National Science Education Standards

• As a result of the activities, all students should develop an understanding of motion and forces.
• As a result of the activities, all students should develop an understanding of constancy, change, and measurement.
• As a result of the activities, all students should develop an understanding of math in the study of science.

NCTM Curriculum and Evaluation Standards for School Mathematics

• Standard 1: Mathematics as Problem Solving
• Use, with increasing confidence, problem-solving approaches to investigate and understand mathematical content
• Apply integrated mathematical problem-solving strategies to solve problems from within and outside mathematics
• Recognize and formulate problems from situations within and outside mathematics
• Apply the process of mathematical modeling to real-world problem situations. 

 
• Standard 2: Mathematics as Communication
• Reflect upon and clarify their thinking about mathematical ideas and relationships
• Express mathematical ideas orally and in writing 
• Ask clarifying and extending questions related to mathematics they have read or heard about
• Appreciate the economy, power, and elegance of mathematical notation and its role in the development of mathematical ideas. 

 
• Standard 4: Mathematical Connections
• Recognize equivalent representations of the same concept 
• Relate procedures in one representation to procedures in an equivalent representation 
• Use and value the connections between mathematics and other disciplines

 
• Standard 8: Geometry from an Algebraic Perspective
• Deduce properties of figures using vectors; 
• Apply transformations, coordinates, and vectors in problem solving.

 
• Standard 9: Trigonometry 
• Apply trigonometry to problem situations involving triangles 
• Explore periodic real-world phenomena using the sine and cosine functions 

National Educational Technology Standards (NETS)

• Standard 4: Technology Communication Tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences. 

 
• Standard 5: Technology Research Tools
• Students use technology to locate, evaluate, and collect information from a variety of sources. 
• Students use technology tools to process data and report results. 

 
• Standard 6: Technology Problem-solving and Decision-making Tools 
• Students use technology resources for solving problems and making informed decisions. 
• Students employ technology in the development of strategies for solving problems in the real world. 

New Jersey Core Curriculum Content Standards

• 3.3: All Students Will Write In Clear, Concise, Organized Language That Varies In Content And Form For Different Audiences And Purposes.

 
• 4.1: All Students Will Develop the Ability to Pose and Solve Mathematical Problems in Mathematics, Other Disciplines, and Everyday Experiences
• 4.2: All Students Will Communicate Mathematically through Written, Oral, Symbolic, and Visual Forms of Expression.
• 4.3: All Students Will Connect Mathematics to Other Learning by Understanding the Interrelationships of Mathematical Ideas and the Roles that Mathematics and Mathematical Modeling Play in Other Disciplines and in Life
• 4.4: All Students Will Develop Reasoning Ability and Will Become Self-Reliant, Independent Mathematical Thinkers.
• 4.5: All Students Will Regularly and Routinely Use Calculators, Computers, Manipulatives, and Other Mathematical Tools to Enhance Mathematical Thinking, Understanding, And Power.
• 4.7: All Students Will Develop Spatial Sense And An Ability To Use Geometric Properties And Relationships To Solve Problems In Mathematics And In Everyday Life.
• 4.9: All Students Will Develop an Understanding of and Will Use Measurement to Describe and Analyze Phenomena.
• 4.16: All Students Will Demonstrate High Levels Of Mathematical Thought Through Experiences Which Extend Beyond Traditional Computation, Algebra, And Geometry.

• 5.2: All Students Will Develop Problem-Solving, Decision-Making and Inquiry Skills, Reflected by Formulating Usable Questions and Hypotheses, Planning Experiments, Conducting Systematic Observations, Interpreting and Analyzing Data, Drawing Conclusions, and Communicating Results.
• 5.5: All Students Will Integrate Mathematics as a Tool for Problem-Solving in Science, and as a Means of Expressing and/or Modeling Scientific Theories.
• 5.9: All Students Will Gain an Understanding of Natural Laws as They Apply to Motion, Forces, and Energy Transformations.

• 6.7: All Students Will Acquire Geographical Understanding By Studying The World In Spatial Terms.

 
• Standard 2: All students will use technology, information and other tools.
• Standard 3: All students will use critical thinking, decision-making, and problem-solving skills.

New York State Learning Standards 

• Standard 1: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
• Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
• Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.
• Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment.
• Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
• Standard 7: Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

Ohio Proficiency Outcomes (Under Construction)

• Apply laws, conceptual and mathematical models, and theories to explain and predict the interactions of components in systems.
• Choose appropriate information and solve a problem quantitatively.
• Identify needed information to solve a problem
• Explain or illustrate why a solution is correct
• Make or use table to record and sort information (in a problem solving setting using simple and complex patterns in nature, art, or poetry as setting) and make identifications, comparisons, and predictions from tables, picture graphs, bar graphs, and labeled picture maps
• Identify needed and given information in a problem situation, as well as irrelevant information.
• Validate and/or generalize solutions and problem-solving strategies.
• Collect data, create a table, picture graph, bar graph, circle graph, or line graph, and use them to solve application problems.
• Read, interpret, and use tables, charts, maps, and graphs to identify patterns, note trends, and draw conclusions.
• Read the scale on a measurement device to the nearest mark and make interpolations where appropriate.
• Organize data into tables, charts, and graphs.
• Read, interpret, and use tables and graphs to identify patterns, note trends, draw conclusions, and make predictions.

Florida Sunshine State Standards (Under Construction)

• The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary).
• The student estimates measurements in real-world problem situations.
• The student uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations.

Arizona Science Standards and Performance Objectives (Under Construction)

Phoenix Urban Systemic Initiative K-12 Unitary Science Curriculum (Under Construction)

• 8.SI.3:  Develops and uses scientific attitudes and habits of mind.
• 8.SI.4:  Participates in laboratory experiences/hands-on learning by appropriately using instruments and materials of science.
• 8.P.1:  Demonstrates an understanding of the science and technology that they encounter in their daily lives.