NJCCLS Standard Correlation with PH Chemistry by Simply Chemistry

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

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STANDARD 5.1 (SCIENTIFIC PROCESSES) 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. Descriptive Statement: Students best learn science by doing science. Science is not merely a collection of facts and theories but a process, a way of thinking about and investigating the world in which we live. This standard addresses those skills that are used by scientists as they discover and explain the physical universe - skills that are an essential and ongoing part of learning science. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Habits of Mind 1.

When making decisions, evaluate conclusions, weigh evidence, and recognize that arguments may not have equal merit.

SE/TE: Inquiry Activity: 6, 38, 62, 100, 126, 154, 186, 212, 252, 286, 320, 352, 384, 412, 444, 470, 504, 540, 586, 630, 662, 692, 724, 762, 798; Quick Lab: 23, 45, 72, 87, 108, 142, 175, 199, 226, 279, 308, 326, 372, 402, 428, 448, 489, 522, 544, 604, 653, 683, 707, 746, 780, 818; Small-Scale Lab: 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 655, 684, 708, 753, 774, 809 LAB: Laboratory Manual: All 52 labs contained in the manual; Small-Scale Lab Manual: All 41 labs contained in the manual: Probeware Lab Manual: All 7 labs contained in the manual TECH: Presentation Pro

Assess the risks and benefits associated with alternative solutions.

SE/TE: Technology & Society: 518-519

Engage in collaboration, peer review, and accurate reporting of findings.

SE/TE: 24-25; Quick Lab: 72, 108 TE: Class Activity: 24 LAB: Laboratory Manual: 85-90, 121-126, 127-132, 155-162, 203-210, 211-216, 217-224, 259-266

Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.

SE/TE: 12-17, 763-765, 766-768, 769-774, 775-777, 778-785, 786-791; Inquiry Activity: 762; Quick Lab: 780; Small-Scale Lab: 774 TE: Class Activity: 13, 16, 764, 782; Teacher Demo: 771 LAB: Laboratory Manual: 305-310

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 1

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued) Explore cases that demonstrate the interdisciplinary nature of the scientific enterprise.

(Continued) TR: Guided Reading and Study Workbook: 2-5 TECH: Interactive Textbook with ChemASAP: Section Assessment: 1.2; Transparencies: T3T4; Presentation Pro

B. Inquiry and Problem Solving 1.

Select and use appropriate instrumentation to design and conduct investigations.

SE/TE: 22-23, 74-77; Small-Scale Lab: 56, 94, 120, 137, 200, 245, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 655, 684, 708, 753, 774, 809 TE: Class Activity: 76; Teacher Demo: 75 LAB: Laboratory Manual: 24, 32, 36, 44, 48, 62, 77, 84, 90, 96, 100, 108, 115, 120, 126, 132, 138, 152, 161, 166, 172, 182, 187, 193, 198, 209, 216, 223, 230, 235, 241, 246, 254, 258, 266, 270, 274, 278, 286, 290, 303, 309 TR: Guided Reading and Study Workbook: 6-8, 22-24 TECH: Interactive Textbook with ChemASAP: Section Assessment: 1.2, 3.2; Presentation Pro

Show that experimental results can lead to new questions and further investigations.

SE/TE: 22-23, 74-77; Small-Scale Lab: 56, 94, 120, 137, 200, 245, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 655, 684, 708, 753, 774, 809 LAB: Laboratory Manual: 24, 32, 36, 44, 48, 62, 77, 84, 90, 96, 100, 108, 115, 120, 126, 132, 138, 152, 161, 166, 172, 182, 187, 193, 198, 209, 216, 223, 230, 235, 241, 246, 254, 258, 266, 270, 274, 278, 286, 290, 303, 309

C. Safety 1.

Understand, evaluate and practice safe procedures for conducting science investigations.

