Download Conceptual Physics

A Correlation of
Conceptual Physics
12th Edition, ©2015
Hewitt
To the
Next Generation
Science Standards
Physical Science Performance Expectations
A Correlation of Conceptual Physics, 12th Edition, ©2015
to the
Next Generation Science Standards, Physical Science Performance Expectations
Next Generation Science Standards
Physical Science
Performance Expectations
HS-PS1 Matter and Its Interactions
HS-PS1-1. Use the periodic table as a
model to predict the relative properties of
elements based on the patterns of electrons
in the outermost energy level of atoms.
Conceptual Physics
12th Edition, ©2015
Lesson/Feature
Supporting content: Lesson 11.5, The
Periodic Table of the Elements, pages 215219
HS-PS1-2. Construct and revise an
explanation for the outcome of a simple
chemical reaction based on the outermost
electron states of atoms, trends in the
periodic table, and knowledge of the
patterns of chemical properties.
Supporting content: Lesson 11.5, The
Periodic Table of Elements, pages 215-217;
Lesson 11.8, Molecules
HS-PS1-3. Plan and conduct an
investigation to gather evidence to compare
the structure of substances at the bulk
scale to infer the strength of electrical
forces between particles.
HS-PS1-4. Develop a model to illustrate
that the release or absorption of energy
from a chemical reaction system depends
upon the changes in total bond energy.
Supporting content: Lesson 22.1, Electrical
forces, page 408; Lesson 22.2, Electric
Charges, pages 408-409
HS-PS1-5. Apply scientific principles and
evidence to provide an explanation about
the effects of changing the temperature or
concentration of the reacting particles on
the rate at which a reaction occurs.
Supporting content: Lesson 15.1,
Temperature, pages 285-287
HS-PS1-6. Refine the design of a chemical
system by specifying a change in conditions
that would produce increased amounts of
products at equilibrium.*
Supporting content: Lesson 2.5,
Equilibrium, page 30; Lesson 2.7,
Equilibrium of Moving Things, page 333
HS-PS1-7. Use mathematical
representations to support the claim that
atoms, and therefore mass, are conserved
during a chemical reaction.
HS-PS1-8. Develop models to illustrate the
changes in the composition of the nucleus
of the atom and the energy released during
the processes of fission, fusion, and
radioactive decay.
Supporting content: Lesson 22.3,
Conservation of Charge, pages 409-410
Supporting content: Lesson 11.8,
Molecules, pages 220-221
Supporting content: Lesson 33.4, The
Atomic Nucleus and the Strong Force,
pages 622-624; Lesson 33.5, Radioactive
Half-Life, page 625; Lesson 33.7,
Transmutation of Elements, pages 628630; Lesson 34.1, Nuclear Fission, pages
639-94; Lesson 34.6, Nuclear Fusion, pages
649-652
2 A Correlation of Conceptual Physics, 12th Edition, ©2015
to the
Next Generation Science Standards, Physical Science Performance Expectations
Next Generation Science Standards
Physical Science
Performance Expectations
Conceptual Physics
12th Edition, ©2015
Lesson/Feature
HS-PS2 Motion and Stability: Forces and
HS-PS2-1. Analyze data to support the
claim that Newton’s second law of motion
describes the mathematical relationship
among the net force on a macroscopic
object, its mass, and its acceleration.
Interactions
Lesson 4.4, Newton’s Second Law of
Motion, pages 63-64; Lesson 4.5, When
Acceleration Is g—Free Fall, pages 64-65;
Lesson 4.6, When Acceleration Is Less Than
g—Nonfree Fall, pages 65-67; Think and Do
questions 33-35, page 69
HS-PS2-2. Use mathematical
representations to support the claim that
the total momentum of a system of objects
is conserved when there is no net force on
the system.
Lesson 4.5, When Acceleration Is g—Free
Fall, pages 64-65; Lesson 4.6, When
Acceleration Is Less Than g—Nonfree Fall,
pages 65-67; Reading Check questions 1630, pages 68-69; Lesson 6.5, Conservation
of Momentum, pages 97-98; Lesson 6.6,
Collisions, pages 99-101; Lesson 6.7, More
Complicated Collisions, pages 102-103,
Review questions 28-38, 71-85
HS-PS2-3. Apply scientific and engineering
ideas to design, evaluate, and refine a
device that minimizes the force on a
macroscopic object during a collision.*
HS-PS2-4. Use mathematical
representations of Newton’s Law of
Gravitation and Coulomb’s Law to describe
and predict the gravitational and
electrostatic forces between objects.
Supporting content: Lesson 6.6, Collisions,
pages 99-101
HS-PS2-5. Plan and conduct an
investigation to provide evidence that an
electric current can produce a magnetic
field and that a changing magnetic field can
produce an electric current.
