College- and Career-Readiness Standards | Adopted: 2018
This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.
DCI.FB.2: : The Chemistry of Life
(Framing Text): : Living and non-living things are composed of elements. Elements have the unique ability to form compounds and molecules based on their atomic structures. Water has unique properties that allow it to form solutions with a variety of compounds. Living organisms are composed of biological molecules that interact with water and through chemical reactions, help to maintain homeostasis.
FB.2: : Students will demonstrate an understanding of the structure and interactions of matter and how the organization of matter supports living organisms.
FB.2.1: : Develop and use simple atomic models to describe the components of elements (e.g., relative position, charges of protons, neutrons, and electrons).
Bohr Model of Hydrogen
Shoot a stream of photons through a container of hydrogen gas. Observe how photons of certain energies are absorbed, causing the electron to move to different orbits. Build the spectrum of hydrogen based on photons that are absorbed and emitted.
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Fire photons to determine the spectrum of a gas. Observe how an absorbed photon changes the orbit of an electron and how a photon is emitted from an excited electron. Calculate the energies of absorbed and emitted photons based on energy level diagrams. The light energy produced by the laser can be modulated, and a lamp can be used to view the entire absorption spectrum at once.
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Use protons, neutrons, and electrons to build elements. As the number of protons, neutrons, and electrons changes, information such as the name and symbol of the element, the Z, N, and A numbers, the electron dot diagram, and the group and period from the periodic table are shown. Each element is classified as a metal, metalloid, or nonmetal, and its state at room temperature is also given.
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FB.2.3: : Relate chemical reactivity to an element’s position on the periodic table. Use this information to determine what type of bond will form between elements (ionic, covalent, hydrogen).
Electron Configuration
Create the electron configuration of any element by filling electron orbitals. Determine the relationship between electron configuration and atomic radius. Discover trends in atomic radii across periods and down families/groups of the periodic table.
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DCI.FB.3: : Organization and Energy in Living Systems
(Framing Text): : Cells are the basic unit of any living organism. All organisms are composed of one (unicellular) or many cells (multicellular). Living things use their cells to acquire energy from their environment to grow and reproduce, and then they respond and adapt to that environment for survival.
FB.3: : Students will demonstrate an understanding of how the structure of living organisms supports the essential functions of life.
FB.3.2: : Use models to investigate and explain structures within living cells that support life (e.g., cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, Golgi, vacuoles, ER, ribosomes, chromosomes, centrioles, cytoskeleton, nucleolus, nuclear membrane).
RNA and Protein Synthesis
Go through the process of synthesizing proteins through RNA transcription and translation. Learn about the many steps involved in protein synthesis including: unzipping of DNA, formation of mRNA, attaching of mRNA to the ribosome, and linking of amino acids to form a protein.
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FB.3.3: : Compare and contrast active and passive cellular transport. Analyze the movement of water across a cell membrane in hypotonic, isotonic, and hypertonic solutions.
Osmosis
Adjust the concentration of a solute on either side of a membrane in a cell and observe the system as it adjusts to the conditions through osmosis. The initial concentration of the solute can be manipulated, along with the volume of the cell.
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FB.3.4: : Analyze the relationship between photosynthesis and cellular respiration and explain that relationship in terms of the need for all living things to acquire energy from their environment.
Cell Energy Cycle
Explore the processes of photosynthesis and respiration that occur within plant and animal cells. The cyclical nature of the two processes can be constructed visually, and the simplified photosynthesis and respiration formulae can be balanced.
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(Framing Text): : One strand of DNA creates a chromosome. Chromosomes have genes, which are simply segments of DNA. The information stored in DNA (in genes on chromosomes) determines the unique characteristics of an individual. DNA is the blueprint for RNA through transcription, which in turn, allows for the creation of a protein through translation. Modern technologies allow humans to manipulate DNA, RNA, and proteins to solve human dilemmas. Using technology to manipulate genetic information is controversial.
FB.4: : Students will demonstrate an understanding of how genetic information is transferred from parent to offspring.
FB.4.1: : Compare and contrast the basic structure and function of nucleic acids (e.g., DNA, RNA).
