Organization: Pearson Education
Product Name: Elevate Science Physical
Product Version: v1.0


Source:     IMS Online Validator
Profile:    1.2.0
Identifier: realize-fdef00af-7441-3402-b456-3d570c2edbd4
Timestamp:  Monday, July 16, 2018 10:16 AM EDT
Status:     VALID!
Conformant: true

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Resource Validation Results
The document is valid.

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Schema Location Results
Schema locations are valid.

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Schema Validation Results
The document is valid.

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Schematron Validation Results
The document is valid.

Curriculum Standards:

Macroscopic patterns are related to the nature of microscopic and atomic-level structure. - 6-8-CCC-1.a
Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. - MGS-SEP-8.b
All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) - MS-PS2-A-3
For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). (MS-PS2-1) - MS-PS2-A-1
The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) - MS-PS2-A-2
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) - MS-PS1-A-1
Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. - MGS-SEP-8.c
Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions - MS-SEP-1.g
The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) - MS-ETS1-C-2
Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) - MS-ETS1-C-1
The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) - MS-ETS1-A-1
Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. - MS-SEP-3.a
Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. - MS-SEP-3.b
Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. - MS-SEP-1.f
A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) - MS-PS3-A-4
Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. - PS-MS-PS2-1
Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. - PS-MS-PS2-2
Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) - MS-PS3-A-5
The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) - MS-PS3-A-1
The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4) - MS-PS3-A-2
Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) - MS-PS3-A-3
When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) - MS-PS3-C-1
The transfer of energy can be tracked as energy flows through a designed or natural system. - 6-8-CCC-5.d
Energy may take different forms. - 6-8-CCC-5.c
Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. - 6-8-CCC-7.a
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. - PS-MS-PS4-3
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. - PS-MS-PS2-5
Matter is conserved because atoms are conserved in physical and chemical processes. - 6-8-CCC-5.a
Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. - 6-8-CCC-3.c
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. - PS-MS-PS2-3
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. - PS-MS-PS4-1
Graphs and charts can be used to identify patterns in data. - 6-8-CCC-1.d
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. - PS-MS-PS4-2
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. - 6-8-CCC-3.a
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. - PS-MS-PS2-4
A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1) - MS-PS4-A-1
A sound wave needs a medium through which it is transmitted. (MS-PS4-2) - MS-PS4-A-2
Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) - MS-PS4-C-1
Science knowledge is based upon logical and conceptual connections between evidence and explanations. - MGS-NoS-2.a
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) - MS-PS1-B-1
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) - MS-PS1-B-2
Laws are regularities or mathematical descriptions of natural phenomena. - MGS-NoS-4.c
Some chemical reactions release energy, others store energy. (MS-PS1-6) - MS-PS1-B-3
All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. - STSE-MS-2.a
The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. - STSE-MS-2.b
Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. - STSE-MS-2.d
Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) - MS-PS2-B-2
Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. - MS-SEP-6.f
Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. - MGS-SEP-7.c
Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) - MS-PS2-B-3
Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. - MS-SEP-6.g
Evaluate competing design solutions based on jointly developed and agreed-upon design criteria - MGS-SEP-7.e
Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) - MS-PS2-B-1
Develop a model to describe unobservable mechanisms. - MS-SEP-2.f
Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) - MS-ETS1-B-3
Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. - MS-SEP-2.g
There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) - MS-ETS1-B-2
A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) - MS-ETS1-B-1
Analyze and interpret data to determine similarities and differences in findings. - MS-SEP-4.g
Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. - MS-SEP-4.a
Develop and/or use a model to describe phenomena. - MS-SEP-2.e
Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) - MS-PS3-B-3
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. - PS-MS-PS1-2
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. - PS-MS-PS3-1
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. - PS-MS-PS1-3
Develop models to describe the atomic composition of simple molecules and extended structures. - PS-MS-PS1-1
When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) - MS-PS3-B-1
Models of all kinds are important for testing solutions. (MSETS1- 4) - MS-ETS1-B-4
The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) - MS-PS3-B-2
Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. - 6-8-CCC-6.b
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. - PS-MS-PS1-6
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. - PS-MS-PS3-4
Models can be used to represent systems and their interactions. - 6-8-CCC-4.b
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. - PS-MS-PS3-5
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. - PS-MS-PS3-2
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. - PS-MS-PS1-4
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. - PS-MS-PS1-5
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. - PS-MS-PS3-3
Cause and effect relationships may be used to predict phenomena in natural systems. - 6-8-CCC-2.b
When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) - MS-PS4-B-1
The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-2) - MS-PS4-B-2
A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) - MS-PS4-B-3
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. - PS-MS-ETS1-1
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. - PS-MS-ETS1-2
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. - PS-MS-ETS1-3
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. - PS-MS-ETS1-4
Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) - MS-PS1-A-2
Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) - MS-PS1-A-3
In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) - MS-PS1-A-4
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) - MS-PS1-A-5
The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) - MS-PS1-A-6
Advances in technology influence the progress of science and science has influenced advances in technology. - MGS-NoS-7.d


List of all Files Validated:

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Title: Elevate Science Physical


         Using Your Realize Reader Menu

         Navigating Your Digital Course

            Program Overview

            Realize Reader Navigation and Features

            Using Your Realize Reader Menu

            Elevate Science Physical Science Student Digital Book

         Topic 1: Introduction to Matter

            Topic Launch: Introduction to Matter

               eText: Introduction to Matter
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               Editable Readiness Test: Introduction to Matter

               Readiness Test: Introduction to Matter

               Remediation Summary: Introduction to Matter

               uConnect Lab: The Nuts and Bolts of Formulas

               Quest Kickoff: Lights! Camera! Action!

               Quest Checklist: Lights! Camera! Action!

               Quest Rubric: Lights! Camera! Action!

            Lesson 1: Describing and Classifying Matter

               Connect

                  Class Discussion: How Is Matter Like Words?

               Investigate

                  eText: Describing and Classifying Matter
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. 

                  Interactivity: What Makes Up Matter

                  Video: Describing and Classifying Matter
                    Curriculum Standards: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Develop models to describe the atomic composition of simple molecules and extended structures. 

                  uInvestigate Lab: Modeling Atoms and Molecules

                  eText: Career Feature: Museum Technician

                  Career Video: Museum Conservator

               Synthesize

                  Interactivity: Molecules and Extended Structures

                  Quest Check-In eText: The Science of Special Effects

                  Quest Check-In Interactivity: The Science of Special Effects

                  Enrichment: What's In The Air?

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Describing and Classifying Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Editable Quiz: Describing and Classifying Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz: Describing and Classifying Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

            Lesson 2: Measuring Matter

               Connect

                  Inquiry Warm-Up Lab: Which Has More Mass?

               Investigate

                  eText: Measuring Matter
                    Curriculum Standards: Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  Interactivity: Calculating Density

                  Video: Measuring Matter
                    Curriculum Standards: Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  uInvestigate Lab: Observing Physical Properties

                  eText: Case Study: An Epic Disaster
                    Curriculum Standards: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

               Synthesize

                  Interactivity: Weight on the Moon

                  Enrichment: Ocean Currents

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Measuring Matter

                  Editable Quiz: Measuring Matter

                  Quiz: Measuring Matter

            Lesson 3: Changes in Matter

               Connect

                  Inquiry Warm-Up Lab: Is a New Substance Formed?
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

               Investigate

                  eText: Changes in Matter
                    Curriculum Standards: Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  Virtual Lab: What's the Matter with My Chocolate?
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  Video: Changes in Matter

                  uInvestigate Lab: Physical and Chemical Changes
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  eText: uEngineer It!: Gathering Speed with Superconductors
                    Curriculum Standards: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  uEngineer It! Video: Gathering Speed with Superconductors
                    Curriculum Standards: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

               Synthesize

                  Interactivity: Properties of Matter

                  Quest Check-In eText: Changes in Matter

                  Quest Check-In Interactivity: Mysterious Movie Fog

                  Quest Check-In Lab: Cinematic Science

                  Enrichment: Chemical Changes in Plants and Animals

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Changes in Matter

                  Editable Quiz: Changes in Matter

                  Quiz: Changes in Matter

            Topic Close: Introduction to Matter

               eText: Review and Assess: Introduction to Matter
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               eText: Evidence Based Assessment: Introduction to Matter
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               uDemonstrate Lab: Help Out the Wildlife
                 Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Help Out the Wildlife
                 Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Your Scene

               Quest Findings: Reflect on Your Scene

               Main Ideas: Introduction to Matter
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               Editable Test: Introduction to Matter
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               Test: Introduction to Matter
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

         Topic 2: Solids, Liquids, and Gases

            Topic Launch: Solids, Liquids, and Gases

               eText: Solids, Liquids, and Gases

               Editable Readiness Test: Solids, Liquids, and Gases

               Readiness Test: Solids, Liquids, and Gases

               Remediation Summary: Solids, Liquids, and Gases

               uConnect Lab: Solid, Liquid, or Gas?

               Quest Kickoff: Getting a Lift

               Quest Checklist: Getting a Lift

               Quest Rubric: Getting a Lift

            Lesson 1: States of Matter

               Connect

                  Poll: Determining the State of Matter

               Investigate

                  eText: States of Matter
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) 

                  Interactivity: Particles and States of Matter
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  Virtual Lab: Cooking and States of Matter
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system's material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4) Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) Models can be used to represent systems and their interactions. 

                  Video: States of Matter
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  uInvestigate Lab: Properties of Matter
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  eText: uEngineer It!: From "Ink" to Objects: 3D Printing
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

                  uEngineer It! Interactivity: A Matter of Printing
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

                  Career Video: Materials Scientist

               Synthesize

                  Interactivity: Properties of Solids, Liquids, and Gases
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  Quest Check-In eText: Design Your Lift
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  Quest Check-In Interactivity: Design Your Lift
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  Enrichment: Lava Viscosity

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: States of Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Editable Quiz: States of Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz: States of Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

            Lesson 2: Changes of State

               Connect

                  Write: Changing States

               Investigate

                  eText: Changes of State
                    Curriculum Standards: Cause and effect relationships may be used to predict phenomena in natural systems. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  Interactivity: Particle Motion and States of Matter

                  Interactivity: States of Matter
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  Worksheet: States of Matter
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  Video: Changes of State
                    Curriculum Standards: In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) 

                  uInvestigate Lab: Mirror, Mirror

               Synthesize

                  Interactivity: Thermal Energy and Changes of State

                  Quest Check-In eText: Lift Your Car

                  Quest Check-In Interactivity: Lift Your Car

                  Enrichment: Cooling Curves

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Changes of State

                  Editable Quiz: Changes of State

                  Quiz: Changes of State

            Lesson 3: Gas Behavior

               Connect

                  Inquiry Warm-Up Lab: How Can Air Keep Chalk From Breaking?

               Investigate

                  eText: Gas Behavior
                    Curriculum Standards: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) 

                  Interactivity: The Gas Laws
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. 

                  Video: Gas Behavior

                  uInvestigate Lab: Testing Charles's and Boyle's Gas Laws

                  eText: Case Study: Rising to the Occasion: Charles's Law in the Oven!
                    Curriculum Standards: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. 

               Synthesize

                  Interactivity: Hot Air Balloon Ride
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. 

                  Quest Check-In eText: Phases of Matter

                  Quest Check-In Lab: Phases of Matter

                  Enrichment: Gas Behavior in Daily Life

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Gas Behavior

                  Editable Quiz: Gas Behavior

                  Quiz: Gas Behavior

            Topic Close: Solids, Liquids, and Gases

               eText: Review and Assess: Solids, Liquids, and Gases

               eText: Evidence Based Assessment: Solids, Liquids, and Gases

               uDemonstrate Lab: Melting Ice
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Melting Ice
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Your Lift

               Quest Findings: Reflect on Your Lift

               Main Ideas: Solids, Liquids, and Gases

               Editable Test: Solids, Liquids, and Gases

               Test: Solids, Liquids, and Gases

         Topic 3: Energy

            Topic Launch: Energy

               eText: Energy
                 Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               Editable Readiness Test: Energy

               Readiness Test: Energy

               Remediation Summary: Energy

               uConnect Lab: What Would Make a Card Jump?
                 Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

               Quest Kickoff: Outrageous Energy Contraptions

               Quest Checklist: Outrageous Energy Contraptions

               Quest Rubric: Outrageous Energy Contraptions

            Lesson 1: Energy, Motion, Force, and Work

               Connect

                  Poll: Things That Have Energy

               Investigate

                  eText: Energy, Motion, Force, and Work
                    Curriculum Standards: Laws are regularities or mathematical descriptions of natural phenomena. 

                  Interactivity: Get Moving With Energy
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Interactivity: Understanding Machines

                  Worksheet: Understanding Machines

                  Video: Energy, Motion, Force, and Work

                  uInvestigate Lab: What Work Is
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

               Synthesize

                  Interactivity: Force and Energy
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Quest Check-In eText: Applying Energy
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Quest Check-In Interactivity: Applying Energy
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Enrichment: How Much Work Is Done?

