prentice hall chemistry © 2005 (wilbraham) correlated to

Prentice Hall Chemistry © 2005 (Wilbraham) Correlated to:

Arizona Science Standards, Articulated by Grade Level, Strands 1-6 (High School)

SE = Student Edition TE = Teacher’s Edition LM = Lab Manual SSLM = Small-Scale Lab Manual TR = Teaching Resources (GRSW = Guided Reading and Study Workbook CTR = Core Teaching Resources)

TECH = Technology (T = Transparencies, iT = Interactive Textbook with ChemASAP; GO = Go Online Internet Resources) 1

ARIZONA SCIENCE STANDARDS HIGH SCHOOL (Approved 5/24/04)

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

Strand 1: Inquiry Process Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Concept 1: Observations, Questions, and Hypotheses: Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources. PO 1. Evaluate scientific information for relevance

to a given problem.

SE/TE: Thinking Like a Scientist, 20-25; Conceptual Problems, 32, 46, 51, 68, 111, 113, 116, 135, 167, 193, 196, 220, 225, 239, 256, 263, 265, 324, 327, 328, 331, 332, 334, 335, 337, 343, 358, 507, 593, 622, 634, 641, 643, 647, 649, 677, 697, 699, 700, 706; Inquiry Activities, 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 Labs, 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 Labs, 26-27, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

TE: 6A-6B LM: throughout Labs #1-#52 SSLM: throughout Labs #1-#41 TR: GRSW 1.3; CTR 1.3 TECH: T5-T6; iT 1.3; GO 1.3

PO 2. Develop questions from observations that transition into testable hypotheses.

SE/TE: The Scientific Method, 22-23; Inquiry Activities, 6, 412, 444, 630; Quick Labs, 23

TE: 6A-6B LM: Develop a Hypothesis, 32, 36, 44, 47, 62, 66,

77, 84, 90, 96, 100, 108, 114, 126, 132, 145, 152, 161, 166, 172, 176, 187, 193, 198, 202, 209, 216, 223, 230, 235, 241, 246, 250, 254, 258, 266, 270, 274, 278, 286, 290, 303, 309, 317

SSLM: Design an Experiment, 29-30, 76, 81-82, 94, 101, 110, 116, 133, 153, 218, 227, 233-234, 240, 263-264, 274, 278

TR: GRSW 1.3; CTR 1.3 TECH: T5-T6; iT 1.3; GO 1.3


Arizona Science Standards, Articulated by Grade Level, Strands 1-6, (High School)





PO 3. Formulate a testable hypothesis.

SE/TE: The Scientific Method, 22-23; Inquiry Activities, 6, 412, 444, 630; Quick Labs, 23

TE: 6A-6B LM: Develop a Hypothesis, 32, 36, 44, 47, 62, 66,

77, 84, 90, 96, 100, 108, 114, 126, 132, 145, 152, 161, 166, 172, 176, 187, 193, 198, 202, 209, 216, 223, 230, 235, 241, 246, 250, 254, 258, 266, 270, 274, 278, 286, 290, 303, 309, 317


TR: GRSW 1.3; CTR 1.3 TECH: T5-T6; iT 1.3; GO 1.3

PO 4. Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).

SE/TE: Inquiry Activities, 100, 540; Quick Labs, 175, 402, 489; Small-Scale Labs, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: (additional opportunities) Labs #1-#52 SSLM: (additional opportunities) Labs #1-#41

Concept 2: Scientific Testing (Investigating and Modeling): Design and conduct controlled investigations. PO 1. Demonstrate safe and ethical procedures (e.g.,

use and care of technology, materials, organisms) and behavior in all science inquiry.

SE/TE: Laboratory Safety, 26-27; Small-Scale Labs, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809; Appendix E: Safety in the Chemistry Laboratory, R90-R91

LM: Teacher’s Guide to Safe Laboratory Practices, T4-T11; Chemical Waste Disposal, T12-T15; Student Safety Guide, 5-9; Safety First!, 22, 26, 33-34, 37, 45, 49-50, 53-54, 57-58, 63, 67, 73, 79, 85-86, 92, 98, 102, 110, 117-118, 121-122, 127, 133-134, 139-140, 147-148, 155-156, 163-164, 168, 173-174, 179-180, 183-184, 189-190, 195-196, 199, 203-204, 211-212, 217-218, 226, 231-232, 238, 243-244, 248, 251-252, 255-256, 260, 267, 272, 275-276, 280, 288, 291, 299-300, 306, 312; Safety in the Chemistry Laboratory: Safety Quiz 1, T378-T379; Safe Laboratory Techniques: Safety Quiz 2, T380-T381; Safety Contract, T382; Care of Laboratory Equipment, T383-T385







(Continued) PO 1. Demonstrate safe and ethical procedures (e.g.,

use and care of technology, materials, organisms) and behavior in all science inquiry.

(Continued) SSLM: Teacher’s Guide to Safety with Small-Scale

Chemistry, T5-T6; Safe and Efficient Techniques for Using Small-Scale Equipment, 8-14; Safety Contract, 15; Safety, 18, 23, 34, 42, 47, 53, 58, 64, 70, 74, 78, 84, 91, 96, 104, 112, 117, 128, 135, 141, 145, 155, 164, 170, 178, 184, 192, 198, 203, 214, 220, 228, 236, 242, 250, 258, 266, 272, 275, 280, 288

PO 2. Identify the resources needed to conduct an

investigation. SE/TE: Inquiry Activities, 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 Labs, 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 Labs, 26-27, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: Required Materials, T16-T21; Laboratory Equipment, 10-11; Materials, 21, 25, 33, 37, 45, 49, 53, 57, 63, 67, 73, 79, 85, 91, 97, 101-102, 109-110, 117, 121, 127, 133, 139, 147, 155, 163, 167, 173, 179, 183, 189, 195, 199, 203, 211, 217, 225, 231, 237, 243, 247, 251, 255, 259, 267, 271, 275, 279-280, 287, 291, 299, 305, 311

SSLM: Master Materials Lists, T9-T14; Small-Scale Equipment, 6-7; Materials/Equipment, 18, 24, 34, 42, 47, 53, 58, 64, 70, 74, 78, 84, 91, 96, 104, 112, 118, 128, 136, 141, 146, 156, 164, 170, 178, 184, 192, 198, 204, 214, 220, 228, 236, 242, 250, 258, 266, 272, 276, 280, 288

PO 3. Design an appropriate protocol (written plan

of action) for testing a hypothesis: • Identify dependent and independent

variables in a controlled investigation. • Determine an appropriate method for data

collection (e.g., using balances, thermometers, microscopes, spectrophotometer, using qualitative changes).

• Determine an appropriate method for recording data (e.g., notes, sketches, photographs, videos, journals (logs), charts, computers/calculators).

SE/TE: You’re the Chemist, 26-27, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: Design an Experiment, 24, 32, 36, 44, 48, 62, 77, 84, 90, 96, 100, 108, 115, 120, 126, 132, 152, 161, 166, 172, 187, 193, 198, 209, 216, 223, 230, 235, 241, 246, 250, 254, 258, 266, 270, 274, 278, 286, 290, 303, 309








PO 4. Conduct a scientific investigation that is based on a research design.

SE/TE: You’re the Chemist, 26-27, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: Design an Experiment, 24, 32, 36, 44, 48, 62, 77, 84, 90, 96, 100, 108, 115, 120, 126, 132, 152, 161, 166, 172, 187, 193, 198, 209, 216, 223, 230, 235, 241, 246, 250, 254, 258, 266, 270, 274, 278, 286, 290, 303, 309


PO 5. Record observations, notes, sketches,

questions, and ideas using tools such as journals, charts, graphs, and computers.