SE = Student Edition

SE/TE: Small-Scale Lab: 26-27; Appendix: R90-R91

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 2

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

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STANDARD 5.2 (SCIENCE AND SOCIETY) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF HOW PEOPLE OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE ADVANCEMENT OF SCIENCE AND TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND EVENTS HAVE ADVANCED SCIENCE AND TECHNOLOGY. Descriptive Statement: Science is a human endeavor involving successes and failures, trials and tribulations. Students should know that great numbers of people from many cultures have contributed to our understanding of science and that science has a rich and fascinating history. This standard encourages students to learn about the people and events that have shaped or revolutionized important scientific theories and concepts. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Cultural Contributions 1.

Recognize the role of the scientific community in responding to changing social and political conditions and how scientific and technological achievement effect historical events.

SE/TE: 11, 21, 783-785

2. B. Historical Perspectives 1.

Examine the lives and contributions of important scientists who effected major breakthroughs in our understanding of the natural and designed world.

SE/TE: 9, 17, 20-21, 51, 77, 100-102, 104-108, 121124, 127-130, 138, 142-145, 148-149, 151, 155-157, 177, 187-188, 240, 275, 290, 300, 418-423, 435, 461, 549, 552, 588, 592, 596, 665, 693, 779, 799-800, 807 TE: Class Activity: 145 TR: Guided Reading and Study Workbook: 6, 3336, 43, 48, 149-150, 196-197, 267

Discuss significant technological achievements in which science has played an important part as well as technological advances that have contributed directly to the advancement of scientific knowledge.

SE/TE: 783-785; Technology and Society: 18-19, 43, 88, 109, 147, 168-169, 204-205, 242, 259, 313, 340-341, 376-377, 405, 430-431, 463, 478-479, 518-519, 548, 623, 644, 685, 716717, 754-755, 791, 814-815 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.5; Presentation Pro

Describe the historical origin of important scientific developments such as atomic theory, genetics, plate tectonics, etc., showing how scientific theories develop, are tested, and can be replaced or modified in light of new information and improved investigative techniques.

SE/TE: 101-102, 104-108, 121-124, 127-130, 142-145 TE: Class Activity: 106, 145 TR: Guided Reading and Study Workbook: 33, 3435, 43-44 TECH: Interactive Textbook with ChemASAP: Section Assessment: 4.1, 4.2, 5.1, 5.3; Presentation Pro

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 3

TECH = Technology

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STANDARD 5.3 (MATHEMATICAL APPLICATIONS) ALL STUDENTS WILL INTEGRATE MATHEMATICS AS A TOOL FOR PROBLEM SOLVING IN SCIENCE, AND AS A MEANS OF EXPRESSING AND/OR MODELING SCIENTIFIC THEORIES. Descriptive Statement: Science cannot be practiced or learned without appreciation of the role of mathematics in discovering and expressing natural laws. This standard recognizes the need for students to fully integrate mathematics skills with their learning of science. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Numerical Operations Reinforce indicators from previous grade level: 1.

Express quantities using appropriate number formats, such as: •

decimals.

SE/TE: 68-72; Appendix: R59-R61 TR: Guided Reading and Study Workbook: TECH: Interactive Textbook with ChemASAP: Section Assessment: 3.1; Presentation Pro

•

percents.

SE/TE: 117; CHEMath: 117; Small-Scale Lab: 120; Appendix: R72-R73 TECH: Interactive Textbook with ChemASAP: Section Assessment: 4.3; Presentation Pro

•

scientific notation.

SE/TE: 63; Appendix: R56-R58 TR: Guided Reading and Study Workbook: 19 TECH: Interactive Textbook with ChemASAP: Section Assessment: 3.1; Presentation Pro

B. Geometry and Measurement 1.

When performing mathematical operations with measured quantities, express answers to reflect the degree of precision and accuracy of the input data.

SE = Student Edition

SE/TE: 63-72; Appendix: R59 TR: Guided Reading and Study Workbook: 19-21 TECH: Interactive Textbook with ChemASAP: Section Assessment: 3.1

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 4

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

C. Patterns and Algebra 1.

Apply mathematical models that describe physical phenomena to predict real world events.