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Energy, Motion, Force, and Work
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Editable Quiz: Energy, Motion, Force, and Work
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quiz: Energy, Motion, Force, and Work
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

            Lesson 2: Kinetic Energy and Potential Energy

               Connect

                  Class Discussion: Because of Kinetic Energy or Gravitational Potential Energy?

               Investigate

                  eText: Kinetic Energy and Potential Energy
                    Curriculum Standards: Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Laws are regularities or mathematical descriptions of natural phenomena. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Interactivity: Interpret Kinetic Energy Graphs
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Virtual Lab: Skate or Fly!
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

                  Video: Kinetic Energy and Potential Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

                  uInvestigate Lab: Mass, Velocity, and Kinetic Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  uInvestigate Lab: Energy, Magnetism, and Electricity
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Energy may take different forms. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  eText: uEngineer It!: Prototype to Product: Prosthetics on the Move
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

                  uEngineer It! Interactivity: Prosthetics in Motion
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               Synthesize

                  Interactivity: Racing for Kinetic Energy
                    Curriculum Standards: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Energy may take different forms. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Interactivity: Roller Coasters and Potential Energy
                    Curriculum Standards: A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Quest Check-In eText: Build a Chain-Reaction Machine
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Quest Check-In Lab: Build a Chain-Reaction Machine
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Enrichment: Kinetic or Potential Energy?
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Kinetic Energy and Potential Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

                  Editable Quiz: Kinetic Energy and Potential Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

                  Quiz: Kinetic Energy and Potential Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

            Lesson 3: Other Forms of Energy

               Connect

                  Write: Energy Use
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               Investigate

                  eText: Other Forms of Energy
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 

                  Interactivity: Types of Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) 

                  Interactivity: Forms of Energy

                  Worksheet: Forms of Energy

                  Video: Nuclear Energy

                  uInvestigate Lab: Making a Flashlight Shine
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  eText: Career Feature: Energy Engineer

                  Career Video: Energy Engineer

               Synthesize

                  Quest Check-In eText: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Quest Check-In Lab: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Enrichment: Transformation of Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Other Forms of Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

                  Editable Quiz: Other Forms of Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

                  Quiz: Other Forms of Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

            Lesson 4: Energy Change and Conservation

               Connect

                  Write: Everyday Energy Transformations
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

               Investigate

                  eText: Energy Change and Conservation
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Laws are regularities or mathematical descriptions of natural phenomena. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 

                  Interactivity: Energy Transformations
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 

                  Video: Energy Change and Conservation

                  uInvestigate Lab: Law of Conservation of Energy
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  eText: Case Study: U.S. Energy Consumption
                    Curriculum Standards: The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

               Synthesize

                  Interactivity: Take It to the Extreme
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

                  Quest Check-In eText: Redesign and Retest a Chain-Reaction Machine

                  Quest Check-In Lab: Redesign and Retest a Chain-Reaction Machine

                  Enrichment: The Energy of a Comet
                    Curriculum Standards: A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Energy Change and Conservation

                  Editable Quiz: Energy Change and Conservation

                  Quiz: Energy Change and Conservation

            Topic Close: Energy

               eText: Review and Assess: Energy
                 Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               eText: Evidence Based Assessment: Energy
                 Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               uDemonstrate Lab: 3, 2, 1 . . . Liftoff!
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: 3, 2, 1 . . . Liftoff!
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Your Chain-Reaction Machine

               Quest Findings: Reflect on Your Chain-Reaction Machine

               Main Ideas: Energy
                 Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               Editable Test: Energy
                 Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

               Test: Energy
                 Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) 

         Topic 4: Thermal Energy

            Topic Launch: Thermal Energy

               eText: Thermal Energy
                 Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Editable Readiness Test: Thermal Energy
                 Curriculum Standards: Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Readiness Test: Thermal Energy
                 Curriculum Standards: Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Remediation Summary: Thermal Energy

               uConnect Lab: How Cold Is the Water?

               Quest Kickoff: Keep Hot Liquids Hot
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Quest Checklist: Keep Hot Liquids Hot
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Quest Rubric: Keep Hot Liquids Hot
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

            Lesson 1: Thermal Energy, Heat, and Temperature

               Connect

                  Class Discussion: Warming Your Hands

               Investigate

                  eText: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) 

                  Interactivity: Flow of Thermal Energy
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) 

                  Virtual Lab: Choosing a Snack Food
                    Curriculum Standards: Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) 

                  Video: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) 

                  uInvestigate Lab: Temperature and Thermal Energy

               Synthesize

                  Interactivity: A Rising Thermometer
                    Curriculum Standards: The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Enrichment: Distributing Heat
                    Curriculum Standards: The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy may take different forms. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Editable Quiz: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy may take different forms. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Quiz: Thermal Energy, Heat, and Temperature
                    Curriculum Standards: Energy may take different forms. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

            Lesson 2: Heat Transfer

               Connect

                  Write: Cooler and Warmer
                    Curriculum Standards: The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Investigate

                  eText: Heat Transfer
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 

                  Interactivity: Methods of Thermal Energy Transfer

                  Interactivity: Solar Oven Design
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

                  Worksheet: Solar Oven Design
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

                  Video: Heat Transfer
                    Curriculum Standards: Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 

                  uInvestigate Lab: Visualizing Convection Currents
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  eText: uEngineer It!: Shockwave to the Future
                    Curriculum Standards: The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

                  uEngineer It! Video: Shockwave to the Future
                    Curriculum Standards: The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

                  Career Video: Firefighter

                  eText: Case Study: Earth Power
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. 

               Synthesize

                  Interactivity: Heat and Reheat
                    Curriculum Standards: Energy may take different forms. 

                  Quest Check-In eText: Contain the Heat
                    Curriculum Standards: Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Quest Check-In Interactivity: Contain the Heat
                    Curriculum Standards: Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Enrichment: Drinks on Ice
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Heat Transfer
                    Curriculum Standards: Energy may take different forms. 

                  Editable Quiz: Heat Transfer
                    Curriculum Standards: Energy may take different forms. 

                  Quiz: Heat Transfer
                    Curriculum Standards: Energy may take different forms. 

            Lesson 3: Heat and Materials

               Connect

                  Poll: Too Hot to Handle
                    Curriculum Standards: Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Investigate

                  eText: Heat and Materials
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS-PS3-4) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5) 

                  Interactivity: A Day at the Beach
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Video: Heat and Materials
                    Curriculum Standards: Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3),(MS-PS3-4) 

                  uInvestigate Lab: Comparing How Liquids Cool
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Synthesize

                  Interactivity: Matter and Heat Transfer
                    Curriculum Standards: Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Quest Check-In eText: Heat and Materials
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Quest Check-In Lab: Keep the Heat In
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Quest Check-In Lab: Keep the Cold Out
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Enrichment: Probing the Sun
                    Curriculum Standards: The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Heat and Materials

                  Editable Quiz: Heat and Materials

                  Quiz: Heat and Materials

            Topic Close: Thermal Energy

               eText: Review and Assess: Thermal Energy
                 Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               eText: Evidence Based Assessment: Thermal Energy
                 Curriculum Standards: Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               uDemonstrate Lab: Testing Thermal Conductivity
                 Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               uDemonstrate Lab Do It Yourself: Testing Thermal Conductivity
                 Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Quest Findings eText: Reflect on Your Insulating Container
                 Curriculum Standards: The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Quest Findings: Reflect on Your Insulating Container
                 Curriculum Standards: The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Main Ideas: Thermal Energy
                 Curriculum Standards: Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Editable Test: Thermal Energy
                 Curriculum Standards: Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Test: Thermal Energy
                 Curriculum Standards: Energy may take different forms. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

         Topic 5: Waves and Electromagnetic Radiation

            Topic Launch: Waves and Electromagnetic Radiation

               eText: Waves and Electromagnetic Radiation

               Editable Readiness Test: Waves and Electromagnetic Radiation

               Readiness Test: Waves and Electromagnetic Radiation

               Remediation Summary: Waves and Electromagnetic Radiation

               uConnect Lab: What Are Waves?
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Quest Kickoff: Design to Stop a Thief
                 Curriculum Standards: The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Energy may take different forms. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Quest Checklist: Design to Stop a Thief
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Quest Rubric: Design to Stop a Thief
                 Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

            Lesson 1: Wave Properties

               Connect

                  Poll: Reactive Ripples
                    Curriculum Standards: A sound wave needs a medium through which it is transmitted. (MS-PS4-2) 

               Investigate

                  eText: Wave Properties
                    Curriculum Standards: A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. Graphs and charts can be used to identify patterns in data. 

                  Interactivity: Modeling Waves
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

                  Interactivity: Making Waves

                  Worksheet: Making Waves

                  Video: Wave Properties
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Waves and Their Characteristics
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  eText: Case Study: Sound and Light in the Ballpark
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) 

               Synthesize

                  Interactivity: Describe the Properties of Waves
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

                  Quest Check-In eText: Light Behavior
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

                  Quest Check-In Interactivity: Light Behavior
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

                  Enrichment: Measuring Ocean Waves
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Wave Properties
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

                  Editable Quiz: Wave Properties
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

                  Quiz: Wave Properties
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

            Lesson 2: Wave Interactions

               Connect

                  Inquiry Warm-Up Lab: Follow the Bouncing Ball
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Investigate

                  eText: Wave Interactions
                    Curriculum Standards: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) 

                  Interactivity: Model Wave Interactions
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Virtual Lab: Colors of the Sky
                    Curriculum Standards: A sound wave needs a medium through which it is transmitted. (MS-PS4-2) 

                  Video: Wave Interactions
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Standing Waves and Wave Interference
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  eText: uEngineer It!: Impact on Society: Say Cheese!
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  uEngineer It! Video: Say "Cheese!"
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Synthesize

                  Interactivity: Use Models to Describe Wave Behavior
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Quest Check-In eText: Virtual Optics
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) 

                  Quest Check-In Interactivity: Virtual Optics
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) 

                  Worksheet: Virtual Optics
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) 

                  Enrichment: Mapping With Sonar
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Wave Interactions
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

                  Editable Quiz: Wave Interactions
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

                  Quiz: Wave Interactions
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

            Lesson 3: Sound Waves

               Connect

                  Inquiry Warm-Up Lab: Amplitude and Loudness

               Investigate

                  eText: Sound Waves
                    Curriculum Standards: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) 

                  Interactivity: Reflection, Transmission, and Absorption of Sound Waves
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Interactivity: Sound
                    Curriculum Standards: A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1) A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

                  Worksheet: Sound
                    Curriculum Standards: A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude. (MS-PS4-1) A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

                  Video: Sound Waves
                    Curriculum Standards: A sound wave needs a medium through which it is transmitted. (MS-PS4-2) 

                  uInvestigate Lab: Understanding Sound
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Synthesize

                  Interactivity: Doppler Effect

                  Enrichment: Violins and Sound
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Sound Waves
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Editable Quiz: Sound Waves
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Quiz: Sound Waves
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

            Lesson 4: Electromagnetic Waves

               Connect

                  Class Discussion: White Light
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-2) When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

               Investigate

                  eText: Electromagnetic Waves
                    Curriculum Standards: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) 

                  Interactivity: Build an Electromagnetic Wave
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Interactivity: Models of Light
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-2) When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

                  Worksheet: Models of Light
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. (MS-PS4-2) The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-2) When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

                  Video: Electromagnetic Waves

                  uInvestigate Lab: Build a Wave
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  eText: Career Feature: Lighting Designer

                  Career Video: Lighting Designer
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Synthesize

                  Interactivity: Describe Electromagnetic Waves
                    Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Quest Check-In eText: Optical Demonstration
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  Quest Check-In Interactivity: Optical Demonstration
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  Enrichment: Space Radiation
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Electromagnetic Waves
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Editable Quiz: Electromagnetic Waves
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz: Electromagnetic Waves
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

            Lesson 5: Light

               Connect

                  Write: Reflecting on Reflections

               Investigate

                  eText: Light
                    Curriculum Standards: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-2) When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

                  Interactivity: Describe the Behavior of Light

                  Interactivity: Blinded by the Light

                  Video: Light
                    Curriculum Standards: The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. (MS-PS4-2) When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object's material and the frequency (color) of the light. (MS-PS4-2) 

                  uInvestigate Lab: Light Interacting With Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Synthesize

                  Interactivity: Predict the Behavior of Light Rays

                  Quest Check-In eText: An Optimal Optical Solution: Design to Stop a Thief
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

                  Quest Check-In Lab: An Optimal Optical Solution: Design to Stop a Thief
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

                  Enrichment: Light and Color
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Graphs and charts can be used to identify patterns in data. 

