freyscientific.com · · 2017-04-17Performance Indicators. H.P.1: The student will use the...

South Carolina PHYSICS 1 Foundations of Physical Science 3rd Edition c2014

May 2016 SE= Student Edition IM = Investigations Manual Physical Science highlighted; all else is Physics 1

Science and Engineering Practices Conceptual Understanding Performance Indicators H.P.1: The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

H.P.1A. The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. SE: Sections 1.1, 1.2, 1.3, 2.3, 2.4, 3.1, 3.2, 3.3 Also Biographies: Ch9, Giovanni Borelli, p219 Ch10, Edouard Benedictus, p233 Ch17, George Washington Carver, p403 Ch17, Antoine LaVoisier, p395 Ch18, Marie Curie, p414 Ch18, Chien-Shiung Wu, p425 Ch18, Irene Joliot Curie, p429 Ch19, Svante Arrhenius, p463 Ch20, Benjamin Franklin, p475 Ch21, Lewis Latimer p512 Chapter Connections: Ch6 Connection: Forensic Engineering, p156-157 Ch7 Connection: A Matter of Survival, p182-183 Ch8 Connection: Human Power Transportation, p200-201 Ch9 Connection: Prosthetics In Action, p220-221 Ch12 Connection: The Hull, p290-291 Ch16 Connection: The Spin on Scrap Tires, p376-377 Ch17 Connection: Hydrogen-Powered Cars, p404-405 Ch22 Connection: A Walk on the Wild Side, p546-547

H.P.1A.1 Ask questions to: (1) generate hypotheses for scientific investigations, SE: Sec3.2 Rev, p67, #5b Sec19.2, p446 Challenge Sec19.3 Rev., p463, #3 Sec25.2, p617 Challenge Sec25.2 Rev, p618. #10 IM: Inv2B, p14, Part7b, 8 Inv3B, p19, Part2b Inv4A, p21, Part2a Inv5B, p31, Part3a Inv13B, p72, Part1b Inv3C, p159, Part1a,b Inv13C, p185, Part1b (2) refine models, explanations, or designs, or SE: Ch2, p46, Solve IT Ch3, p75, #1, 2, 3 Ch25 Rev, p618, #12 IM: Inv3B, p19, Part4 Inv5B, p33, Partd,e Inv12B, p68, Part3, #1-2 Inv23A, p130, Part7a (3) extend the results of investigations or challenge scientific arguments or claims. IM: Inv6A, p36, Part 6 Inv6B, p38, Part2c, Part4d Inv7A, p40, Part3d Inv7B, p43, Part4d Inv9A p51, Part5d Inv12B, p69, Part6f Inv23A, p130, Part7a Inv21C, p208, Part6 Inv22C, p212, Part5 Challenge Inv23C, p214, Part4d



Science and Engineering Practices Conceptual Understanding Performance Indicators H.P.1 (cont.): The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

H.P.1A. (cont.) The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. SE: Sections 1.1, 1.2, 1.3, 2.3, 2.4, 3.1, 3.2, 3.3 Also Biographies: Ch9, Giovanni Borelli, p219 Ch10, Edouard Benedictus, p233 Ch17, George Washington Carver, p403 Ch17, Antoine LaVoisier, p395 Ch18, Marie Curie, p414 Ch18, Chien-Shiung Wu, p425 Ch18, Irene Joliot Curie, p429 Ch19, Svante Arrhenius, p463 Ch20, Benjamin Franklin, p475 Ch21, Lewis Latimer p512 Chapter Connections: Ch6 Connection: Forensic Engineering, p156-157 Ch7 Connection: A Matter of Survival, p182-183 Ch8 Connection: Human Power Transportation, p200-201 Ch9 Connection: Prosthetics In Action, p220-221 Ch12 Connection: The Hull, p290-291 Ch16 Connection: The Spin on Scrap Tires, p376-377 Ch17 Connection: Hydrogen-Powered Cars, p404-405 Ch22 Connection: A Walk on the Wild Side, p546-547

H.P.1A.2 Develop, use, and refine models to (1) understand or represent phenomena, SE: Sec6.1 Rev, p141, #3, 5 Sec9.3 Rev, p219, #5b Ch9 Rev, p223, Prob #4 IM: Inv1B, 3B, 4A, 4B, 5A, 5B, 6A, 6B,7A, 7B, 8A, 8B, 9A, 9B, 11A, 12B, 14A, 14B, 15A, 15B, 16A, 16B, 20A, 20B, 21A, 21B, 22A, 22B, 24A, 25A, 25B (2) test devices or solutions, or IM: Inv3A, p18-19 Inv9B, p53, Part2e Inv12B, p68, Part3, #3-6 (3) communicate ideas to others SE: Ch10, p232, Study Skills Ch10 Rev, p250, #6 IM: Inv2B, p14, Part7e Inv3A, p19, Part4 Inv25A, p145, Part3ef Inv25B, p151, Part9h Inv2C, p158, Part4b H.P.1A.3 Plan and conduct controlled scientific investigations to answer questions, test hypotheses, and develop explanations: (1) formulate scientific questions and testable hypotheses based on credible scientific information, IM: Inv2B, p14, Part7b, 8 Inv3B, p19, Part2b Inv4A, p21, Part2a Inv5B, p31, Part3a Inv13B, p72, Part1b Inv3C, p159, Part1a,b Inv13C, p185, Part1b





(2) identify materials, procedures, and variables, IM: Inv3B, p19, Part3 Inv9A, p50 Part2B, p51, Part4b Inv23A, p129, Part5 Inv7C, p170, Part3 Inv10A, p54, Part2, Part3a, b Inv12A, p64, Part2a, d (3) use appropriate laboratory equipment, technology, and techniques to collect qualitative and quantitative data, and IM: All investigations (4) record and represent data in an appropriate form. IM: All Investigations (5) Use appropriate safety procedures. IM: See IM Preface Also, Safety Skills p224 H.P.1A.4 Analyze and interpret data from informational texts and data collected from investigations using a range of methods (such as tabulation, graphing, or statistical analysis) to (1) reveal patterns and construct meaning, IM: Inv4A, p24 Part8 Inv9A, p50, Part3 Inv11B, p63, Part2,3 Inv13B, p73, Part5c Inv22A, p123, Part2 Inv12C, p183, Part4, p184, Part6c Inv19B, p107 Part3d





