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.
PHYS.1: : Forces and Interactions
PHYS.1.1: : Analyze and interpret data to determine the cause and effect relationship between the net force on an object and its change in motion as summarized by Newton’s Second Law of Motion. Emphasize one-dimensional motion and macroscopic objects moving at non-relativistic speeds. Examples could include objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.
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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PHYS.1.2: : Use mathematics and computational thinking to support the claim that the total momentum of a system is conserved when there is no net force acting on the system. Emphasize the quantitative conservation of momentum in interactions and the qualitative meaning of this principle. Examples could include one-dimensional elastic or inelastic collisions between objects within the system.
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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PHYS.1.3: : Design a solution that has the function of minimizing the impact force on an object during a collision. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Emphasize problems that require application of Newton’s Second Law of Motion or conservation of momentum.
Crumple Zones
Design a car to protect a test dummy in a collision. Adjust the length and stiffness of the crumple zone and the rigidity of the safety cell to determine how the car will deform during the crash. Add seat belts and/or airbags to prevent the dummy from hitting the steering wheel. Three different body types (sedan, SUV, and subcompact) are available and a wide range of crash speeds can be used.
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PHYS.2.1: : Analyze and interpret data to track and calculate the transfer of energy within a system. Emphasize the identification of the components of the system, along with their initial and final energies, and mathematical descriptions to depict energy transfer in the system. Examples of energy transfer could include the transfer of energy during a collision or heat transfer.
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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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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Observe and compare objects of different shapes as they roll or slide down an inclined plane. Compare the percentages of translational and rotational kinetic energy for each object, and see how this affects how quickly each object moves. The slope of each ramp can be adjusted, and a variety of materials can be used for the objects and ramps.
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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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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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PHYS.2.2: : Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system. Emphasize that uniform distribution of energy is a natural tendency. Examples could include the measurement of the reduction of temperature of a hot object or the increase in temperature of a cold object.
Calorimetry Lab
Investigate how calorimetry can be used to find relative specific heat values when different substances are mixed with water. Modify initial mass and temperature values to see effects on the system. One or any combination of the substances can be mixed with water. A dynamic graph (temperature vs. time) shows temperatures of the individual substances after mixing.
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Two flasks hold colored water, one yellow and the other blue. Set the starting temperature of each flask, choose a type of material to connect the flasks, and see how quickly the flasks heat up or cool down. The flasks can be connected with a hollow pipe, allowing the water in the flasks to mix, or a solid chunk that transfers heat but prevents mixing.
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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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PHYS.2.3: : Develop and use models on the macroscopic scale to illustrate that energy can be accounted for as a combination of energies associated with the motion of objects and energy associated with the relative positions of objects. Emphasize relationships between components of the model to show that energy is conserved. Examples could include mechanical systems where kinetic energy is transformed to potential energy or vice versa.
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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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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Compare the potential energy of several objects when you place them on shelves of different heights. Learn that two objects at different heights can have the same potential energy, while two objects at the same height can have different potential energies.
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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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Design your own trebuchet to fling a projectile at a castle wall. All of the dimensions of the trebuchet can be adjusted, as well as the masses of the counterweight and payload. Select a target on the Launch tab, or just see how far your projectile will go.
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PHYS.2.4: : Design a solution by constructing a device that converts one form of energy into another form of energy to solve a complex real-life problem. Define the problem, identify criteria and constraints, develop possible solutions using models, analyze data to make improvements from iteratively testing solutions, and optimize a solution. Examples of energy transformation could include electrical energy to mechanical energy, mechanical energy to electrical energy, or electromagnetic radiation to thermal energy.
Feel the Heat
Have you ever used a glove warmer to keep your hands warm? How about an instant cold pack to treat an injury? In the Feel the Heat Gizmo, create your own hot and cold packs using various salts dissolved in water and different bag materials. Learn about exothermic and endothermic processes and how energy is absorbed or released when bonds are broken and new bonds form.