                  Quiz Review: Light
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Editable Quiz: Light
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Quiz: Light
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

            Topic Close: Waves and Electromagnetic Radiation

               eText: Review and Assess: Waves and Electromagnetic Radiation
                 Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

               eText: Evidence Based Assessment: Waves and Electromagnetic Radiation
                 Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

               uDemonstrate Lab: Making Waves
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               uDemonstrate Lab Do It Yourself: Making Waves
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               Quest Findings eText: Reflect on Your Demonstration
                 Curriculum Standards: The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Energy may take different forms. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Quest Findings: Reflect on Your Demonstration
                 Curriculum Standards: The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Energy may take different forms. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. A sound wave needs a medium through which it is transmitted. (MS-PS4-2) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Main Ideas: Waves and Electromagnetic Radiation
                 Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

               Editable Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

               Test: Waves and Electromagnetic Radiation
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. 

         Topic 6: Electricity and Magnetism

            Topic Launch: Electricity and Magnetism

               eText: Electricity and Magnetism
                 Curriculum Standards: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

               Editable Readiness Test: Electricity and Magnetism
                 Curriculum Standards: A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Readiness Test: Electricity and Magnetism
                 Curriculum Standards: A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Remediation Summary: Electricity and Magnetism
                 Curriculum Standards: A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               uConnect Lab: Magnetic Poles
                 Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

               Quest Kickoff: Light as a Feather?

               Quest Checklist: Light as a Feather?

               Quest Rubric: Light as a Feather?

            Lesson 1: Electric Force

               Connect

                  Inquiry Warm-Up Lab: Uncanny Attractions
                    Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 

               Investigate

                  eText: Electric Force
                    Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Interactivity: Theremin

                  Interactivity: Electric Current
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Worksheet: Electric Current
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Video: Electric Force
                    Curriculum Standards: When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  uInvestigate Lab: Detecting Charges
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

               Synthesize

                  Interactivity: Charged Interactions

                  Quest Check-In eText: Apply Electrical Forces
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) 

                  Quest Check-In Interactivity: Apply Electrical Forces
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) 

                  Enrichment: Surge Protectors
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Electric Force
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Editable Quiz: Electric Force
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Quiz: Electric Force
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

            Lesson 2: Magnetic Force

               Connect

                  Write: Magnets Are Closer Than You Think

               Investigate

                  eText: Magnetic Force
                    Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Interactivity: Interaction of Magnetic Fields
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Video: Magnetic Force
                    Curriculum Standards: When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Virtual Lab: Get Your Bearings

                  uInvestigate Lab: Detecting Fake Coins
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

               Synthesize

                  Interactivity: Modeling Magnetic Forces
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) 

                  Quest Check-In eText: Tracking Levitation
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Quest Check-In Lab: Tracking Levitation
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Enrichment: Magnetic Fields
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Magnetic Force
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Editable Quiz: Magnetic Force
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Quiz: Magnetic Force
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

            Lesson 3: Electromagnetic Force

               Connect

                  Class Discussion: A Subtle Relationship

               Investigate

                  eText: Electromagnetic Force
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Interactivity: Electricity and Magnetism
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) 

                  Interactivity: Electromagnetism
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Worksheet: Electromagnetism
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Video: Electromagnetic Force

                  uInvestigate Lab: Electric Current and Magnetism
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  eText: uEngineer It!: Electromagnetism in Action
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  uEngineer It! Video: Superconductors
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

               Synthesize

                  Interactivity: Electromagnetic Evidence

                  Quest Check-In eText: Building an Electromagnet
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Quest Check-In Lab: Building an Electromagnet
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Enrichment: Electromagnetic Force
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Electromagnetic Force

                  Editable Quiz: Electromagnetic Force

                  Quiz: Electromagnetic Force

            Lesson 4: Electric and Magnetic Interactions

               Connect

                  Inquiry Warm-Up Lab: How Generators Work
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

               Investigate

                  eText: Electric and Magnetic Interactions
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Interactivity: Electric Motors
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). (MS-PS2-1) 

                  Worksheet: Electric Motors
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). (MS-PS2-1) 

                  Interactivity: Generators
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Worksheet: Generators
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Video: Electric and Magnetic Interactions

                  uInvestigate Lab: Electric Magnetic Motion
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  eText: Case Study: The X-57 Maxwell
                    Curriculum Standards: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles. 

                  Career Video: Electrical Engineer

               Synthesize

                  Interactivity: Electricity, Magnets, and Motion

                  Quest Check-In eText: Electrifying Levitation
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Quest Check-In Lab: Electrifying Levitation
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Enrichment: Examining A Motor
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Electric and Magnetic Interactions
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) 

                  Editable Quiz: Electric and Magnetic Interactions
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) 

                  Quiz: Electric and Magnetic Interactions
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) 

            Topic Close: Electricity and Magnetism

               eText: Review and Assess: Electricity and Magnetism
                 Curriculum Standards: When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

               eText: Evidence Based Assessment: Electricity and Magnetism

               uDemonstrate Lab: Planetary Detective
                 Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

               uDemonstrate Lab Do It Yourself: Planetary Detective
                 Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

               Quest Findings eText: Reflect on Your Levitating Device

               Quest Findings: Reflect on Your Levitating Device

               Main Ideas: Electricity and Magnetism
                 Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

               Editable Test: Electricity and Magnetism
                 Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

               Test: Electricity and Magnetism
                 Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. 

         Topic 7: Information Technologies

            Topic Launch: Information Technologies

               eText: Information Technologies
                 Curriculum Standards: Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. 

               Editable Readiness Test: Information Technologies
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Readiness Test: Information Technologies
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Remediation Summary: Information Technologies
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               uConnect Lab: Continuous or Discrete?
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Quest Kickoff: Testing, Testing . . . 1, 2, 3
                 Curriculum Standards: Advances in technology influence the progress of science and science has influenced advances in technology. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Quest Checklist: Testing, Testing . . . 1, 2, 3
                 Curriculum Standards: Advances in technology influence the progress of science and science has influenced advances in technology. 

               Quest Rubric: Testing, Testing . . . 1, 2, 3
                 Curriculum Standards: Advances in technology influence the progress of science and science has influenced advances in technology. 

            Lesson 1: Electric Circuits

               Connect

                  Inquiry Warm-Up Lab: Do the Lights Keep Shining?
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Investigate

                  eText: Electric Circuits
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Advances in technology influence the progress of science and science has influenced advances in technology. 

                  Interactivity: Pacemaker Engineering

                  Interactivity: Electric Circuit
                    Curriculum Standards: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Worksheet: Electric Circuit
                    Curriculum Standards: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Video: Electric Circuits

                  uInvestigate Lab: Electric Current and Voltage
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

                  eText: uEngineer It!: A Life-Saving Mistake
                    Curriculum Standards: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

               Synthesize

                  Interactivity: Light the Lights

                  Quest Check-In eText: Constructing a Microphone
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Quest Check-In Lab: Constructing a Microphone
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Enrichment: Electrical Energy Outages
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Electric Circuits
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

                  Editable Quiz: Electric Circuits
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

                  Quiz: Electric Circuits
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

            Lesson 2: Signals

               Connect

                  Class Discussion: Clocks

               Investigate

                  eText: Signals
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Advances in technology influence the progress of science and science has influenced advances in technology. 

                  Interactivity: Analog and Digital Signals
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. 

                  Video: Signals
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. 

                  uInvestigate Lab: Constructing a Simple Computer Circuit
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  eText: Case Study: Super Ultra High Definition!
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Advances in technology influence the progress of science and science has influenced advances in technology. 

               Synthesize

                  Interactivity: Digitized Images
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. 

                  Interactivity: I've Got to Take This Call
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. 

                  Quest Check-In eText: Analog and Digital Recordings
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Quest Check-In Interactivity: Analog and Digital Recordings
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Enrichment: Wireless Communication
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Signals
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Editable Quiz: Signals
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Quiz: Signals
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

            Lesson 3: Communication and Technology

               Connect

                  Class Discussion: Communicating in Code

               Investigate

                  eText: Communication and Technology
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Advances in technology influence the progress of science and science has influenced advances in technology. 

                  Interactivity: Film Cameras and Digital Cameras
                    Curriculum Standards: Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Advances in technology influence the progress of science and science has influenced advances in technology. 

                  Interactivity: Technology and Communication

                  Video: Communication and Technology
                    Curriculum Standards: Advances in technology influence the progress of science and science has influenced advances in technology. 

                  Virtual Lab: Super Spy!

                  uInvestigate Lab: Let the Music Play
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Career Video: Network Administrator

               Synthesize

                  Interactivity: Signal Reliability
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Quest Check-In eText: Evaluate Recording Technologies

                  Quest Check-In Interactivity: Evaluate Recording Technologies

                  Enrichment: Bicycle Systems
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Communication and Technology
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Editable Quiz: Communication and Technology
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Quiz: Communication and Technology
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

            Topic Close: Information Technologies

               eText: Review and Assess: Information Technologies
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. 

               eText: Evidence Based Assessment: Information Technologies

               uDemonstrate Lab: Over and Out
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Advances in technology influence the progress of science and science has influenced advances in technology. 

               uDemonstrate Lab Do It Yourself: Over and Out
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Advances in technology influence the progress of science and science has influenced advances in technology. 

               Quest Findings eText: Reflect on Your Recording Method
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Quest Findings: Reflect on Your Recording Method
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Main Ideas: Information Technologies
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Editable Test: Information Technologies
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

               Test: Information Technologies
                 Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

         Topic 8: Atoms and the Periodic Table

            Topic Launch: Atoms and the Periodic Table

               eText: Atoms and the Periodic Table

               Editable Readiness Test: Atoms and the Periodic Table

               Readiness Test: Atoms and the Periodic Table

               Remediation Summary: Atoms and the Periodic Table

               uConnect Lab: Modeling Matter
                 Curriculum Standards: Models can be used to represent systems and their interactions. 

               Quest Kickoff: Dessert Disaster

               Quest Checklist: Dessert Disaster

               Quest Rubric: Dessert Disaster

            Lesson 1: Atomic Theory

               Connect

                  Inquiry Warm-Up Lab: What's in the Box?

               Investigate

                  eText: Atomic Theory
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

                  Interactivity: Build an Atom
                    Curriculum Standards: Macroscopic patterns are related to the nature of microscopic and atomic-level structure. 

                  Video: Isotopes of Hydrogen

                  uInvestigate Lab: How Far Away Is the Electron?
                    Curriculum Standards: Models can be used to represent systems and their interactions. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  eText: Case Study: Unlocking the Power of the Atom
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

               Synthesize

                  Interactivity: Models of Atoms

                  Enrichment: Introduction to Atoms
                    Curriculum Standards: Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Atomic Theory

                  Editable Quiz: Atomic Theory

                  Quiz: Atomic Theory

            Lesson 2: The Periodic Table

               Connect

                  Inquiry Warm-Up Lab: Which Is Easier?

               Investigate

                  eText: The Periodic Table
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Organization of the Periodic Table

                  Interactivity: Interactive Periodic Table
                    Curriculum Standards: Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Worksheet: Interactive Periodic Table
                    Curriculum Standards: Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Video: Major Patterns in the Periodic Table

                  uInvestigate Lab: Classifying Elements

                  Career Video: Artist

               Synthesize

                  Interactivity: Groups of Elements

                  Quest Check-In eText: Examining Physical Properties of the Powders

                  Quest Check-In Interactivity: Examining Physical Properties of the Powders

                  Enrichment: Mystery of the Unknown Element

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: The Periodic Table

                  Editable Quiz: The Periodic Table

                  Quiz: The Periodic Table

            Lesson 3: Bonding and the Periodic Table

               Connect

                  Inquiry Warm-Up Lab: What Are the Trends in the Periodic Table?

               Investigate

                  eText: Bonding and the Periodic Table
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Valence Electrons

                  Video: Modeling an Atom

                  uInvestigate Lab: Element Chemistry

                  eText: uEngineer It!: Designing Solutions: When Particles Collide
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

                  uEngineer It! Video: When Particles Collide
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

               Synthesize

                  Interactivity: Transferring Energy Through Bonding

                  Quest Check-In eText: The Iodine Test for Starch

                  Quest Check-In Interactivity: The Iodine Test for Starch

                  Enrichment: All That Glitters Is Not Gold

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Bonding and the Periodic Table
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Editable Quiz: Bonding and the Periodic Table
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz: Bonding and the Periodic Table
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

            Lesson 4: Types of Bonds

               Connect

                  Inquiry Warm-Up Lab: How Do Ions Form?

               Investigate

                  eText: Types of Bonds
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Build an Ionic Compound

                  Interactivity: Ionic or Covalent Bonding

                  Worksheet: Ionic or Covalent Bonding

                  Video: What Makes Water Unique

                  uInvestigate Lab: Properties of Molecular Compounds

                  Virtual Lab: Protect the Helpers!
                    Curriculum Standards: Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

               Synthesize

                  Interactivity: Chemical Bonding

                  Quest Check-In eText: The Vinegar Test

                  Quest Check-In Interactivity: The Vinegar Test

                  Enrichment: Covalent Bonds

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Types of Bonds

                  Editable Quiz: Types of Bonds

                  Quiz: Types of Bonds

            Lesson 5: Acids and Bases

               Connect

                  Inquiry Warm-Up Lab: What Can Cabbage Juice Tell You?