(2) support or refute hypotheses, explanations, claims, or designs, or SE: Sec3.1 Rev, p63, #4 IM: Inv3B, p19, Part5a Inv4A, p24 Part8 Inv5B, p31, Part5a Inv13A, p71, Part4b Inv13B, p73, Part4b Inv24A, p130, Part3e Inv3C, p161 Part5, 6 Inv11C, p180, Part3 Inv13C, p187, Part4a Inv19B, p107 Part3d (3) evaluate the strength of conclusions. IM: Inv3B, p19, Part5b Inv4A, p24 Part8 Inv11B, p63, Part2,3 Inv18B, p102, Part4 Inv22A, p122, Part1, 2 Inv23A, p130, Part7e Inv11C, p180, Part3, p181 Part4 Invv2C, p183, Part4, p184, Part6c H.P.1A.5 Use mathematical and computational thinking to (1) use and manipulate appropriate metric units, IM: Inv1A, p1, Part1 Inv1B, p6, Part4, p7,Part5a Inv2B, p13, Part5, 14, Part6-7 Inv3A, p15, Part2, p16, Part3 Inv4A, p20, Part1 Inv4B, p26, Part4, p27, Part5 Inv5B, p32-33, Part8 Inv8B, p47, Part1, #10 Inv11B, p62, Part2abcd




H.P.1A. (cont.) The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers. SE: Sections 1.1, 1.2, 1.3, 2.3, 2.4, 3.1, 3.2, 3.3 Also Biographies: Ch9, Giovanni Borelli, p219 Ch10, Edouard Benedictus, p233 Ch17, George Washington Carver, p403 Ch17, Antoine LaVoisier, p395 Ch18, Marie Curie, p414 Ch18, Chien-Shiung Wu, p425 Ch18, Irene Joliot Curie, p429 Ch19, Svante Arrhenius, p463 Ch20, Benjamin Franklin, p475 Ch21, Lewis Latimer p512 Chapter Connections: Ch6 Connection: Forensic Engineering, p156-157 Ch7 Connection: A Matter of Survival, p182-183 Ch8 Connection: Human Power Transportation, p200-201 Ch9 Connection: Prosthetics In Action, p220-221 Ch12 Connection: The Hull, p290-291 Ch16 Connection: The Spin on Scrap Tires, p376-377 Ch17 Connection: Hydrogen-Powered Cars, p404-405 Ch22 Co

Inv13B, p73, Part3 #6 Inv18B, p101, Part3 Inv21B, p119, Part2 Inv23B, p132, Part3, p133, Part5 Inv2C, p157, Part2, 3 (2) express relationships between variables for models and investigations, and IM: Inv4A, p20, Part1 Inv4B, p27, Part6 Inv5A, p29, Part3d Inv6A, p36, Part5de Inv7B, p42, Part3,a,b,c Inv8B, p48, Part2a Inv9A, p51, Part4b Inv11B, p62, Part2abcd Inv12B, p67, Part2c Inv13B, p73, Part5c Inv18B, p101, Part3 (3) use grade-level appropriate statistics to analyze data. IM: Inv4A, p21, Part8 Inv5B, p31, Part4, #6 Inv11B, p63, Part2f Inv18B, p102, Part4b Inv22a, p123, Part2ab Inv23A, p130, Part7ef Inv3C, p161, Part5 Inv5C, p165, Part4 Inv11c, p180, Part3B, #6 Inv12C, p183, Part4, #4, p184, Part5, #5 H.P.1A.6 Construct explanations of phenomena using (1) primary or secondary scientific evidence and models





SE: Sec6.1 Rev, p141, #5 Sec8.1 Rev, p192, #5 Sec9.1 Rev, p209, #12 Ch10 Rev, p249, #16 Ch11 Rev, p267, 34 Sec14.1, p321, #3, 8 Sec14.2, p327, #6 Ch14 Rev, p331, Prob #3 Sec15.1 Rev, p340, #3, 6 Sec15.2 Rev, p347, #11,12 Sec16.1 Rev, p360, #3, 6, 7 Sec17.3 Rev, p403, #3 IM: Inv1B, 3A, 3B, 4a, 4B, 5A, 5B, 6A, 6B, 7a, 7B, 8A, 8B, 9A, 9B, 12B, 13A, 13B, 14A, 14B, 15A, 15B, 20A, 20B, 21A, 21B, 22A, 22B, 23A, 23B, 24A, 24B, 25A, 25B (2) conclusions from scientific investigations, IM: Inv2B, p14, Part9c Inv3B, p19, Part5a Inv4A, p24, Part 8 Inv4B, p27, Part6e Inv5A, p29, Part4b Inv5B, p33, Part9f Inv8A, p45, Part3 Inv9A, p51, Part5 Inv17B, p97, Part6e Inv25A, p146, Part5a-f Inv3C, p161, Part6a (3) predictions based on observations and measurements, or IM: Inv1A, p1, Part1, p2, Part2 results Inv2B, p12, Part3a, Part6, Part7de Inv4B, p25, Part2 Inv6A, p34, Part1, p36, Part6





Inv13A, p70, Part1c Inv9B, p53, part2b Inv10B, p57, Part3a Inv11A, p58, Part1 Inv25B, 148, Part3e Inv4C, p162, Part1 Inv21C, p208, Part4 (4) data communicated in graphs, tables, or diagrams. SE: Sec1.2, p12, #5 Ch1 Rev, p28, #13 Sec2.1Rev, p35, #2 Sec2.2, p41 Solve IT Sec2.3, p47, #4, 5ab Ch2 Rev, p55, #12, p56, #4-7 Sec4.1 Rev, p86, #8, Challenge Sec4.2 Rev, p91, #8, 9 Sec4.3 Rev, p99, #3, 6, 7 Ch4Rev, p103, #8, 9, 13, p104, #6, 10, p105, #18, p106, #4, 5 Sec5.1 Rev, p116, #4, 6 Sec5.2 Rev, p123, #7 Sec6.1 Rev, p141, #3, Ch6 Rev, p160, #6 Sec7.1 Rev, p172, #6 Sec7.2, Rev, p176 Challenge Ch7 Rev, p186, Applying #5 Ch9 Rev, p225, #4 Ch10 Rev, p250, #7 Ch11 Rev, p268, #6 Ch18 Rev, p433, Prob #1 Ch19 Rev, p468, #8 IM: Inv4A, p23, Part7 Inv4B, p27, Part6c Inv5B, p32, Part4, 5 Inv6A, p36, Part5a, then Part6 Inv7B, p42, Part3d Inv11C, p180, Part3





H.P.1A.7 Construct and analyze scientific arguments to support claims, explanations, or designs using evidence and valid reasoning from observations, data, or informational texts. IM: Inv2B, p13, Part4ab Inv6A, p36, Part5d Inv6B, p38, Part4c Inv13A, p71, Part4b Inv13B, p73, Part4b Inv18A, p99, Part5cd Inv19B, p107, Part3d Inv22A, p123, Part4a Inv24A, p135, Part1 Inv13C, p186, Part4a Inv16C, p192, Part3a,b, p193, Part5a,b Inv18C, p199, Part4a Inv22C, p212, Part4d, 5d Inv24C, p219, Part4b H.P.1A.8 Obtain and evaluate scientific information to (1) answer questions SE: Sec1.1 Rev, p8, Challenge Sec1.3 Rev, p17, #5 and Key Words, also Journal Ch1 Rev, p28, Applying #1, 3 Ch20 Rev, p498, Applying #4 Also All Chapter Connections Ex. Nanotechnology, p24-25, #1-3 IM: Inv2C, p158, Part2C Inv16C, p192, Part3a,b, p193, Part5a,b Inv18C, p199, Part4a Inv25C, p222, Part4fg (2) explain or describe phenomena, SE: Ch2 Rev, p56, Applying, #3 Ch10 Rev, p250, Applying #6, 8





