Content Standards

MF.1.c: Students know how to apply the law F = ma to solve one-dimensional motion problems that involve constant forces (Newton's second law).

Atwood Machine

Fan Cart Physics

MF.1.d: Students know that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction (Newton's third law).

MF.1.e: Students know the relationship between the universal law of gravitation and the effect of gravity on an object at the surface of Earth.

Gravitational Force

Pith Ball Lab

MF.1.f: Students know applying a force to an object perpendicular to the direction of its motion causes the object to change direction but not speed (e.g., Earth's gravitational force causes a satellite in a circular orbit to change direction but not speed).

Orbital Motion - Kepler's Laws

MF.1.g: Students know circular motion requires the application of a constant force directed toward the center of the circle.

MF.1.i: Students know how to solve two-dimensional trajectory problems.

MF.1.j: Students know how to resolve two-dimensional vectors into their components and calculate the magnitude and direction of a vector from its components.

MF.1.l: Students know how to solve problems in circular motion by using the formula for centripetal acceleration in the following form: a = v²/r.

MF.1.m: Students know how to solve problems involving the forces between two electric charges at a distance (Coulomb's law) or the forces between two masses at a distance (universal gravitation).

Coulomb Force (Static)

Gravitational Force

Pith Ball Lab

CE.2.a: Students know how to calculate kinetic energy by using the formula E = (1/2)mv².

Air Track

Inclined Plane - Sliding Objects

CE.2.b: Students know how to calculate changes in gravitational potential energy near Earth by using the formula (change in potential energy) = mgh (h is the change in the elevation).

Inclined Plane - Sliding Objects

Potential Energy on Shelves

CE.2.c: Students know how to solve problems involving conservation of energy in simple systems, such as falling objects.

Energy Conversion in a System

Energy of a Pendulum

Inclined Plane - Sliding Objects

Roller Coaster Physics

CE.2.d: Students know how to calculate momentum as the product mv.

CE.2.e: Students know momentum is a separately conserved quantity different from energy.

CE.2.g: Students know how to solve problems involving elastic and inelastic collisions in one dimension by using the principles of conservation of momentum and energy.

CE.2.h: Students know how to solve problems involving conservation of energy in simple systems with various sources of potential energy, such as capacitors and springs.

Energy Conversion in a System

Energy of a Pendulum

Inclined Plane - Sliding Objects

Roller Coaster Physics

H.3.a: Students know heat flow and work are two forms of energy transfer between systems.

H.3.c: Students know the internal energy of an object includes the energy of random motion of the object's atoms and molecules, often referred to as thermal energy. The greater the temperature of the object, the greater the energy of motion of the atoms and molecules that make up the object.

Energy Conversion in a System

Temperature and Particle Motion

W.4.b: Students know how to identify transverse and longitudinal waves in mechanical media, such as springs and ropes, and on the earth (seismic waves).

Earthquakes 1 - Recording Station

Longitudinal Waves

W.4.c: Students know how to solve problems involving wavelength, frequency, and wave speed.

W.4.d: Students know sound is a longitudinal wave whose speed depends on the properties of the medium in which it propagates.

Longitudinal Waves

Ripple Tank

W.4.e: Students know radio waves, light, and X-rays are different wavelength bands in the spectrum of electromagnetic waves whose speed in a vacuum is approximately 3 x 10 to the 8th power m/s (186,000 miles/second).

W.4.f: Students know how to identify the characteristic properties of waves: interference (beats), diffraction, refraction, Doppler effect, and polarization.

Basic Prism

Doppler Shift

Doppler Shift Advanced

Longitudinal Waves

Refraction

Ripple Tank

Sound Beats and Sine Waves

EM.5.a: Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors, and capacitors.

EM.5.b: Students know how to solve problems involving Ohm's law.

EM.5.f: Students know magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.

EM.5.g: Students know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.

EM.5.h: Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.

EM.5.o: Students know how to apply the concepts of electrical and gravitational potential energy to solve problems involving conservation of energy.

Energy Conversion in a System

Energy of a Pendulum

Inclined Plane - Sliding Objects

Roller Coaster Physics

AM.1.a: Students know how to relate the position of an element in the periodic table to its atomic number and atomic mass.

Electron Configuration

Element Builder

AM.1.c: Students know how to use the periodic table to identify alkali metals, alkaline earth metals and transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and atoms.

AM.1.e: Students know the nucleus of the atom is much smaller than the atom yet contains most of its mass.

AM.1.g: Students know how to relate the position of an element in the periodic table to its quantum electron configuration and to its reactivity with other elements in the table.