SE/TE: Inquiry Activities, 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 Labs, 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 Labs, 26-27, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: Observations, 23, 29, 35, 39-40, 51, 55, 59, 64-65, 76, 81, 88, 94, 99, 106, 111, 119, 124, 129, 137, 142-143, 150, 158, 165, 171, 175, 181, 185, 192, 197, 201, 206, 214, 220, 228, 234, 239, 245, 249, 253, 257, 263, 269, 273, 277, 283, 289, 295-296, 301, 308, 314-315

SSLM: Experimental Data, 19, 27, 36, 44, 49, 55, 60-61, 65-66, 71, 80, 87, 92-93, 99, 107, 114-115, 123, 130-131, 137, 143-144, 151, 159, 167, 173, 180, 187, 193, 201, 207, 217, 223-224, 231, 239, 245, 253, 261, 268, 273, 277, 283, 289

Concept 3: Analysis, Conclusions, and Refinements: Evaluate experimental design, analyze data to explain results and propose further investigations. Design models. PO 1. Interpret data that show a variety of possible

relationships between variables, including: • positive relationship· • negative relationship· • no relationship

SE/TE: Interpreting Graphs, 16, 171, 174, 388, 394, 403, 418, 420, 429, 474, 523, 543, 547, 550, 576, 578, 602, 606, 618, 803, 804; Math Handbook, R74-R77

LM: Analyses and Conclusions: Graphs, 40-44, 59-61, 65-66, 129-132, 143-145, 152-153, 158-161, 206-209, 234-236, 315-316

TR: GRSW x; CTR x TECH: Tx-Tx; iT x; GO x







PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.

SE/TE: Analyze, 26-27, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: Analyses and Conclusions, 23-24, 30-31, 35-36, 40-44, 47, 51-52, 55-56, 59-61, 65-66, 70-71, 81-83, 88-90, 94-96, 99-100, 106-107, 112-114, 119-120, 124-126, 129-132, 137-138, 143-145, 150-152, 158-161, 165-166, 171, 175-176, 181-182, 186-187, 192-193, 197-198, 201-202, 206-209, 214-216, 220-223, 229-230, 234-235, 239-240, 245-246, 250, 253-254, 257-258, 264-266, 269-270, 273-274, 277-278, 284-286, 289-290, 301-302, 308, 316

SSLM: Questions for Analyses, 20-21, 28, 37-38, 44-46, 50-51, 55-56, 61, 66-67, 72, 75-76, 80-81, 88, 93-94, 99-101, 108-109, 115-116, 124-126, 132-133, 137-138, 144, 151-153, 160-161, 168, 174-176, 180-181, 188-189, 194-195, 202, 208-210, 218, 224-226, 232-233, 240, 246-247, 254-255, 262-263, 269, 274, 278, 283-284, 290-291

PO 3. Critique reports of scientific studies (e.g.,

published papers, student reports). SE/TE: (opportunities) Technology & 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, 716-717, 754-755, 791, 814-815









PO 4. Evaluate the design of an investigation to identify possible sources of procedural error, including: • sample size • trials • controls • analyses

SE/TE: Analyze, 26-27, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809



PO 5. Design models (conceptual or physical) of the

following to represent "real world" scenarios: • carbon cycle • water cycle • phase change • collisions

SE/TE: Energy and Carbon Cycle, 764-765 SE/TE: Water and Its Properties, 445-449 SE/TE: Phase Diagrams, 402-404 TE: 384A-384B LM: Exp #22: Changes of Physical State, 139-145 TR: GRSW 13.4; CTR 13.4 TECH: T148-T149; iT 13.4; GO 13.4 SE/TE: 386, 541, 542-544

PO 6. Use descriptive statistics to analyze data, including: • mean • frequency • range (See MHS-S2C1-10)

SE/TE: (topics related to Chemistry) Problem Solving in Chemistry, 28-32; see also Appendix C: Math Handbook, R56-R79

PO 7. Propose further investigations based on the findings of a conducted investigation.

SE/TE: You’re the Chemist, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: Going Further, 24, 32, 36, 44, 47-48, 52, 56, 62, 66, 71, 77, 84, 90, 96, 100, 108, 114-115, 120, 126, 132, 138, 145, 152, 161, 166, 172, 176-177, 182, 187, 193, 198, 202, 209, 216, 223, 230, 235, 241, 246, 250, 254, 258, 266, 270, 274, 278, 286, 290, 297, 303, 309, 317







(Continued) PO 7. Propose further investigations based on the

findings of a conducted investigation.

(Continued) SSLM: Now It’s Your Turn!, 21, 29-30, 38-39, 46,

51-52, 56, 62, 67-68, 72, 76, 81-82, 89-90, 94, 101, 110, 116, 126, 133, 138-139, 144, 153, 161-162, 168, 175, 181, 189-190, 195, 202, 211-212, 218, 227, 233-234, 240, 247, 255-256, 263-264, 269-270, 274, 278, 285

Concept 4: Communication: Communicate results of investigations. PO 1. For a specific investigation, choose an

appropriate method for communicating the results.

SE/TE: Inquiry Activities: Think About It, 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 Labs: Analyze and Conclude, 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 Labs: Analyze, 56, 94, 120, 137, 179, 200, 245, 267, 304, 345, 367, 400, 437, 458, 497, 533, 574, 617, 606, 684, 708, 753, 774, 809

LM: Analyses and Conclusions, 23-24, 30-31, 35-36, 41-44, 47, 51-52, 55-56, 59-61, 66, 70-71, 81-83, 88-90, 94-96, 99-100, 106-107, 112-114, 119-120, 124-126, 129-132, 137-138, 144-145, 150-152, 158-161, 165-166, 171, 175-176, 181-182, 186-187, 192-193, 197-198, 201-202, 206-209, 214-216, 220-223, 229-230, 234-235, 239-240, 245-246, 250, 253-254, 257-258, 264-266, 269-270, 273-274, 277-278, 284-286, 289-290, 301-302, 308, 316; Sample Laboratory Report, 319-321


PO 2. Produce graphs that communicate data. (See

MHS-S2C1-02)

SE/TE: Quick Labs, 175, 818; Small-Scale Labs, 809; Interpreting Graphs, 16, 171, 174, 388, 394, 403, 418, 420, 429, 474, 523, 543, 547, 550, 576, 578, 602, 606, 618, 803, 804; Math Handbook, R74-R77

LM: Analyses and Conclusions, 40-44, 59-61, 65-66, 129-132, 143-145, 152-153, 158-161, 206-209, 234-236, 315-316







PO 3. Communicate results clearly and logically.


LM: Analyses and Conclusions, 23-24, 30-31, 35-36, 41-44, 47, 51-52, 55-56, 59-61, 66, 70-71, 81-83, 88-90, 94-96, 99-100, 106-107, 112-114, 119-120, 124-126, 129-132, 137-138, 144-145, 150-152, 158-161, 165-166, 171, 175-176, 181-182, 186-187, 192-193, 197-198, 201-202, 206-209, 214-216, 220-223, 229-230, 234-235, 239-240, 245-246, 250, 253-254, 257-258, 264-266, 269-270, 273-274, 277-278, 284-286, 289-290, 301-302, 308, 316; Sample Laboratory Report, 319-321


PO 4. Support conclusions with logical scientific arguments.








(Continued) PO 4. Support conclusions with logical scientific

arguments.