IM: Inv2B, p14, Part9b Inv5b, p32, Part6a, b, c Inv7A, p40, Part3e Inv7B, p43, Part4a Inv8B, p48, Part2f Inv10A, p55, Part4a Inv19B, p57, Part5e Inv11A, p60, Part6b Inv12B, p69, Part6e Inv16A, p86, Part4a, b, c Inv17B, p96, Part2a (3) develop models, SE: Ch10 Rev, p250, Applying #6, 7 Ch11 Rev, p268, Applying #6 Ch16 Rev, p381, Applying #4 IM: All investigations Ex. Inv15A, p81, Part3a, b, c (4) evaluate hypotheses, explanations, claims, or designs, or SE: Ch11 Rev, p267, Applying #5, p268, #6 Ch12 Rev, p294, Applying #1 Ch20 Rev, p498, Applying #3 IM: Inv2B, p14, Part8 Inv5B, p32, Part6a,b,c, Part9a,b Inv13A, p71, Par4b, c, Part6c Inv13B, p73, Part4b, c, Part5d Inv3C, p160, Part4b Inv13C, p187, Part4a,b, Part7b (5) identify and/or fill gaps in knowledge. SE: Ch2,p30 Keywords Ch2 Rev, p56, Applying, #4 Also Study Skills Features: Ex. Ch1, p6 Learn to Think SI, p14, SI Conversions, p16 Handy Conversion Factors, p16 Significant Digits





Ch2, p44, MIXES TUCS, p47 Making Graphs Ch5, p111, Using Force, p114 Divided By Ch6, p143 Reviewing Newtons Ch7, p165 Keeping Track of Energy Ch8, p188, Energy Units, p190 Summarizing Energy & Work IM: Inv25A, p145, Part3ef Inv25B, p151, Part9h Inv16C, p192, Part3a,b, p193, Part5a,b Inv18C, p199, Part4a Inv25C, p222, Part4fg H.P.1A.8 Communicate using the conventions and expectations of scientific writing or oral presentations by (1) evaluating grade-appropriate primary or secondary scientific literature, or SE: See Chapter Connections Ex. Ch2 Density, p52-53, #2, 3 Ch3 Ethics, p72-73, #3 Ch6 Forensics, p156-157, #2 Ch7 Survival, p182-183, #2, #3 Ch14, p328-329, #2, #3 IM: Inv15A, p81, Part3a Inv25A, Part3ef Inv2C, p156, Part4b (2) reporting the results of student experimental investigations. IM: Inv19A, p104, Part3b Inv17B, p97, Part6 Also: All investigations have a recommended reporting format. See p230-232




H.P.1B. Conceptual Understanding: Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology. SE: Section 3.3 Also Technology feature: Scale vs. Balance, p35 GPS, p69 Magnetic Levitation, p71 Springs, p112 Heat & Machines, p122 Mass Transportation, p141 Race Car Design, p146 Engines, p245 Heat & Work, p253 Buoyancy, p287 Batteries & Cells, p483 Resistance, p487 Extension Cords, p493 Parallel Circuits, p510 Peak Voltage, p518 Electrical Wiring, p545 Noise Cancelling Headphones, p571 Doppler Radar, p581 Xrays, p610 Chapter Connections

H.P.1B.1 Construct devices or design solutions using scientific knowledge to solve specific problems or needs: (1) ask questions to identify problems or needs, SE: Ch3 Rev, p75 Prob #3 Sec5.3, Rev, p123 Challenge Ch9 Rev, p225, Applying #1 Ch10 Connection, p247, #2 Ch11 Connection Television, p265, #3 IM: Inv3B, p19, Part5c Inv17b, p97, Part5 Inv22C, p211, Part3 (2) ask questions about the criteria and constraints of the device or solutions, SE: Sec2.4, p51 #6 Sec5.3, Rev, p123 Challenge IM: Inv12C, p182-184 (3) generate and communicate ideas for possible devices or solutions, SE: Sec2.4, p51 #6 Sec5.3, Rev, p123 Challenge Ch6 Rev, p161, #5 IM: Inv17B, p97, Part5 Inv12C, p182-184 Inv22C, p210-212, Part5




H.P.1B. Conceptual Understanding: (cont.) Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.

(4) build and test devices or solutions, IM: Inv23A, p129, Part5, p130, Part7a Inv12C, p182-184 Inv13C, p185, Part2, Part3 Inv20C, p206, Part3 Inv22C, p210-212, Part5 (5) determine if the devices or solutions solved the problem and refine the design if needed, and IM: Inv23A, p130, Part7b, c Inv22C, p210-212, Part3 (6) communicate the results. IM: Inv17B, p97, Part6 Inv12C, p183, Part4 #5 Inv22C, p210-212, Part5b

Interactions and Forces Conceptual Understanding Performance Indicators H.P.2: The student will demonstrate an understanding of how the interactions among objects and their subsequent motion can be explained and predicted using the concept of forces.

H.P.2A: The linear motion of an object can be described by its displacement, velocity, and acceleration.

SE: Sections 4.1, 4.2, 4.3

H.P.2A.1 Plan and conduct controlled scientific investigations on the straight-line motion of an object to include an interpretation of the object’s displacement, time of motion, constant velocity, average velocity, and constant acceleration. IM: Inv 4A, p20-24 Inv 4B, p25-27 Inv 4C, p162-163

PS-5: The student will demonstrate an understanding of the nature of forces and motion. SE: Sections 1.1, 1.2, 1.3, 1.4, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3

PS.2A.1 Explain the relationship among distance, time, direction, and the velocity of an object SE: Sec4.1 Rev p86, #1-8 Sec4.2 Rev, p91,#1-9 Sec4.3 p94, a,b Sec4.3 Rev, p99, #1-11 Ch4 Assess, p102-103 IM: Inv 4A, p20-24 Inv 4C, p162-163



Interactions and Forces Conceptual Understanding Performance Indicators H.P.2 (cont.): The student will demonstrate an understanding of how the interactions among objects and their subsequent motion can be explained and predicted using the concept of forces.