               Investigate

                  eText: Acids and Bases
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Develop models to describe the atomic composition of simple molecules and extended structures. Develop a model to describe unobservable mechanisms. Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (MS-PS1-1) 

                  Interactivity: Properties and Uses of Acids and Bases

                  Interactivity: Acids and Bases in Careers

                  Worksheet: Acids and Bases in Careers

                  Video: Baking Soda and Vinegar React

                  uInvestigate Lab: Properties of Acids and Bases

               Synthesize

                  Interactivity: Acid Rain

                  Quest Check-In eText: Solving the Mystery

                  Quest Check-In Lab: Solving the Mystery

                  Enrichment: Acids and Bases in Nature

               Demonstrate

                  eText: Lesson 5 Check
                    Curriculum Standards: Graphs and charts can be used to identify patterns in data. 

                  Quiz Review: Acids and Bases
                    Curriculum Standards: Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

                  Editable Quiz: Acids and Bases
                    Curriculum Standards: Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

                  Quiz: Acids and Bases
                    Curriculum Standards: Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

            Topic Close: Atoms and the Periodic Table

               eText: Review and Assess: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               eText: Evidence Based Assessment: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               uDemonstrate Lab: Shedding Light on Ions
                 Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

               uDemonstrate Lab Do It Yourself: Shedding Light on Ions
                 Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

               Quest Findings eText: Reflect on the Culinary Mystery: Dessert Disaster

               Quest Findings: Reflect on the Culinary Mystery: Dessert Disaster

               Main Ideas: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               Editable Test: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

               Test: Atoms and the Periodic Table
                 Curriculum Standards: Develop and/or use a model to describe phenomena. Science knowledge is based upon logical and conceptual connections between evidence and explanations. 

         Topic 9: Chemical Reactions

            Topic Launch: Chemical Reactions

               eText: Chemical Reactions
                 Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Editable Readiness Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Readiness Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Remediation Summary: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               uConnect Lab: What Happens When Chemicals React?

               Quest Kickoff: Hot and Cool Chemistry
                 Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) 

               Quest Checklist: Hot and Cool Chemistry
                 Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) 

               Quest Rubric: Hot and Cool Chemistry
                 Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) 

            Lesson 1: Mixtures and Solutions

               Connect

                  Poll: Mixing Substances

               Investigate

                  eText: Mixtures and Solutions
                    Curriculum Standards: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  Interactivity: Separating a Mixture
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Video: Mixtures and Solutions

                  uInvestigate Lab: Particles in Liquids

                  eText: uEngineer It!: Defining the Problem: Making Water Safe to Drink

                  uEngineer It! Interactivity: Water Contaminants and Removal Methods

               Synthesize

                  Interactivity: Inside a Water Treatment Plant

                  Quest Check-In eText: Energy Salts
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Quest Check-In Lab: Energy Salts
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Enrichment: Chemistry of Ice Cream
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Mixtures and Solutions

                  Editable Quiz: Mixtures and Solutions

                  Quiz: Mixtures and Solutions

            Lesson 2: Chemical Change

               Connect

                  Inquiry Warm-Up Lab: Presto Change-O!
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

               Investigate

                  eText: Chemical Change
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

                  Interactivity: Evidence Of Chemical Reactions

                  Video: Chemical Change
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. 

                  uInvestigate Lab: Changes in a Burning Candle
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  Career Video: Forensic Scientist

                  Virtual Lab: Chemistry of Glow Sticks
                    Curriculum Standards: Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 

               Synthesize

                  Interactivity: Analyze Exothermic and Endothermic Graphs

                  Quest Check-In eText: Design Your Pack
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

                  Quest Check-In Interactivity: Design Your Pack
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions 

                  Enrichment: Changes in Matter
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Chemical Change
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Editable Quiz: Chemical Change
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Quiz: Chemical Change
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

            Lesson 3: Modeling Chemical Reactions

               Connect

                  Write: When Wood Burns

               Investigate

                  eText: Modeling Chemical Reactions
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Laws are regularities or mathematical descriptions of natural phenomena. 

                  Interactivity: Conservation of Matter
                    Curriculum Standards: Laws are regularities or mathematical descriptions of natural phenomena. 

                  Interactivity: Model a Chemical Reaction
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Interactivity: Reactants and Products
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Worksheet: Reactants and Products
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Video: Modeling Chemical Reactions

                  uInvestigate Lab: Is Matter Conserved?
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

               Synthesize

                  Interactivity: Model the Conservation of Mass
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Quest Check-In eText: Pack Building
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Quest Check-In Lab: Pack Building
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Enrichment: Formula for Success

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Modeling Chemical Reactions
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Editable Quiz: Modeling Chemical Reactions
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Quiz: Modeling Chemical Reactions
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

            Lesson 4: Producing Useful Materials

               Connect

                  Class Discussion: Making Synthetic Materials

               Investigate

                  eText: Producing Useful Materials
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-3) 

                  Interactivity: Describe the Impact of Synthetics
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

                  Video: Producing Useful Materials
                    Curriculum Standards: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. 

                  eText: Case Study: Is Plastic Really So Fantastic?
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  uInvestigate Lab: Making Plastic From Starch
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

               Synthesize

                  Interactivity: The Impact of Synthetics
                    Curriculum Standards: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

                  Quest Check-In eText: Heat It Up or Ice It Down
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

                  Quest Check-In Lab: Heat It Up or Ice It Down
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

                  Enrichment: How Sweet It Is
                    Curriculum Standards: Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence. Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Producing Useful Materials
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Editable Quiz: Producing Useful Materials
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Quiz: Producing Useful Materials
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

            Topic Close: Chemical Reactions

               eText: Review and Assess: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Laws are regularities or mathematical descriptions of natural phenomena. 

               eText: Evidence Based Assessment: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               uDemonstrate Lab: Evidence of Chemical Change
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               uDemonstrate Lab Do It Yourself: Evidence of Chemical Change
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               Quest Findings eText: Reflect on Your Pack
                 Curriculum Standards: Some chemical reactions release energy, others store energy. (MS-PS1-6) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

               Quest Findings: Reflect on Your Pack
                 Curriculum Standards: Some chemical reactions release energy, others store energy. (MS-PS1-6) A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

               Main Ideas: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Editable Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

               Test: Chemical Reactions
                 Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. 

         Topic 10: Forces and Motion

            Topic Launch: Forces and Motion

               eText: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Editable Readiness Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Readiness Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Remediation Summary: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               uConnect Lab: Identifying Motion
                 Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Quest Kickoff: Build a Better Bumper Car
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Quest Checklist: Build a Better Bumper Car
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Quest Rubric: Build a Better Bumper Car
                 Curriculum Standards: All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

            Lesson 1: Describing Motion and Force

               Connect

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Investigate

                  eText: Describing Motion and Force
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Interactivity: Relative Motion
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Interactivity: Balanced and Unbalanced Forces
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Interactivity: Levers

                  Worksheet: Levers

                  Virtual Lab: Launching a Spacecraft into Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton's third law). (MS-PS2-1) Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales. 

                  Video: Describing Motion and Force

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Synthesize

                  Interactivity: Explore Forces
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Quest Check-In eText: Define Criteria and Constraints
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Quest Check-In Interactivity: Define Criteria and Constraints
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Enrichment: Reducing Friction
                    Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Demonstrate

                  eText: Lesson 1 Check
                    Curriculum Standards: Develop and/or use a model to describe phenomena. 

                  Quiz Review: Describing Motion and Force
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Editable Quiz: Describing Motion and Force
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Quiz: Describing Motion and Force
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

            Lesson 2: Speed, Velocity, and Acceleration

               Connect

                  Write: Forces From Motion
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Investigate

                  eText: Speed, Velocity, and Acceleration
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Interactivity: Falling for Velocity

                  Interactivity: Motion Graphs

                  Worksheet: Motion Graphs

                  Video: Speed, Velocity, and Acceleration

                  uInvestigate Lab: Walking the Walk

                  eText: Case Study: Finding Your Way With GPS
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Synthesize

                  Interactivity: How Forces Affect Motion
                    Curriculum Standards: When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Quest Check-In eText: Mass, Speed, and Colliding Cars
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Enrichment: Describing Motion

               Demonstrate

                  eText: Lesson 2 Check

                  Quiz Review: Speed, Velocity, and Acceleration

                  Editable Quiz: Speed, Velocity, and Acceleration

                  Quiz: Speed, Velocity, and Acceleration

            Lesson 3: Newton's Laws of Motion

               Connect

                  Poll: The Ball Stops Rolling
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Investigate

                  eText: Newton's Laws of Motion
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) Plan an investigation to provide evidence that the change in an object's motion depends on the sum of the forces on the object and the mass of the object. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Interactivity: How Are Mass, Force, and Motion Related?
                    Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

                  Video: Newton's Laws of Motion
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. 

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  eText: uEngineer It!: Defining the Problem: Generating Energy from Potholes
                    Curriculum Standards: The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

                  uEngineer It! Interactivity: Fuel-Efficient Vehicles
                    Curriculum Standards: The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. 

                  Career Video: Mechanical Engineer

               Synthesize

                  Interactivity: Going, Going, Gone!

                  Quest Check-In eText: Apply Newton's Laws of Motion
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. 

                  Quest Check-In Interactivity: Apply Newton's Laws of Motion
                    Curriculum Standards: Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. 

                  Enrichment: Newton's Laws of Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Demonstrate

                  eText: Lesson 3 Check

                  Quiz Review: Newton's Laws of Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Editable Quiz: Newton's Laws of Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quiz: Newton's Laws of Motion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

            Lesson 4: Friction and Gravitational Interactions

               Connect

                  Write: You Can't Always Coast on Your Bicycle
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Investigate

                  eText: Friction and Gravitational Interactions
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Interactivity: Exploring Gravity
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. 

                  Video: Friction and Gravitational Interactions
                    Curriculum Standards: Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 

                  uInvestigate Lab: Observing Friction
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

               Synthesize

                  Interactivity: The Patterns of the Tides
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quest Check-In eText: Bumping Cars, Bumper Solutions
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Quest Check-In Lab: Bumping Cars, Bumper Solutions
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Enrichment: Gravitational Force of the Sun
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Construct use, and present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Demonstrate

                  eText: Lesson 4 Check
                    Curriculum Standards: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria 

                  Quiz Review: Friction and Gravitational Interactions
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) 

                  Editable Quiz: Friction and Gravitational Interactions

                  Quiz: Friction and Gravitational Interactions
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) 

            Topic Close: Forces and Motion

               eText: Review and Assess: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               eText: Evidence Based Assessment: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               uDemonstrate Lab: Stopping on a Dime
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               uDemonstrate Lab Do It Yourself: Stopping on a Dime
                 Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               Quest Findings eText: Reflect on Your Bumper Car Solution
                 Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Quest Findings: Reflect on Your Bumper Car Solution
                 Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Main Ideas: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Editable Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

               Test: Forces and Motion
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) 

         Engineering Design Notebook Physical Science
           Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3) (secondary to MS-PS1-6) The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Models of all kinds are important for testing solutions. (MSETS1- 4) Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3) The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MS-ETS1-4, MS-PS1-6) Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3) 

         Program Resources

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            Labs

               Topic 1: Introduction to Matter

                  uConnect Lab: The Nuts and Bolts of Formulas

                  uInvestigate Lab: Modeling Atoms and Molecules

                  Inquiry Warm-Up Lab: Which Has More Mass?

                  uInvestigate Lab: Observing Physical Properties

                  Inquiry Warm-Up Lab: Is a New Substance Formed?
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  uInvestigate Lab: Physical and Chemical Changes
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) 

                  Quest Check-In Lab: Cinematic Science

                  uDemonstrate Lab: Help Out the Wildlife
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Help Out the Wildlife
                    Curriculum Standards: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-3) All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Topic 2: Solids, Liquids, and Gases

                  uConnect Lab: Solid, Liquid, or Gas?

                  uInvestigate Lab: Properties of Matter
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4) In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. (MS-PS1-4) The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4) 

                  uInvestigate Lab: Mirror, Mirror

                  Inquiry Warm-Up Lab: How Can Air Keep Chalk From Breaking?

                  uInvestigate Lab: Testing Charles's and Boyle's Gas Laws

                  Quest Check-In Lab: Phases of Matter

                  uDemonstrate Lab: Melting Ice
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Melting Ice
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Topic 3: Energy

                  uConnect Lab: What Would Make a Card Jump?
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  uInvestigate Lab: What Work Is
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  uInvestigate Lab: Mass, Velocity, and Kinetic Energy
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  uInvestigate Lab: Energy, Magnetism, and Electricity
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. Energy may take different forms. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  Quest Check-In Lab: Build a Chain-Reaction Machine
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  uInvestigate Lab: Making a Flashlight Shine
                    Curriculum Standards: Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Quest Check-In Lab: Test and Evaluate a Chain-Reaction Machine
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  uInvestigate Lab: Law of Conservation of Energy
                    Curriculum Standards: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Energy may take different forms. 

