STEMcoding NGSS Alignment

	A	B	C	D
1	Activity	NGSS Content Statements	Disciplinary Core Ideas	Crosscutting concepts
2	Classical Mechanics (physical science, no trigonometry)
3	Move the Blob	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.		Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
4	Accelerate the Blob	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.		Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
5	Apollo Moon Landing	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.	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, a magnet, or a ball, respectively
6	Bird Launcher	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.	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, a magnet, or a ball, respectively
7	Pong	MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects	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.
8		HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
9		HS-PS3-1. Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
10	Bonk_io	MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects	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, a magnet, or a ball, respectively
11		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.
12	Classical Mechanics (physics including trigonometry)
13	1. Planetoids game!	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
14	2. Lunar descent game!	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
15	2. Lunar descent game!
16	3. Bellicose birds game!	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
17	4. Planetoids with momentum!	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
18		HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
19
20	5. Planetoids with torque!	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
21
22
23	6. Planetoids with a spring!	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
24
25
26
27	7. Bellicose birds with energy!	HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.		Energy cannot be created or destroyed -- only moved between one place and another place, between objects, and/or fields, or between systems
28		HS-PS3-1. Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
29
30
31
32
33
34	Astronomy
35	Slingshot with gravity	HS-PS2-2.Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.	ESS1.B. Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system (HS-ESS1-4).
36		HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
37		HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
38	Escape Velocity / Black Holes	HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.	ESS1.B. Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system (HS-ESS1-4).	Energy cannot be created or destroyed -- only moved between one place and another place, between objects, and/or fields, or between systems
39		HS-PS3-1. Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
40		HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.
41	Exoplanets	HS-ESS1-4. Use mathematical or computational representations to predict the motion of orbiting objects in the solar system.	ESS1.B. Kepler’s laws describe common features of the motions of orbiting objects, including their elliptical paths around the sun. Orbits may change due to the gravitational effects from, or collisions with, other objects in the solar system (HS-ESS1-4).
42		HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
43	Electromagnetism exercises
44	1. Particle Accelerator	MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.	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, a magnet, or a ball, respectively
45		HS-PS2-1.Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
46		HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
47	2. Particle Accelerator with potential	MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.	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, a magnet, or a ball, respectively
48	2. Particle Accelerator with potential	HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
49		HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
50	3. Point charge repulsion	HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the process of fission, fusion and radioactive decay	PS1-C. Nuclear processes, including fusion, fission, and radioactive decays of unsable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.	Energy cannot be created or destroyed -- only moved between one place and another place, between objects, and/or fields, or between systems
51		HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
52		HS-PS3-1. Create a computational model to calculate the change in energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
53		HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
54	4. RC circuit	HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.]		Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
55	4. RC circuit
56	5. Magnetic forces	HS-PS3-5.Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
57	5. Magnetic forces
58	6. Wave interference	HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media
59	6. Wave interference	HS-PS4-3. Evaluate the claims, evidence and reasoning behind the idea that electromagnetic radiation can be described by either a wave model or a particle model, and that for some situations one model is more useful than the other
60
61
62	Environmental Science exercises
63	Earth day	HS LS 2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales	Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future	Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
64		HS LS 2-1. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
65		HS ESS 3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
66		HS ESS 3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems
67		HS ESS 3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100