H.P.2A: The linear motion of an object can be described by its displacement, velocity, and acceleration. SE: Sections 4.1, 4.2, 4.3

H.P.2A.2 Construct explanations for an object’s change in motion using one-dimensional vector addition. SE: Sec4.1 p81-84, then p85, ab Ch4 Assess, p105, #2 Sec5.1 Rev, p116, #4 Ch5 Assess, p132, Conc #6, p134, #7 H.P.2A.3 Use mathematical and computational thinking to apply formulas related to an object’s displacement, constant velocity, average velocity and constant acceleration. Interpret the meaning of the sign of displacement, velocity, and acceleration. SE: Sec4.1 p80, a, b Sec4.1 p85, a, b Sec4.3, p94, a, b Sec4.3Rev, p99, #2-4, 6, 9 Ch4 Assess, p104 Prob #3-9, 11,12; p105 Prob #12, 18, 20, 21

PS-5 (cont.): The student will demonstrate an understanding of the nature of forces and motion. SE: Sections 1.1, 1.2, 1.3, 1.4, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3

PS.2A.3 Use the formula v = d/t to solve problems related to average speed or velocity. SE: Sec4.1 p80, a, b Sec4.1 p85, a,vb Ch4 Assess, p104 Prob #3-9, 11,12; p105 Prob #12, 18 IM: Inv 4A, p20-24 Inv 4C, p162-163

H.P.2A.4 Develop and use models to represent an object’s displacement, velocity, and acceleration (including vector diagrams, data tables, motion graphs, dot motion diagrams, and mathematical formulas).




H.P.2A (cont.): The linear motion of an object can be described by its displacement, velocity, and acceleration. SE: Sections 4.1, 4.2, 4.3

SE: Sec4.2, p91, #4-6, 8, 9 Sec4.3, p99, #3, 6, 7 Ch4 Connection, p101, #1 Ch4 Assess, p103, #8, 9, 13; p104, #6; p105, #18, 20-25, p106 #4, #5 IM: Inv 4A, p20-24 Inv 4B, p25-27 Inv 4C, p162-163 H.P.2A.5 Construct explanations for what is meant by “constant” velocity and “constant” acceleration (including writing descriptions of the object’s motion and calculating the sign and magnitude of the slope of the line on a position-time and velocity-time graph). SE: Ch4 Assess p103, #10, 11; p105, #17, 25 Sec5.3 Rev, p129, #7 IM: Inv 4B, p20-24 Inv 4C, p162-163 H.P.2A.6 Obtain information to communicate the similarities and differences between distance and displacement; speed and velocity; constant velocity and instantaneous velocity; constant velocity and average velocity; and velocity and acceleration. SE: Sec4.1 Rev, p86#1 Sec4.3 Rev, p99, #5, 11 IM: Inv 4A, Part 4abc

H.P.2B: The interactions among objects and their subsequent motion can be explained and predicted by analyzing the forces acting on the objects and applying Newton’s laws of motion. SE: Sections 5.1, 5.2, 5.3, 6.1, 6.2, 6.3

H.P.2B.1 Plan and conduct controlled scientific investigations involving the motion of an object to determine the relationships among the net force on the object, its mass, and its acceleration (Newton’s second law of motion, Fnet = ma) and analyze collected data to construct an explanation of the object’s motion using Newton’s second law of motion. IM: Inv 6A, p34-35




H.P.2B (cont.): The interactions among objects and their subsequent motion can be explained and predicted by analyzing the forces acting on the objects and applying Newton’s laws of motion. SE: Sections 5.1, 5.2, 5.3, 6.1, 6.2, 6.3

H.P.2B.2 Use a free-body diagram to represent the forces on an object. SE: Sec5.3 Rev p129, #8 Ch5 Assess p133, #25, p134, #12, 13, 15, p135 #18, 6bc Ch6 Assess, p159, Prob #5, p161 #3cd H.P.2B.3 Use Newton’s Third Law of Motion to construct explanations of everyday phenomena (such as a hammer hitting a nail, the thrust of a rocket engine, the lift of an airplane wing, or a book at rest on a table) and identify the force pairs in each given situation involving two objects and compare the size and direction of each force. SE: Sec5.1, p128, a, b, c Sec5.3, p129, #2, 4, 5, 7, 8, 10 Ch5 Connection, p131, #1 Ch5 Assess, p133, #22, 23, 24, p134, #14 Sec6.3, p151, a, b, c, d Sec6.3 Rev, p155 #1, 2, 5, 6a Ch6 Assess, p159, #14, Prob #4; p160#14a H.P.2B.4 Use mathematical and computational thinking to derive the relationship between impulse and Newton’s Second Law of Motion. Not supported H.P.2B.5 Plan and conduct controlled scientific investigations to support the Law of Conservation of Momentum in the context of two objects moving linearly (p = mv). IM: Inv 6C, p166-167 H.P.2B.6 Construct scientific arguments to defend the use of the conservation of linear momentum in the investigation of traffic accidents in which the initial motions of the objects are used to determine the final motions of the objects. Not supported




H.P.2B (cont.): The interactions among objects and their subsequent motion can be explained and predicted by analyzing the forces acting on the objects and applying Newton’s laws of motion. SE: Sections 5.1, 5.2, 5.3, 6.1, 6.2, 6.3

H.P.2B.7 Apply physics principles to design a device that minimizes the force on an object during a collision and construct an explanation for the design. Not supported H.P.2B.8 Develop and use models (such as a computer simulation, drawing, or demonstration) and Newton’s Second Law of Motion to construct explanations for why an object moving at a constant speed in a circle is accelerating. SE: Sec6.2, p146 a, b, c Sec6.2 Rev, p147 #10 Simulation Centripetal Force H.P.2B.9 Construct explanations for the practical applications of torque (such as a see-saw, bolt, wrench, and hinged door). Not supported H.P.2B.10 Obtain information to communicate physical situations in which Newton’s Second Law of Motion does not apply. Not supported

H.P.2C: The contact interactions among objects and their subsequent motion can be explained and predicted by analyzing the normal, tension, applied, and frictional forces acting on the objects and by applying Newton’s Laws of Motion. SE: Sections 5.1, 5.2, 5.3

H.P.2C.1 Use a free-body diagram to represent the normal, tension (or elastic), applied, and frictional forces on an object. SE: Sec5.3 Rev p129, #8 Ch5 Assess p133, #24, p134, #12, 13, 15, p135 #18, 6bc Ch6 Assess, p159, Prob #4, 5,

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H.P.2C (cont.): The contact interactions among objects and their subsequent motion can be explained and predicted by analyzing the normal, tension, applied, and frictional forces acting on the objects and by applying Newton’s Laws of Motion. SE: Sections 5.1, 5.2, 5.3

H.P.2C.2 Plan and conduct controlled scientific investigations to determine the variables that could affect the kinetic frictional force on an object. IM: Inv 5B, p30-33 Inv 3C, p159-161 H.P.2C.3 Obtain and evaluate information to compare kinetic and static friction. IM: Inv 5B, p30-33 H.P.2C.4 Analyze and interpret data on force and displacement to determine the spring (or elastic) constant of an elastic material (Hooke’s Law, F=-kx), including constructing an appropriate graph in order to draw a line-of-best-fit whose calculated slope will yield the spring constant, k. Not supported H.P.2C.5 Use mathematical and computational thinking to apply Fnet = ma to analyze problems involving contact interactions and gravity. SE: Sec 6.1, p146, #a Ch6 Assess, p161, Conc #2