(Continued) LM: Analyses and Conclusions, 23-24, 30-31, 35-

36, 41-44, 47, 51-52, 55-56, 59-61, 66, 70-71, 81-83, 88-90, 94-96, 99-100, 106-107, 112-114, 119-120, 124-126, 129-132, 137-138, 144-145, 150-152, 158-161, 165-166, 171, 175-176, 181-182, 186-187, 192-193, 197-198, 201-202, 206-209, 214-216, 220-223, 229-230, 234-235, 239-240, 245-246, 250, 253-254, 257-258, 264-266, 269-270, 273-274, 277-278, 284-286, 289-290, 301-302, 308, 316; Sample Laboratory Report, 319-321


Strand 2: History and Nature of Science Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures. Concept 1: History of Science as a Human Endeavor: Identify individual, cultural, and technological contributions to scientific knowledge. PO 1. Describe how human curiosity and needs have

influenced science, impacting the quality of life worldwide.

SE/TE: Chemistry, 7-11; Chemistry Far and Wide, 12-17; Thinking Like a Scientist, 20-25; see also Careers in Chemistry, 93, 119, 146, 256, 329, 404, 514, 579, 611, 701; Technology & 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, 716-717, 754-755, 791, 814-815

TE: 6A-6B TR: GRSW 1.1-1.3; CTR 1.1-1.3 TECH: T1-T6; iT 1.1-1.3; GO 1.1, 1.3

PO 2. Describe how diverse people and/or cultures, past and present, have made important contributions to scientific innovations.

SE/TE: Careers in Chemistry, 93, 119, 146, 256, 329, 404, 514, 579, 611, 701; Technology & 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, 716-717, 754-755, 791, 814-815







PO 3. Analyze how specific changes in science have affected society.

SE/TE: Technology & 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, 716-717, 754-755, 791, 814-815

PO 4. Analyze how specific cultural and/or societal

issues promote or hinder scientific advancements.

SE/TE: Chemistry, 7-11; Chemistry Far and Wide, 12-17; Thinking Like a Scientist, 20-25; see also Careers in Chemistry, 93, 119, 146, 256, 329, 404, 514, 579, 611, 701; Technology & 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, 716-717, 754-755, 791, 814-815


Concept 2: Nature of Scientific Knowledge: Understand how science is a process for generating knowledge. PO 1. Specify the requirements of a valid, scientific

explanation (theory), including that it be: • logical • subject to peer review • public • respectful of rules of evidence

SE/TE: Thinking Like a Scientist, 20-25 TE: 6A-6B TR: GRSW 1.3; CTR 1.3 TECH: T5-T6; iT 1.3; GO 1.3

PO 2. Explain the process by which accepted ideas are challenged or extended by scientific innovation.

SE/TE: Chemistry, 7-11; Chemistry Far and Wide, 12-17; Thinking Like a Scientist, 20-25


PO 3. Distinguish between pure and applied science. SE/TE: Pure and Applied Chemistry, 9, 11 TE: 6A-6B TR: GRSW 1.1; CTR 1.1 TECH: T1-T2; iT 1.1; GO 1.1

PO 4. Describe how scientists continue to investigate and critically analyze aspects of theories.

SE/TE: Thinking Like a Scientist, 20-25 TE: 6A-6B TR: GRSW 1.3; CTR 1.3 TECH: T5-T6; iT 1.3; GO 1.3







Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives emphasizes developing the ability to design a solution to a problem, to understand the relationship between science and technology, and the ways people are involved in both. Students understand the impact of science and technology on human activity and the environment. This strand affords students the opportunity to understand their place in the world – as living creatures, consumers, decision makers, problem solvers, managers, and planners. Concept 1: Changes in Environments: Describe the interactions between human populations, natural hazards, and the environment. PO 1. Evaluate how the processes of natural

ecosystems affect, and are affected by, humans.

SE/TE: Chemistry Far and Wide, 12-17 TE: 6A-6B TR: GRSW 1.2; CTR 1.2 TECH: T3-T4; iT 1.2

PO 2. Describe the environmental effects of the following natural and/or human-caused hazards: • flooding • drought • earthquakes • fires • pollution • extreme weather

SE/TE: The Environment, 16, 17, 463 TE: 6A-6B TR: GRSW 1.2; CTR 1.2 TECH: T3-T4; iT 1.2

PO 3. Assess how human activities (e.g., clear cutting, water management, tree thinning) can affect the potential for hazards.

SE/TE: Agriculture, 15, 17 TE: 6A-6B TR: GRSW 1.2; CTR 1.2 TECH: T3-T4; iT 1.2

PO 4. Evaluate the following factors that affect the quality of the environment: • urban development • smoke • volcanic dust

SE/TE: The Environment, 16, 17, 463 TE: 6A-6B TR: GRSW 1.2; CTR 1.2 TECH: T3-T4; iT 1.2

PO 5. Evaluate the effectiveness of conservation practices and preservation techniques on environmental quality and biodiversity.

SE/TE: Chemistry Far and Wide, 12-17; Technology & Society: Nature’s Pharmacy, 18-19; Water Worth Drinking, 463; Solar Power Plants, 518-519

TE: 6A-6B TR: GRSW 1.2; CTR 1.2 TECH: T3-T4; iT 1.2







Concept 2: Science and Technology in Society: Develop viable solutions to a need or problem. PO 1. Analyze the costs, benefits, and risks of

various ways of dealing with the following needs or problems: • various forms of alternative energy • storage of nuclear waste • abandoned mines • greenhouse gases • hazardous wastes

SE/TE: Technology & Society: Solar Power Plants, 518-519; A Number You Can’t Knock, 716-717; Elements Handbook: A Hydrogen Economy, R39

SE/TE: Nuclear Waste, 812, 813; Elements Handbook: Heavy Water Reactors, R39

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (related topics) Elements Handbook: Gold,

R44 SE/TE: Elements Handbook: Greenhouse Gases, R22;

Ozone, R31 SE/TE: Elements Handbook: Green Chemistry, R20;

Carbon Monoxide, R23

PO 2. Recognize the importance of basing arguments on a thorough understanding of the core concepts and principles of science and technology.


PO 3. Support a position on a science or technology

issue.


PO 4. Analyze the use of renewable and

nonrenewable resources in Arizona: • water • land • soil • minerals • air

SE/TE: Technology & Society: Solar Power Plants, 518-519; Elements Handbook: Greenhouse Gases, R22; Recycling Plastics, R23; Ozone, R31; Acid Rain, R27; Selenium in Food, R30; Transition Metals, R42-R45

PO 5. Evaluate methods used to manage natural resources (e.g., reintroduction of wildlife, fire ecology).

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (related topics) 15, 514







Concept 3: Human Population Characteristics: Analyze factors that affect human populations. PO 1. Analyze social factors that limit the growth of

a human population, including: • affluence • education • access to health care • cultural influences

This performance objective is directly addressed in other Prentice Hall titles.

PO 2. Describe biotic (living) and abiotic (nonliving) factors that affect human populations.


PO 3. Predict the effect of a change in a specific factor on a human population.


Strand 4: Life Science Life Science expands students’ biological understanding of life by focusing on the characteristics of living things, the diversity of life, and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles, interrelationships of matter and energy in living organisms, and the interactions of living organisms with their environment. Concept 1: The Cell: Understand the role of the cell and cellular processes. PO 1. Describe the role of energy in cellular growth,

development, and repair.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: A Strategy for Life, 763-765 TE: 762A-762B TR: GRSW 24.1; CTR 24.1 TECH: T271-T272; iT 24.1; GO 24.1

PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.


PO 3. Explain the importance of water to cells.








PO 4. Analyze mechanisms of transport of materials (e.g., water, ions, macromolecules) into and out of cells:· • passive transport • active transport


PO 5. Describe the purposes and processes of cellular reproduction.


Concept 2: Molecular Basis of Heredity: Understand the molecular basis of heredity and resulting genetic diversity. PO 1. Analyze the relationships among nucleic acids

(DNA, RNA), genes, and chromosomes.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: Nucleic Acids, 778-785 TE: 762A-762B TR: GRSW 24.5; CTR 24.5 TECH: T281-T284; iT 24.5; GO 24.5

PO 2. Describe the molecular basis of heredity, in viruses and living things, including DNA replication and protein synthesis.