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Design your own trebuchet to fling a projectile at a castle wall. All of the dimensions of the trebuchet can be adjusted, as well as the masses of the counterweight and payload. Select a target on the Launch tab, or just see how far your projectile will go.
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PHYS.3.1: : Use mathematics and computational thinking to compare the scale and proportion of gravitational and electric fields using Newton’s Law of Gravitation and Coulomb’s Law. Emphasize the comparative strength of these two field forces, the effect of distance between interacting objects on the magnitudes of these forces, and the use of models to understand field forces.
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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Drag two objects around and observe the gravitational force between them as their positions change. The mass of each object can be adjusted, and the gravitational force is displayed both as vectors and numerically.
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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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PHYS.3.2: : Plan and conduct an investigation to provide evidence that an electric current causes a magnetic field and that a changing magnetic field causes an electric current. Emphasize the qualitative relationship between electricity and magnetism without necessarily conducting quantitative analysis. Examples could include electromagnets or generators.
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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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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PHYS.3.3: : Analyze and interpret data to compare the effect of changes in position of interacting objects on electric and gravitational forces and energy. Emphasize the similarities and differences between charged particles in electric fields and masses in gravitational fields. Examples could include models, simulations, or experiments that produce data or illustrate field lines between objects.
Charge Launcher
Launch a charged particle into a chamber. Charged particles can be added into the chamber to influence the path of the moving particle. The launch speed can be changed as well. Try to match a given path by manipulating the fixed particles in the chamber.
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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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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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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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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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PHYS.3.4: : Develop and use a model to evaluate the effects on a field as characteristics of its source and surrounding space are varied. Emphasize how a field changes with distance from its source. Examples of electric fields could include those resulting from point charges. Examples of magnetic fields could include those resulting from dipole magnets or current-bearing wires.
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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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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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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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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PHYS.4.1: : Analyze and interpret data to derive both qualitative and quantitative relationships based on patterns observed in frequency, wavelength, and speed of waves traveling in various media. Emphasize mathematical relationships and qualitative descriptions. Examples of data could include electromagnetic radiation traveling in a vacuum or glass, sound waves traveling through air or water, or seismic waves traveling through Earth.
Earthquakes 1 - Recording Station
Using an earthquake recording station, learn how to determine the distance between the station and an earthquake based on the time difference between the arrival of the primary and secondary seismic waves. Use this data to find the epicenter in the Earthquakes 2 - Location of Epicenter Gizmo.
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Observe the propagation of longitudinal (compression) waves in a closed or open tube with evenly-spaced dividers. The strength and frequency of the waves can be manipulated, or waves can be observed as individual pulses. Compare the movement of dividers to graphs of displacement, velocity, acceleration and pressure.
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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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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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Observe and measure transverse, longitudinal, and combined waves on a model of a spring moved by a hand. Adjust the amplitude and frequency of the hand, and the tension and density of the spring. The speed and power of the waves is reported, and the wavelength and amplitude can be measured.
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PHYS.4.2: : Engage in argument based on evidence that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model better explains interactions within a system than the other. Emphasize how the experimental evidence supports the claim and how models and explanations are modified in light of new evidence. Examples could include resonance, interference, diffraction, or the photoelectric effect.
Basic Prism
Shine white light or a single-color beam through a prism. Explore how a prism refracts light and investigate the factors that affect the amount of refraction. The index of refraction of the prism, width of the prism, prism angle, light angle, and light wavelength can be adjusted.
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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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PHYS.4.5: : Obtain, evaluate, and communicate information about how devices use the principles of electromagnetic radiation and their interactions with matter to transmit and capture information and energy. Emphasize the ways in which devices leverage the wave-particle duality of electromagnetic radiation. Examples could include solar cells, medical imaging devices, or communication technologies.
Phased Array
Observe the wave fronts produced by four closely-spaced emitters. The spacing and phase shift of each wave source can be adjusted, as well as the wave velocity. With all four sources you can observe a region of constructive interference that moves over time. The phased array has several real world applications such as radar and ultrasound.
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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.