H.P.2D: The non-contact (at a distance) interactions among objects and their subsequent motion can be explained and predicted by analyzing the gravitational, electric, and magnetic forces acting on the objects and applying Newton’s laws of motion. These non-contact forces can be represented as fields. SE: Sections 5.1, 22.1, 22.2, 22.3

H.P.2D.1 Develop and use models (such as computer simulations, demonstrations, diagrams, and drawings) to explain how neutral objects can become charged and how objects mutually repel or attract each other and include the concept of conservation of charge in the explanation. SE: Ch5 Rev, p132 Conc #7 Sec22.1 Rev, p534, #6, 8, 9 Sec22.2 Rev, p539, #5, 7 Sec 22.3 Rev, p545, #5, 6 Ch22 Rev, p549, Prob #1-3, p550 #6, #7 IM: Inv 23A, p122-123 Inv 23B, p124-126 Inv 23C, p210-212




H.P.2D (cont.): The non-contact (at a distance) interactions among objects and their subsequent motion can be explained and predicted by analyzing the gravitational, electric, and magnetic forces acting on the objects and applying Newton’s laws of motion. These non-contact forces can be represented as fields. SE: Sections 5.1, 22.1, 22.2, 22.3

H.P.2D.2 Use mathematical and computational thinking to predict the relationships among the masses of two objects, the attractive gravitational force between them, and the distance between them (Newton’s Law of Universal Gravitation, F=Gm1m2/r2). Not supported


PS-5.10 Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them. Not supported

H.P.2D.3 Obtain information to communicate how long-term gravitational interactions govern the evolution and maintenance of large-scale structures in the universe (such as the solar system and galaxies) and the patterns of motion within them. Not supported


PS-5.10 Explain how the gravitational force between two objects is affected by the mass of each object and the distance between them. Not supported

H.P.2D.4 Use mathematical and computational thinking to predict the relationships among the charges of two particles, the attractive or repulsive electrical force between them, and the distance between them (Coulomb’s Law. F=kq1q2/r2). Not supported





H.P.2D.5 Construct explanations for how the non-contact forces of gravity, electricity, and magnetism can be modeled as fields by sketching field diagrams for two given charges, two massive objects, or a bar magnet and use these diagrams to qualitatively interpret the direction and magnitude of the force at a particular location in the field. Not supported H.P.2D.6 Use a free-body diagram to represent the gravitational force on an object. SE: Sec5.3, p128 a, b, c Sec 5.3 Rev, p129, #2, 5, 8 Ch5 Rev, p133, #22, 24, 25; p134, #12-15, 17; p135, #18, Applying #6 H.P.2D.7 Use a free-body diagram to represent the electrical force on a charge. Not supported H.P.2D.8 Develop and use models (such as computer simulations, drawings, or demonstrations) to explain the relationship between moving charged particles (current) and magnetic forces and fields. SE: Sec20.1 Rev, p475, #4, 7, 8 Sec22.1 Rev, p534, #2, 4, 6, 8, 9 Sec22.2 Rev, p539, #1, 5, 7 Sec22.3 Rev, p545, #4, 5, 6, Ch22 Assess, p549, Prob #1b, 2; p550, IM: Inv 23A, p122-123 Inv 23B, p124-126 Inv 23C, p210-212





H.P.2D.9 Use Newton’s Law of Universal Gravitation and Newton’s second law of motion to explain why all objects near Earth’s surface have the same acceleration. Not supported H.P.2D.10 Use mathematical and computational thinking to apply Fnet = ma to analyze problems involving non-contact interactions, including objects in free fall. SE: Sec4.3 Rev, p99, #8, 9 Ch4 Rev, p105, #21, #22 IM: Inv5C, p164, Part4

Interactions and Energy Conceptual Understanding Performance Indicators H.P.3: The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the conservation of energy.

H.P.3A: Work and energy are equivalent to each other. Work is defined as the product of displacement and the force causing that displacement; this results in the transfer of mechanical energy. Therefore, in the case of mechanical energy, energy is seen as the ability to do work. This is called the work-energy principle. The rate at which work is done (or energy is transformed) is called power. For machines that do useful work for humans, the ratio of useful power output is the efficiency of the machine. For all energies and in all instances, energy in a closed system remains constant. SE: Sections 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 9.1, 9.2, 9.3

H.P.3A.1 Use mathematical and computational thinking to determine the work done by a constant force (W=Fd). SE: Sec8.1, p191, a,b Sec8.1 Rev, p192, #2, 3, 4, 8, 9 Sec8.1, p198, a, b Ch8 Assess, p203, Prop #1-6 IM: Inv8B, p48 Part2 Inv9B, p53, Part2 H.P.3A.2 Use mathematical and computational thinking to analyze problems dealing with the work done on or by an object and its change in energy. SE: Sec 8.2 Rev, p199, #4, 10, 11, 12 Ch8 Assess, p204, Prob #7, 9, 9, 10. IM: Inv7B, p42, Part2, 3 Inv7C, p170, Part2, 3 Inv8B, p48, Part1, 2 Inv8C, p172, Part2,3



Interactions and Energy Conceptual Understanding Performance Indicators H.P.3 (cont.): The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the conservation of energy.

H.P.3A (cont.): Work and energy are equivalent to each other. Work is defined as the product of displacement and the force causing that displacement; this results in the transfer of mechanical energy. Therefore, in the case of mechanical energy, energy is seen as the ability to do work. This is called the work-energy principle. The rate at which work is done (or energy is transformed) is called power. For machines that do useful work for humans, the ratio of useful power output is the efficiency of the machine. For all energies and in all instances, energy in a closed system remains constant. SE: Sections 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 9.1, 9.2, 9.3

H.P.3A.3 Obtain information to communicate how energy is conserved in elastic and inelastic collisions. SE: Sec6.3, p154, b Sec6.3 Rev p155, 6a,b Ch6 Connection, Forensic Engineering, p156-157, #2, #3 Ch6 Rev, p159, #15, 16 IM: Inv6C, p166-168 (elastic), see kit instructions (inelastic) H.P.3A.4 Plan and conduct controlled scientific investigations to determine the power output of the human body. IM: Inv9B, p52-53 Inv8C, p172-173 H.P.3A.5 Obtain and communicate information to describe the efficiency of everyday machines (such as automobiles, hair dryers, refrigerators, and washing machines). SE: Sec7.3 Rev, p181 Energy Project Sec 8.2, p196, a, b Ch8 Connection, p200-201

PS-6: The student will demonstrate an understanding of the nature, conservation, and transformation of energy. SE: Sections 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 9.1, 9.2, 9.3




H.P.3B: Mechanical energy refers to a combination of motion (kinetic energy) and stored energy (potential energy). When only conservative forces act on an object and when no mass is converted to energy, mechanical energy is conserved. Gravitational and electrical potential energy can be modeled as energy stored in the fields created by massive objects or charged particles.

