interactions of matter.

SC.9-12.1.1.a: Students 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 levels of atoms.

Electron Configuration
Element Builder
Periodic Trends

SC.9-12.1.1.b: Students can: Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

Melting Points
Polarity and Intermolecular Forces

SC.9-12.1.1.c: Students can: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Feel the Heat
Reaction Energy

SC.9-12.1.2: Chemical processes, their rates, their outcomes, and whether or not energy is stored or released can be understood in terms of collisions of molecules, rearrangement of atoms, and changes in energy as determined by properties of elements involved.

SC.9-12.1.2.a: Students 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.

Covalent Bonds
Ionic Bonds
Periodic Trends

SC.9-12.1.2.b: Students can: Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

Feel the Heat
Reaction Energy

SC.9-12.1.2.c: Students 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.

Collision Theory

SC.9-12.1.2.d: Students 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

SC.9-12.1.2.e: Students can: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Balancing Chemical Equations
Chemical Changes
Chemical Equations
Moles
Stoichiometry

SC.9-12.1.3: The strong nuclear interaction provides the primary force that holds nuclei together. Nuclear processes including fusion, fission, and radioactive decays of unstable nuclei involve changes in nuclear binding energies.

SC.9-12.1.3.a: Students 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 radioactive decay.

Average Atomic Mass
Half-life
Isotopes
Nuclear Decay
Nuclear Reactions

SC.9-12.1.4: Newton’s second law and the conservation of momentum can be used to predict changes in the motion of macroscopic objects.

SC.9-12.1.4.a: Students 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
Crumple Zones
Fan Cart Physics

SC.9-12.1.4.b: Students 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.

2D Collisions
Air Track

SC.9-12.1.4.c: Students can: Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

Crumple Zones

1.4.5: Academic Context and Connections

3: Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems. Science assumes the universe is a vast single system in which basic laws are consistent.

2D Collisions
Air Track

SC.9-12.1.5: Forces at a distance are explained by fields that can transfer energy and can be described in terms of the arrangement and properties of the interacting objects and the distance between them.

SC.9-12.1.5.a: Students 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

SC.9-12.1.5.b: Students 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

SC.9-12.1.5.c: Students can: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

Feel the Heat

SC.9-12.1.6: Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system.

SC.9-12.1.6.a: Students 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

SC.9-12.1.6.b: Students 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 motion of particles (objects) and energy associated with the relative positions of particles (objects).

Boyle's Law and Charles's Law
Energy Conversion in a System
Energy of a Pendulum
Inclined Plane - Sliding Objects
Potential Energy on Shelves

SC.9-12.1.6.c: Students can: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Feel the Heat
Trebuchet

SC.9-12.1.7: Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems.

SC.9-12.1.7.a: Students 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

SC.9-12.1.7.b: Students 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

SC.9-12.1.8: Force fields (gravitational, electric, and magnetic) contain energy and can transmit energy across space from one object to another.

SC.9-12.1.8.a: Students 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
Polarity and Intermolecular Forces

SC.9-12.1.9: Although energy cannot be destroyed, it can be converted to less useful forms as it is captured, stored and transferred.

SC.9-12.1.9.a: Students can: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

Feel the Heat
Trebuchet

SC.9-12.1.9.b: Students 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

SC.9-12.1.10: Waves have characteristic properties and behaviors.

SC.9-12.1.10.a: Students 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

SC.9-12.1.11: Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.

SC.9-12.1.11.a: Students 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

SC.9-12.1.11.b: Students 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.

Heat Absorption
Herschel Experiment - Metric
Photoelectric Effect
Radiation

SC.9-12.1.11.c: Students 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.

Phased Array

SC.9-12.1.12: Multiple technologies that are part of everyday experiences are based on waves and their interactions with matter.

SC.9-12.1.12.a: Students 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.

Phased Array

SC.9-12.2: Life Science

SC.9-12.2.1: DNA codes for the complex hierarchical organization of systems that enable life’s functions.

SC.9-12.2.1.a: Students 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
Genetic Engineering
RNA and Protein Synthesis
Enzymes
Protein Synthesis

SC.9-12.2.1.b: Students can: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Cell Types
Circulatory System
Digestive System
Senses
Diffusion
Enzymes
Osmosis
Photosynthesis

SC.9-12.2.1.c: Students can: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Homeostasis
Human Homeostasis
Paramecium Homeostasis
Osmosis

SC.9-12.2.2: Growth and division of cells in complex organisms occurs by mitosis, which differentiates specific cell types.

SC.9-12.2.2.a: Students can: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

Cell Division
Embryo Development
Meiosis
Meowsis

SC.9-12.2.3: Organisms use matter and energy to live and grow.

SC.9-12.2.3.a: Students can: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Cell Energy Cycle
Photosynthesis Lab
Photosynthesis

SC.9-12.2.3.b: Students 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.

Dehydration Synthesis

SC.9-12.2.3.c: Students 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.

Cell Energy Cycle
Cell Respiration

SC.9-12.2.4: Organisms interact with the living and nonliving components of the environment to obtain matter and energy.

SC.9-12.2.4.a: Students 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 - Metric

SC.9-12.2.4.b: Students 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
Evolution: Mutation and Selection
Food Chain
Forest Ecosystem
Microevolution
Prairie Ecosystem
Rabbit Population by Season
Rainfall and Bird Beaks - Metric
Evolution

SC.9-12.2.5: Matter and energy necessary for life are conserved as they move through ecosystems.

SC.9-12.2.5.a: Students can: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

Cell Respiration

SC.9-12.2.5.b: Students can: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Food Chain
Forest Ecosystem
Photosynthesis

SC.9-12.2.5.c: Students 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.

