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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 5