correlations to: dc earth science and physics high … · 41 lab report 49 steps of scientific...
TRANSCRIPT
ES.1.01 Earth Science
Scientific Investigation and Inquiry
Know the elements of scientific methodology (identification of a problem, hypothesis formulation and prediction, performance of experimental tests, analysis of data, falsification, developing conclusions, reporting results) and be able to use a sequence of those elements to solve a problem or test a hypothesis. Also understand the limits of any single scientific method (sequence of elements) in solving problems.)
38 describe steps of the scientific method
41 write up results
41 lab report
49 steps of scientific method
105 recognizing needed information
105 using what you know
85 present results to the class
146 make an oral presentation about results
155 plan three experiments to determine which variable affects the period of a pendulum
ES.1.02 Earth Science
Scientific Investigation and Inquiry
Know that scientists cannot always control all conditions when obtaining evidence, and when theyare unable to do so for ethical or practical reasons, they try to observe as wide a range of naturaloccurrences as possible so as to be able to discern patterns.
727 limits of what science can answer 7 recognize that repeatability is necessary
9 repeatability of investigations is necessary
11 collaboration and peer review
13 recognizing controlling variables
241 recognize and control variables
ES.1.03
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 1 of 68
ES.1.03 Earth Science
Scientific Investigation and Inquiry
Recognize the cumulative nature of scientific evidence.
36 historical context and perspective of discoveries
111 seeing connections between classroom learning and real life
117 seeing connections between what is learned in science and observations of real world
667 the history of clocks and the division of time
257 seeing connections between what has been learned in class to the real world
268 see connections between classroom and real life
ES.1.04 Earth Science
Scientific Investigation and Inquiry
Recognize the use and limitations of models and theories as scientific representations of reality.
25 making graphical model from data
26 creating graphical model from data
28 constructing graph from data
29 constructing a graph
34 recognizing that scientific knowledge is a process of learning
38 evaluate how research shapes scientific knowledge
38 recognition that science is a process
64 science is a process of investigation of learning about the natural world
81 graphs
82 making and evaluating graphs
610 harmonic motion graphs
11 making and evaluating a graphical model
22 create a graph
24 predict what graph will look like
28 make graph from data
34 graphical models
35 construct algebraic model from data
50 modeling convection in Earth's atmosphere
52 human arm model
53 graph mass vs. volume
62 modeling incoming solar radiation
62 constructing and evaluating graphical models from data
67 Bohr model
75 modeling an atom
77 modeling chemical bonds and valence electrons
77 build model of Na and Cl atoms and explain why they bond to form a molecule
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 2 of 68
78 build models of Na and Cl and use them to explain bonding
86 modeling a chemical bond
96 modeling a reaction
113 creating and evaluating graphical model from data
119 science is often in the form of models
119 model Earth
120 model inner layers of Earth
137 create a solubility curve
142 water cycle model
143 water cycle model
174 modeling the reason for the seasons
176 modeling the intensity of light that falls on Earth
190 construct graphical model from data and evaluate
203 construct and evaluate a quantitative graphical model
230 construct graphical model from data and evaluate
240 construct and evaluate graphical models
249 modeling rock types to study rock cycle
277 design models
ES.1.05
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 3 of 68
ES.1.05 Earth Science
Scientific Investigation and Inquiry
Distinguish between a conjecture (guess), hypothesis, and theory as these terms are used in science.
34 recognizing that scientific knowledge is a process of learning
38 recognition that science is a process
39 critique based on evidence
64 science is a process of investigation of learning about the natural world
8 conducting scientific inquiry by asking questions and formulating hypotheses
8 testing explanations against observations
23 test your prediction
60 conduct scientific inquiry
85 perform the experiment you designed
85 review your hypothesis
91 scientific inquiry
91 testing hypothesis
155 perform self-designed experiment
155 investigate variables that affect the period of a pendulum
ES.1.06 Earth Science
Scientific Investigation and Inquiry
Plan and conduct scientific investigations to explore new phenomena, to check on previous results,to verify or falsify the prediction of a theory, and to use a crucial experiment to discriminate betweencompeting theories.
235 investigate buoyancy 8 conducting scientific inquiry by asking questions and formulating hypotheses
60 conduct scientific inquiry
85 design experiment to find out if mass is conserved
91 scientific inquiry
114 scientific inquiry through field investigations
155 perform self-designed experiment
155 design pendulum experiment
263 design scientific investigations
ES.1.07
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 4 of 68
ES.1.07 Earth Science
Scientific Investigation and Inquiry
Use hypotheses to choose what data to pay attention to and what additional data to seek and toguide the interpretation of the data.