SE/TE: 89-94, 111-112, 139-140, 290-292, 297-303, 305-308, 372-375, 418-425, 426-429, 432436, 456, 476-477, 491-496, 509-510, 511513, 530-532, 556-559, 596-601, 804-806, 809; Inquiry Activity: 286; Quick Lab: 372; Small-Scale Lab: 94, 120, 304, 809 TE: Class Activity: 309; Teacher Demo: 90, 369 TR: Guided Reading and Study Workbook: 49, 98111, 134-135, 148-151, 156-157, 174-182, 186-192, 270, 274 LAB: Laboratory Manual: 37-44, 53-56, 63-66, 7984, 85-90, 121-126, 127-132, 147-154, 163166, 199-202, 203-210, 211-216, 217-224, 243-246, 259-266; Small-Scale Lab Manual: Lab 26, 41; Lab Practical: 12-2, 14-1, 14-2 TECH: Interactive Textbook with ChemASAP: Section Assessment: 3.4, 4.3, 5.3, 10.1, 10.2, 10.3, 12.3, 14.2, 14.3, 14.4, 16.4, 17.1, 17.2, 17.4, 18.2, 19.2, 25.2; Simulation: 3.1, 14.9, 14.10, 14.11; Transparencies; T38-T42, T104T107, T133-T138; www.SciLinks.org web code: cdn-1034, cdn-1142, cdn-1252; Presentation Pro

D. Data Analysis and Probability 1.

Construct and interpret graphs of data to represent inverse and non-linear relationships, and statistical distributions.

SE = Student Edition

SE/TE: Appendix: R74-R77; Interpreting Graphs: 16, 171, 174, 388, 394, 403, 418, 420, 429, 474, 523, 543, 547, 550, 576, 578, 602, 606, 618, 803, 804 LAB: 37-44, 57-66, 63-66, 127-132, 139-146, 147154, 155-162, 203-211, 231-236, 311-318

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 5

TECH = Technology

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STANDARD 5.4 (NATURE AND PROCESS OF TECHNOLOGY) ALL STUDENTS WILL UNDERSTAND THE INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND DEVELOP A CONCEPTUAL UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY. Descriptive Statement: This standard has three equally important strands: (1) Developing students’ understanding of the interrelationship between science and technology; (2) Introducing students to and expanding their understanding of the nature of technology; and (3) Introducing and developing students’ abilities with technological design including experiences in predicting, decision making, critical thinking an ultimately, problem solving. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Science and Technology 1.

Know that scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans, while technology is driven by the need to meet human needs and solve human problems.

SE/TE: 9

B. Nature of Technology 1.

Assess the impacts of introducing a new technology in terms of alternative solutions, costs, tradeoffs, risks, benefits and environmental impact.

SE/TE: 784-785; Technology and Society: 204-205, 518-519 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.5; Presentation Pro

C. Technological Design 1.

Plan, develop, and implement a proposal to solve an authentic, technological problem.

SE = Student Edition

LAB:

Small-Scale Lab Manual: Lab 3, 4, 7

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 6

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

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STANDARD 5.5 (CHARACTERISTICS OF LIFE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, CHARACTERISTICS, AND BASIC NEEDS OF ORGANISMS AND WILL INVESTIGATE THE DIVERSITY OF LIFE. Descriptive Statement: The study of science must include the diversity, complexity, and interdependence of life on earth. Students should know how organisms evolve, reproduce, and adapt to their environments. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Matter, Energy and Organization in Living Systems 1.

Relate the structure of molecules to their function in cellular structure and metabolism.

SE/TE: 763-764, 769-773, 787-788 TR: Guided Reading and Study Workbook: 255, 257-258, 263 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.1, 24.3, 24.6; Presentation Pro

Explain how plants convert light energy to chemical energy.

SE/TE: 764-765 TR: Guided Reading and Study Workbook: 255 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.1; Presentation Pro

Describe how plants produce substances high in energy content that become the primary source of energy for life.

SE/TE: 764-765, 789 TR: Guided Reading and Study Workbook: 255 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.1; Presentation Pro

Relate disease in humans and other organisms to infections or intrinsic failures of system.

This would be covered in a biology course.

B. Diversity and Biological Evolution 1.

Explain that through evolution the Earth's present species developed from earlier distinctly different species.

