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.PHS.1: : Nature of Matter
(Framing Text): : To actively develop scientific investigation, reasoning, and logic skills, this standard develops basic ideas about the characteristics and structure of matter. Matter is anything that has mass and occupies space. All matter is made up of small particles called atoms. Matter can exist as a solid, liquid, gas, or plasma.
PHS.1: : Students will demonstrate an understanding of the nature of matter.
PHS.1.1: : Use contextual evidence to describe particle theory of matter. Examine the particle properties of solids, liquids, and gases.
Temperature and Particle Motion
Observe the movement of particles of an ideal gas at a variety of temperatures. A histogram showing the Maxwell-Boltzmann velocity distribution is shown, and the most probable velocity, mean velocity, and root mean square velocity can be calculated. Molecules of different gases can be compared.
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PHS.1.6: : Use mathematical and computational analysis to solve density problems. Manipulate the density formula to determine density, volume, or mass or use dimensional analysis to solve problems.
Density Laboratory
With a scale to measure mass, a graduated cylinder to measure volume, and a large beaker of liquid to observe flotation, the relationship between mass, volume, density, and flotation can be investigated. The density of the liquid in the beaker can be adjusted, and a variety of objects can be studied during the investigation.
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(Framing Text): : The organization of the periodic table allows scientists to obtain information and develop an understanding of concepts of atomic interactions. Developing scientific investigations increases logical reasoning and deduction skills to present the nature of science in the context of key scientific concepts.
PHS.3: : Students will analyze the organization of the periodic table of elements to predict atomic interactions.
PHS.3.3: : Using naming conventions for binary compounds, write the compound name from the formula, and write balanced formulas from the name (e.g., carbon dioxide - CO₂, sodium chloride - NaCl, iron III oxide- Fe₂O₃, and calcium bromide - CaBr₂).
Chemical Equations
Practice balancing chemical equations by changing the coefficients of reactants and products. As the equation is manipulated, the amount of each element is shown as individual atoms, histograms, or numerically. Molar masses of reactants and products can also be calculated and balanced to demonstrate conservation of mass.
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DCI.PHS.4: : The Law of Conservation of Matter and Energy
(Framing Text): : The law of conservation of matter and energy states that matter and energy can be transformed in different ways, but the total amount of mass and energy will be conserved. These concepts should be investigated and further developed in the classroom.
PHS.4: : Students will analyze changes in matter and the relationship of these changes to the law of conservation of matter and energy.
Chemical changes result in the formation of new substances. But how can you tell if a chemical change has occurred? Explore this question by observing and measuring a variety of chemical reactions. Along the way you will learn about chemical equations, acids and bases, exothermic and endothermic reactions, and conservation of matter.
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PHS.4.3: : Apply the concept of conservation of matter to balancing simple chemical equations.
Balancing Chemical Equations
Balance and classify five types of chemical reactions: synthesis, decomposition, single replacement, double replacement, and combustion. While balancing the reactions, the number of atoms on each side is presented as visual, histogram, and numerical data.
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Practice balancing chemical equations by changing the coefficients of reactants and products. As the equation is manipulated, the amount of each element is shown as individual atoms, histograms, or numerically. Molar masses of reactants and products can also be calculated and balanced to demonstrate conservation of mass.
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PHS.4.4: : Use mathematical and computational analysis to examine evidence that mass is conserved in chemical reactions using simple stoichiometry problems (1:1 mole ratio) or atomic masses to demonstrate the conservation of mass with a balanced equation.
Chemical Equations
Practice balancing chemical equations by changing the coefficients of reactants and products. As the equation is manipulated, the amount of each element is shown as individual atoms, histograms, or numerically. Molar masses of reactants and products can also be calculated and balanced to demonstrate conservation of mass.
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Explore the concepts of limiting reactants, excess reactants, and theoretical yield in a chemical reaction. Select one of two different reactions, choose the number of molecules of each reactant, and then observe the products created and the reactants left over.
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(Framing Text): : Kinematics (contact forces) describe the motion of objects using words, diagrams, numbers, graphs, and equations. The goal of any study of kinematics is to develop scientific models to describe and explain the motion of real-world objects. Newton's laws of motion are an example of a tool that can aid in the explanation of motion.
PHS.5: : Students will analyze the scientific principles of motion, force, and work.
PHS.5.2: : Design and conduct an investigation to study the motion of an object using properties such as displacement, time of motion, velocity, and acceleration.
Free-Fall Laboratory
Investigate the motion of an object as it falls to the ground. A variety of objects can be compared, and their motion can be observed in a vacuum, in normal air, and in denser air. The position, velocity, and acceleration are measured over time, and the forces on the object can be displayed. Using the manual settings, the mass, radius, height, and initial velocity of the object can be adjusted, as can the air density and wind.
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PHS.5.3: : Collect, organize, and interpret graphical data using correct metric units to determine the average speed of an object.
Distance-Time and Velocity-Time Graphs - Metric
Create a graph of a runner's position versus time and watch the runner run a 40-meter dash based on the graph you made. Notice the connection between the slope of the line and the velocity of the runner. Add a second runner (a second graph) and connect real-world meaning to the intersection of two graphs. Also experiment with a graph of velocity versus time for the runners, and also distance traveled versus time.