                  Quest Check-In Lab: Redesign and Retest a Chain-Reaction Machine

                  uDemonstrate Lab: 3, 2, 1 . . . Liftoff!
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: 3, 2, 1 . . . Liftoff!
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and/or use a model to describe phenomena. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

               Topic 4: Thermal Energy

                  uConnect Lab: How Cold Is the Water?

                  uInvestigate Lab: Temperature and Thermal Energy

                  uInvestigate Lab: Visualizing Convection Currents
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  uInvestigate Lab: Comparing How Liquids Cool
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Quest Check-In Lab: Keep the Heat In
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  Quest Check-In Lab: Keep the Cold Out
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  uDemonstrate Lab: Testing Thermal Conductivity
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

                  uDemonstrate Lab Do It Yourself: Testing Thermal Conductivity
                    Curriculum Standards: The transfer of energy can be tracked as energy flows through a designed or natural system. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Analyze and interpret data to determine similarities and differences in findings. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Topic 5: Waves and Electromagnetic Radiation

                  uConnect Lab: What Are Waves?
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Waves and Their Characteristics
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  Inquiry Warm-Up Lab: Follow the Bouncing Ball
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Standing Waves and Wave Interference
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  Inquiry Warm-Up Lab: Amplitude and Loudness

                  uInvestigate Lab: Understanding Sound
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  uInvestigate Lab: Build a Wave
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Models can be used to represent systems and their interactions. 

                  uInvestigate Lab: Light Interacting With Matter
                    Curriculum Standards: Develop and/or use a model to describe phenomena. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

                  Quest Check-In Lab: An Optimal Optical Solution: Design to Stop a Thief
                    Curriculum Standards: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1- 1) Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Models of all kinds are important for testing solutions. (MSETS1- 4) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab: Making Waves
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

                  uDemonstrate Lab Do It Yourself: Making Waves
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

               Topic 6: Electricity and Magnetism

                  uConnect Lab: Magnetic Poles
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Inquiry Warm-Up Lab: Uncanny Attractions
                    Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. 

                  uInvestigate Lab: Detecting Charges
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  uInvestigate Lab: Detecting Fake Coins
                    Curriculum Standards: Develop and/or use a model to describe phenomena. A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2) Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  Quest Check-In Lab: Tracking Levitation
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  uInvestigate Lab: Electric Current and Magnetism
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Quest Check-In Lab: Building an Electromagnet
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Inquiry Warm-Up Lab: How Generators Work
                    Curriculum Standards: Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  uInvestigate Lab: Electric Magnetic Motion
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  Quest Check-In Lab: Electrifying Levitation
                    Curriculum Standards: Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects. (MS-PS2-3) Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. 

                  uDemonstrate Lab: Planetary Detective
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

                  uDemonstrate Lab Do It Yourself: Planetary Detective
                    Curriculum Standards: Conduct an investigation to produce data to serve as the basis for evidence that meet the goals of the investigation. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. 

               Topic 7: Information Technologies

                  uConnect Lab: Continuous or Discrete?
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  Inquiry Warm-Up Lab: Do the Lights Keep Shining?
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  uInvestigate Lab: Electric Current and Voltage
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. 

                  Quest Check-In Lab: Constructing a Microphone
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  uInvestigate Lab: Constructing a Simple Computer Circuit
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  uInvestigate Lab: Let the Music Play
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) 

                  uDemonstrate Lab: Over and Out
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Advances in technology influence the progress of science and science has influenced advances in technology. 

                  uDemonstrate Lab Do It Yourself: Over and Out
                    Curriculum Standards: Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals. Integrate qualitative scientific and technical information in written text with that contained in media and visual displays to clarify claims and findings. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs. Technologies extend the measurement, exploration, modeling, and computational capacity of scientific investigations. Digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. (MS-PS4-3) Advances in technology influence the progress of science and science has influenced advances in technology. 

               Topic 8: Atoms and the Periodic Table

                  uConnect Lab: Modeling Matter
                    Curriculum Standards: Models can be used to represent systems and their interactions. 

                  Inquiry Warm-Up Lab: What's in the Box?

                  uInvestigate Lab: How Far Away Is the Electron?
                    Curriculum Standards: Models can be used to represent systems and their interactions. Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 

                  Inquiry Warm-Up Lab: Which Is Easier?

                  uInvestigate Lab: Classifying Elements

                  Inquiry Warm-Up Lab: What Are the Trends in the Periodic Table?

                  uInvestigate Lab: Element Chemistry

                  Inquiry Warm-Up Lab: How Do Ions Form?

                  uInvestigate Lab: Properties of Molecular Compounds

                  Inquiry Warm-Up Lab: What Can Cabbage Juice Tell You?

                  uInvestigate Lab: Properties of Acids and Bases

                  Quest Check-In Lab: Solving the Mystery

                  uDemonstrate Lab: Shedding Light on Ions
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

                  uDemonstrate Lab Do It Yourself: Shedding Light on Ions
                    Curriculum Standards: Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). (MS-PS1-1) 

               Topic 9: Chemical Reactions

                  uConnect Lab: What Happens When Chemicals React?

                  uInvestigate Lab: Particles in Liquids

                  Quest Check-In Lab: Energy Salts
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  Inquiry Warm-Up Lab: Presto Change-O!
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  uInvestigate Lab: Changes in a Burning Candle
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  uInvestigate Lab: Is Matter Conserved?
                    Curriculum Standards: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Matter is conserved because atoms are conserved in physical and chemical processes. 

                  Quest Check-In Lab: Pack Building
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Apply scientific ideas or principles to design, construct, and/or test a design of an object, tool, process or system. 

                  uInvestigate Lab: Making Plastic From Starch
                    Curriculum Standards: Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 

                  Quest Check-In Lab: Heat It Up or Ice It Down
                    Curriculum Standards: Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MS-ETS1-3) 

                  uDemonstrate Lab: Evidence of Chemical Change
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

                  uDemonstrate Lab Do It Yourself: Evidence of Chemical Change
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               Topic 10: Forces and Motion

                  uConnect Lab: Identifying Motion
                    Curriculum Standards: All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2) The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Inquiry Warm-Up Lab: Is the Force With You?
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Motion Commotion
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Walking the Walk

                  Quest Check-In Lab: Mass, Speed, and Colliding Cars
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Newton Scooters
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Observing Friction
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  uInvestigate Lab: Sticky Sneakers
                    Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) 

                  Quest Check-In Lab: Bumping Cars, Bumper Solutions
                    Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Apply Newton's Third Law to design a solution to a problem involving the motion of two colliding objects. When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2) 

                  uDemonstrate Lab: Stopping on a Dime
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

                  uDemonstrate Lab Do It Yourself: Stopping on a Dime
                    Curriculum Standards: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. The uses of technologies and any limitation on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. 

            STEM Invention Toolbox Activities

               littleBits Challenge Log Guided: Helping Hand

               littleBits Challenge Log Open: Helping Hand

               littleBits Challenge Log Guided: Exploring the Visible Spectrum of Light

               littleBits Challenge Log Open: Exploring the Visible Spectrum of Light

               littleBits Challenge Log Guided: Safety on the Street

               littleBits Challenge Log Open: Safety on the Street

               littleBits Challenge Log Guided: Particle Accelerator

               littleBits Challenge Log Open: Particle Accelerator

               littleBits Challenge Log Guided: Move It!

               littleBits Challenge Log Open: Move It!

            Test-Taking Strategies

               Overview

               Anticipating the Answer

               Avoiding Careless Mistakes

               Eliminating Incorrect Answers

               Interpreting Bar Graphs

               Interpreting Data Tables

               Interpreting Diagrams

               Interpreting Experiments

               Interpreting Line Graphs

               Interpreting Tables

               Interpreting a Text Passage

               Make Logical Connections

               Narrowing the Choices

               Paying Attention to the Details

               Reading All the Answer Choices

               Sequencing Events

               Using Mathematical Formulas

               Watching for Qualifiers

            Note-Taking Strategies

            Reading Strategies Handbook

               Target Reading Skill: Relate Text and Visuals

               Target Reading Skill: Outline

               Target Reading Skill: Ask Questions

               Reading Strategy: Mark the Text

               Vocabulary Skill: Use Root Words

               Vocabulary Skill: Use Prefixes

               Vocabulary Skill: Use Suffixes

               Vocabulary Skill: Use Context Clues

               Vocabulary Skill: Learn New Words

               Target Reading Skill: Identify the Main Idea

               Target Reading Skill: Identify Supporting Details

               Reading Strategy: Take Notes

               Target Reading Skill: Compare and Contrast

               Target Reading Skill: Sequence

               Target Reading Skill: Relate Cause and Effect

               Target Reading Skill: Summarize

            Course Tests

               Editable Pre/Post Test
                 Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and/or use a model to describe phenomena. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Energy may take different forms. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Pre/Post Test
                 Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and/or use a model to describe phenomena. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Construct and interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships. Energy may take different forms. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively). (MS-PS2-5) Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Editable End-of-Year Test
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Energy may take different forms. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               End-of-Year Test
                 Curriculum Standards: Gravitational forces are always attractive. There is a gravitational force between any two masses, but it is very small except when one or both of the objects have large Mass—e.g., Earth and the sun. (MS-PS2-4) Energy may take different forms. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Editable Benchmark Test A
                 Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Benchmark Test A
                 Curriculum Standards: Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact. Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1) The term "heat" as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MSPS1- 4) 

               Editable Benchmark Test B
                 Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Benchmark Test B
                 Curriculum Standards: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. 

               Editable Benchmark Test C
                 Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

               Benchmark Test C
                 Curriculum Standards: The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2) Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Models can be used to represent systems and their interactions. 

         Spanish Resources Physical Science

            Elevar las ciencias Texto en línea del estudiante Física

            Quest Kickoff Video: Lights! Camera! Action! (Spanish captioned)

            Quest Kickoff Video: Getting a Lift (Spanish captioned)

            Quest Kickoff Video: Outrageous Energy Contraptions (Spanish Captioned)

            Quest Kickoff Video: Keep Hot Liquids Hot (Spanish Captioned)

            Quest Kickoff Video: Design to Stop a Thief (Spanish Captioned)

            Quest Kickoff Video: Light as a Feather? (Spanish Captioned)

            Quest Kickoff Video: Testing, Testing…1,2,3 (Spanish Captioned)

            Quest Kickoff Video: Dessert Disaster (Spanish captioned)

            Quest Kickoff Video: Hot and Cool Chemistry (Spanish captioned)

            Quest Kickoff Video: Build a Better Bumper Car (Spanish Captioned)

         Credits, Elevate Science Physical

         Teacher Resources Container

            Assessment Download Center
              Intended Role: Instructor

            Teacher eText: Introduction to Matter
              Intended Role: Instructor

            Quest Overview Teacher Support: Lights! Camera! Action!
              Intended Role: Instructor

            PD Modeling Video: Introduction to Matter
              Intended Role: Instructor

            Letter Home: Introduction to Matter
              Intended Role: Instructor

            Readiness Test Answer Key: Introduction to Matter
              Intended Role: Instructor

            Teacher Support: The Nuts and Bolts of Formulas
              Intended Role: Instructor

            Teacher Support: Lights! Camera! Action!
              Intended Role: Instructor

            Teacher eText: Describing and Classifying Matter
              Intended Role: Instructor

            Answer Key: What Makes Up Matter?
              Intended Role: Instructor

            Teacher Support: Modeling Atoms and Molecules
              Intended Role: Instructor

            Answer Key: Molecules and Extended Structures
              Intended Role: Instructor

            Teacher Support: The Science of Special Effects
              Intended Role: Instructor

            Answer Key: What's In The Air?
              Intended Role: Instructor

            Quiz Answer Key: Describing and Classifying Matter
              Intended Role: Instructor

            Teacher eText: Measuring Matter
              Intended Role: Instructor

            Teacher Support: Which Has More Mass?
              Intended Role: Instructor

            Teacher Support: Observing Physical Properties
              Intended Role: Instructor

            Answer Key: Weight on the Moon
              Intended Role: Instructor

            Answer Key: Ocean Currents
              Intended Role: Instructor

            Quiz Answer Key: Measuring Matter
              Intended Role: Instructor

            Teacher eText: Changes in Matter
              Intended Role: Instructor

            Teacher Support: Is a New Substance Formed?
              Intended Role: Instructor

            Teacher Support: What's the Matter with My Chocolate?
              Intended Role: Instructor

            Teacher Support: Physical and Chemical Changes
              Intended Role: Instructor

            Teacher Support: Mysterious Movie Fog
              Intended Role: Instructor

            Teacher Support: Cinematic Science
              Intended Role: Instructor

            Answer Key: Chemical Changes in Plants and Animals
              Intended Role: Instructor