This would be covered in a biology course.

Explain how the theory of natural selection accounts for extinction as well as an increase in the proportion of individuals with advantageous characteristics within a species.

This would be covered in a biology course.

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 7

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

C. Reproduction and Heredity 1.

Describe how information is encoded and transmitted in genetic material.

SE/TE: 778-781; Quick Lab: 780 TE: Class Activity: 782 TR: Guided Reading and Study Workbook: 260262 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.5; Transparencies: T281-T284; Presentation Pro

Explain how genetic material can be altered by natural and/or artificial means; mutations and new gene combinations may have positive, negative, or no effect on organisms or species.

SE/TE: 782, 784 TR: Guided Reading and Study Workbook: 260262 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.5; Transparencies: T282-T284; Presentation Pro

Assess the impact of current and emerging technologies on our understanding of inherited human characteristics.

SE/TE: 783-785 TR: Guided Reading and Study Workbook: 262 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.5; Presentation Pro

STANDARD 5.6 (CHEMISTRY) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE AND BEHAVIOR OF MATTER. Descriptive Statement: Exploring the nature of matter and energy is essential to an understanding of the physical universe. This standard leads students from their experiences with the states and properties of matter, to the development of models of the atom and the underlying principles of chemistry. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Structure and Properties of Matter

SE/TE: 104-109, 161-169, 237-245, 730-733, 737739, 747-752; Inquiry Activity: 724; SmallScale Lab: 245, 753 TE: Class Activity: 238, 726, 738; Teacher Demo: 165, 240, 243, 748 TR: Guided Reading and Study Workbook: 34-35, 52-53, 75-76, 248-250, 251-252, 253-254 LAB: Laboratory Manual: 45-48; Small-Scale Lab Manual: Lab 9; Lab Practical: 5-1 TECH: Interactive Textbook with ChemASAP: Section Assessment: 4.2, 6.2, 8.4, 23.2, 23.3, 23.4; www.SciLinks.org web code: cdn-1021, cdn-1062; Presentation Pro

SE/TE: 103, 104-108 TR: Guided Reading and Study Workbook: 33, 3435 TECH: Interactive Textbook with ChemASAP: Section Assessment: 4.1, 4.2; Animation: 4.4; Presentation Pro

Know that atoms are made of a positive nucleus surrounded by negative electrons and that the nucleus, a tiny fraction of the volume of an atom, is composed of protons and neutrons, each almost 2,000 times more massive than an electron.

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 8

TECH = Technology

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

Know that the number of protons in the nucleus defines the element.

SE/TE: 110 TR: Guided Reading and Study Workbook: 36-37 TECH: Interactive Textbook with ChemASAP: Section Assessment: 4.3; Presentation Pro

Know that an atom’s electron arrangement, particularly the outermost electrons, determines how the atom can interact with other atoms.

SE/TE: TE: TR: LAB: TECH:

Explain that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing electrons.

SE/TE: 188-193, 194-196, 213-216, 217-225, 230-236 TE: Class Activity: 190, 197, 220; Teacher Demo: 215 TR: Guided Reading and Study Workbook: 59-60, 61-62, 69-70, 71-72, 73-74 LAB: Laboratory Manual: 73-78 TECH: Interactive Textbook with ChemASAP: Section Assessment: 7.1, 7.2, 8.1, 8.2, 8.3; Simulation: 7.18, 8.16, 9.2; www.SciLinks.org web code: cdn-1072, cdn1081, cdn-1082; Presentation Pro

Explain how the Periodic Table of Elements reflects the relationship between the properties of elements and their atomic structure.