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PHS.5.4: : Use mathematical and computational analyses to show the relationships among force, mass, and acceleration (i.e., Newton’s second law).
Atwood Machine
Measure the height and velocity of two objects connected by a massless rope over a pulley. Observe the forces acting on each mass throughout the simulation. Calculate the acceleration of the objects, and relate these calculations to Newton's Laws of Motion. The mass of each object can be manipulated, as well as the mass and radius of the pulley.
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Gain an understanding of Newton's Laws by experimenting with a cart (on which up to three fans are placed) on a linear track. The cart has a mass, as does each fan. The fans exert a constant force when switched on, and the direction of the fans can be altered as the position, velocity, and acceleration of the cart are measured.
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Investigate the motion of an object as it falls to the ground. A variety of objects can be compared, and their motion can be observed in a vacuum, in normal air, and in denser air. The position, velocity, and acceleration are measured over time, and the forces on the object can be displayed. Using the manual settings, the mass, radius, height, and initial velocity of the object can be adjusted, as can the air density and wind.
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PHS.5.5: : Design and construct an investigation using probe systems and/or online simulations to observe relationships between force, mass, and acceleration (F=ma).
Atwood Machine
Measure the height and velocity of two objects connected by a massless rope over a pulley. Observe the forces acting on each mass throughout the simulation. Calculate the acceleration of the objects, and relate these calculations to Newton's Laws of Motion. The mass of each object can be manipulated, as well as the mass and radius of the pulley.
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PHS.5.6: : Use an engineering design process and mathematical analysis to design and construct models to demonstrate the law of conservation of momentum (e.g., roller coasters, bicycle helmets, bumper systems).
2D Collisions
Investigate elastic collisions in two dimensions using two frictionless pucks. The mass, velocity, and initial position of each puck can be modified to create a variety of scenarios.
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Adjust the mass and velocity of two gliders on a frictionless air track. Measure the velocity, momentum, and kinetic energy of each glider as they approach each other and collide. Collisions can be elastic or inelastic.
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(Framing Text): : Waves are everywhere in nature. Understanding of the physical world is not complete until we understand the nature, properties, and behaviors of waves. Students have experienced transverse and horizontal waves in their everyday lives. The exploration of waves in greater depth will allow students to conceptualize these waves. The goal is to develop various models of waves and apply those models to understanding wave interactions.
PHS.6: : Students will explore the characteristics of waves.
PHS.6.1: : Use models to analyze and describe examples of mechanical waves’ properties (e.g., wavelength, frequency, speed, amplitude, rarefaction, and compression).
Ripple Tank
Study wave motion, diffraction, interference, and refraction in a simulated ripple tank. A wide variety of scenarios can be chosen, including barriers with one or two gaps, multiple wave sources, reflecting barriers, or submerged rocks. The wavelength and strength of waves can be adjusted, as well as the amount of damping in the tank.
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(Framing Text): : Concepts about different energy forms and energy transformations continue to be expanded and explored in greater depth, leading to the development of more mathematical applications. Focus should be on students actively developing scientific investigations, reasoning, and logic skills.
PHS.7: : Students will examine different forms of energy and energy transformations.
PHS.7.2: : Use scientific investigations to explore the transformation of energy from one type to another (e.g., potential to kinetic energy, and mechanical, chemical, electrical, thermal, radiant, and nuclear energy interactions).
Energy Conversion in a System
A falling cylinder is attached to a rotating propeller that stirs and heats the water in a beaker. The mass and height of the cylinder, as well as the quantity and initial temperature of water can be adjusted. The temperature of the water is measured as energy is converted from one form to another.
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Investigate the energy and motion of a block sliding down an inclined plane, with or without friction. The ramp angle can be varied and a variety of materials for the block and ramp can be used. Potential and kinetic energy are reported as the block slides down the ramp. Two experiments can be run simultaneously to compare results as factors are varied.
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PHS.7.4: : Conduct investigations to provide evidence of the conservation of energy as energy is converted from one form of energy to another (e.g., wind to electric, chemical to thermal, mechanical to thermal, and potential to kinetic).
Air Track
Adjust the mass and velocity of two gliders on a frictionless air track. Measure the velocity, momentum, and kinetic energy of each glider as they approach each other and collide. Collisions can be elastic or inelastic.
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Perform experiments with a pendulum to gain an understanding of energy conservation in simple harmonic motion. The mass, length, and gravitational acceleration of the pendulum can be adjusted, as well as the initial angle. The potential energy, kinetic energy, and total energy of the oscillating pendulum can be displayed on a table, bar chart or graph.
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Investigate the energy and motion of a block sliding down an inclined plane, with or without friction. The ramp angle can be varied and a variety of materials for the block and ramp can be used. Potential and kinetic energy are reported as the block slides down the ramp. Two experiments can be run simultaneously to compare results as factors are varied.
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Adjust the hills on a toy-car roller coaster and watch what happens as the car careens toward an egg (that can be broken) at the end of the track. The heights of three hills can be manipulated, along with the mass of the car and the friction of the track. A graph of various variables of motion can be viewed as the car travels, including position, speed, acceleration, potential energy, kinetic energy, and total energy.
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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.
