Utah Science with Engineering Education (SEEd) Standards | Adopted: 2019
This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.
ESS.1: : Matter and Energy in Space
ESS.1.1: : Develop a model based on evidence to illustrate the life span of the Sun and the role of nuclear fusion releasing energy in the Sun’s core. Emphasize energy transfer mechanisms that allow energy from nuclear fusion to reach Earth. Examples of evidence for the model could include observations of the masses and lifetimes of other stars, or non-cyclic variations over centuries.
H-R Diagram
A collection of stars visible from Earth can be arranged and classified based on their color, temperature, luminosity, radius, and mass. This can be done using one or two-dimensional plots, including a Hertzsprung-Russell diagram of luminosity vs. temperature.
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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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ESS.1.2: : Construct an explanation of the Big Bang theory based on astronomical evidence of electromagnetic radiation, motion of distant galaxies, and composition of matter in the universe. Emphasize redshift of electromagnetic radiation, cosmic microwave background radiation, and the observed composition and distribution of matter in the universe.
Big Bang Theory - Hubble's Law
Follow in the footsteps of Edwin Hubble to discover evidence supporting the Big Bang Theory. First, observe Cepheid variable stars in different galaxies to determine their distances. Then, measure the redshift from these galaxies to determine their recessional velocity. Create a scatterplot of velocity vs. distance and relate this to an expanding universe.
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ESS.1.3: : Develop a model to illustrate the changes in matter occurring in a star’s life cycle. Emphasize that the way different elements are created varies as a function of the mass of a star and the stage of its lifetime.
H-R Diagram
A collection of stars visible from Earth can be arranged and classified based on their color, temperature, luminosity, radius, and mass. This can be done using one or two-dimensional plots, including a Hertzsprung-Russell diagram of luminosity vs. temperature.
5 Minute Preview
ESS.2: : Patterns in Earth's History and Processes
ESS.2.2: : Develop and use a model based on evidence of Earth’s interior and describe the cycling of matter by thermal convection. Emphasize the density of Earth’s layers and mantle convection driven by radioactive decay and heat from Earth’s early formation. Examples of evidence could include maps of Earth’s three-dimensional structure obtained from seismic waves or records of the rate of change of Earth’s magnetic field.
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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ESS.2.3: : Construct an explanation for how plate tectonics results in patterns on Earth’s surface. Emphasize past and current plate motions. Examples could include continental and ocean floor features such as mountain ranges and mid-ocean ridges, magnetic polarity preserved in seafloor rocks, or regional hot spots.
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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Move the Earth's crust at various locations to observe the effects of the motion of the tectonic plates, including volcanic eruptions. Information about each of the major types of plate boundaries is shown, along with their locations on Earth.
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ESS.2.4: : Develop and use a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales. Emphasize how the appearance of land and seafloor features are a result of both constructive forces and destructive mechanisms. Examples of constructive forces could include tectonic uplift or mountain building. Examples of destructive mechanisms could include weathering or mass wasting.
Erosion Rates
Explore erosion in a simulated 3D environment. Observe how the landscape evolves over time as it is shaped by the forces of flowing water. Vary the initial landscape, rock type, precipitation amount, average temperature, and vegetation and measure how each variable affects the rate of erosion and resulting landscape features.
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Move the Earth's crust at various locations to observe the effects of the motion of the tectonic plates, including volcanic eruptions. Information about each of the major types of plate boundaries is shown, along with their locations on Earth.
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Explore how river erosion affects landscapes in the short term and over long periods of time. Describe the features of mountain streams and meandering rivers, and use a floating barrel to estimate current speed. Witness the changes that occur as mountain streams erode downward and meandering rivers erode from side to side.
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Weathering is the breakdown of rock at Earth's surface through physical or chemical means. Students will learn about the different types of mechanical and chemical weathering, then use a simulation to model the effects of weathering on different types of rocks in varying climate conditions.
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ESS.2.6: : Evaluate design solutions that reduce the effects of natural disasters on humans. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Examples of natural disasters could include earthquakes, tsunamis, hurricanes, drought, landslides, floods, or wildfires.
Hydrologic Cycle - High School
Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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ESS.3: : System Interactions: Atmosphere, Hydrosphere, and Geosphere
ESS.3.1: : Plan and carry out an investigation of the properties of water and its effects on Earth materials and surface processes. Examples of properties could include water’s capacity to expand upon freezing, dissolve and transport material, or absorb, store, and release energy.
Erosion Rates
Explore erosion in a simulated 3D environment. Observe how the landscape evolves over time as it is shaped by the forces of flowing water. Vary the initial landscape, rock type, precipitation amount, average temperature, and vegetation and measure how each variable affects the rate of erosion and resulting landscape features.
5 Minute Preview
Explore how river erosion affects landscapes in the short term and over long periods of time. Describe the features of mountain streams and meandering rivers, and use a floating barrel to estimate current speed. Witness the changes that occur as mountain streams erode downward and meandering rivers erode from side to side.
5 Minute Preview
Weathering is the breakdown of rock at Earth's surface through physical or chemical means. Students will learn about the different types of mechanical and chemical weathering, then use a simulation to model the effects of weathering on different types of rocks in varying climate conditions.