Carbon Cycle
Cell Energy Cycle
Plants and Snails
Pond Ecosystem

SC.9-12.2.6: A complex set of interactions determine how ecosystems respond to disturbances.

SC.9-12.2.6.a: Students can: Evaluate 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

SC.9-12.2.6.b: Students can: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

GMOs and the Environment
Nitrogen Cycle

SC.9-12.2.8: The characteristics of one generation are dependent upon the genetic information inherited from previous generations.

SC.9-12.2.8.a: Students 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
DNA Analysis
Evolution: Mutation and Selection
Genetic Engineering
Human Karyotyping
Meiosis
Meowsis

SC.9-12.2.9: Variation between individuals results from genetic and environmental factors.

SC.9-12.2.9.a: Students can: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Chicken Genetics
Fast Plants® 1 - Growth and Genetics
Fast Plants® 2 - Mystery Parent
Hardy-Weinberg Equilibrium
Microevolution
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

SC.9-12.2.9.b: Students 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.

Building DNA
Evolution: Mutation and Selection
Meiosis
Microevolution
Mouse Genetics (One Trait)
Evolution
Meowsis

2.13.4: Academic Context and Connections

3: Connections to Nature of Science: Science is a human endeavor. Technological advances have influenced the progress of science and science has influenced advances in technology. Science and engineering are influenced by society and society is influenced by science and engineering.

DNA Analysis
Mouse Genetics (One Trait)
Mouse Genetics (Two Traits)

SC.9-12.2.10: Evidence of common ancestry and diversity between species can be determined by examining variations including genetic, anatomical and physiological differences.

SC.9-12.2.10.a: Students can: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Cladograms
Embryo Development
Evolution: Natural and Artificial Selection
Human Evolution - Skull Analysis
Natural Selection
RNA and Protein Synthesis
Rainfall and Bird Beaks - Metric

SC.9-12.2.11: Genetic variation among organisms affects survival and reproduction.

SC.9-12.2.11.a: Students 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 - Metric
Evolution

SC.9-12.2.11.b: Students 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 - Metric
Evolution

SC.9-12.2.12: The environment influences survival and reproduction of organisms over multiple generations.

SC.9-12.2.12.a: Students can: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

Evolution: Mutation and Selection
Microevolution
Natural Selection
Evolution

SC.9-12.2.12.b: Students 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
Evolution: Mutation and Selection
Natural Selection
Rabbit Population by Season
Rainfall and Bird Beaks - Metric
Evolution

SC.9-12.2.13: Humans have complex interactions with ecosystems and have the ability to influence biodiversity on the planet.

SC.9-12.2.13.a: Students can: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

GMOs and the Environment

SC.9-12.3: Earth and Space Science

SC.9-12.3.1: All stars, including the sun, undergo stellar evolution, and the study of stars’ light spectra and brightness is used to identify compositional elements of stars, their movements, and their distances from Earth.

SC.9-12.3.1.a: Students 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.

H-R Diagram
Nuclear Reactions

SC.9-12.3.1.b: Students can: Construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe.

Big Bang Theory - Hubble's Law

SC.9-12.3.1.c: Students can: Communicate scientific ideas about the way stars, over their life cycle, produce elements.

Nuclear Reactions

SC.9-12.3.2: Explanations of and predictions about the motions of orbiting objects are described by the laws of physics.

SC.9-12.3.2.a: Students 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

SC.9-12.3.3: The rock record resulting from tectonic and other geoscience processes as well as objects from the solar system can provide evidence of Earth’s early history and the relative ages of major geologic formations.

3.6.4: Academic Context and Connections

3: Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena. A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.

Plate Tectonics

SC.9-12.3.4: Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes, and these effects occur on different time scales, from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles.

SC.9-12.3.4.a: Students 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.

Erosion Rates
Plate Tectonics
River Erosion
Weathering

SC.9-12.3.4.b: Students can: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

Carbon Cycle

SC.9-12.3.4.c: Students 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

SC.9-12.3.4.d: Students 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.

Greenhouse Effect - Metric

SC.9-12.3.5: Plate tectonics can be viewed as the surface expression of mantle convection, which is driven by heat from radioactive decay within Earth’s crust and mantle.

SC.9-12.3.5.a: Students 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.

Erosion Rates
Plate Tectonics
River Erosion
Weathering

SC.9-12.3.5.b: Students 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

SC.9-12.3.6: The planet’s dynamics are greatly influenced by water’s unique chemical and physical properties.

SC.9-12.3.6.a: Students can: Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.

Erosion Rates
River Erosion
Rock Cycle
Water Cycle
Weathering

SC.9-12.3.7: The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors.

SC.9-12.3.7.a: Students can: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

Carbon Cycle

SC.9-12.3.7.b: Students 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.

Greenhouse Effect - Metric

SC.9-12.3.7.c: Students can: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.

Carbon Cycle

SC.9-12.3.11: Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies.

SC.9-12.3.11.a: Students can: Create a computational simulation to illustrate the relationships among the 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

SC.9-12.3.11.b: Students can: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

GMOs and the Environment
Nitrogen Cycle

SC.9-12.3.12: Global climate models used to predict future climate change continue to improve our understanding of the impact of human activities on the global climate system.

SC.9-12.3.12.a: Students 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’s systems.

Greenhouse Effect - Metric

SC.9-12.3.12.b: Students can: Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Carbon Cycle
Coral Reefs 1 - Abiotic Factors

3.15.4: Academic Context and Connections

3: Connections to Nature of Science: Scientific Investigations Use a Variety of Methods. Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge.

Pond Ecosystem

Correlation last revised: 9/22/2020

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