PO 3. Explain how genotypic variation occurs and results in phenotypic diversity.


PO 4. Describe how meiosis and fertilization maintain genetic variation.


Concept 3: Interdependence of Organisms: Analyze the relationships among various organisms and their environment. PO 1. Identify the relationships among organisms

within populations, communities, ecosystems, and biomes.








PO 2. Describe how organisms are influenced by a particular combination of biotic (living) and abiotic (nonliving) factors in an environment.


PO 3. Assess how the size and the rate of growth of a population are determined by birth rate, death rate, immigration, emigration, and carrying capacity of the environment.


Concept 4: Biological Evolution: Understand the scientific principles and processes involved in biological evolution. PO 1. Identify the following components of natural

selection, which can lead to speciation: • potential for a species to increase its

numbers • genetic variability and inheritance of

offspring due to mutation and recombination of genes

• finite supply of resources required for life • selection by the environment of those

offspring better able to survive and produce offspring


PO 2. Explain how genotypic and phenotypic variation can result in adaptations that influence an organism’s success in an environment.


PO 3. Describe how the continuing operation of natural selection underlies a population’s ability to adapt to changes in the environment and leads to biodiversity and the origin of new species.


PO 4. Predict how a change in an environmental factor (e.g., rainfall, habitat loss, non-native species) can affect the number and diversity of species in an ecosystem.


PO 5. Analyze how patterns in the fossil record, nuclear chemistry, geology, molecular biology, and geographical distribution give support to the theory of organic evolution through natural selection over billions of years and the resulting present day biodiversity.








PO 6. Analyze, using a biological classification system (i.e., cladistics, phylogeny, morphology, DNA analysis), the degree of relatedness among various species.


Concept 5: Matter, Energy, and Organization in Living Systems (Including Human Systems): Understand the organization of living systems, and the role of energy within those systems. PO 1. Compare the processes of photosynthesis and

cellular respiration in terms of energy flow, reactants, and products.


PO 2. Describe the role of organic and inorganic chemicals (e.g., carbohydrates, proteins, lipids, nucleic acids, water, ATP) important to living things.

SE/TE: Carbohydrates, 766-768; Amino Acids and Their Polymers, 769-773; Lipids, 775-777; Nucleic Acids, 778-785; Metabolism, 786-790

TE: 762A-762B TR: GRSW 24.1-24.6; CTR 24.1-24.6 TECH: T271-T272; iT 24.1-24.6; GO 24.1-24.6

PO 3. Diagram the following biogeochemical cycles in an ecosystem: • water • carbon • nitrogen

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Water and Its

Properties, 445-449 SE/TE: (topics related to Chemistry) Energy and

Carbon Cycle, 764-765 SE/TE: (topics related to Chemistry) The Nitrogen

Cycle, 789-790

PO 4. Diagram the energy flow in an ecosystem through a food chain.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: Energy and Carbon Cycle, 764-765; The

Nitrogen Cycle, 789-790

PO 5. Describe the levels of organization of living things from cells, through tissues, organs, organ systems, organisms, populations, and communities to ecosystems.








Strand 5: Physical Science Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy, including their forms, the changes they undergo, and their interactions. By studying objects and the forces that act upon them, students develop an understanding of the fundamental laws of motion, knowledge of the various ways energy is stored in a system, and the processes by which energy is transferred between systems and surroundings. Concept 1: Structure and Properties of Matter: Understand physical, chemical, and atomic properties of matter. PO 1. Describe substances based on their physical

properties.

SE/TE: Classifying Matter, 38; Properties of Matter, 39-42; Mixtures, 44-47; Density, 62, 89-94; Small-Scale Lab, 774

TE: 38A-38B, 62A-62B LM: Exp #1: Observing and Inferring, 21-24; Exp

#2: Physical and Chemical Change, 25-32; Exp #4: Mass, Volume, and Density, 37-44

SSLM: Exp #1: Making Observations of Matter, 17-21; Exp #5: Massing Activities for a Small-Scale Balance, 47-52

TR: GRSW 2.1, 2.2, 3.4; CTR 2.1, 2.2, 3.4 TECH: T10-T14, T31-T37; iT 2.1, 2.2, 3.4; GO 2.1,

3.4

PO 2. Describe substances based on their chemical properties.

SE/TE: Elements and Compounds, 48-52; Chemical Reactions, 53-55, Small-Scale Lab, 56

TE: 38A-38B LM: Exp #2: Physical and Chemical Change, 25-32 SSLM: Exp #2: A Study of Chemical Changes, 23-30 TR: GRSW 2.3-2.4; CTR 2.3-2.4 TECH: T15-T19; iT 2.3-2.4; GO 2.3-2.4

PO 3. Predict properties of elements and compounds using trends of the periodic table (e.g., metals, non-metals, bonding—ionic/covalent).

SE/TE: Trends in Physical Properties, 154; Organizing the Elements, 155-160; Classifying the Elements, 161-167; Periodic Trends, 170-178; Periodicity in Three Dimensions, 179; see also Appendix A: Elements Handbook, R2-R45

TE: 154A-154B LM: Exp #9: Periodic Properties, 63-66 SSLM: Exp #9: A Periodic Table Logic Problem, 69-

72 TR: GRSW 6.1-6.3; CTR 6.1-6.3 TECH: T65-T74; iT 6.1-6.3; GO 6.1-6.3

PO 4. Separate mixtures of substances based on their physical properties.

SE/TE: Mixtures, 44-47; Distinguishing Substances and Mixtures, 50-51; Homogeneous Aqueous Systems, 450-457; Heterogeneous Aqueous Systems, 459-462

TE: 38A-38B, 444A-444B







(Continued) PO 4. Separate mixtures of substances based on their

physical properties.

(Continued) LM: Exp #26: Distillation, 167-172 SSLM: Exp #11: Paper Chromatography, 77-82 TR: GRSW 2.2-2.3, 15.2-15.3; CTR 2.2-2.3, 15.2-

15.3 TECH: T12-T14, T162-T168; iT 2.2-2.3, 15.2-15.3;

GO 2.2-2.3, 15.2-15.3

PO 5. Describe the properties of electric charge and the conservation of electric charge.

SE/TE: Electric Charge, 100, 106-107; Net Ionic Equations, 342-344; Small-Scale Lab, 345; Electrical Potential, 671-677

TE: 100A-100B, 320A-321A, 662A-662B SSLM: Exp #36: Small-Scale Voltaic Cells, 257-264 TR: GRSW 4.2, 11.3; CTR 4.2, 11.3 TECH: T45-T47, T121; iT 4.2, 11.3; GO 4.2

PO 6. Describe the following features and components of the atom:

• protons SE/TE: Structure of the Nuclear Atom, 106, 108 TE: 100A-100B TR: GRSW 4.2; CTR 4.2 TECH: T45-T47; iT 4.2; GO 4.2

• neutrons SE/TE: Structure of the Nuclear Atom, 106, 108 TE: 100A-100B TR: GRSW 4.2; CTR 4.2 TECH: T45-T47; iT 4.2; GO 4.2

• electrons SE/TE: Structure of the Nuclear Atom, 104-106, 108 TE: 100A-100B TR: GRSW 4.2; CTR 4.2 TECH: T45-T47; iT 4.2; GO 4.2

• mass SE/TE: Structure of the Nuclear Atom, 105; Distinguishing Between Atoms, 114-117, 119