AM.1.h: Students know the experimental basis for Thomson's discovery of the electron, Rutherford's nuclear atom, Millikan's oil drop experiment, and Einstein's explanation of the photoelectric effect.

AM.1.i: Students know the experimental basis for the development of the quantum theory of atomic structure and the historical importance of the Bohr model of the atom.

Bohr Model of Hydrogen

Bohr Model: Introduction

AM.1.j: Students know that spectral lines are the result of transitions of electrons between energy levels and that these lines correspond to photons with a frequency related to the energy spacing between levels by using Planck's relationship (E = hv).

Bohr Model of Hydrogen

Bohr Model: Introduction

Star Spectra

CB.2.a: Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.

CB.2.b: Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, H2CCH2, N2, Cl2, and many large biological molecules are covalent.

CB.2.c: Students know salt crystals, such as NaCl, are repeating patterns of positive and negative ions held together by electrostatic attraction.

CB.2.e: Students know how to draw Lewis dot structures.

Covalent Bonds

Element Builder

Ionic Bonds

CM.3.a: Students know how to describe chemical reactions by writing balanced equations.

Balancing Chemical Equations

Chemical Equations

CM.3.c: Students know one mole equals 6.02 x 10 to the 23rd power particles (atoms or molecules).

CM.3.d: Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure.

Chemical Equations

Stoichiometry

CM.3.f: Students know how to calculate percent yield in a chemical reaction.

G.4.a: Students know the random motion of molecules and their collisions with a surface create the observable pressure on that surface.

Temperature and Particle Motion

G.4.b: Students know the random motion of molecules explains the diffusion of gases.

G.4.c: Students know how to apply the gas laws to relations between the pressure, temperature, and volume of any amount of an ideal gas or any mixture of ideal gases.

G.4.f: Students know there is no temperature lower than 0 Kelvin.

Temperature and Particle Motion

G.4.g: Students know the kinetic theory of gases relates the absolute temperature of a gas to the average kinetic energy of its molecules or atoms.

Temperature and Particle Motion

G.4.i: Students know how to apply Dalton's law of partial pressures to describe the composition of gases and Graham's law to predict diffusion of gases.

Diffusion

Equilibrium and Pressure

AB.5.b: Students know acids are hydrogen-ion-donating and bases are hydrogen-ion-accepting substances.

pH Analysis

pH Analysis: Quad Color Indicator

AB.5.c: Students know strong acids and bases fully dissociate and weak acids and bases partially dissociate.

AB.5.d: Students know how to use the pH scale to characterize acid and base solutions.

pH Analysis

pH Analysis: Quad Color Indicator

AB.5.e: Students know the Arrhenius, Bronsted-Lowry, and Lewis acid-base definitions.

Titration

pH Analysis

pH Analysis: Quad Color Indicator

S.6.e: Students know the relationship between the molality of a solute in a solution and the solution's depressed freezing point or elevated boiling point.

CT.7.a: Students know how to describe temperature and heat flow in terms of the motion of molecules (or atoms).

Temperature and Particle Motion

CT.7.c: Students know energy is released when a material condenses or freezes and is absorbed when a material evaporates or melts.

CT.7.d: Students know how to solve problems involving heat flow and temperature changes, using known values of specific heat and latent heat of phase change.

Calorimetry Lab

Energy Conversion in a System

Phase Changes

RR.8.a: Students know the rate of reaction is the decrease in concentration of reactants or the increase in concentration of products with time.

RR.8.b: Students know how reaction rates depend on such factors as concentration, temperature, and pressure.

RR.8.c: Students know the role a catalyst plays in increasing the reaction rate.

EQ.9.a: Students know how to use LeChatelier's principle to predict the effect of changes in concentration, temperature, and pressure.

EQ.9.c: Students know how to write and calculate an equilibrium constant expression for a reaction.

Equilibrium and Concentration

Equilibrium and Pressure

OC.10.a: Students know large molecules (polymers), such as proteins, nucleic acids, and starch, are formed by repetitive combinations of simple subunits.

OC.10.c: Students know amino acids are the building blocks of proteins.

NP.11.c: Students know some naturally occurring isotopes of elements are radioactive, as are isotopes formed in nuclear reactions.

NP.11.d: Students know the three most common forms of radioactive decay (alpha, beta, and gamma) and know how the nucleus changes in each type of decay.

NP.11.e: Students know alpha, beta, and gamma radiation produce different amounts and kinds of damage in matter and have different penetrations.

NP.11.f: Students know how to calculate the amount of a radioactive substance remaining after an integral number of half lives have passed.

CBI.1.a: Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.

CBI.1.b: Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.

CBI.1.d: Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.

CBI.1.f: Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.

CBI.1.h: Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.

