In this activity, students study gas laws at a molecular level. They vary the volume of a container at constant temperature to see how pressure changes (Boyle's Law), change the temperature of a container at constant pressure to see how the volume changes with temperature (Charles’s Law), and experiment with heating a gas in a closed container to discover how pressure changes with temperature (Gay Lussac's Law). They also discover the relationship between the number of gas molecules and gas volume (Avogadro's Law). Finally, students use their knowledge of gas laws to model a heated soda can collapsing as it is plunged into ice water.

In this task students must interpret a function in relation to a given problem.

There are billions of galaxies filled with billions of stars. Each star has the potential to have planets orbiting it. Does life exist on some of those planets? Explore the question, “Is there life in space?” Discover how scientists find planets and other astronomical bodies through the wobble (also known as Doppler spectroscopy or radial-velocity) and transit methods. Compare zones of habitability around different star types, discovering the zone of liquid water possibility around each star type. Explore how scientists use spectroscopy to learn about atmospheres on distant planets. You will not be able to answer the module's framing question at the end of the module, but you will be able to explain how scientists find distant planets and moons and how they determine whether those astronomical bodies could be habitable.

In this activity the temperature of a reaction is monitored for different concentrations of reactants.

The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.  Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.

This task requires students to use functions to calculate how to best benefit from a pizza promotion.

This lesson unit is intended to help teachers assess how well students are able to translate between graphs and algebraic representations of polynomials. In particular, this unit aims to help you identify and assist students who have difficulties in: recognizing the connection between the zeros of polynomials when suitable factorizations are available, and graphs of the functions defined by polynomials; and recognizing the connection between transformations of the graphs and transformations of the functions obtained by replacing f(x) by f(x + k), f(x) + k, -f(x), f(-x).

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Jerry forgot to plug in his laptop before he went to bed. He wants to take the laptop to his friend's house with a full battery. The pictures below sho...

 Students will be reviewing and learning points/lines, slope formula, slope-intercept form, and standard form. over four days. Day five will be an accumulation of everything learned where students will use GeoGebra, an assistive technology tool, to graph linear models they create and will represent the linear model in both slope-intercept and standard form.*This work was made possible by the generous support of the National Science Foundation, grant #1755631, and the University of St. Francis Noyce STEM Educators Program

Students are presented with a biomedical engineering challenge: Breast cancer is the second-leading cause of cancer-related death among women and the American Cancer Society says mammography is the best early-detection tool available. Despite this, many women choose not to have them; of all American women at or over age 40, only 54.9% have had a mammogram within the past year. One reason women skip annual mammograms is pain, with 90% reporting discomfort. Is there a way to detect the presence of tumors that is not as painful as mammography but more reliable and quantifiable than breast self-exams or clinical breast exams? This three lesson/three activity unit is designed for first-year accelerated or AP physics classes. It provide hands-on activities to teach the concepts of stress, strain and Hooke's law, which students apply to solve the challenge problem.