Supporting content: Lesson 24.3, Magnet
Fields, pages 455-456; Lesson 24.5,
Electric Currents and Magnetic Fields, page
458; Lesson 24.7, Magnetic Forces, pages
460-462
HS-PS2-6. Communicate scientific and
technical information about why the
molecular-level structure is important in the
functioning of designed materials.*
This standard is beyond the scope of the
program
Lesson 9.1, The Universal Law of Gravity,
pages 161-162; Lesson 9.2, The Universal
Gravitational Constant, G, pages 163-164;
Lesson 9.3, Gravity and Distance: the
Inverse-Square Law, pages 164-165;
Review questions 4-10, 39-47; Lesson
22.4, Coulomb’s Law, pages 411-412;
Review questions 10, 56
3 A Correlation of Conceptual Physics, 12th Edition, ©2015
to the
Next Generation Science Standards, Physical Science Performance Expectations
Next Generation Science Standards
Physical Science
Performance Expectations
HS-PS3 Energy
HS-PS3-1. Create a computational model to
calculate the change in the energy of one
component in a system when the change in
energy of the other component(s) and
energy flows in and out of the system are
known.
HS-PS3-2. Develop and use models to
illustrate that energy at the macroscopic
scale can be accounted for as a
combination of energy associated with the
motions of particles (objects) and energy
associated with the relative position of
particles (objects).
HS-PS3-3. Design, build, and refine a
device that works within given constraints
to convert one form of energy into another
form of energy.*
HS-PS3-4. Plan and conduct an
investigation to provide evidence that the
transfer of thermal energy when two
components of different temperature are
combined within a closed system results in
a more uniform energy distribution among
the components in the system (second law
of thermodynamics).
HS-PS3-5. Develop and use a model of two
objects interacting through electric or
magnetic fields to illustrate the forces
between objects and the changes in energy
of the objects due to the interaction.
Conceptual Physics
12th Edition, ©2015
Lesson/Feature
Lesson 7.2, Potential Energy, pages 113114; Lesson 7.3, Kinetic Energy, pages
114-117; Heat Engines, pages 344-347
Supporting content: Lesson 18.3, First Law
of Thermodynamics, pages 339-340;
Lesson 18.6, Second Law of
Thermodynamics, pages 344-347
Figure 15.3, page 287
Supporting content: Lesson 15.1,
Temperature, pages 285-287; Lesson 15.5,
Thermal Expansion, pages 291-296; Lesson
16.1, Conduction, pages 303-304; Lesson
16.2, Convection, pages 304-306
Supporting content: Lesson 17.6, Energy
and Changes of Phase, pages 328-332
Supporting content: Lesson 18.3, First Law
of Thermodynamics, pages 339-340;
Lesson 18.6, Second Law of
Thermodynamics, pages 344-347
Figure 22.1, page 408; Figure 22.7,
Charging by Induction, page 414; Figure
22.8, Stages of charge induction by
grounding, page 414; Figure 24.13, A beam
of electrons is deflected by a magnetic field,
page 460; Figure 24.15, A current-carrying
wire, page 460
Supporting content: Lesson 22.1,
Electricity, pages 407-408; Lesson 24.3,
Magnet Fields, pages 455-456; Lesson
24.5, Electric Currents and Magnetic Fields,
page 458; Lesson 24.7, Magnetic Forces,
pages 460-462
4 A Correlation of Conceptual Physics, 12th Edition, ©2015
to the
Next Generation Science Standards, Physical Science Performance Expectations
Next Generation Science Standards
Physical Science
Performance Expectations
Conceptual Physics
12th Edition, ©2015
Lesson/Feature
HS-PS4 Waves and Their Applications in
HS-PS4-1. Use mathematical
representations to support a claim
regarding relationships among the
frequency, wavelength, and speed of waves
traveling in various media.
Technologies for Information Transfer
Lesson 19.4 Checkpoint, page 363; Chapter
19 Review, questions 8, 14, 32-42, 51-54,
61-65
Supporting content: Lesson 19.2, Wave
Description, pages 358-360; Lesson 19.4,
Wave Speed, pages 362-363
HS-PS4-2. Evaluate questions about the
advantages of using a digital transmission
and storage of information.
HS-PS4-3. Evaluate the claims, evidence,
and reasoning behind the idea that
electromagnetic radiation can be described
either by a wave model or a particle model,
and that for some situations one model is
more useful than the other.
Lesson 21.7, From Analog to Digital, pages
399-400; questions 19, 20, page 401
HS-PS4-4. Evaluate the validity and
reliability of claims in published materials of
the effects that different frequencies of
electromagnetic radiation have when
absorbed by matter.
Supporting content: Lesson 16.3, Radiation,
page 307; Lessons 26.2, Electromagnetic
Wave Velocity, page 488, Lesson 26.3, The
Electromagnetic Spectrum, pages 489-490
HS-PS4-5. Communicate technical
information about how some technological
devices use the principles of wave behavior
and wave interactions with matter to
transmit and capture information and
energy.*
Supporting content: radio waves, page 379,
Radio Broadcasts, page 386
Checkpoint, page 587, 592; Chapter Review
questions 7-15, 44-46, 68
Supporting content: Lesson 31.3,
Photoelectric effect, pages 585-587; Lesson
31.4, Wave-Duality, page 588; Lesson
31.5, Double-Slit Experiment, pages 588590; Lesson 31.6, Particles and Waves:
Electron Diffraction, pages 590-592
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