This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.
HS.PSII.1: : Energy and Momentum in Two Dimensions
HS-PSII-1.1: : Students who demonstrate understanding can: For a system consisting of a single object with a net external force applied, qualitatively and quantitatively predict changes in its linear momentum using the impulse-momentum theorem and in its translational kinetic energy using the work-energy theorem.
Inclined Plane - Simple Machine
Investigate how an inclined plane redirects and reduces the force pulling a brick downward, with or without friction. A toy car can apply a variable upward force on the brick, and the mechanical advantage and efficiency of the plane can be determined. A graph of force versus distance illustrates the concept of work.
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HS-PSII-1.2: : Students who demonstrate understanding can: For a system consisting of two objects with no net external forces applied, qualitatively and quantitatively analyze a two-dimensional interaction (i.e., collision or separation) to show that the total linear momentum of the system remains constant.
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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HS-PSII-1.3: : Students who demonstrate understanding can: For a system consisting of two objects moving in two dimensions with no net external forces applied, apply the principles of conservation of linear momentum and of mechanical energy to quantitatively predict changes in the linear momentum, velocity, and kinetic energy after the interaction between the two objects.
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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HS-PSII-1.4: : Students who demonstrate understanding can: Classify interactions between two objects moving in two dimensions as elastic, inelastic, and completely inelastic.
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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HS.PSII.2: : Temperature and Thermal Energy Transfer
HS-PSII-2.1: : Students who demonstrate understanding can: Develop graphical and mathematical representations that describe the relationship among the temperature, thermal energy, and thermal energy transfer (i.e., heat) in the kinetic molecular theory and apply those representations to qualitatively and quantitatively describe how changing the temperature of a substance affects the motion of the molecules.
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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HS-PSII-2.2: : Students who demonstrate understanding can: Describe the process of the transfer of thermal energy (i.e., heat) that occurs during the heating cycle of a substance from solid to gas and relate the changes in molecular motion to temperature changes that are observed.
Phase Changes
Explore the relationship between molecular motion, temperature, and phase changes. Compare the molecular structure of solids, liquids, and gases. Graph temperature changes as ice is melted and water is boiled. Find the effect of altitude on phase changes. The starting temperature, ice volume, altitude, and rate of heating or cooling can be adjusted.
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HS-PSII-2.3: : Students who demonstrate understanding can: Cite evidence from everyday life to describe the transfer of thermal energy by conduction, convection, and radiation.
Convection Cells
Explore the causes of convection by heating liquid and observing the resulting motion. The location and intensity of the heat source (or sources) can be varied, as well as the viscosity of the liquid. Use a probe to measure temperature and density in different areas and observe the motion of molecules in the liquid. Then, explore real-world examples of convection cells in Earth's mantle, oceans, and atmosphere.
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An insulated beaker of hot water is connected to a beaker of cold water with a conducting bar, and over time the temperatures of the beakers equalize as heat is transferred through the bar. Four materials (aluminum, copper, steel, and glass) are available for the bar.
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Use a powerful flashlight to pop a kernel of popcorn. A lens focuses light on the kernel. The temperature of the filament and the distance between the flashlight and lens can be changed. Several obstacles can be placed between the flashlight and the popcorn.
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HS-PSII-2.4: : Students who demonstrate understanding can: Develop graphical and mathematical representations that describe the relationship among the volume, temperature, and number of molecules of an ideal gas in a closed system and the pressure exerted by the system and apply those representations to qualitatively and quantitatively describe how changing any of those variables affects the others.
Boyle's Law and Charles's Law
Investigate the properties of an ideal gas by performing experiments in which the temperature is held constant (Boyle's Law), and others in which the pressure remains fixed (Charles's Law). The pressure is controlled through the placement of masses on the lid of the container, and temperature is controlled with an adjustable heat source. Gay-Lussac's law relating pressure to temperature can also be explored by keeping the volume constant.
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Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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HS-PSII-2.5: : Students who demonstrate understanding can: Describe the slope of the graphical representation of pressure vs. the product of: the number of particles, temperature of the gas, and inverse of the volume of the gas in terms of the ideal gas constant.
Ideal Gas Law
Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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HS-PSII-2.6: : Students who demonstrate understanding can: Using PV graphs, qualitatively and quantitatively determine how changes in the pressure, volume, or temperature of an ideal gas allow the gas to do work and classify the work as either done on or done by the gas.