SE/TE: 118, 155-160, 161-167, 170-179; Inquiry Activity: 154; Quick Lab: 175; Small-Scale Lab: 179 TE: Class Activity: 159, 172, 173; Teacher Demo: 155, 174 TR: Guided Reading and Study Workbook: 51, 5253, 54-56, 57-58 LAB: Lab Manual: 63-66; Small-Scale Lab Manual: Lab 9; Lab Practical: 6-1, 6-2 TECH: Interactive Textbook with ChemASAP: Section Assessment: 6.1, 6.2, 6.3; Transparencies: T65-T66, T67-T69, T70-T74; www.SciLinks.org web code: cdn-1061, cdn1062, cdn-1063; Presentation Pro

Know that many biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

SE/TE: 196-198, 396-399, 430-431, 435-437, 541544; Quick Lab: 544 TE: Teacher Demo: 397, 398 TR: Guided Reading and Study Workbook: 61-62, 137, 139, 142 LAB: Laboratory Manual: 133-138 TECH: Interactive Textbook with ChemASAP: Section Assessment: 7.2, 13.3, 14.3, 14.4, 18.1; Transparencies: T145-T147; www.SciLinks.org web code: cdn-1085, cdn1133; Presentation Pro

SE = Student Edition

187-188 Teacher Demo: 188 Guided Reading and Study Workbook: 59-60 Small-Scale Lab Manual: Lab 10 Interactive Textbook with ChemASAP: Section Assessment: 7.1; www.SciLinks.org web code: cdn-1052; Presentation Pro

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 9

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

Recognize that the properties of matter are related to the structure and arrangement of their molecules and atoms, such as in metallic and nonmetallic crystals and carbon compounds.

SE/TE: 196-199, 201-205, 214, 243, 390-391, 396399; Inquiry Activity: 212 TE: Class Activity: 197; Teacher Demo: 197, 202, 203, 240, 243 TR: Guided Reading and Study Workbook: 61-62, 63-65 LAB: Laboratory Manual: 67-72, 133-138; Lab Practical: 7-1 TECH: Interactive Textbook with ChemASAP: Section Assessment: 7.2, 7.3, 13.2, 13.3; Animation: 7.18, 8.16; Transparencies: T79T81, T82-T84; www.SciLinks.org web code: cdn-1072, cdn-1081, cdn-1085, cdn-1092; Presentation Pro

Know that different levels of energy are associated with different arrangements of electrons.

SE/TE: 128-129, 133-137, 142-143 TE: Class Activity: 129; Teacher Demo: 128 TR: Guided Reading and Study Workbook: 43-44, 45, 46-48, 49 LAB: Laboratory Manual: 53-56, 57-62; SmallScale Lab Manual: Lab 7 TECH: Interactive Textbook with ChemASAP: Section Assessment: 5.1, 5.2, 5.3; Animation: 5.16; Transparencies: T57, T58-T60, T61T64; www.SciLinks.org web code: cdn-1052; Presentation Pro

B. Chemical Reactions

SE = Student Edition

SE/TE: 53-56, 321-329, 330-341, 342-345, 353-358, 359-367, 368-377, 527-533, 612-617, 631638, 639-644, 645-655, 747-755, 803-809; Inquiry Lab: 320, 352, 630, 724; Quick Lab: 326, 372, 636, 653; Small-Scale Lab: 56, 345, 367, 533, 655, 753 TE: Class Activity: 340, 341, 373, 633, 642, 651; Teacher Demo: 54, 325, 327, 333, 334, 335, 337, 338, 357, 361, 530, 640, 648, 751 TR: Guided Reading and Study Workbook: 17-18, 113-114, 115-116, 117-118, 119-126, 127128, 129-130, 131-132, 133-136, 189-190, 216, 221-223224, 225, 228-230, 253-254, 269-271 LAB: Laboratory Manual: 25-32, 33-36, 91-96, 97100, 101-108, 109-116, 117-120, 121-126, 127-132, 217-224, 251-254, 255-258, 259266, 275-278; Small-Scale Lab Manual: Lab 2, 14, 15, 16, 17, 18, 33, 34, 41; Probeware Lab Manual: Analysis of Baking Soda, Heat of Combustion of a Candle, Bleach It! Oxidize the Color Away; Lab Practical: 2-1, 11-1, 112, 11-3, 11-4, 11-5, 12-2, 17-2, 19-3

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 10

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

(Continued)