CBI.1.j: Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

GEN.2.e: Students know why approximately half of an individual's DNA sequence comes from each parent.

Mouse Genetics (One Trait)

Mouse Genetics (Two Traits)

GEN.2.f: Students know the role of chromosomes in determining an individual's sex.

GEN.2.g: Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

Hardy-Weinberg Equilibrium

Mouse Genetics (One Trait)

Mouse Genetics (Two Traits)

GEN.3.a: Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).

Chicken Genetics

Hardy-Weinberg Equilibrium

GEN.4.a: Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA.

GEN.4.b: Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.

GEN.4.c: Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.

Evolution: Natural and Artificial Selection

GEN.4.e: Students know proteins can differ from one another in the number and sequence of amino acids.

GEN.4.f: Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.

GEN.5.a: Students know the general structures and functions of DNA, RNA, and protein.

Building DNA

RNA and Protein Synthesis

GEN.5.b: Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA.

Building DNA

RNA and Protein Synthesis

EC.6.a: Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

Coral Reefs 1 - Abiotic Factors

Coral Reefs 2 - Biotic Factors

EC.6.b: Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

Coral Reefs 2 - Biotic Factors

Rabbit Population by Season

EC.6.c: Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.

EC.6.d: Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.

Cell Energy Cycle

Photosynthesis Lab

Pond Ecosystem

EC.6.e: Students know a vital part of an ecosystem is the stability of its producers and decomposers.

Coral Reefs 1 - Abiotic Factors

Food Chain

Forest Ecosystem

EV.7.a: Students know why natural selection acts on the phenotype rather than the genotype of an organism.

EV.7.b: Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.

Mouse Genetics (One Trait)

Mouse Genetics (Two Traits)

EV.7.c: Students know new mutations are constantly being generated in a gene pool.

Evolution: Mutation and Selection

Evolution: Natural and Artificial Selection

EV.7.e: Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.

Hardy-Weinberg Equilibrium

Microevolution

EV.7.f: Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.

Hardy-Weinberg Equilibrium

Microevolution

EV.8.a: Students know how natural selection determines the differential survival of groups of organisms.

Evolution: Mutation and Selection

Evolution: Natural and Artificial Selection

Microevolution

Natural Selection

Rainfall and Bird Beaks

EV.8.b: Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.

Natural Selection

Rainfall and Bird Beaks

EV.8.e: Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

Human Evolution - Skull Analysis

P.9.a: Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

P.9.c: Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.

P.9.f: Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts.

P.10.d: Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body's primary defenses against bacterial and viral infections, and effective treatments of these infections.

U.1.e: Students know the Sun is a typical star and is powered by nuclear reactions, primarily the fusion of hydrogen to form helium.

U.2.d: Students know that stars differ in their life cycles and that visual, radio, and X-ray telescopes may be used to collect data that reveal those differences.

U.2.f: Students know the evidence indicating that the color, brightness, and evolution of a star are determined by a balance between gravitational collapse and nuclear fusion.

U.2.g: Students know how the red-shift from distant galaxies and the cosmic background radiation provide evidence for the "big bang" model that suggests that the universe has been expanding for 10 to 20 billion years.

Doppler Shift

Doppler Shift Advanced

DP.3.b: Students know the principal structures that form at the three different kinds of plate boundaries.

DP.3.d: Students know why and how earthquakes occur and the scales used to measure their intensity and magnitude.

Earthquakes 1 - Recording Station

Plate Tectonics

DP.3.e: Students know there are two kinds of volcanoes: one kind with violent eruptions producing steep slopes and the other kind with voluminous lava flows producing gentle slopes.

DP.3.f: Students know the explanation for the location and properties of volcanoes that are due to hot spots and the explanation for those that are due to subduction.

E.4.b: Students know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis.

Cell Energy Cycle

Herschel Experiment

Photosynthesis Lab

Seasons Around the World

E.4.c: Students know the different atmospheric gases that absorb the Earth's thermal radiation and the mechanism and significance of the greenhouse effect.

Carbon Cycle

Greenhouse Effect

E.4.d: Students know the differing greenhouse conditions on Earth, Mars, and Venus; the origins of those conditions; and the climatic consequences of each.

E.6.b: Students know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents.

Coastal Winds and Clouds

Seasons Around the World

E.6.d: Students know how computer models are used to predict the effects of the increase in greenhouse gases on climate for the planet as a whole and for specific regions.

BG.7.a: Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle.

BG.7.b: Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs.

Carbon Cycle

Cell Energy Cycle

BG.7.d: Students know the relative residence times and flow characteristics of carbon in and out of its different reservoirs.

Carbon Cycle

Cell Energy Cycle

Correlation last revised: 4/4/2018

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