RNA and Protein Synthesis
Go through the process of synthesizing proteins through RNA transcription and translation. Learn about the many steps involved in protein synthesis including: unzipping of DNA, formation of mRNA, attaching of mRNA to the ribosome, and linking of amino acids to form a protein.
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FB.4.3: : Use models (e.g., Punnett squares) and mathematical reasoning to describe and predict patterns of inheritance of single genetic traits from parents to offspring (e.g., dominant, and recessive traits, incomplete dominance, codominance, multiple alleles, sex- linkage).
Chicken Genetics
Breed "pure" chickens with known genotypes that exhibit specific feather colors, and learn how traits are passed on via codominant genes. Chickens can be stored in cages for future breeding, and the statistics of feather color are reported every time the chickens breed. Punnett squares can be used to predict results.
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Breed "pure" mice with known genotypes that exhibit specific fur colors, and learn how traits are passed on via dominant and recessive genes. Mice can be stored in cages for future breeding, and the statistics of fur color are reported every time a pair of mice breed. Punnett squares can be used to predict results.
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Breed "pure" mice with known genotypes that exhibit specific fur and eye colors, and learn how traits are passed on via dominant and recessive genes. Mice can be stored in cages for future breeding, and the statistics of fur and eye color are reported every time a pair of mice breed. Punnett squares can be used to predict results.
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(Framing Text): : The geologic time scale interpreted from rock strata and fossil evidence provides a way to organize major historical events in Earth’s history. Rock strata can document the existence, diversity, extinction, and changes in many life forms. Adaptation by natural selection acting over generations is one important process by which species gradually change to respond to environmental pressures.
FB.5: : Students will demonstrate an understanding of Earth’s fossil record and its indication of the diversity of life over time.
FB.5.2: : Analyze and interpret data to support claims that different types of fossils provide evidence of the diversity of life that has existed on Earth and of the relationships between past and existing life on Earth.
Human Evolution - Skull Analysis
Compare the skulls of a variety of significant human ancestors, or hominids. Use available tools to measure lengths, areas, and angles of important features. Each skull can be viewed from the front, side, or from below. Additional information regarding the age, location, and discoverer of each skull can be displayed.
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(Framing Text): : Ecosystems are dynamic in nature, full of complex interactions that affect the numbers and types of organisms that can survive. Biotic and abiotic factors affect ecosystems, allowing for them to sustain only a limited number of organisms and populations, known as a carrying capacity. There is a delicate balance that exists between the living and non-living things in an ecosystem. Humans can interrupt this balance, causing both local and global environmental issues.
FB.6: : Students will understand the interdependence of living organisms and their environment.
FB.6.1: : Compare and contrast biotic and abiotic factors.
Pond Ecosystem
Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels.
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FB.6.2: : Use models to analyze the cycling of matter in an ecosystem (e.g., water, carbon dioxide/oxygen, nitrogen).
Carbon Cycle
Follow the path of a carbon atom through the atmosphere, biosphere, hydrosphere, and geosphere. Manipulate a simplified model to see how human activities and other factors affect the amount of atmospheric carbon today and in the future.
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Explore the processes of photosynthesis and respiration that occur within plant and animal cells. The cyclical nature of the two processes can be constructed visually, and the simplified photosynthesis and respiration formulae can be balanced.
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Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels.
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FB.6.4: : Develop and use models to discuss the climate, flora, and fauna of the terrestrial and aquatic biomes of the world.
Pond Ecosystem
Measure the temperature and oxygen content of a pond over the course of a day. Then go fishing to see what types of fish live in the pond. Many different ponds can be investigated to determine the influence of time, temperature, and farms on oxygen levels.
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FB.6.5: : Use models to analyze the flow of energy through food chains, webs, and pyramids.
Food Chain
In this ecosystem consisting of hawks, snakes, rabbits and grass, the population of each species can be studied as part of a food chain. Disease can be introduced for any species, and the number of animals can be increased or decreased at any time, just like in the real world.
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Observe and manipulate the populations of four creatures (trees, deer, bears, and mushrooms) in a forest. Investigate the feeding relationships (food web) in the forest. Determine which creatures are producers, consumers, and decomposers. Pictographs and line graphs show changes in populations over time.
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