            Quiz Answer Key: Changes in Matter
              Intended Role: Instructor

            Teacher eText: Introduction to Matter
              Intended Role: Instructor

            Teacher Support: Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: DIY Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: Reflect on Your Scene
              Intended Role: Instructor

            Test Answer Key: Introduction to Matter
              Intended Role: Instructor

            Teacher eText: Solids, Liquids, and Gases
              Intended Role: Instructor

            Quest Overview Teacher Support: Getting a Lift
              Intended Role: Instructor

            PD Modeling Video: Solids, Liquids, and Gases
              Intended Role: Instructor

            Letter Home: Solids, Liquids, and Gases
              Intended Role: Instructor

            Readiness Test Answer Key: Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher Support: Solid, Liquid, or Gas?
              Intended Role: Instructor

            Teacher Support: Getting a Lift
              Intended Role: Instructor

            Teacher eText: States of Matter
              Intended Role: Instructor

            Answer Key: Particles and States of Matter
              Intended Role: Instructor

            Teacher Support: Cooking and States of Matter
              Intended Role: Instructor

            Teacher Support: Properties of Matter
              Intended Role: Instructor

            Answer Key: A Matter of Printing
              Intended Role: Instructor

            Answer Key: Properties of Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher Support: Design Your Lift
              Intended Role: Instructor

            Answer Key: Lava Viscosity
              Intended Role: Instructor

            Quiz Answer Key: States of Matter
              Intended Role: Instructor

            Teacher eText: Changes of State
              Intended Role: Instructor

            Answer Key: Changing States
              Intended Role: Instructor

            Answer Key: Particle Motion and States of Matter
              Intended Role: Instructor

            Teacher Support: States of Matter
              Intended Role: Instructor

            Teacher Support: Mirror, Mirror
              Intended Role: Instructor

            Answer Key: Thermal Energy and Changes of State
              Intended Role: Instructor

            Teacher Support: Lift Your Car
              Intended Role: Instructor

            Answer Key: Cooling Curves
              Intended Role: Instructor

            Quiz Answer Key: Changes of State
              Intended Role: Instructor

            Teacher eText: Gas Behavior
              Intended Role: Instructor

            Teacher Support: How Can Air Keep Chalk From Breaking?
              Intended Role: Instructor

            Teacher Support: Testing Charles's and Boyle's Gas Laws
              Intended Role: Instructor

            Answer Key: Hot Air Balloon Ride
              Intended Role: Instructor

            Teacher Support: Phases of Matter
              Intended Role: Instructor

            Answer Key: Gas Behavior in Daily Life
              Intended Role: Instructor

            Quiz Answer Key: Gas Behavior
              Intended Role: Instructor

            Teacher eText: Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher Support: Melting Ice
              Intended Role: Instructor

            Teacher Support: DIY Melting Ice
              Intended Role: Instructor

            Teacher Support: Reflect on Your Lift
              Intended Role: Instructor

            Test Answer Key: Solids, Liquids, and Gases
              Intended Role: Instructor

            Teacher eText: Energy
              Intended Role: Instructor

            Quest Overview Teacher Support: Outrageous Energy Contraptions
              Intended Role: Instructor

            PD Modeling Video: Energy
              Intended Role: Instructor

            Letter Home: Energy
              Intended Role: Instructor

            Readiness Test Answer Key: Energy
              Intended Role: Instructor

            Teacher Support: What Would Make a Card Jump?
              Intended Role: Instructor

            Teacher Support: Outrageous Energy Contraptions
              Intended Role: Instructor

            Teacher eText: Energy, Motion, Force, and Work
              Intended Role: Instructor

            Answer Key: Get Moving With Energy
              Intended Role: Instructor

            Teacher Support: Understanding Machines
              Intended Role: Instructor

            Teacher Support: What Work Is
              Intended Role: Instructor

            Answer Key: Force and Energy
              Intended Role: Instructor

            Teacher Support: Applying Energy
              Intended Role: Instructor

            Answer Key: How Much Work Is Done?
              Intended Role: Instructor

            Quiz Answer Key: Energy, Motion, Force, and Work
              Intended Role: Instructor

            Teacher eText: Kinetic Energy and Potential Energy
              Intended Role: Instructor

            Answer Key: Interpret Kinetic Energy Graphs
              Intended Role: Instructor

            Teacher Support: Skate or Fly!
              Intended Role: Instructor

            Teacher Support: Mass, Velocity, and Kinetic Energy
              Intended Role: Instructor

            Teacher Support: Energy, Magnetism, and Electricity
              Intended Role: Instructor

            Answer Key: Prosthetics in Motion
              Intended Role: Instructor

            Answer Key: Racing for Kinetic Energy
              Intended Role: Instructor

            Answer Key: Roller Coasters and Potential Energy
              Intended Role: Instructor

            Teacher Support: Build a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: Kinetic or Potential Energy?
              Intended Role: Instructor

            Quiz Answer Key: Kinetic Energy and Potential Energy
              Intended Role: Instructor

            Teacher eText: Other Forms of Energy
              Intended Role: Instructor

            Answer Key: Energy Use
              Intended Role: Instructor

            Teacher Support: Forms of Energy
              Intended Role: Instructor

            Teacher Support: Making a Flashlight Shine
              Intended Role: Instructor

            Teacher Support: Test and Evaluate a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: Transformation of Energy
              Intended Role: Instructor

            Quiz Answer Key: Other Forms of Energy
              Intended Role: Instructor

            Teacher eText: Energy Change and Conservation
              Intended Role: Instructor

            Answer Key: Everyday Energy Transformations
              Intended Role: Instructor

            Answer Key: Energy Transformations
              Intended Role: Instructor

            Teacher Support: Law of Conservation of Energy
              Intended Role: Instructor

            Answer Key: Take It to the Extreme
              Intended Role: Instructor

            Teacher Support: Redesign and Retest a Chain-Reaction Machine
              Intended Role: Instructor

            Answer Key: The Energy of a Comet
              Intended Role: Instructor

            Quiz Answer Key: Energy Change and Conservation
              Intended Role: Instructor

            Teacher eText: Energy
              Intended Role: Instructor

            Teacher Support: 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: DIY 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: Reflect on Your Chain-Reaction Machine
              Intended Role: Instructor

            Test Answer Key: Energy
              Intended Role: Instructor

            Teacher eText: Thermal Energy
              Intended Role: Instructor

            Quest Overview Teacher Support: Keep Hot Liquids Hot
              Intended Role: Instructor

            PD Modeling Video: Thermal Energy
              Intended Role: Instructor

            Letter Home: Thermal Energy
              Intended Role: Instructor

            Readiness Test Answer Key: Thermal Energy
              Intended Role: Instructor

            Teacher Support: How Cold Is the Water?
              Intended Role: Instructor

            Teacher Support: Keep Hot Liquids Hot
              Intended Role: Instructor

            Teacher eText: Thermal Energy, Heat, and Temperature
              Intended Role: Instructor

            Answer Key: Flow of Thermal Energy
              Intended Role: Instructor

            Teacher Support: Choosing a Snack Food
              Intended Role: Instructor

            Teacher Support: Temperature and Thermal Energy
              Intended Role: Instructor

            Answer Key: A Rising Thermometer
              Intended Role: Instructor

            Answer Key: Distributing Heat
              Intended Role: Instructor

            Quiz Answer Key: Thermal Energy, Heat, and Temperature
              Intended Role: Instructor

            Teacher eText: Heat Transfer
              Intended Role: Instructor

            Answer Key: Cooler and Warmer
              Intended Role: Instructor

            Answer Key: Methods of Thermal Energy Transfer
              Intended Role: Instructor

            Teacher Support: Solar Oven Design
              Intended Role: Instructor

            Teacher Support: Visualizing Convection Currents
              Intended Role: Instructor

            Answer Key: Heat and Reheat
              Intended Role: Instructor

            Teacher Support: Contain the Heat
              Intended Role: Instructor

            Answer Key: Drinks on Ice
              Intended Role: Instructor

            Quiz Answer Key: Heat Transfer
              Intended Role: Instructor

            Teacher eText: Heat and Materials
              Intended Role: Instructor

            Answer Key: A Day at the Beach
              Intended Role: Instructor

            Teacher Support: Comparing How Liquids Cool
              Intended Role: Instructor

            Answer Key: Matter and Heat Transfer
              Intended Role: Instructor

            Teacher Support: Keep the Heat In
              Intended Role: Instructor

            Teacher Support: Keep the Cold Out
              Intended Role: Instructor

            Answer Key: Probing the Sun
              Intended Role: Instructor

            Quiz Answer Key: Heat and Materials
              Intended Role: Instructor

            Teacher eText: Thermal Energy
              Intended Role: Instructor

            Teacher Support: Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: DIY Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: Reflect on Your Insulating Container
              Intended Role: Instructor

            Test Answer Key: Thermal Energy
              Intended Role: Instructor

            Teacher eText: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Quest Overview Teacher Support: Design to Stop a Thief
              Intended Role: Instructor

            PD Modeling Video: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Letter Home: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Readiness Test Answer Key: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Teacher Support: What Are Waves?
              Intended Role: Instructor

            Teacher Support: Design to Stop a Thief
              Intended Role: Instructor

            Teacher eText: Wave Properties
              Intended Role: Instructor

            Answer Key: Modeling Waves
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: Waves and Their Characteristics
              Intended Role: Instructor

            Answer Key: Describe the Properties of Waves
              Intended Role: Instructor

            Teacher Support: Light Behavior
              Intended Role: Instructor

            Answer Key: Measuring Ocean Waves
              Intended Role: Instructor

            Quiz Answer Key: Wave Properties
              Intended Role: Instructor

            Teacher eText: Wave Interactions
              Intended Role: Instructor

            Teacher Support: Follow the Bouncing Ball
              Intended Role: Instructor

            Answer Key: Model Wave Interactions
              Intended Role: Instructor

            Teacher Support: Colors of the Sky
              Intended Role: Instructor

            Teacher Support: Standing Waves and Wave Interference
              Intended Role: Instructor

            Answer Key: Use Models to Describe Wave Behavior
              Intended Role: Instructor

            Teacher Support: Virtual Optics
              Intended Role: Instructor

            Answer Key: Mapping With Sonar
              Intended Role: Instructor

            Quiz Answer Key: Wave Interactions
              Intended Role: Instructor

            Teacher eText: Sound Waves
              Intended Role: Instructor

            Teacher Support: Amplitude and Loudness
              Intended Role: Instructor

            Answer Key: Reflection, Transmission, and Absorption of Sound Waves
              Intended Role: Instructor

            Teacher Support: Sound
              Intended Role: Instructor

            Teacher Support: Understanding Sound
              Intended Role: Instructor

            Answer Key: Doppler Effect
              Intended Role: Instructor

            Answer Key: Violins and Sound
              Intended Role: Instructor

            Quiz Answer Key: Sound Waves
              Intended Role: Instructor

            Teacher eText: Electromagnetic Waves
              Intended Role: Instructor

            Answer Key: Build an Electromagnetic Wave
              Intended Role: Instructor

            Teacher Support: Models of Light
              Intended Role: Instructor

            Teacher Support: Build a Wave
              Intended Role: Instructor

            Answer Key: Describe Electromagnetic Waves
              Intended Role: Instructor

            Teacher Support: Optical Demonstration
              Intended Role: Instructor

            Answer Key: Space Radiation
              Intended Role: Instructor

            Quiz Answer Key: Electromagnetic Waves
              Intended Role: Instructor

            Teacher eText: Light
              Intended Role: Instructor

            Teacher Support: Reflecting on Reflections
              Intended Role: Instructor

            Answer Key: Describe the Behavior of Light
              Intended Role: Instructor

            Answer Key: Blinded by the Light
              Intended Role: Instructor

            Teacher Support: Light Interacting With Matter
              Intended Role: Instructor

            Answer Key: Predict the Behavior of Light Rays
              Intended Role: Instructor

            Teacher Support: An Optimal Optical Solution: Design to Stop a Thief
              Intended Role: Instructor

            Answer Key: Light and Color
              Intended Role: Instructor

            Quiz Answer Key: Light
              Intended Role: Instructor

            Teacher eText: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: DIY Making Waves
              Intended Role: Instructor

            Teacher Support: Reflect on Your Demonstration
              Intended Role: Instructor

            Test Answer Key: Waves and Electromagnetic Radiation
              Intended Role: Instructor

            Teacher eText: Electricity and Magnetism
              Intended Role: Instructor

            Quest Overview Teacher Support: Light as a Feather?
              Intended Role: Instructor

            PD Modeling Video: Electricity and Magnetism
              Intended Role: Instructor

            Letter Home: Electricity and Magnetism
              Intended Role: Instructor

            Readiness Test Answer Key: Electricity and Magnetism
              Intended Role: Instructor