5 Minute Preview
Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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ESS.3.2: : Construct an explanation of how heat (energy) and water (matter) move throughout the oceans causing patterns in weather and climate. Emphasize the mechanisms for surface and deep ocean movement. Examples of mechanisms for surface movement could include wind, Sun’s energy, or the Coriolis effect. Examples of mechanisms for deep ocean movement could include water density differences due to temperature or salinity.
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.
5 Minute Preview
The Coriolis effect causes winds to be deflected as they move across Earth's surface, resulting in circular patterns of winds. This effect is caused by two factors, Earth's rotation and frame of reference. In the Coriolis Effect Gizmo, students will build their understanding of this phenomenon using the analogy of two kids playing catch: first on a train, then on a merry-go-round, and finally on Earth's surface.
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ESS.3.3: : Construct an explanation for how energy from the Sun drives atmospheric processes and how atmospheric currents transport matter and transfer energy. Emphasize how energy from the Sun is reflected, absorbed, or scattered; how the greenhouse effect contributes to atmospheric energy; and how uneven heating of Earth’s atmosphere combined with the Coriolis effect creates an atmospheric circulation system.
Coriolis Effect
The Coriolis effect causes winds to be deflected as they move across Earth's surface, resulting in circular patterns of winds. This effect is caused by two factors, Earth's rotation and frame of reference. In the Coriolis Effect Gizmo, students will build their understanding of this phenomenon using the analogy of two kids playing catch: first on a train, then on a merry-go-round, and finally on Earth's surface.
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Within this simulated region of land, daytime's rising temperature and the falling temperature at night can be measured, along with heat flow in and out of the system. The level of greenhouse gases present in the atmosphere at any given time can be adjusted, allowing the long-term effects to be investigated.
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Within this simulated region of land, daytime's rising temperature and the falling temperature at night can be measured, along with heat flow in and out of the system. The amount of greenhouse gases present in the atmosphere can be adjusted through time, and the long-term effects can be investigated.
5 Minute Preview
Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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ESS.3.5: : Develop and use a quantitative model to describe the cycling of carbon among Earth’s systems. Emphasize each of Earth’s systems (hydrosphere, atmosphere, geosphere, and biosphere) and how the movement of carbon from one system to another can result in changes to the system(s). Examples could include more carbon absorbed in the oceans leading to ocean acidification or more carbon present in the atmosphere leading to a stronger greenhouse effect.
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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ESS.3.6: : Analyze and interpret data from global climate records to illustrate changes to Earth’s systems throughout geologic time and make predictions about future variations using modern trends. Examples of data could include average sea surface temperature, average air temperature, composition of gasses in ice cores, or tree rings.
Hydrologic Cycle - High School
Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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ESS.3.7: : Engage in argument from evidence to support the claim that one change to Earth’s surface can create climate feedback loops that cause changes to other systems. Examples of climate feedbacks could include ice-albedo or warming oceans.
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.
5 Minute Preview
Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
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ESS.4: : Stability and Change in Natural Resources
ESS.4.2: : Use computational thinking to explain the relationships between the sustainability of natural resources and biodiversity within Earth systems. Emphasize the importance of responsible stewardship of Earth’s resources. Examples of factors related to sustainability could include costs of resource extraction, per-capita consumption, waste management, agricultural efficiency, or levels of conservation. Examples of natural resources could include minerals, water, or energy resources.
Coral Reefs 1 - Abiotic Factors
Explore the abiotic factors that affect Caribbean coral reefs. Many factors can be manipulated in this simplified reef model, including ocean temperature and pH, storm severity, and input of excess sediments and nutrients from logging, sewage, and agriculture. Click "Advance year" to see how the reef responds to these changes.
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In this followup to the Coral Reefs 1 - Abiotic Factors activity, investigate the impacts of fishing, disease, and invasive species on a model Caribbean coral reef. Many variables can be manipulated, included intensity of fishing, presence of black band and white band disease, and the presence of actual and potential invasive species. Click "Advance year" to see the impacts of these biotic changes.
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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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An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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ESS.4.4: : Evaluate design solutions for a major global or local environmental problem based on one of Earth’s systems. Define the problem, identify criteria and constraints, analyze available data on proposed solutions, and determine an optimal solution. Examples of major global or local problems could include water pollution or availability, air pollution, deforestation, or energy production.
Hydrologic Cycle - High School
Paanee, a city in Northeast India, has been experiencing higher rates of flooding than normal. This surge in flooding has been caused by an increase in the hydrologic cycle’s activity. Students take on the role of a hydrologist to investigate why the hydrologic cycle’s rate has increased and what can be done to manage flooding and reduce flooding.
Video Preview
An infant on a farm has blue baby syndrome. As an EPA environmental engineer, students must find the cause of the baby's illness. Using environment data, students learn the importance of the nitrogen cycle and how human factors can impact nature.
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As a marine biologist students learn about photosynthesis to help scientists in Australia determine why the coral in the Great Barrier Reef is bleaching.
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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.