(Continued) TECH: Interactive Textbook with ChemASAP: Section Assessment: 2.4, 11.1, 11.2, 11.3, 12.1, 12.2, 12.3, 17.4, 19.4, 20.1, 20.2, 20.3, 23.4, 25.2; Simulation: 11.4; Transparencies: T113-T117, T118-T120, T121, T122-T125, T126-T132, T133-T138, T192-T195, T225T226, T230-T233, T234-T237, T238-T241, T270, T289-T292; www.SciLinks.org web code: cdn-1111, cdn-1112, cdn-1114, cdn1181, cdn-1201, cdn-1202, cdn-1203, cdn1233; Presentation Pro

Explain that the rate of reactions among atoms and molecules depends on how often they encounter one another and that the rate is affected by nature of reactants, concentration, pressure, temperature, and the presence of a catalyst.

SE/TE: 541-548, 549-555, 575-578; Inquiry Activity: 540; Quick Lab: 544 TE: Teacher Demo: 546, 552 TR: Guided Reading and Study Workbook: 193195, 196-197, 201-202 LAB: Laboratory Manual: 225-230, 231-236; SmallScale Lab Manual: Lab 28; Lab Practical: 181 TECH: Interactive Textbook with ChemASAP: Section Assessment: 18.1, 18.2, 18.5; Animation: 18.22; Simulation: 18.23; Transparencies: T196-T198; www.SciLinks.org web code: cdn-1181; Presentation Pro

Show that some changes in chemical bonds require a net input or net release of energy.

SE/TE: 226, 527-533, 543-544; Small-Scale Lab: 533 TE: Teacher Demo: 533 TR: Guided Reading and Study Workbook: 189190 LAB: Laboratory Manual: 217-224; Probeware Lab Manual: Heat of Combustion of a Candle; Lab Practical: 17-2 TECH: Interactive Textbook with ChemASAP: Section Assessment: 17.4; Presentation Pro

B. Chemical Reactions

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 11

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

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STANDARD 5.7 (PHYSICS) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF NATURAL LAWS AS THEY APPLY TO MOTION, FORCES, AND ENERGY TRANSFORMATIONS. Descriptive Statement: Basic principles of physics emerge in this standard, where the study of force and motion leads students to the concept of energy. All forms of energy are introduced and investigated, and principles of transformation and laws of conservation are developed. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Motion and Forces 1.

Apply the mathematical relationship between the mass of an object, the net force exerted on it, and the resulting acceleration.

This concept would be covered in a Physical Science course.

Explain that whenever one object exerts a force on another, an equal and opposite force is exerted on the first object.

This concept would be covered in a Physical Science course.

Recognize gravity as a universal force of attraction between masses and that the force is proportional to the masses and inversely proportional to the square of the distance between them.

This concept would be covered in a Physical Science course.

Recognize that electrically charged bodies can attract or repel each other with a force that depends upon the size and nature of the charges and the distance between them and know that electric forces play an important role in explaining the structure and properties of matter.

SE/TE: 106, 239; Inquiry Activity: 100

Know that there are strong forces that hold the nucleus of an atom together and that significant amounts of energy can be released in nuclear reactions (fission, fusion, and nuclear decay) when these binding forces are disrupted.

SE/TE: 106-108, 799-800, 804, 810-811, 813; Quick Lab: 818 TE: Class Activity: 807; Teacher Demo: 811 TR: Guided Reading and Study Workbook: 267268, 269-271, 272 LAB: Laboratory Manual: 311-318; Probeware Lab Manual: Studying Inverse Square Relationships; Lab Practical: 25-1 TECH: Interactive Textbook with ChemASAP: Section Assessment: 4.2, 25.1, 25.2, 25.3; Animation: 25.30; Transparencies: T46-T47, T286-T288, T293; Presentation Pro

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 12

TECH = Technology

Prentice Hall Chemistry ÂŠ 2005 (Wilbraham) Correlated to: New Jersey Core Curriculum Content Standards for Science, (End of Grade 12) NEW JERSEY CORE CONTENT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

Explain how electromagnetic, gravitational, and nuclear forces can be used to produce energy by causing chemical, physical, or nuclear changes and relate the amount of energy produced to the nature and relative strength of the force.