TE: 100A-100B TR: GRSW 4.2-4.3; CTR 4.2-4.3 TECH: T45-T56; iT 4.2-4.3; GO 4.2-4.3

• number and type of particles SE/TE: Distinguishing Between Atoms, 114-119 TE: 100A-100B TR: GRSW 4.3; CTR 4.3 TECH: T48-T56; iT 4.3; GO 4.3

• structure SE/TE: Structure of the Nuclear Atom, 105; Distinguishing Between Atoms, 114-117, 119

TE: 100A-100B LM: Exp #5: Atomic Structure: Rutherford’s

Experiment, 45-48







(Continued) • structure

(Continued) TR: GRSW 4.2-4.3; CTR 4.2-4.3 TECH: T45-T56; iT 4.2-4.3; GO 4.2-4.3

• organization SE/TE: Structure of the Nuclear Atom, 104-108; Distinguishing Between Atoms, 110-119; Models of the Atom, 129-132; Electron Arrangement in Atoms, 133-136; Physics and the Quantum Mechanical Model, 138-147

TE: 100A-100B, 126A-126B LM: Exp #5: Atomic Structure: Rutherford’s

Experiment, 45-48; Exp #6: Flame Tests for Metals, 49-52; Exp #7: Energies of Electrons, 53-56; Exp #8: Introduction to the Spectrophotometer, 57-62

SSLM: Exp #6: Isotopes and Atomic Mass, 53-56; Exp #7: Design and Construction of a Quantitative Spectroscope, 57-62; Exp #8: Visible Spectra and the Nature of Light and Color, 63-68

TR: GRSW 4.2-4.3, 5.1-5.3; CTR 4.2-4.3, 5.1-5.3 TECH: T45-T56, T58-T60; iT 4.2-4.3, 5.1-5.3; GO

4.2-4.3, 5.2-5.3

PO 7. Describe the historical development of models of the atom.

SE/TE: Defining the Atom, 101-104; Structure of the Nuclear Atom, 105, 106, 107-108; Models of the Atom, 127-129, 132; Quantum Mechanics, 144-146


Experiment, 45-48 TR: GRSW 4.1-4.2; CTR 4.1-4.2 TECH: T43-T44; iT 4.1-4.2; GO 4.2

PO 8. Explain the details of atomic structure (e.g., electron configuration, energy levels, isotopes).

SE/TE: Structure of the Nuclear Atom, 104-108; Distinguishing Between Atoms, 110-119; Models of the Atom, 129-132; Electron Arrangement in Atoms, 133-136; Physics and the Quantum Mechanical Model, 138-147


Experiment, 45-48; Exp #6: Flame Tests for Metals, 49-52; Exp #7: Energies of Electrons, 53-56; Exp #8: Introduction to the Spectrophotometer, 57-62

SSLM: Exp #6: Isotopes and Atomic Mass, 53-56; Exp #7: Design and Construction of a Quantitative Spectroscope, 57-62; Exp #8: Visible Spectra and the Nature of Light and Color, 63-68







(Continued) PO 8. Explain the details of atomic structure (e.g.,

electron configuration, energy levels, isotopes).

(Continued) TR: GRSW 4.2-4.3, 5.1-5.3; CTR 4.2-4.3, 5.1-5.3 TECH: T45-T56, T58-T60; iT 4.2-4.3, 5.1-5.3; GO

4.2-4.3, 5.2-5.3

Concept 2: Motions and Forces: Analyze relationships between forces and motion. PO 1. Determine the rate of change of a quantity

(e.g., rate of erosion, rate of reaction, rate of growth, velocity).

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) 106, 239

PO 2. Analyze the relationships among position, velocity, acceleration, and time: • graphically • mathematically

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) 106, 239

PO 3. Explain how Newton’s 1st Law applies to objects at rest or moving at constant velocity.


PO 4. Using Newton’s 2nd Law of Motion, analyze the relationships among the net force acting on a body, the mass of the body, and the resulting acceleration: • graphically • mathematically


PO 5. Use Newton’s 3rd Law to explain forces as interactions between bodies (e.g., a table pushing up on a vase that is pushing down on it; an athlete pushing on a basketball as the ball pushes back on her).

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) The Nature of

Gases, 384, 385-389

PO 6. Analyze the two-dimensional motion of objects by using vectors and their components.


PO 7. Give an example that shows the independence of the horizontal and vertical components of projectile motion.


PO 8. Analyze the general relationships among force, acceleration, and motion for an object undergoing uniform circular motion.








PO 9. Represent the force conditions required to maintain static equilibrium.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Crystalline

Structure of Metals, 202; Building With Alloys, 204-205

PO 10. Describe the nature and magnitude of

frictional forces.


PO 11. Using the Law of Universal Gravitation, predict how the gravitational force will change when the distance between two masses changes or the mass of one of them changes.


PO 12. Using Coulomb’s Law, predict how the electrical force will change when the distance between two point charges changes or the charge of one of them changes.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Structure of the

Nuclear Atom, 104-108; Polar Bonds and Molecules, 237-244; Electrochemical Cells, 663-670; Half-Cells and Cell Potentials, 671-677; Electrolytic Cells, 678-683

PO 13. Analyze the impulse required to produce a

change in momentum.


PO 14. Quantify interactions between objects to show that the total momentum is conserved in both collision and recoil situations.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) 104-108, 239

Concept 3: Conservation of Energy and Increase in Disorder: Understand ways that energy is conserved, stored, and transferred. PO 1. Describe the following ways in which energy is stored in a system:

• mechanical SE/TE: Kinetic Energy, 385-386, 388-389; Observing Heat Flow, 504

TE: 384A-384B TR: GRSW 13.1; CTR 13.1 TECH: T139-T141; iT 13.1; GO 13.1







• electrical SE/TE: Electrochemical Cells, 663-670; Half-Cells and Cell Potentials, 671-677

TE: 662A-662B LM: Exp #48: Electrochemistry, 287-290 SSLM: Exp #36: Small-Scale Voltaic Cells, 257-264 TR: GRSW 21.1-21.2; CTR 21.1-21.2 TECH: T242-T249; iT 21.1-21.2; GO 21.1

• chemical SE/TE: The Flow of Energy—Heat and Work, 505-510; Measuring and Expressing Enthalpy Changes, 511-517; Electrochemical Cells, 663-670

TE: 504A-504B, 662A-662B LM: Exp #35: Heats of Reaction, 217-223 TR: GRSW 17.1-17.2, 21,1; CTR 17.1-17.2, 21,1 TECH: T180-T186, T242-T245; iT 17.1-17.2, 21,1;

GO 17.1-17.2, 21,1

• nuclear SE/TE: Nuclear Radiation, 799-802; Nuclear Transformations, 803-808; Fission and Fusion of Atomic Nuclei, 810-813

TE: 798A-798B LM: Exp #52: Radioactivity and Radiation, 311-

317 SSLM: Exp #41: Half-Lives and Reaction Rates, 287-

292 TR: GRSW 25.1-25.3; CTR 25.1-25.3 TECH: T286-T293; iT 25.1-25.3; GO 25.1, 25.3

PO 2. Describe various ways in which energy is transferred from one system to another (e.g., mechanical contact, thermal conduction, electromagnetic radiation.)

SE/TE: Physics and the Quantum Mechanical Model, 138-146; The Flow of Energy—Heat and Work, 505-510; Electrochemical Cells, 663-670; Nuclear Radiation, 799-802

TE: 126A-126B, 504A-504B, 798A-798B LM: Exp #7: Energies of Electrons, 53-56; Exp

#34: The Specific Heat of a Metal, 211-216; Exp #48: Electrochemistry, 287-290

TR: GRSW 5.3, 17.1, 21.1, 25.1; CTR 5.3, 17.1, 21.1, 25.1

TECH: T61-T64, T180-T182, T242-T245, T286-T288; iT 5.3, 17.1, 21.1, 25.1; GO 5.3, 17.1, 21.1

PO 3. Recognize that energy is conserved in a closed

system. SE/TE: The Flow of Energy—Heat and Work, 505-

510 TE: 504A-504B TR: GRSW 17.1; CTR 17.1 TECH: T180-T182; iT 17.1; GO 17.1







PO 4. Calculate quantitative relationships associated with the conservation of energy.