SE: Sections 7.1, 7.2, 7.3

H.P.3B.1 Develop and use models (such as computer simulations, drawings, bar graphs, and diagrams) to exemplify the transformation of mechanical energy in simple systems and those with periodic motion and on which only conservative forces act. SE: Sec7.1, p171 a, b; also “Science Fact” Sec7.1 Rev, p172, #6 Sec7.2 Rev, p176, #3, also Challenge Sec7.3, p178 a, b Sec7.3 Rev, p181 Ch7 Rev, p184, #7, p186, #4, #5

See online Simulation: Potential & Kinetic Energy IM: Inv7B, p41-43 Inv7C, p-169-171 H.P.3B.2 Use mathematical and computational thinking to argue the validity of the conservation of mechanical energy in simple systems and those with periodic motion and on which only conservative forces act (KE = ½ mv2, PEg = mgh, PEe = ½ kx2). SE: Sec7.1, p171, a, b Sec7.1 Rev, p172, #6 Sec 7.2 Rev, p178, a, b Ch7 Assess, Prob #1-5 IM: Inv7B, p41-43, Part 2,3 Inv7C, p-169-171, Part 3 H.P.3B.3 Use drawings or diagrams to identify positions of relative high and low potential energy in a gravitational and electrical field (with the source of the field being positive as well as negative and the charge experiencing the field being positive as well as negative). Not supported

http://curiosityplace.schoolspecialty.com/animation?dDocName=D2915393




H.P.3C: When there is a temperature difference between two objects, an interaction occurs in the form of a transfer of thermal energy (heat) from the hotter object to the cooler object. Thermal energy is the total internal kinetic energy of the molecules and/or atoms of a system and is related to temperature, which is the average kinetic energy of the particles of a system. Energy always flows from hot to cold through the processes of conduction, convection, or radiation. SE: Sections 11.1, 11.2

H.P.3C.1 Plan and conduct controlled scientific investigations to determine the variables that affect the rate of heat transfer between two objects. IM: Inv11A, p58-60 Inv11C, p179-181 H.P.3C.2 Analyze and interpret data to describe the thermal conductivity of different materials. SE: Sec11.1, p256, a, b Ch11 Rev, p268, Prob #6 IM: Inv11C, p179-181 H.P.3C.3 Develop and use models (such as a drawing or a small-scale greenhouse) to exemplify the energy balance of the Earth (including conduction, convection, and radiation). SE: Ch 2 Connection, p52-53 Sec 11.2 p262 Fig 11.13, then, p263, #8, Science Fact & Study Skill Ch18, p412, Solve It and Journal feature Ch18 Connection, p430-431

H.P.3D: Sound is a mechanical, longitudinal wave that is the result of vibrations (kinetic energy) that transfer energy through a medium. SE: Sections 24.1, 24.2, 24.3

H.P.3D.1 Develop and use models (such as drawings) to exemplify the interaction of mechanical waves with different boundaries (sound wave interference) including the formation of standing waves and two-source interference patterns. SE: Sec23.3 p567-570 Fig23.15, 23.16, 23.17, 23.18, 23.19, then p571, #1-7. Ch23 Rev, p575, #15, 16, 17 Sec24.2, p589, #5 Ch24 Rev, p601, #18 IM: Inv 23B, p131-134 Inv 24A, p135-138 Inv23C, p213-215



Interactions and Energy Conceptual Understanding Performance Indicators H.P.3 (cont.): The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the conservation of energy. .

H.P.3D (cont.): Sound is a mechanical, longitudinal wave that is the result of vibrations (kinetic energy) that transfer energy through a medium. SE: Sections 24.1, 24.2, 24.3

H.P.3D.2 Use the principle of superposition to explain everyday examples of resonance (including musical instruments and the human voice). SE: Sec23.3, p571, #7 Sec24.1 Rev, p583, #1 Sec24.3 Rev, p589, Ch24 Rev, p597, #1, 12, 13, p602, #5, 6 IM: Inv 24B, p139-142 H.P.3D.3 Develop and use models to explain what happens to the observed frequency of a sound wave when the relative positions of an observer and wave source changes (Doppler effect).

PS-7.7 Explain the Doppler effect conceptually in terms of the frequency of the waves and the pitch of the sound. SE: Sec24.1 Rev, p583, #11, 12 Ch24 Rev, p601, #8, 25, p602, Applying #2

H.P.3D.4 Use mathematical and computational thinking to analyze problems that relate the frequency, period, amplitude, wavelength, velocity, and energy of sound waves. SE: Sec23.1, p557, a, b, c, d, e Sec23.1 Rev, p561, #4, 6, 7, 8 Sec23.2, p565, a, b, c Sec23.2 Rev, p566, #3, 4, 7, 11, 12 Ch23 Rev, p575, #4, 9, 11, 12, p576, #1-11, IM: Inv23A, p127-130 Inv23B, p131-134




H.P.3E: During electric circuit interactions, electrical energy (energy stored in a battery or energy transmitted by a current) is transformed into other forms of energy and transferred to circuit devices and the surroundings. Charged particles and magnets create fields that store energy. Magnetic fields exert forces on moving charged particles. Changing the magnetic fields cause electrons in wires to move, creating current. SE: Sections: 8.1, 8.2, 20.1, 20.2, 20.3, 21.1, 21.2, 21.3,

H.P.3E.1 Plan and conduct controlled scientific investigations to determine the relationship between the current and potential drop (voltage) across an Ohmic resistor. Analyze and interpret data to verify Ohm’s law, including constructing an appropriate graph in order to draw a line-of-best-fit whose calculated slope will yield R, the resistance of the resistor. IM: Inv20A, p108-111 Inv20B, p112-114 Inv21C, p207-208 H.P.3E.2 Develop and use models (such as circuit drawings and mathematical representations) to explain how an electric circuit works by tracing the path of the electrons and including concepts of energy transformation, transfer, and the conservation of energy and electric charge. SE: Sec20.2 Rev, p480, #3, 6 Sec20.3 Rev, p485, #4, 6, 7, 8 Ch20 Rev, p498, Prob #1-6 Sec21.1 Rev, p512, #5 Ch21 Rev, p524, #2, p525, #3, 4, 5, 8, 9, p526, #10, 11, Applying #2 IM: Inv20A, p108-111 Inv20B, p112-114 Inv21A,p115-118 Inv21B, p119-121 Inv20C, p205-206