SE/TE: TE: TR: TECH:

810-811, 813 Teacher Demo: 811 Guided Reading and Study Workbook: 272 Interactive Textbook with ChemASAP: Section Assessment: 25.3; www.SciLinks.org web code: cdn-1246; Presentation Pro

Demonstrate that moving electric charges can produce magnetic forces and moving magnets can produce electric forces

This concept would be covered in a Physical Science course.

Recognize that magnetic and electrical forces are different aspects of a single electromagnetic force.

This concept would be covered in a Physical Science course.

B. Energy Transformations

SE/TE: 505-539; Inquiry Activity: 504; Quick Lab: 522; Small-Scale Lab: 533 TE: Class Activity: 508, 512, 521, 524, 525; Teacher Demo: 506, 515, 523, 530 TR: Guided Reading and Study Workbook: 183184, 185-186, 187-188, 189-190, 191-192 LAB: Laboratory Manual: 211-216, 217-224; SmallScale Lab Manual: Lab 26; Probeware Lab Manual: Heat of Fusion of Ice, Heat of Combustion of a Candle; Lab Practical: 17-1, 17-2 TECH: Interactive Textbook with ChemASAP: Section Assessment: 17.1, 17.2, 17.3, 17.4; Animation: 17.12; Simulation: 17.8; Transparencies: T180-T182, T183-T186, T187-T191, T92-T195; ww.SciLinks.org web code: cdn-1171, cdn-1172, cdn-1174, cdn1241; Presentation Pro

Explain how the various forms of energy (heat, electricity, sound, light) move through materials and identify the factors that affect that movement.

SE/TE: TE: TR: LAB: TECH:

452-453, 511; Inquiry Activity: 504 Class Activity: 508, 512 Guided Reading and Study Workbook: 185 Laboratory Manual: 211-216 Interactive Textbook with ChemASAP: Section Assessment: 17.2; Presentation Pro

Explain that while energy can be transformed from one form to another, the total energy of a closed system is constant.

SE/TE: TE: TR: LAB: TECH:

505-507 Class Activity: 512 Guided Reading and Study Workbook: 183 Laboratory Manual: 211-216 Interactive Textbook with ChemASAP: Section Assessment: 17.1; Presentation Pro

Recognize that whenever mechanical energy is transformed, some heat is dissipated and is therefore unavailable for use.

This concept would be covered in a Physical Science course.

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 13

TECH = Technology

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

Explain the nature of electromagnetic radiation and compare the components of the electromagnetic spectrum from radio waves to gamma rays.

SE/TE: 139 TR: Guided Reading and Study Workbook: 47 LAB: Laboratory Manual: 57-62; Small-Scale Lab Manual: Lab 8; Lab Practical: 5-2 TECH: Interactive Textbook with ChemASAP: Section Assessment: 5.2; Presentation Pro

STANDARD 5.8 (EARTH SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, DYNAMICS, AND GEOPHYSICAL SYSTEMS OF THE EARTH. Descriptive Statement: The study of science should include a study of the planet Earth and its relationship to the rest of the universe. This standard describes what students should know about the composition of the Earth and the forces that shape it, while standard 5.9 describes what students should know about astronomy and space science. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Earth’s Properties and Materials 1.

Explain the interrelationship of the geosphere, hydrosphere, and the atmosphere.

This concept would be covered in an Earth Science course.

B. Atmosphere and Water 1.

Describe how weather (in the short term) and climate (in the long term) involve the transfer of energy in and out of the atmosphere.

This concept would be covered in an Earth Science course.

C. Processes that Shape the Earth 1.

Use the theory of plate tectonics to explain the relationship among earthquakes, volcanoes, midocean ridges, and deep-sea trenches.

This concept would be covered in an Earth Science course.

Know that Earth is a system in which chemical elements exist in fixed amounts and move through the solid Earth, oceans, atmosphere, and living things as part of geochemical cycles.

SE/TE: 789-790 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.6; Presentation Pro

Recognize that the evolution of life on Earth has changed the composition of Earth’s atmosphere through time.