SE/TE: The Flow of Energy—Heat and Work, 505-510; Measuring and Expressing Enthalpy Changes, 511-517; Heat in Changes of State, 520-526; Calculating Heats of Reaction, 527-532; Reversible Reactions and Equilibrium, 549-559

TE: 504A-504B, 540A-540B LM: Exp #34: The Specific Heat of a Metal, 211-

216; Exp #35: Heats of Reaction, 217-223; Exp #38: Disturbing Equilibrium, 237-241

SSLM: Exp #27: Heat of Fusion of Ice, 191-195; Exp #28: Factors Affecting the Rate of a Chemical Reaction, 197-202

TR: GRSW 17.1-17.4; CTR 17.1-17.4 TECH: T180-T195; iT 17.1-17.4; GO 17.1-17.2, 17.4

PO 5. Analyze the relationship between energy transfer and disorder in the universe (2nd Law of Thermodynamics).

SE/TE: Entropy, 568-573, 574 TE: 504A-504B TR: GRSW 18.4; CTR 18.4 TECH: T206-T208; iT 18.4; GO 18.4

PO 6. Distinguish between heat and temperature. SE/TE: Units of Temperature and Energy, 77-79, The Flow of Energy—Heat and Work, 505, 507, 508-510

TE: 504A-504B LM: Exp #34: The Specific Heat of a Metal, 211-

216 TR: GRSW 17.1; CTR 17.1 TECH: T180-T182; Tech: iT 17.1; GO 17.1

PO 7. Explain how molecular motion is related to temperature and phase changes.

SE/TE: Kinetic Energy and Temperature, 388-389, 389; Changes of State, 401-404

TE: 384A-384B LM: Exp #22: Changes of Physical State, 139-145 TR: GRSW 13.1, 13.4; CTR 13.1, 13.4 TECH: T139-T141; iT 13.1, 13.4; GO 13.1, 13.4

Concept 4: Chemical Reactions: Investigate relationships between reactants and products in chemical reactions. PO 1. Apply the law of conservation of matter to

changes in a system. SE/TE: Chemical Reactions, 53-55; Interpreting

Chemical Equations, 356-358 TE: 38A-38B LM: Exp #2: Physical and Chemical Change, 25-

32; Exp #3: Observing a Chemical Reaction, 33-36

SSLM: Exp #2: A Study of Chemical Changes, 23-30 TR: GRSW 2.4 CTR 2.4 TECH: T18-T19; iT 2.4; GO 2.4







PO 2. Identify the indicators of chemical change, including formation of a precipitate, evolution of a gas, color change, absorption or release of heat energy.

SE/TE: Quick Lab: Solutions Containing Ions, 199; Small-Scale Lab: Analysis of Anions and Cations, 200; Small-Scale Lab: Paper Chromatography of Food Dyes, 245

TE: 320A-320B LM: Exp #14: Types of Chemical Reactions, 91-

96; Exp #15: Reactivity of Metals, 97-100; Exp #16: Identification of Anions and Cations in Solution, 101-108; Exp #17: Precipitation Reactions, 109-115; Exp #18: Qualitative Analysis, 117-120

SSLM: Exp #10: Electronic Configuration of Anions and Ions, 73-76; Exp #14: Chemical Equations, 95-102; Exp #15: Balancing Chemical Equations, 103-110; Exp #16: Titration of Bleach, 111-116; Exp #17: Halogen Ions in Solution, 117-126

TR: GRSW 11.1-11.3; CTR 11.1-11.3 TECH: T113-T121; iT 11.1-11.3; GO 11.1, 11.3

PO 3. Represent a chemical reaction by using a balanced equation.

SE/TE: Describing Chemical Reactions, 320, 321-329; Types of Chemical Reactions, 330-339; Reactions in Aqueous Solution, 342-344


96; Exp #20: Balanced Chemical Equations, 127-132

SSLM: Exp #14: Chemical Equations, 95-102; Exp #15: Balancing Chemical Equations, 103-110; Exp #17: Halogen Ions in Solution, 117-126


PO 4. Distinguish among the types of bonds (i.e., ionic, covalent, metallic, hydrogen bonding).

SE/TE: Ions, 187-193; Ionic Bonds and Ionic Compounds, 194-199, 200; Bonding in Metals, 201-203; Molecular Compounds, 213-216; The Nature of Covalent Bonding, 217-229; Bonding Theories, 230-236; Polar Bonds and Molecules, 237-244

TE: 186A-186B, 212A-212B LM: Exp #10: Crystal Structures, 67-71; Exp #11:

Molecular Models, 73-77 SSLM: Exp #10: Electronic Configuration of Anions

and Ions, 73-76; Exp #11: Paper Chromatography, 77-82

TR: GRSW 7.1-7.3, 8.1-8.4; CTR 7.1-7.3, 8.1-8.4 TECH: T75-T93; iT 7.1-7.3, 8.1-8.4; GO 7.1-7.2, 8.1-

8.4







PO 5. Describe the mole concept and its relationship to Avogadro’s number.

SE/TE: The Mole: A Measurement of Matter, 287-296 TE: 286A-286B TR: GRSW 10.1; CTR 10.1 TECH: T104-T107; iT 10.1; GO 10.1

PO 6. Solve problems involving such quantities as moles, mass, molecules, volume of a gas, and molarity using the mole concept and Avogadro’s number.

SE/TE: The Mole: A Measurement of Matter, 287-296; Mole-Mass and Mole-Volume Relationships, 297-303; Small-Scale Lab, 304; Percent Composition and Chemical Formulas, 305-312; Chemical Calculations, 359-367

TE: 286A-286B, 352A-352B LM: Exp #12: The Masses of Equal Volumes of

Gases, 79-84; Exp #13: Empirical Formula Determination, 85-90; Exp #19: Quantitative Analysis, 121-126

SSLM: Exp #13: Weighing: A Means of Counting, 91-94; Exp #18: Titration: Determining How Much Acid Is in a Solution, 127-133; Exp #19: Weight Titrations Measuring Molar Concentrations, 135-139

TR: GRSW 10.1-10.3, 12.2; CTR 10.1-10.3, 12.2 TECH: T104-T112, T126-T132; iT 10.1-10.3, 12.2;

GO 10.1, 10.3

PO 7. Predict the properties (e.g., melting point, boiling point, conductivity) of substances based upon bond type.

SE/TE: Properties of Ionic Compounds, 196-199; Metallic Bonds and Properties, 201-203; Molecular Compounds, 213-214, 216; Common Covalent Compounds, 224; Bond Dissociation Energies, 226, 229; Intermolecular Properties, 243-244; The Nature of Liquids, 390-395; The Nature of Solids, 396-399; Small-Scale Lab, 400; Changes of State, 401-404; see also Appendix A: Elements Handbook, R2-R45

TE: 186A-186B, 212A-212B, 384A-384B LM: Exp #21: Allotropic Forms of Sulfur, 133-138 TR: GRSW 7.2-7.3, 8.1-8.2, 8.4, 13.2-13.4; CTR

7.2-7.3, 8.1-8.2, 8.4, 13.2-13.4 TECH: T79-T89; iT 7.2-7.3, 8.1-8.2, 8.4, 13.2-13.4;

GO 7.2, 8.1-8.2, 8.4, 13.3-13.4







PO 8. Quantify the relationships between reactants and products in chemical reactions (e.g., stoichiometry, equilibrium, energy transfers).