Ideal Gas Law
Explore relationships between amount, temperature, pressure, and volume for an ideal gas in a chamber with a moveable piston. Discover rules of proportionality contained in Boyle's law, Charles's law, Avogadro's law, and Gay-Lussac's law. Use these relationships to derive the ideal gas law and calculate the value of the ideal gas constant.
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HS-PSII-3.2: : Students who demonstrate understanding can: Qualitatively and quantitatively determine how the density of fluid or volume of fluid displaced is related to the force due to buoyancy acting on either a floating or submerged object as described by Archimedes’ principle of buoyancy.
Archimedes' Principle
Place weights into a boat and see how far the boat sinks into a tank of liquid. The depth of the boat can be measured, as well as the amount of liquid displaced. The dimensions of the boat and the density of the liquid can be adjusted. See how much weight the boat can hold before it sinks to the bottom!
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Drop objects in a beaker that is filled with water, and measure the water that flows over the edge. Using Archimedes' principle, determine the density of objects based on the amount of displaced water.
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HS-PSII-4.3: : Students who demonstrate understanding can: Using Coulomb's law, pictorially and mathematically describe the force on a stationary charge due to other stationary charges. Understand that these forces are equal and opposite as described by Newton’s third law and compare and contrast the strength of this force to the force due to gravity.
Coulomb Force (Static)
Drag two charged particles around and observe the Coulomb force between them as their positions change. The charge of each object can be adjusted, and the force is displayed both numerically and with vectors as the distance between the objects is altered.
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Pith balls with positive, negative, or no electrical charge are suspended from strings. The charge and mass of the pith balls can be adjusted, along with the length of the string, which will cause the pith balls to change position. Distances can be measured as variables are adjusted, and the forces (Coulomb and gravitational) acting on the balls can be displayed.
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HS-PSII-5.2: : Students who demonstrate understanding can: Develop graphical and mathematical representations that describe the relationship between the between the amount of current passing through an ohmic device and the amount of voltage (i.e., EMF) applied across the device according to Ohm’s Law. Apply those representations to qualitatively and quantitatively describe how changing the current affects the voltage and vice versa for an ohmic device of known resistance.
Advanced Circuits
Build compound circuits with series and parallel elements. Calculate voltages, resistance, and current across each component using Ohm's law and the equivalent resistance equation. Check your answers using a voltmeter, ammeter, and ohmmeter. Learn the function of fuses as a safety device.
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Build electrical circuits using batteries, light bulbs, resistors, fuses, wires, and a switch. An ammeter, a voltmeter and an ohmmeter are available for measuring current, voltage and resistance throughout the circuit. The voltage of the battery and the precision of the meters can be adjusted. Multiple circuits can be built for comparison.
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HS-PSII-5.5: : Students who demonstrate understanding can: Explain and analyze simple arrangements of electrical components in series and parallel DC circuits in terms of current, resistance, voltage, and power. Use Ohm’s and Kirchhoff’s laws to analyze DC circuits.
Advanced Circuits
Build compound circuits with series and parallel elements. Calculate voltages, resistance, and current across each component using Ohm's law and the equivalent resistance equation. Check your answers using a voltmeter, ammeter, and ohmmeter. Learn the function of fuses as a safety device.
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Build electrical circuits using batteries, light bulbs, resistors, fuses, wires, and a switch. An ammeter, a voltmeter and an ohmmeter are available for measuring current, voltage and resistance throughout the circuit. The voltage of the battery and the precision of the meters can be adjusted. Multiple circuits can be built for comparison.
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HS-PSII-6.2: : Students who demonstrate understanding can: Develop and apply a mathematical representation that describes the relationship between the magnetic field created by a long straight wire carrying an electric current, the magnitude of the current, and the distance to the wire.
Magnetic Induction
Measure the strength and direction of the magnetic field at different locations in a laboratory. Compare the strength of the induced magnetic field to Earth's magnetic field. The direction and magnitude of the inducting current can be adjusted.
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HS-PSII-6.4: : Students who demonstrate understanding can: Determine the magnitude of the magnetic force acting on a charged particle moving through a uniform magnetic field and apply the right hand rule to determine the direction of either the magnetic force or the magnetic field.
Magnetic Induction
Measure the strength and direction of the magnetic field at different locations in a laboratory. Compare the strength of the induced magnetic field to Earth's magnetic field. The direction and magnitude of the inducting current can be adjusted.