This concept would be covered in an Earth Science course.

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 14

TECH = Technology

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

D. How We Study the Earth 1.

Analyze the evidence produced by a variety of techniques that is used to understand changes in the Earth that have occurred over time.

This concept would be covered in an Earth Science course.

•

topography

This concept would be covered in an Earth Science course.

•

Fossils

SE/TE: Technology and Society: 814-815

•

rock stratification

This concept would be covered in an Earth Science course.

•

ice cores

This concept would be covered in an Earth Science course.

•

radiometric data

SE/TE: 804-806; Inquiry Activity: 798; Small-Scale Lab: 809 TR: Guided Reading and Study Workbook: 269271 LAB: Laboratory Manual: 311-318; Small-Scale Lab Manual: Lab 41 TECH: Interactive Textbook with ChemASAP: Section Assessment: 25.2; Simulation: 25.30; www.SciLinks.org web code: cdn-1252; Presentation Pro

STANDARD 5.9 (ASTRONOMY & SPACE SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE ORIGIN, EVOLUTION, AND STRUCTURE OF THE UNIVERSE. Descriptive Statement: The study of science should include a study of the planet Earth and its relationship to the rest of the universe. This standard describes what students should know about astronomy and space science, while Standard 5.8 describes what students should know about the composition of the earth and the forces that shape it. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Earth, Moon, Sun System Reinforce indicators from previous grade level: 1.

Investigate the Earth, moon, and sun as a system and explain how the motion of these bodies results in the phases of the moon and eclipses.

This concept would be covered in a Physical Science course.

Explain how the regular and predictable motions of the Earth and moon produce tides.

This concept would be covered in a Physical Science course.

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 15

TECH = Technology

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

Explain how the tilt, rotation, and orbital pattern of the Earth relative to the sun produce seasons and weather patterns.

This concept would be covered in a Physical Science course.

B. Solar System 1.

Explain that our solar system coalesced from a nebular cloud of gas and dust left from exploding stars.

This concept would be covered in a Physical Science course.

C. Stars 1.

Describe the physical characteristics, stages of development, and the apparent motions of stars.

This concept would be covered in a Physical Science course.

D. Galaxies and Universe 1.

Describe data gathering and observation technologies and explain how they are used to explore the solar system and beyond.

TE:

Class Activity: 17

Cite evidence to describe the scientific theory of the origin of the universe and the current explanations of its evolution.

This concept would be covered in a Physical Science course.

STANDARD 5.10 (ENVIRONMENTAL STUDIES) ALL STUDENTS WILL DEVELOP AN UNDERSTANDING OF THE ENVIRONMENT AS A SYSTEM OF INTERDEPENDENT COMPONENTS AFFECTED BY HUMAN ACTIVITY AND NATURAL PHENOMENA. Descriptive Statement: Creating an awareness of the need to protect, conserve and preserve natural resources is a goal of science education. This standard calls for students to develop knowledge of environmental issues, including management of natural resources, production and use of energy, waste management, and the interdependence of ecosystems. Cumulative Progress Indicators Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will: A. Natural Systems and Interactions 1.

Distinguish naturally occurring process from those believed to have been modified by human interaction or activity.

This concept would be covered in a Biology course.

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climate change

This concept would be covered in a Biology course.

•

ozone production

This concept would be covered in a Biology course.

•

erosion and deposition

This concept would be covered in a Biology course.

SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 16

TECH = Technology

PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

•

threatened and endangered species

This concept would be covered in a Biology course.

B. Human Interactions and Impact 1.

Assess the impact of human activities on the cycling of matter and the flow of energy through ecosystems.

SE/TE: 789-790 TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.6; Presentation Pro

Use scientific, economic, and other data to assess environmental risks and benefits associated with societal activity.

SE/TE: 15-16 TE: Class Activity: 16 TR: Guided Reading and Study Workbook: 2-5

Reference: http://www.state.nj.us/njded/cccs/s5_science.htm#51 SE = Student Edition

TE = Teacher Edition TR = Teaching Resources LAB = Lab Manual 17

TECH = Technology