H.P.3E (cont.): During electric circuit interactions, electrical energy (energy stored in a battery or energy transmitted by a current) is transformed into other forms of energy and transferred to circuit devices and the surroundings. Charged particles and magnets create fields that store energy. Magnetic fields exert forces on moving charged particles. Changing the magnetic fields cause electrons in wires to move, creating current. SE: Sections: 8.1, 8.2, 20.1, 20.2, 20.3, 21.1, 21.2, 21.3,

H.P.3E.3 Use mathematical and computational thinking to analyze problems dealing with current, electric potential, resistance, and electric charge. SE: Sec20.4, p489, a, b, c Sec20.4 Rev, p493, #2-4, 6-9 Ch20 Rev, p498, #4-6 Sec21.1, p502, a, b, c Sec21.1, p505, a, b Sec21.1 Rev, p506, #5,-7 Sec21.2 p510, a, b Sec21.1 Rev, p512, #3, 4, 6 Ch21 Rev, p525, Prob #1-4, 6, 7, 9bcd, p526, #10-16 Ch22 Connection Walk on Wild Side, p547, #1-3 IM: Inv20A, p108-111 Inv20B, p112-114 Inv21A,p115-118 Inv21B, p119-121 H.P.3E.4 Use mathematical and computational thinking to analyze problems dealing with the power output of electric devices. SE: Sec8.2, p204, Applying #4 Sec20.4 Rev, p493, #14 Sec21.3, p515, a, b, c, d Sec21.3, p517, a, b, c, d Sec21.3 Rev, p521, #4, 5, 6, Also Solve It Ch21 Connection p523, #1, 2, 3 Ch21 Rev, p526, #12-16, Applying #1, 3 IM: Inv21B, p119-121 H.P.3E.5 Plan and conduct controlled scientific investigations to determine how connecting resistors in series and in parallel affects the power (brightness) of light bulbs. IM: Inv21A,p115-118




PS-6 (cont.): The student will demonstrate an understanding of the nature, conservation, and transformation of energy. SE: Sections 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 9.1, 9.2, 9.3

PS-6.8 Represent an electric circuit by drawing a circuit diagram that includes the symbols for a resistor, switch, and voltage source. SE: Sec20.2 Rev, p480, #3, 6 Sec20.4, p489, c Ch20 Rev, p497, #7, 9, p498, Prob #2 Ch21 Rev, p5243, #2, p525 #7, Prob #4, #9 IM: Inv20A, p112-114 PS-6.9 Compare the functioning of simple series and parallel electrical circuits. SE: Sec21.1 Rev, p506, #1-4 Sec21.1 Rev, p512, #1, 2, 3, 5 Ch21 Rev, p525, 1, 3, 6, 8, 9 IM: Inv20A, p118-121 Part 3, Part7

H.P.3E (cont.): During electric circuit interactions, electrical energy (energy stored in a battery or energy transmitted by a current) is transformed into other forms of energy and transferred to circuit devices and the surroundings. Charged particles and magnets create fields that store energy. Magnetic fields exert forces on moving charged particles. Changing the magnetic fields cause electrons in wires to move, creating current. SE: Sections: 8.1, 8.2, 20.1, 20.2, 20.3, 21.1, 21.2, 21.3,

H.P.3E.6 Obtain and communicate information about the relationship between magnetism and electric currents to explain the role of magnets and coils of wire in microphones, speakers, generators, and motors. SE: Sec 20.2, p478, then Ch20 Rev, p497, #10 Sec 22.3 Rev, p545, #3-4 Ch22 Rev, p549, #4, p551, #6 Sec 24.1, p582, then Sec24.1 Rev, p583 #14 IM: Inv22C, p210-212 H.P.3E.7 Design a simple motor and construct an explanation of how this motor transforms electrical energy into mechanical energy and work. IM: Inv22C, p210-212




PS-6 (cont.): The student will demonstrate an understanding of the nature, conservation, and transformation of energy. SE: Sections 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 9.1, 9.2, 9.3

PS-6.11 Explain the relationship of magnetism to the movement of electric charges in electromagnets, simple motors, and generators. SE: Sec22.1 Rev, p534, #1-6 Sec22.2 Rev, p539, #1-7 Sec22.3 Rev, p545, #1-7 Ch22 Rev, p548, #1-7, p546, #8-13, Prob #1-4, p550, #5-7. IM: Inv22C, p210-212

H.P.3F: During radiant energy interactions, energy can be transferred over long distances without a medium. Radiation can be modeled as an electromagnetic wave or as a stream of discrete packets of energy (photons); all radiation travels at the same speed in a vacuum (speed of light). This electromagnetic radiation is a major source of energy for life on Earth. SE: Sections 11.2, 25.1 Also: Ch 23 Connection: Cell Phones p572, 273

H.P.3F.1 Construct scientific arguments that support the wave model of light and the particle model of light. Not supported H.P.3F.2 Plan and conduct controlled scientific investigations to determine the interaction between the visible light portion of the electromagnetic spectrum and various objects (including mirrors, lenses, barriers with two slits, and diffraction gratings) and to construct explanations of the behavior of light (reflection, refraction, transmission, interference) in these instances using models (including ray diagrams). IM: Inv25A, p143-146 Inv25B, p147-153 Inv25C, p220-222 H.P.3F.3 Use drawings to exemplify the behavior of light passing from one transparent medium to another and construct explanations for this behavior. SE: Sec 25.3, p623, Figs, then Sec25.3 Rev, #9 Sec 25.3, p624 Fig 25.21, then Sec25.3 Rev, #11 IM: Inv 25B, p147-151




PS-7.6 Summarize reflection and interference of both sound and light waves and the refraction and diffraction of light waves. SE: Sec23.2 Rev, p566, #2, 5, 9 Sec23.3 Rev, p571, #2, 3, 4 Ch23 Rev, p575, #8, 13-16, p576, Applying #5

H.P.3F (cont.): During radiant energy interactions, energy can be transferred over long distances without a medium. Radiation can be modeled as an electromagnetic wave or as a stream of discrete packets of energy (photons); all radiation travels at the same speed in a vacuum (speed of light). This electromagnetic radiation is a major source of energy for life on Earth. SE: Sections 11.2, 25.1 Also: Ch 23 Connection: Cell Phones p572, 273

H.P.3F.4 Use mathematical and computational thinking to analyze problems that relate the frequency, period, amplitude, wavelength, velocity, and energy of light. SE: Sec23.1, p557, a, b, c, d, e Sec23.1 Rev, p561, #4, 6 Sec23.2, p565, a, b, c Sec23.2 Rev, p566, #4, 6, 7, 10-12 Ch23 Rev, p576, #1-11 Sec25.1 Rev, p611, #4, 5 Ch25 Rev, p629, Prob #1-4, p630, #12

PS-7.4 Use the formulas v = f λ and v = d/t to solve problems related to the velocity of waves. SE: Sec23.2, p565, a, b, c Ch23 Rev p575, #9, 10, 11, p576, #7-11 Sec25.1, p611, Solve IT!