SE/TE: The Arithmetic of Equations, 353-358; Chemical Calculations, 359-366, 367; Limiting Reagent and Percent Yield, 368-374; The Flow of Energy—Heat and Work, 505-510; Measuring and Expressing Enthalpy Changes, 511-517; Heat in Changes of State, 520-526; Calculating Heats of Reaction, 527-532, 533; Reversible Reactions and Equilibrium, 549-559; Rates of Reaction, 541-547; Reversible Reactions and Equilibrium, 549-559; Solubility Equilibrium, 560-565; Entropy and Free Energy, 566-573, 574; The Progress of Chemical Reactions, 575-579

TE: 352A-352B, 504A-504B, 540A-540B LM: Exp #19: Quantitative Analysis, 121-126, Exp

#20: Balanced Chemical Equations, 127-132; Exp #34: The Specific Heat of a Metal, 211-216; Exp #35: Heats of Reaction, 217-223; Exp #36: Factors Affecting Reaction Rates, 225-230; Exp #37: The Clock Reaction, 231-236; Exp #38: Disturbing Equilibrium, 237-241; Exp #39: A Solubility Product Constant, 243-246

SSLM: Exp #18: Titration: Determining How Much Acid Is in a Solution, 127-133, Exp #19: Weight Titrations: Measuring Molar Concentrations, 135-139; Exp #27: Heat of Fusion of Ice, 191-195; Exp #28: Factors Affecting the Rate of a Chemical Reaction, 197-202; Exp #29: Le Châtelier’s Principle and Chemical Equilibrium, 203-212

TR: GRSW 12.1-12.3, 17.1-17.4 18.1-18.4; CTR 12.1-12.3, 17.1-17.4, 18.1-18.4

TECH: T122-T138, T180-T208; iT 12.1-12.3, 17.1-17.4, 18.1-18.4; GO 12.1, 12.3, 17.1-17.2, 17.4, 18.1, 18.3-18.4

PO 9. Predict the products of a chemical reaction

using types of reactions (e.g., synthesis, decomposition, replacement, combustion).

SE/TE: Describing Chemical Reactions, 320, 321-329; Types of Chemical Reactions, 330-339; Reactions in Aqueous Solution, 342-344


96; Exp #20: Balanced Chemical Equations, 127-132

SSLM: Exp #14: Chemical Equations, 95-102; Exp #15: Balancing Chemical Equations, 103-110; Exp #17: Halogen Ions in Solution, 117-126








PO 10. Explain the energy transfers within chemical reactions using the law of conservation of energy.

SE/TE: The Flow of Energy—Heat and Work, 505-510; Measuring and Expressing Enthalpy Changes, 511-517; Heat in Changes of State, 520-526; Calculating Heats of Reaction, 527-532, 533; Reversible Reactions and Equilibrium, 549-559

TE: 504A-504B, 540A-540B LM: Exp #34: The Specific Heat of a Metal, 211-

216; Exp #35: Heats of Reaction, 217-223; Exp #38: Disturbing Equilibrium, 237-241

SSLM: Exp #27: Heat of Fusion of Ice, 191-195; Exp #28: Factors Affecting the Rate of a Chemical Reaction, 197-202


PO 11. Predict the effect of various factors (e.g., temperature, concentration, pressure, catalyst) on the equilibrium state and on the rates of chemical reaction.

SE/TE: Rates of Reaction, 541-547; Reversible Reactions and Equilibrium, 549-559; Solubility Equilibrium, 560-565; Entropy and Free Energy, 566-573, 574; The Progress of Chemical Reactions, 575-579

TE: 540A-540B LM: Exp #36: Factors Affecting Reaction Rates,

225-230; Exp #37: The Clock Reaction, 231-236; Exp #38: Disturbing Equilibrium, 237-241; Exp #39: A Solubility Product Constant, 243-246

SSLM: Exp #28: Factors Affecting the Rate of a Chemical Reaction, 197-202; Exp #29: Le Châtelier’s Principle and Chemical Equilibrium, 203-212

TR: GRSW 18.1-18.4; CTR 18.1-18.4 TECH: T196-T208; iT 18.1-18.4; GO 18.1, 18.3-18.4

PO 12. Compare the nature, behavior, concentration, and strengths of acids and bases.

SE/TE: Acid-Base Theories, 586, 587-593; Hydrogen Ions and Acidity, 594-604; Strengths of Acids and Bases, 605-611; Neutralization Reactions, 612-616, 617; Salts in Solution, 618-622

TE: 586A-586B LM: Exp #40: Estimation of pH, 247-250; Exp

#41: Reactions of Acids, 251-254; Exp #42: Neutralization Reactions, 255-258; Exp #43: Acid-Base Titrations, 259-266; Exp #44: Salt Hydrolysis, 267-270; Exp #45: Buffers, 271-274

SSLM: Exp #30: A Small-Scale Colorimetric pH Meter, 213-218; Exp #31: Titration Curves, 219-226; Exp #32: Strong and Weak Acids and Bases, 227-234; Exp #33: Buffers, 235-240







(Continued) PO 12. Compare the nature, behavior, concentration,

and strengths of acids and bases.

(Continued) TR: GRSW 19.1-19.5; CTR 19.1-19.5 TECH: T213-T229; iT 19.1-19.5; GO 19.1-19.4

PO 13. Determine the transfer of electrons in oxidation/reduction reactions.

SE/TE: The Meaning of Oxidation and Reduction, 631-638; Oxidation Numbers, 639-643; Balancing Redox Reactions, 645-654, 655

TE: 630A-630B LM: Exp #46: Oxidation-Reduction Reactions,

275-278 SSLM: Exp #34: Determination of an Activity Series,

241-247; Exp #35: Oxidation-Reduction Reactions, 249-256

TR: GRSW 20.1-20.3; CTR 20.1-20.3 TECH: T230-T241; iT 20.1-20.3; GO 20.1-20.3

Concept 5: Interactions of Energy and Matter: Understand the interactions of energy and matter. PO 1. Describe various ways in which matter and

energy interact (e.g., photosynthesis, phase change).

SE/TE: Kinetic Energy and Temperature, 388-389; Changes of State, 401-404

TE: 384A-384B LM: Exp #22: Changes of Physical State, 139-145 TR: GRSW 13.1, 13.4; CTR 13.1, 13.4 TECH: T139-T141; iT 13.1, 13.4; GO 13.1, 13.4

PO 2. Describe the following characteristics of waves: • wavelength • frequency • period • amplitude

SE/TE: Light, 138-140 TE: 126A-126B LM: Exp #8: Introduction to the

Spectrophotometer, 57-62 SSLM: Exp #8: Visible Spectra and the Nature of

Light and Color, 63-68 TR: GRSW 5.3; CTR 5.3 TECH: T61-T64; iT 5.3; GO 5.3

PO 3. Quantify the relationships among the frequency, wavelength, and the speed of light.

SE/TE: Light, 138-140 TE: 126A-126B LM: Exp #8: Introduction to the

Spectrophotometer, 57-62 SSLM: Exp #8: Visible Spectra and the Nature of

Light and Color, 63-68 TR: GRSW 5.3; CTR 5.3 TECH: T61-T64; iT 5.3; GO 5.3

PO 4. Describe the basic assumptions of kinetic molecular theory.

SE/TE: Kinetic Theory, 385-386, 388-389, 390, 414, 436

TE: 384A-384B TR: GRSW 13.1; CTR 13.1 TECH: T139-T141; iT 13.1; GO 13.1







PO 5. Apply kinetic molecular theory to the behavior of matter (e.g., gas laws).