            Teacher Support: Magnetic Poles
              Intended Role: Instructor

            Teacher Support: Light as a Feather?
              Intended Role: Instructor

            Teacher eText: Electric Force
              Intended Role: Instructor

            Teacher Support: Uncanny Attractions
              Intended Role: Instructor

            Answer Key: Theremin
              Intended Role: Instructor

            Teacher Support: Electric Current
              Intended Role: Instructor

            Teacher Support: Detecting Charges
              Intended Role: Instructor

            Answer Key: Charged Interactions
              Intended Role: Instructor

            Teacher Support: Apply Electrical Forces
              Intended Role: Instructor

            Answer Key: Surge Protectors
              Intended Role: Instructor

            Quiz Answer Key: Electric Force
              Intended Role: Instructor

            Teacher eText: Magnetic Force
              Intended Role: Instructor

            Answer Key: Magnets Are Closer Than You Think
              Intended Role: Instructor

            Answer Key: Interaction of Magnetic Fields
              Intended Role: Instructor

            Teacher Support: Get Your Bearings
              Intended Role: Instructor

            Teacher Support: Detecting Fake Coins
              Intended Role: Instructor

            Answer Key: Modeling Magnetic Forces
              Intended Role: Instructor

            Teacher Support: Tracking Levitation
              Intended Role: Instructor

            Answer Key: Magnetic Fields
              Intended Role: Instructor

            Quiz Answer Key: Magnetic Force
              Intended Role: Instructor

            Teacher eText: Electromagnetic Force
              Intended Role: Instructor

            Answer Key: Electricity and Magnetism
              Intended Role: Instructor

            Teacher Support: Electromagnetism
              Intended Role: Instructor

            Teacher Support: Electric Current and Magnetism
              Intended Role: Instructor

            Answer Key: Electromagnetic Evidence
              Intended Role: Instructor

            Teacher Support: Building an Electromagnet
              Intended Role: Instructor

            Answer Key: Electromagnetic Force
              Intended Role: Instructor

            Quiz Answer Key: Electromagnetic Force
              Intended Role: Instructor

            Teacher eText: Electric and Magnetic Interactions
              Intended Role: Instructor

            Teacher Support: How Generators Work
              Intended Role: Instructor

            Teacher Support: Electric Motors
              Intended Role: Instructor

            Teacher Support: Generators
              Intended Role: Instructor

            Teacher Support: Electric Magnetic Motion
              Intended Role: Instructor

            Answer Key: Electricity, Magnets, and Motion
              Intended Role: Instructor

            Teacher Support: Electrifying Levitation
              Intended Role: Instructor

            Answer Key: Examining A Motor
              Intended Role: Instructor

            Quiz Answer Key: Electric and Magnetic Interactions
              Intended Role: Instructor

            Teacher eText: Electricity and Magnetism
              Intended Role: Instructor

            Teacher Support: Planetary Detective
              Intended Role: Instructor

            Teacher Support DIY: Planetary Detective
              Intended Role: Instructor

            Teacher Support: Reflect on Your Levitating Device
              Intended Role: Instructor

            Test Answer Key: Electricity and Magnetism
              Intended Role: Instructor

            Teacher eText: Information Technologies
              Intended Role: Instructor

            Quest Overview Teacher Support: Testing, Testing...123
              Intended Role: Instructor

            PD Modeling Video: Information Technologies
              Intended Role: Instructor

            Letter Home: Information Technologies
              Intended Role: Instructor

            Readiness Test Answer Key: Information Technologies
              Intended Role: Instructor

            Teacher Support: Continuous or Discrete?
              Intended Role: Instructor

            Teacher Support: Testing, Testing…1,2,3
              Intended Role: Instructor

            Teacher eText: Electric Circuits
              Intended Role: Instructor

            Teacher Support: Do the Lights Keep Shining?
              Intended Role: Instructor

            Answer Key: Pacemaker Engineering
              Intended Role: Instructor

            Teacher Support: Electric Circuit
              Intended Role: Instructor

            Teacher Support: Electric Current and Voltage
              Intended Role: Instructor

            Answer Key: Light the Lights
              Intended Role: Instructor

            Teacher Support: Constructing a Microphone
              Intended Role: Instructor

            Answer Key: Electrical Energy Outages
              Intended Role: Instructor

            Quiz Answer Key: Electric Circuits
              Intended Role: Instructor

            Teacher eText: Signals
              Intended Role: Instructor

            Answer Key: Analog and Digital Signals
              Intended Role: Instructor

            Teacher Support: Constructing a Simple Computer Circuit
              Intended Role: Instructor

            Answer Key: Digitized Images
              Intended Role: Instructor

            Answer Key: I've Got to Take This Call
              Intended Role: Instructor

            Teacher Support: Analog and Digital Recordings
              Intended Role: Instructor

            Answer Key: Wireless Communication
              Intended Role: Instructor

            Quiz Answer Key: Signals
              Intended Role: Instructor

            Teacher eText: Communication and Technology
              Intended Role: Instructor

            Answer Key: Film Cameras and Digital Cameras
              Intended Role: Instructor

            Answer Key: Technology and Communication
              Intended Role: Instructor

            Teacher Support: Super Spy!
              Intended Role: Instructor

            Teacher Support: Let the Music Play
              Intended Role: Instructor

            Answer Key: Signal Reliability
              Intended Role: Instructor

            Teacher Support: Evaluate Recording Technologies
              Intended Role: Instructor

            Answer Key: Bicycle Systems
              Intended Role: Instructor

            Quiz Answer Key: Communication and Technology
              Intended Role: Instructor

            Teacher eText: Information Technologies
              Intended Role: Instructor

            Teacher Support: Over and Out
              Intended Role: Instructor

            Teacher Support: DIY Over and Out
              Intended Role: Instructor

            Teacher Support: Reflect On Your Recording Method
              Intended Role: Instructor

            Test Answer Key: Information Technologies
              Intended Role: Instructor

            Teacher eText: Atoms and the Periodic Table
              Intended Role: Instructor

            Quest Overview Teacher Support: Dessert Disaster
              Intended Role: Instructor

            PD Modeling Video: Atoms and the Periodic Table
              Intended Role: Instructor

            Letter Home: Atoms and the Periodic Table
              Intended Role: Instructor

            Readiness Test Answer Key: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher Support: Modeling Matter
              Intended Role: Instructor

            Teacher Support: Dessert Disaster
              Intended Role: Instructor

            Teacher eText: Atomic Theory
              Intended Role: Instructor

            Teacher Support: What's in the Box?
              Intended Role: Instructor

            Answer Key: Build an Atom
              Intended Role: Instructor

            Teacher Support: How Far Away Is the Electron?
              Intended Role: Instructor

            Answer Key: Models of Atoms
              Intended Role: Instructor

            Answer Key: Introduction to Atoms
              Intended Role: Instructor

            Quiz Answer Key: Atomic Theory
              Intended Role: Instructor

            Teacher eText: The Periodic Table
              Intended Role: Instructor

            Teacher Support: Which Is Easier?
              Intended Role: Instructor

            Answer Key: Organization of the Periodic Table
              Intended Role: Instructor

            Teacher Support: Interactive Periodic Table
              Intended Role: Instructor

            Teacher Support: Classifying Elements
              Intended Role: Instructor

            Answer Key: Groups of Elements
              Intended Role: Instructor

            Teacher Support: Examining Physical Properties of the Powders
              Intended Role: Instructor

            Answer Key: Mystery of the Unknown Element
              Intended Role: Instructor

            Quiz Answer Key: The Periodic Table
              Intended Role: Instructor

            Teacher eText: Bonding and the Periodic Table
              Intended Role: Instructor

            Teacher Support: What Are the Trends in the Periodic Table?
              Intended Role: Instructor

            Answer Key: Valence Electrons
              Intended Role: Instructor

            Teacher Support: Element Chemistry
              Intended Role: Instructor

            Answer Key: Transferring Energy Through Bonding
              Intended Role: Instructor

            Teacher Support: The Iodine Test for Starch
              Intended Role: Instructor

            Answer Key: All That Glitters Is Not Gold
              Intended Role: Instructor

            Quiz Answer Key: Bonding and the Periodic Table
              Intended Role: Instructor

            Teacher eText: Types of Bonds
              Intended Role: Instructor

            Teacher Support: How Do Ions Form?
              Intended Role: Instructor

            Answer Key: Build an Ionic Compound
              Intended Role: Instructor

            Teacher Support: Ionic or Covalent Bonding
              Intended Role: Instructor

            Teacher Support: Properties of Molecular Compounds
              Intended Role: Instructor

            Teacher Support: Protect the Helpers!
              Intended Role: Instructor

            Answer Key: Chemical Bonding
              Intended Role: Instructor

            Teacher Support: The Vinegar Test
              Intended Role: Instructor

            Answer Key: Covalent Bonds
              Intended Role: Instructor

            Quiz Answer Key: Types of Bonds
              Intended Role: Instructor

            Teacher eText: Acids and Bases
              Intended Role: Instructor

            Teacher Support: What Can Cabbage Juice Tell You?
              Intended Role: Instructor

            Answer Key: Properties and Uses of Acids and Bases
              Intended Role: Instructor

            Teacher Support: Acids and Bases in Careers
              Intended Role: Instructor

            Teacher Support: Properties of Acids and Bases
              Intended Role: Instructor

            Answer Key: Acid Rain
              Intended Role: Instructor

            Teacher Support: Solving the Mystery
              Intended Role: Instructor

            Answer Key: Acids and Bases in Nature
              Intended Role: Instructor

            Quiz Answer Key: Acids and Bases
              Intended Role: Instructor

            Teacher eText: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: DIY Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: Reflect on the Culinary Mystery: Dessert Disaster
              Intended Role: Instructor

            Test Answer Key: Atoms and the Periodic Table
              Intended Role: Instructor

            Teacher eText: Chemical Reactions
              Intended Role: Instructor

            Quest Overview Teacher Support: Hot and Cool Chemistry
              Intended Role: Instructor

            PD Modeling Video: Chemical Reactions
              Intended Role: Instructor

            Letter Home: Chemical Reactions
              Intended Role: Instructor

            Readiness Test Answer Key: Chemical Reactions
              Intended Role: Instructor

            Teacher Support: What Happens When Chemicals React?
              Intended Role: Instructor

            Teacher Support: Hot and Cool Chemistry
              Intended Role: Instructor

            Teacher eText: Mixtures and Solutions
              Intended Role: Instructor

            Answer Key: Separating a Mixture
              Intended Role: Instructor

            Teacher Support: Particles in Liquids
              Intended Role: Instructor

            Answer Key: Water Contaminants and Removal Methods
              Intended Role: Instructor

            Answer Key: Inside a Water Treatment Plant
              Intended Role: Instructor

            Teacher Support: Energy Salts
              Intended Role: Instructor

            Answer Key: Chemistry of Ice Cream
              Intended Role: Instructor

            Quiz Answer Key: Mixtures and Solutions
              Intended Role: Instructor

            Teacher eText: Chemical Change
              Intended Role: Instructor

            Teacher Support: Presto Change-O!
              Intended Role: Instructor

            Answer Key: Evidence Of Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Changes in a Burning Candle
              Intended Role: Instructor

            Teacher Support: Chemistry of Glow Sticks
              Intended Role: Instructor

            Answer Key: Analyze Exothermic and Endothermic Graphs
              Intended Role: Instructor

            Teacher Support: Design Your Pack
              Intended Role: Instructor

            Answer Key: Changes in Matter
              Intended Role: Instructor

            Quiz Answer Key: Chemical Change
              Intended Role: Instructor

            Teacher eText: Modeling Chemical Reactions
              Intended Role: Instructor

            Answer Key: When Wood Burns
              Intended Role: Instructor

            Answer Key: Model a Chemical Reaction
              Intended Role: Instructor

            Teacher Support: Reactants and Products
              Intended Role: Instructor

            Teacher Support: Is Matter Conserved?
              Intended Role: Instructor

            Answer Key: Model the Conservation of Mass
              Intended Role: Instructor

            Teacher Support: Pack Building
              Intended Role: Instructor

            Answer Key: Formula for Success
              Intended Role: Instructor

            Quiz Answer Key: Modeling Chemical Reactions
              Intended Role: Instructor

            Teacher eText: Producing Useful Materials
              Intended Role: Instructor

            Answer Key: Describe the Impact of Synthetics
              Intended Role: Instructor

            Teacher Support: Making Plastic From Starch
              Intended Role: Instructor

            Answer Key: The Impact of Synthetics
              Intended Role: Instructor

            Teacher Support: Heat It Up or Ice It Down
              Intended Role: Instructor

            Answer Key: How Sweet It Is
              Intended Role: Instructor

            Quiz Answer Key: Producing Useful Materials
              Intended Role: Instructor

            Teacher eText: Chemical Reactions
              Intended Role: Instructor

            Teacher Support: Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: DIY Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: Reflect on Your Pack
              Intended Role: Instructor

            Test Answer Key: Chemical Reactions
              Intended Role: Instructor

            Teacher eText: Forces and Motion
              Intended Role: Instructor

            Quest Overview Teacher Support: Build a Better Bumper Car
              Intended Role: Instructor

