NJCCLS Standard Correlation with PH Chemistry

Prentice Hall Chemistry © 2005 (Wilbraham) Correlated to:

New Jersey Core Curriculum Content Standards for Science (End of Grade 12)

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology LAB = Lab Manual

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NEW JERSEY CORE CONTENT STANDARDS PAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s))

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

2. Assess the risks and benefits associated with alternative solutions.

SE/TE: Technology & Society: 518-519

3. 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

4. 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


New Jersey Core Curriculum Content Standards for Science, (End of Grade 12)


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(Continued) 4. 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: T3-T4; 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

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




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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.

2.

SE/TE: 11, 21, 783-785

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, 121-124, 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, 33-

36, 43, 48, 149-150, 196-197, 267

2. 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, 716-717, 754-755, 791, 814-815

TECH: Interactive Textbook with ChemASAP: Section Assessment: 24.5; Presentation Pro

3. 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, 34-

35, 43-44 TECH: Interactive Textbook with ChemASAP:

Section Assessment: 4.1, 4.2, 5.1, 5.3; Presentation Pro




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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


• scientific notation.

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


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

Section Assessment: 3.1




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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, 432-436, 456, 476-477, 491-496, 509-510, 511-513, 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, 98-

111, 134-135, 148-151, 156-157, 174-182, 186-192, 270, 274

LAB: Laboratory Manual: 37-44, 53-56, 63-66, 79-84, 85-90, 121-126, 127-132, 147-154, 163-166, 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, T104-T107, 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/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, 147-154, 155-162, 203-211, 231-236, 311-318




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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


C. Technological Design

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

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




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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

2. 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:


3. 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:


4. 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.


2. 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.





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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: 260-

262 TECH: Interactive Textbook with ChemASAP:


2. 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: 260-



3. 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:


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, 737-739, 747-752; Inquiry Activity: 724; Small-Scale 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

1. 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/TE: 103, 104-108 TR: Guided Reading and Study Workbook: 33, 34-


Section Assessment: 4.1, 4.2; Animation: 4.4; Presentation Pro




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2. 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:


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

SE/TE: 187-188 TE: Teacher Demo: 188 TR: Guided Reading and Study Workbook: 59-60 LAB: Small-Scale Lab Manual: Lab 10 TECH: Interactive Textbook with ChemASAP:

Section Assessment: 7.1; www.SciLinks.org web code: cdn-1052; Presentation Pro

4. 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, cdn-1081, cdn-1082; Presentation Pro

5. 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, 52-53, 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, cdn-1062, cdn-1063; Presentation Pro

6. 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, 541-544; 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, cdn-1133; Presentation Pro




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7. 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, 396-399; 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: T79-T81, T82-T84; www.SciLinks.org web code: cdn-1072, cdn-1081, cdn-1085, cdn-1092; Presentation Pro

8. 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; Small-

Scale Lab Manual: Lab 7 TECH: Interactive Textbook with ChemASAP:

Section Assessment: 5.1, 5.2, 5.3; Animation: 5.16; Transparencies: T57, T58-T60, T61-T64; www.SciLinks.org web code: cdn-1052; Presentation Pro

B. Chemical Reactions

SE/TE: 53-56, 321-329, 330-341, 342-345, 353-358, 359-367, 368-377, 527-533, 612-617, 631-638, 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, 127-128, 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, 97-100, 101-108, 109-116, 117-120, 121-126, 127-132, 217-224, 251-254, 255-258, 259-266, 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, 11-2, 11-3, 11-4, 11-5, 12-2, 17-2, 19-3




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(Continued) B. Chemical Reactions

(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, T225-T226, T230-T233, T234-T237, T238-T241, T270, T289-T292; www.SciLinks.org web code: cdn-1111, cdn-1112, cdn-1114, cdn-1181, cdn-1201, cdn-1202, cdn-1203, cdn-1233; Presentation Pro

1. 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: 193-

195, 196-197, 201-202 LAB: Laboratory Manual: 225-230, 231-236; Small-

Scale Lab Manual: Lab 28; Lab Practical: 18-1

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

2. 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: 189-

190 LAB: Laboratory Manual: 217-224; Probeware Lab

Manual: Heat of Combustion of a Candle; Lab Practical: 17-2





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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.

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


3. 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.


4. 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

5. 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: 267-

268, 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




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6. 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: 810-811, 813 TE: Teacher Demo: 811 TR: Guided Reading and Study Workbook: 272 TECH: Interactive Textbook with ChemASAP:

Section Assessment: 25.3; www.SciLinks.org web code: cdn-1246; Presentation Pro

7. Demonstrate that moving electric charges can

produce magnetic forces and moving magnets can produce electric forces


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


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: 183-184, 185-186, 187-188, 189-190, 191-192

LAB: Laboratory Manual: 211-216, 217-224; Small-Scale 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, cdn-1241; Presentation Pro

1. Explain how the various forms of energy (heat,

electricity, sound, light) move through materials and identify the factors that affect that movement.

SE/TE: 452-453, 511; Inquiry Activity: 504 TE: Class Activity: 508, 512 TR: Guided Reading and Study Workbook: 185 LAB: Laboratory Manual: 211-216 TECH: Interactive Textbook with ChemASAP:


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

SE/TE: 505-507 TE: Class Activity: 512 TR: Guided Reading and Study Workbook: 183 LAB: Laboratory Manual: 211-216 TECH: Interactive Textbook with ChemASAP:


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





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4. 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:


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.


C. Processes that Shape the Earth

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


2. 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:


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





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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.


• topography


• Fossils

SE/TE: Technology and Society: 814-815

• rock stratification


• ice cores


• radiometric data

SE/TE: 804-806; Inquiry Activity: 798; Small-Scale Lab: 809

TR: Guided Reading and Study Workbook: 269-271

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.


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





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


B. Solar System

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


C. Stars

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


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

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


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.

• climate change


• ozone production


• erosion and deposition





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• threatened and endangered species


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:


2. 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

Documents

NJCCLS Standard Correlation with PH Chemistry