SE/TE: Properties of Gases, 412, 413-417; The Gas Laws, 418-425; Ideal Gases, 426-429; Gases: Mixtures and Movements, 432-436

TE: 412A-412B LM: Exp #23: Pressure-Volume Relationships for

Gases, 147-153; Exp #24: Temperature-Volume Relationships for Gases, 155-161; Exp #25: Diffusion of Gases, 163-166

SSLM: Exp #21: Synthesis and Qualitative Analysis of Gases, 145-153


PO 6. Analyze calorimetric measurements in simple systems and the energy involved in changes of state.

SE/TE: Changes of State, 401-404; Measuring and Expressing Enthalpy Changes, 511-517; Heat in Changes of State, 520-526

TE: 384A-384B, 504A-504B LM: Exp #22: Changes of Physical State, 139-145;

Exp #34: The Specific Heat of a Metal, 211-216; Exp #35: Heats of Reaction, 217-223

SSLM: Exp #27: Heat of Fusion of Ice, 191-195 TR: GRSW 13.4, 17.2-17.3; CTR 13.4, 17.2-17.3 TECH: T148-T149, T183-T191; iT 13.4, 17.2-17.3;

GO 13.4, 17.2

PO 7. Explain the relationship between the wavelength of light absorbed or released by an atom or molecule and the transfer of a discrete amount of energy.

SE/TE: Physics and the Quantum Mechanical Model, 138-146

TE: 126A-126B LM: Exp #7: Energies of Electrons, 53-56 TR: GRSW 5.3; CTR 5.3 TECH: T61-T64; iT 5.3; GO 5.3

PO 8. Describe the relationship among electric potential, current, and resistance in an ohmic system.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Half-Cells and

Cell Potentials, 671-677

PO 9. Quantify the relationships among electric potential, current, and resistance in an ohmic system.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Half-Cells and

Cell Potentials, 671-677







Strand 6: Earth and Space Science Earth and Space Science provides the foundation for students to develop an understanding of the Earth, its history, composition, and formative processes, and an understanding of the solar system and the universe. Students study the regularities of the interrelated systems of the natural world. In doing so, they develop understandings of the basic laws, theories, and models that explain the world (NSES, 1995). By studying the Earth from both a historical and current time frame, students can make informed decisions about issues affecting the planet on which they live. Concept 1: Geochemical Cycles: Analyze the interactions between the Earth’s structures, atmosphere, and geochemical cycles. PO 1. Identify ways materials are cycled within the

earth system (i.e., carbon cycle, water cycle, rock cycle).

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Water and Its

Properties, 445-449; Energy and Carbon Cycle, 764-765; The Nitrogen Cycle, 789-790

PO 2. Demonstrate how dynamic processes such as

weathering, erosion, sedimentation, metamorphism, and orogenesis relate to redistribution of materials within the earth system.


PO 3. Explain how the rock cycle is related to plate tectonics.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Technology &

Society: Dating a Fossil, 814-815

PO 4. Demonstrate how the hydrosphere links the biosphere, lithosphere, cryosphere, and atmosphere.


PO 5. Describe factors that impact current and future water quantity and quality including surface, ground, and local water issues.


Society: Water Worth Drinking, 463 SSLM: Exp #25: Hard and Soft Water, 177-181

PO 6. Analyze methods of reclamation and conservation of water.


Society: Water Worth Drinking SSLM: Exp #25: Hard and Soft Water, 177-181







PO 7. Explain how the geochemical processes are responsible for the concentration of economically valuable minerals and ores in Arizona and worldwide.


Concept 2: Energy in the Earth System (Both Internal and External): Understand the relationships between the Earth’s land masses, oceans, and atmosphere. PO 1. Describe the flow of energy to and from the

Earth.


PO 2. Explain the mechanisms of heat transfer (convection, conduction, radiation) among the atmosphere, land masses, and oceans.


PO 3. Distinguish between weather and climate.


Internal Energy: PO 4. Demonstrate the relationship between the

Earth’s internal convective heat flow and plate tectonics.


PO 5. Demonstrate the relationships among earthquakes, volcanoes, mountain ranges, mid-oceanic ridges, deep sea trenches, and tectonic plates.


PO 6. Distinguish among seismic S, P, and surface waves.


PO 7. Analyze the seismic evidence (S and P waves) used to determine the structure of the Earth.


PO 8. Describe how radioactive decay maintains the Earth’s internal temperature.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Nuclear Transformations, 803-808, 809

External Energy:

PO 9. Explain the effect of heat transfer on climate and weather.


PO 10. Demonstrate the effect of the Earth’s rotation (i.e., Coriolis effect) on the movement of water and air.








PO 11. Describe the origin, life cycle, and behavior of weather systems (i.e., air mass, front, high and low systems, pressure gradients).


PO 12. Describe the conditions that cause severe weather (e.g., hurricanes, tornadoes, thunderstorms).


PO 13. Propose appropriate safety measures that can be taken in preparation for severe weather.


PO 14. Analyze how weather is influenced by both natural and artificial earth features (e.g., mountain ranges, bodies of water, cities, air pollution).


PO 15. List the factors that determine climate (e.g., altitude, latitude, water bodies, precipitation, prevailing winds, topography).


PO 16. Explain the causes and/or effects of climate changes over long periods of time (e.g., glaciation, desertification, solar activity, greenhouse effect).


PO 17. Investigate the effects of acid rain, smoke, volcanic dust, urban development, and greenhouse gases, on climate change over various periods of time.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Greenhouse Gases, R22; Ozone, R31; Acid Rain, R27

Concept 3: Origin and Evolution of the Earth System: Analyze the factors used to explain the history and evolution of the Earth. Earth Origin/System: PO 1. Describe the scientific theory of the origin of

the solar system (solar nebular hypothesis).


PO 2. Describe the characteristics, location, and motions of the various kinds of objects in our solar system, including the Sun, planets, satellites, comets, meteors, and asteroids.


PO 3. Explain the phases of the Moon, eclipses (lunar and solar), and the interaction of the Sun, Moon, and Earth (tidal effect).








Earth History/Evolution: PO 4. Interpret a geologic time scale.


PO 5. Distinguish between relative and absolute geologic dating techniques.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Half-Life, 804-806; Technology & Society: Dating A Fossil, 814-815

PO 6. Investigate scientific theories of how life originated on Earth (high temperature, low oxygen, clay catalyst model).


PO 7. Describe how life on Earth has influenced the evolution of the Earth’s systems.


PO 8. Sequence major events in the Earth’s evolution (e.g., mass extinctions, glacial episodes) using relative and absolute dating data.


PO 9. Analyze patterns in the fossil record related to the theory of organic evolution.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Half-Life, 804-806; Technology & Society: Dating A Fossil, 814-815

Concept 4: Origin and Evolution of the Universe: Analyze the factors used to explain the origin and evolution of the universe. PO 1. Describe the Big Bang Theory as an

explanation for the origin of the universe.


PO 2. Describe the fusion process that takes place in stars.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Nuclear Fusion, 813

PO 3. Analyze the evolution of various types of stars using the Hertzsprung-Russell (HR) diagram.


PO 4. Compare the evolution (life cycles) of stars of different masses (low and high mass).








PO 5. Explain the formation of the light elements in stars and the heavier elements (what astronomers call “metals”) in supernova explosions.

Fundamental background information and process skills are covered. This performance objective is more directly addressed in other Prentice Hall titles. SE/TE: (topics related to Chemistry) Nuclear Fusion, 813

PO 6. Explain the evolution and life cycles of galaxies.


Reference: http://www.ade.state.az.us/standards/science/articulated.asp (Approved 5/24/04)

prentice hall chemistry © 2005 (wilbraham) correlated to

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