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HS-PSII-6.5: : Students who demonstrate understanding can: Describe the practical uses of magnetism in motors, electronic devices, mass spectroscopy, MRIs, and other applications.
Electromagnetic Induction
Explore how a changing magnetic field can induce an electric current. A magnet can be moved up or down at a constant velocity below a loop of wire, or the loop of wire may be dragged in any direction or rotated. The magnetic and electric fields can be displayed, as well as the magnetic flux and the current in the wire.
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HS-PSII-7.2: : Students who demonstrate understanding can: Develop graphical and mathematical representations that describe the relationship between the rate of change of magnetic flux and the amount of voltage induced in a simple loop circuit according to Faraday’s Law of Induction and apply those representations to qualitatively and quantitatively describe how changing the voltage across the device affects the current through the device.
Electromagnetic Induction
Explore how a changing magnetic field can induce an electric current. A magnet can be moved up or down at a constant velocity below a loop of wire, or the loop of wire may be dragged in any direction or rotated. The magnetic and electric fields can be displayed, as well as the magnetic flux and the current in the wire.
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HS-PSII-8.1: : Students who demonstrate understanding can: Develop graphical, mathematical, and pictorial representations (e.g., ray diagrams) that describe the relationships between the focal length, the image distance, and the object distance for planar, converging, and diverging mirrors and apply those representations to qualitatively and quantitatively describe how changing the object distance affects the image distance.
Ray Tracing (Mirrors)
Observe light rays that reflect from a convex or concave mirror. Manipulate the position of an object and the focal length of the mirror and measure the distance and size of the resulting image.
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HS-PSII-8.2: : Students who demonstrate understanding can: Develop graphical, mathematical, and pictorial representations (e.g., ray diagrams) that describe the relationship between the angles of incidence and refraction of monochromatic light passed between two different media and apply those representations to qualitatively and quantitatively describe how changing the angle of incidence affects the angle of refraction.
Refraction
Determine the angle of refraction for a light beam moving from one medium to another. The angle of incidence and each index of refraction can be varied. Using the tools provided, the angle of refraction can be measured, and the wavelength and frequency of the waves in each substance can be compared as well.
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HS-PSII-8.3: : Students who demonstrate understanding can: Develop graphical, mathematical, and pictorial representations (e.g., ray diagrams) that describe the relationships between the focal length, the image distance, and the object distance for both converging and diverging lenses and apply those representations to qualitatively and quantitatively describe how changing the object distance affects the image distance.
Ray Tracing (Lenses)
Observe light rays that pass through a convex or concave lens. Manipulate the position of an object and the focal length of the lens and measure the distance and size of the resulting image.
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HS-PSII-8.4: : Students who demonstrate understanding can: Describe an image as real or virtual for both a curved mirror and lens system based on the position of the image relative to the optical device.
Ray Tracing (Lenses)
Observe light rays that pass through a convex or concave lens. Manipulate the position of an object and the focal length of the lens and measure the distance and size of the resulting image.
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Observe light rays that reflect from a convex or concave mirror. Manipulate the position of an object and the focal length of the mirror and measure the distance and size of the resulting image.
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HS-PSII-9.2: : Students who demonstrate understanding can: Explain how electromagnetic waves interact with matter both as particles (i.e., photons) and as waves and be able to apply the most appropriate model to any particular scenario.
Photoelectric Effect
Shoot a beam of light at a metal plate in a virtual lab and observe the effect on surface electrons. The type of metal as well as the wavelength and amount of light can be adjusted. An electric field can be created to resist the electrons and measure their initial energies.
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HS-PSII-9.5: : Students who demonstrate understanding can: Develop graphical and mathematical representations that describe the relationship between the wavelength of monochromatic light, spacing between slits, distance to screen, and interference pattern produced for a double-slit scenario and apply those representations to qualitatively and quantitatively describe how changing any of the independent variables affects the position of the bright fringes.
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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HS-PSII-10.3: : Students who demonstrate understanding can: Qualitatively compare and contrast how particle interactions, fission, and fusion can convert matter into energy and energy into matter and calculate the relative amounts of matter and energy in such processes.
Nuclear Reactions
Explore examples of nuclear fusion and fission reactions. Follow the steps of the proton-proton chain, CNO cycle, and fission of uranium-235. Write balanced nuclear equations for each step, and compare the energy produced in each process.
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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.