H.P.3F.5 Obtain information to communicate the similarities and differences among the different bands of the electromagnetic spectrum (including radio waves, microwaves, infrared, visible light, ultraviolet, and gamma rays) and give examples of devices or phenomena from each band. SE: Ch14 Rev, p332, Applying, #3 Sec25.1, p604-611, then Sec25.1 Rev, p1-5




H.P.3F (cont.): During radiant energy interactions, energy can be transferred over long distances without a medium. Radiation can be modeled as an electromagnetic wave or as a stream of discrete packets of energy (photons); all radiation travels at the same speed in a vacuum (speed of light). This electromagnetic radiation is a major source of energy for life on Earth. SE: Sections 11.2, 25.1 Also: Ch 23 Connection: Cell Phones p572, 273

H.P.3F.6 Obtain information to construct explanations on how waves are used to produce, transmit, and capture signals and store and interpret information (including ultrasound imaging, telescopes, cell phones, and bar code scanners). SE: Sec25.1, p604-611, then Sec25.1 Rev, p1-5

H.P.3G: Nuclear energy is energy stored in an atom’s nucleus; this energy holds the atom together and is called binding energy. Binding energy is a reflection of the equivalence of mass and energy; the mass of any nucleus is always less than the sum of the masses of the individual constituent nucleons that comprise it. Binding energy is also a measure of the strong nuclear force that exists in the nucleus and is responsible for overcoming the repulsive forces among protons. The strong and weak nuclear forces, gravity, and the electromagnetic force are the fundamental forces in nature. Strong and weak nuclear forces determine nuclear sizes, stability, and rates of radioactive decay. At the subatomic scale, the conservation of energy becomes the conservation of mass-energy. SE: Sections 10.1, 10.2, 10.3, 14.1, 14.2, 15.1, 15.2, 16.1, 16.2, 16.3, 17.1, 17.2, 17.3, 18.1, 18.2, 18.3

H.P.3G.1 Develop and use models to represent the basic structure of an atom (including protons, neutrons, electrons, and the nucleus SE: Sec14.1 Rev, p321, #1-2, 6, 7, 8 Sec14.2 Rev, p327, #2, 4-7 Ch14 Rev, p330, Conc #4, p331, Prob #3, p332, Applying #4 IM: Inv 14A, p75-77 Inv14B, p78-80




PS-2: The student will demonstrate an understanding of the structure and properties of atoms. SE: Sections 10.1, 10.2, 10.3, 14.1, 14.2, 15.1, 15.2, 16.1, 16.2, 16.3, 17.1, 17.2, 17.3, 18.1, 18.2, 18.3

PS-2.1 Compare the subatomic particles (protons, neutrons, electrons) of an atom with regard to mass, location, and charge, and explain how these particles affect the properties of an atom (including identity, mass, volume, and reactivity). SE: Ch14 Rev, p332, Applying #1, 4 Sec15.1 Rev, p340, #1-6 Sec15.2 Rev, p347, #1-12 Ch15 Connection: Silicon, p348-349, #1-2 Ch15 Rev, p350, #1-5, p351, #6-18, Prob 1-4 IM: Inv15A, p80-81 Inv15B, p82-84 Inv16A, p85-87 Inv16B, p88-89 Inv17A, p92-94 Inv17B, p95-97 Inv14C, p188-189 Inv15C, p190-191 Inv16C, p192-193 Inv17C, p194-197

H.P.3G (cont.): Nuclear energy is energy stored in an atom’s nucleus; this energy holds the atom together and is called binding energy. Binding energy is a reflection of the equivalence of mass and energy; the mass of any nucleus is always less than the sum of the masses of the individual constituent nucleons that comprise it. Binding energy is also a measure of the strong nuclear force that exists in the nucleus and is responsible for overcoming the repulsive forces among protons. The strong and weak nuclear forces, gravity, and the electromagnetic force are the fundamental forces in nature. Strong and weak nuclear forces determine nuclear sizes, stability, and rates of radioactive decay. At the subatomic scale, the conservation of energy becomes the conservation of mass-energy.

H.P.3G.2 Develop and use models (such as drawings, diagrams, computer simulations, and demonstrations) to communicate the similarities and differences between fusion and fission. Give examples of fusion and fission reactions and include the concept of conservation of mass-energy. SE: Sec18.3 Rev, p429, #1-10 Ch18 Rev, p433, #7-10 IM: Inv18C, p198-202




PS-2 (cont.): The student will demonstrate an understanding of the structure and properties of atoms. SE: Sections 10.1, 10.2, 10.3, 14.1, 14.2, 15.1, 15.2, 16.1, 16.2, 16.3, 17.1, 17.2, 17.3, 18.1, 18.2, 18.3

PS-2.6 Compare fission and fusion (including the basic processes and the fact that both fission and fusion convert a fraction of the mass of interacting particles into energy and release a great amount of energy). SE: Sec18.3 Rev, p429, #1-10 Ch18 Rev, p433, #7-10 IM: Inv18C, p198-202

H.P.3G (cont.): Nuclear energy is energy stored in an atom’s nucleus; this energy holds the atom together and is called binding energy. Binding energy is a reflection of the equivalence of mass and energy; the mass of any nucleus is always less than the sum of the masses of the individual constituent nucleons that comprise it. Binding energy is also a measure of the strong nuclear force that exists in the nucleus and is responsible for overcoming the repulsive forces among protons. The strong and weak nuclear forces, gravity, and the electromagnetic force are the fundamental forces in nature. Strong and weak nuclear forces determine nuclear sizes, stability, and rates of radioactive decay. At the subatomic scale, the conservation of energy becomes the conservation of mass-energy.

H.P.3G.3 Construct scientific arguments to support claims for or against the viability of fusion and fission as sources of usable energy. SE: Sec18.3 Rev, p429, #1, 2, 7 Ch18Rev, p433, #7,8, 434 #5 H.P.3G.4 Use mathematical and computational thinking to predict the products of radioactive decay (including alpha, beta, and gamma decay). SE: Ch18 Rev, p434, Prob #6, 7 IM: Inv18C, p199, Part 4, a, b, c, p202, Part 9, a, c H.P.3G.5 Obtain information to communicate how radioactive decay processes have practical applications (such as food preservation, cancer treatments, fossil and rock dating, and as radioisotopic medical tracers). SE: Ch14 Rev, p332, Applying, #2 Ch18 Rev, p433, Conc #9, 10, Prob #2 Technology Feature “X-rays”, p610

PS-2 (cont.): The student will demonstrate an understanding of the structure and properties of atoms. SE: Sections 10.1, 10.2, 10.3, 14.1, 14.2, 15.1, 15.2, 16.1, 16.2, 16.3, 17.1, 17.2, 17.3, 18.1, 18.2, 18.3

PS-2.7 Explain the consequences that the use of nuclear applications (including medical technologies, nuclear power plants, and nuclear weapons) can have. Not supported

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