            PD Modeling Video: Forces and Motion
              Intended Role: Instructor

            Letter Home: Forces and Motion
              Intended Role: Instructor

            Readiness Test Answer Key: Forces and Motion
              Intended Role: Instructor

            Teacher Support: Identifying Motion
              Intended Role: Instructor

            Teacher Support: Build a Better Bumper Car
              Intended Role: Instructor

            Teacher eText: Describing Motion and Force
              Intended Role: Instructor

            Teacher Support: Is the Force With You?
              Intended Role: Instructor

            Answer Key: Relative Motion
              Intended Role: Instructor

            Answer Key: Balanced and Unbalanced Forces
              Intended Role: Instructor

            Teacher Support: Levers
              Intended Role: Instructor

            Teacher Support: Launching a Spacecraft into Motion
              Intended Role: Instructor

            Teacher Support: Motion Commotion
              Intended Role: Instructor

            Answer Key: Explore Forces
              Intended Role: Instructor

            Teacher Support: Define Criteria and Constraints
              Intended Role: Instructor

            Answer Key: Reducing Friction
              Intended Role: Instructor

            Quiz Answer Key: Describing Motion and Force
              Intended Role: Instructor

            Teacher eText: Speed, Velocity, and Acceleration
              Intended Role: Instructor

            Answer Key: Forces From Motion
              Intended Role: Instructor

            Answer Key: Falling for Velocity
              Intended Role: Instructor

            Teacher Support: Motion Graphs
              Intended Role: Instructor

            Teacher Support: Walking the Walk
              Intended Role: Instructor

            Answer Key: How Forces Affect Motion
              Intended Role: Instructor

            Teacher Support: Mass, Speed, and Colliding Cars
              Intended Role: Instructor

            Answer Key: Describing Motion
              Intended Role: Instructor

            Quiz Answer Key: Speed, Velocity, and Acceleration
              Intended Role: Instructor

            Teacher eText: Newton's Laws of Motion
              Intended Role: Instructor

            Answer Key: How Are Mass, Force, and Motion Related?
              Intended Role: Instructor

            Teacher Support: Newton Scooters
              Intended Role: Instructor

            Answer Key: Fuel-Efficient Vehicles
              Intended Role: Instructor

            Answer Key: Going, Going, Gone!
              Intended Role: Instructor

            Teacher Support: Apply Newton's Laws of Motion
              Intended Role: Instructor

            Answer Key: Newton's Laws of Motion
              Intended Role: Instructor

            Quiz Answer Key: Newton's Laws of Motion
              Intended Role: Instructor

            Teacher eText: Friction and Gravitational Interactions
              Intended Role: Instructor

            Answer Key: You Can't Always Coast On Your Bicycle
              Intended Role: Instructor

            Answer Key: Exploring Gravity
              Intended Role: Instructor

            Teacher Support: Observing Friction
              Intended Role: Instructor

            Teacher Support: Sticky Sneakers
              Intended Role: Instructor

            Answer Key: The Patterns of the Tides
              Intended Role: Instructor

            Teacher Support: Bumping Cars, Bumper Solutions
              Intended Role: Instructor

            Answer Key: Gravitational Force of the Sun
              Intended Role: Instructor

            Quiz Answer Key: Friction and Gravitational Interactions
              Intended Role: Instructor

            Teacher eText: Forces and Motion
              Intended Role: Instructor

            Teacher Support: Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: DIY Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: Reflect on Your Bumper Car Solution
              Intended Role: Instructor

            Test Answer Key: Forces and Motion
              Intended Role: Instructor

            Teacher Support: Engineering and Design Notebook Physical Science
              Intended Role: Instructor

            Physical Science Course Letter Home
              Intended Role: Instructor

            uDemonstrate Lab Rubric
              Intended Role: Instructor

            Google Expedition Teacher Guide: Matter and Change
              Intended Role: Instructor

            Elevate Science Physical Science Master Materials List for Lab Activities
              Intended Role: Instructor

            Elevate Science Physical Science Master Materials List for Lab Activities
              Intended Role: Instructor

            Teacher Support: The Nuts and Bolts of Formulas
              Intended Role: Instructor

            Teacher Support: Modeling Atoms and Molecules
              Intended Role: Instructor

            Teacher Support: Which Has More Mass?
              Intended Role: Instructor

            Teacher Support: Observing Physical Properties
              Intended Role: Instructor

            Teacher Support: Is a New Substance Formed?
              Intended Role: Instructor

            Teacher Support: Physical and Chemical Changes
              Intended Role: Instructor

            Teacher Support: Cinematic Science
              Intended Role: Instructor

            Teacher Support: Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: DIY Help Out the Wildlife
              Intended Role: Instructor

            Teacher Support: Solid, Liquid, or Gas?
              Intended Role: Instructor

            Teacher Support: Properties of Matter
              Intended Role: Instructor

            Teacher Support: Mirror, Mirror
              Intended Role: Instructor

            Teacher Support: How Can Air Keep Chalk From Breaking?
              Intended Role: Instructor

            Teacher Support: Testing Charles's and Boyle's Gas Laws
              Intended Role: Instructor

            Teacher Support: Phases of Matter
              Intended Role: Instructor

            Teacher Support: Melting Ice
              Intended Role: Instructor

            Teacher Support: DIY Melting Ice
              Intended Role: Instructor

            Teacher Support: What Would Make a Card Jump?
              Intended Role: Instructor

            Teacher Support: What Work Is
              Intended Role: Instructor

            Teacher Support: Mass, Velocity, and Kinetic Energy
              Intended Role: Instructor

            Teacher Support: Energy, Magnetism, and Electricity
              Intended Role: Instructor

            Teacher Support: Build a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: Making a Flashlight Shine
              Intended Role: Instructor

            Teacher Support: Test and Evaluate a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: Law of Conservation of Energy
              Intended Role: Instructor

            Teacher Support: Redesign and Retest a Chain-Reaction Machine
              Intended Role: Instructor

            Teacher Support: 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: DIY 3, 2, 1 . . . Liftoff!
              Intended Role: Instructor

            Teacher Support: How Cold Is the Water?
              Intended Role: Instructor

            Teacher Support: Temperature and Thermal Energy
              Intended Role: Instructor

            Teacher Support: Visualizing Convection Currents
              Intended Role: Instructor

            Teacher Support: Comparing How Liquids Cool
              Intended Role: Instructor

            Teacher Support: Keep the Heat In
              Intended Role: Instructor

            Teacher Support: Keep the Cold Out
              Intended Role: Instructor

            Teacher Support: Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: DIY Testing Thermal Conductivity
              Intended Role: Instructor

            Teacher Support: What Are Waves?
              Intended Role: Instructor

            Teacher Support: Waves and Their Characteristics
              Intended Role: Instructor

            Teacher Support: Follow the Bouncing Ball
              Intended Role: Instructor

            Teacher Support: Standing Waves and Wave Interference
              Intended Role: Instructor

            Teacher Support: Amplitude and Loudness
              Intended Role: Instructor

            Teacher Support: Understanding Sound
              Intended Role: Instructor

            Teacher Support: Build a Wave
              Intended Role: Instructor

            Teacher Support: Light Interacting With Matter
              Intended Role: Instructor

            Teacher Support: An Optimal Optical Solution: Design to Stop a Thief
              Intended Role: Instructor

            Teacher Support: Making Waves
              Intended Role: Instructor

            Teacher Support: DIY Making Waves
              Intended Role: Instructor

            Teacher Support: Magnetic Poles
              Intended Role: Instructor

            Teacher Support: Uncanny Attractions
              Intended Role: Instructor

            Teacher Support: Detecting Charges
              Intended Role: Instructor

            Teacher Support: Detecting Fake Coins
              Intended Role: Instructor

            Teacher Support: Tracking Levitation
              Intended Role: Instructor

            Teacher Support: Electric Current and Magnetism
              Intended Role: Instructor

            Teacher Support: Building an Electromagnet
              Intended Role: Instructor

            Teacher Support: How Generators Work
              Intended Role: Instructor

            Teacher Support: Electric Magnetic Motion
              Intended Role: Instructor

            Teacher Support: Electrifying Levitation
              Intended Role: Instructor

            Teacher Support: Planetary Detective
              Intended Role: Instructor

            Teacher Support DIY: Planetary Detective
              Intended Role: Instructor

            Teacher Support: Continuous or Discrete?
              Intended Role: Instructor

            Teacher Support: Do the Lights Keep Shining?
              Intended Role: Instructor

            Teacher Support: Electric Current and Voltage
              Intended Role: Instructor

            Teacher Support: Constructing a Microphone
              Intended Role: Instructor

            Teacher Support: Constructing a Simple Computer Circuit
              Intended Role: Instructor

            Teacher Support: Let the Music Play
              Intended Role: Instructor

            Teacher Support: Over and Out
              Intended Role: Instructor

            Teacher Support: DIY Over and Out
              Intended Role: Instructor

            Teacher Support: Modeling Matter
              Intended Role: Instructor

            Teacher Support: What's in the Box?
              Intended Role: Instructor

            Teacher Support: How Far Away Is the Electron?
              Intended Role: Instructor

            Teacher Support: Which Is Easier?
              Intended Role: Instructor

            Teacher Support: Classifying Elements
              Intended Role: Instructor

            Teacher Support: What Are the Trends in the Periodic Table?
              Intended Role: Instructor

            Teacher Support: Element Chemistry
              Intended Role: Instructor

            Teacher Support: How Do Ions Form?
              Intended Role: Instructor

            Teacher Support: Properties of Molecular Compounds
              Intended Role: Instructor

            Teacher Support: What Can Cabbage Juice Tell You?
              Intended Role: Instructor

            Teacher Support: Properties of Acids and Bases
              Intended Role: Instructor

            Teacher Support: Solving the Mystery
              Intended Role: Instructor

            Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Additional Teacher Support: Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: DIY Shedding Light on Ions
              Intended Role: Instructor

            Teacher Support: What Happens When Chemicals React?
              Intended Role: Instructor

            Teacher Support: Particles in Liquids
              Intended Role: Instructor

            Teacher Support: Energy Salts
              Intended Role: Instructor

            Teacher Support: Presto Change-O!
              Intended Role: Instructor

            Teacher Support: Changes in a Burning Candle
              Intended Role: Instructor

            Teacher Support: Is Matter Conserved?
              Intended Role: Instructor

            Teacher Support: Pack Building
              Intended Role: Instructor

            Teacher Support: Making Plastic From Starch
              Intended Role: Instructor

            Teacher Support: Heat It Up or Ice It Down
              Intended Role: Instructor

            Teacher Support: Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: DIY Evidence of Chemical Change
              Intended Role: Instructor

            Teacher Support: Identifying Motion
              Intended Role: Instructor

            Teacher Support: Is the Force With You?
              Intended Role: Instructor

            Teacher Support: Motion Commotion
              Intended Role: Instructor

            Teacher Support: Walking the Walk
              Intended Role: Instructor

            Teacher Support: Mass, Speed, and Colliding Cars
              Intended Role: Instructor

            Teacher Support: Newton Scooters
              Intended Role: Instructor

            Teacher Support: Observing Friction
              Intended Role: Instructor

            Teacher Support: Sticky Sneakers
              Intended Role: Instructor

            Teacher Support: Bumping Cars, Bumper Solutions
              Intended Role: Instructor

            Teacher Support: Stopping on a Dime
              Intended Role: Instructor

            Teacher Support: DIY Stopping on a Dime
              Intended Role: Instructor

            littleBits STEM Invention Toolbox Teacher's Guide
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Helping Hand
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Exploring the Visible Spectrum of Light
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Safety on the Street
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Particle Accelerator
              Intended Role: Instructor

            littleBits Challenge Lesson Plan: Move It!
              Intended Role: Instructor

            Note-Taking Strategies Answer Key
              Intended Role: Instructor

            Reading Strategies Handbook TOC
              Intended Role: Instructor

            Introduction: How to Read Science Content
              Intended Role: Instructor

            Teacher's Notes: Before Reading
              Intended Role: Instructor

            Teacher's Notes: During Reading
              Intended Role: Instructor

            Teacher's Notes: After Reading
              Intended Role: Instructor

            Reading Strategies Answer Key
              Intended Role: Instructor

            Pre/Post Test Answer Key
              Intended Role: Instructor

            End-of-Year Test Answer Key
              Intended Role: Instructor

            Benchmark Test A Answer Key
              Intended Role: Instructor

            Benchmark Test B Answer Key
              Intended Role: Instructor

            Benchmark Test C Answer Key
              Intended Role: Instructor

            Elevar las ciencias Libro del maestro con respuestas Física
              Intended Role: Instructor

            Spanish Resources Guide
              Intended Role: Instructor

            Elevate Science Physical Science Teacher eText
              Intended Role: Instructor

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            Elevate Science Physical Science Student eText