28 identifying cause and effect relationships
36 understand sensitivity of measuring tools
39 formulate a testable hypothesis
82 identify cause and effect relationships—real and hypothesized
6 identify cause and effect relationships
7 formulate hypothesis
8 make hypothesis
12 formulate a testable hypothesis
13 cause and effect relationships
20 make a hypothesis
27 understand the sensitivity of a measuring tool
30 formulate a testable hypothesis
85 design experiment to find out if mass is conserved
110 formulate testable hypothesis
115 sequencing events
133 identify cause and effect relationships
146 identifying cause and effect relationships
155 design pendulum experiment
171 make a hypothesis
202 formulate testable hypothesis
239 formulate testable hypothesis
240 formulate testable hypothesis
263 design scientific investigations
ES.1.08 Earth Science
Scientific Investigation and Inquiry
Identify and communicate the sources of error inherent in an experiment.
10 accuracy, precision, resolution
21 significant digits
40 recognizing and controlling variables in observations and experiments
41 good experimental technique
13 analysis of errors
23 calculate percent error
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 5 of 68
ES.1.09 Earth Science
Scientific Investigation and Inquiry
Identify discrepant results and identify possible sources of error or uncontrolled conditions.
82 making and evaluating graphs 155 evaluate statistical significance
ES.1.10 Earth Science
Scientific Investigation and Inquiry
Select and use appropriate tools and technology to perform tests, collect data, analyze relationships,and display data. (The focus is on manual graphing, interpreting graphs, and mastery of metricmeasurements and units, with supplementary use of computers and electronic data gathering when appropriate.
6 measurement and units
7 measuring with SI units
7 English vs SI
13 measurement
13 understand length measurements in metric units
13 understand length measurement
14 length measurement
24 interpretation of patterns from graphs and tables
25 making graphical model from data
25 making line and pie and and bar graphs
26 creating graphical model from data
28 constructing graph from data
28 estimating from a graph
29 interpretation of patterns in data
29 constructing a graph
81 graphs
82 interpretations of patterns in data
82 making and evaluating graphs
1 selecting tools of measurement
10 graphs
11 interpretation of data patterns from observation
11 making and evaluating a graphical model
11 line graphs
22 create a graph
24 predict what graph will look like
28 make graph from data
34 graphical models
53 graph mass vs. volume
62 constructing and evaluating graphical models from data
66 interpret patterns in data
66 create line graphs
112 making measurements
113 creating and evaluating graphical model from data
114 interpretation of patterns from data
125 measurements
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 6 of 68
124 interpret patterns in data from tables
437 interpretation of data from graphs and charts
610 harmonic motion graphs
137 create a solubility curve
190 construct graphical model from data and evaluate
203 construct and evaluate a quantitative graphical model
206 interpretation of data
207 making graphs
218 create a graph
225 measurements
226 length measurements
230 construct graphical model from data and evaluate
240 construct and evaluate graphical models
256 measurement
277 length measurements
278 measuring
278 length measurements in km and m
279 length measurement
ES.1.11
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 7 of 68
ES.1.11 Earth Science
Scientific Investigation and Inquiry
Formulate and revise explanations using logic and evidence.
35 construct explanations supported by direct and indirect evidence
36 review theories based on observations
37 review scientific hypothesis based on comparison with evidence
40 analyze hypothesis based on data
457 interpreting observations
13 interpreting observations
17 interpret observations and propose explanations
34 interpret observations
51 interpret observations
62 interpret observations
78 build models of Na and Cl and use them to explain bonding
84 interpret observations
110 interpret observations and pose explanations
114 interpreting observations
124 interpret observations
127 interpret observations
145 interpret observations
216 interpret observations
253 interpret observations
255 interpret observations
268 interpret observations
ES.1.12 Earth Science
Scientific Investigation and Inquiry
Analyze situations and solve problems that require combining concepts from more than one topicarea of science and applying those concepts.
110 relationship between science and technology—maglev trains
111 seeing connections between classroom learning and real life
117 seeing connections between what is learned in science and observations of real world
259 factors like water that affect populations in ecosystems
325 biomolecules
161 how the human eye sees light
176 modeling the intensity of light that falls on Earth
181 analyzing light from a star
252 evolution
269 hearing sound
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 8 of 68
ES.1.13 Earth Science
Scientific Investigation and Inquiry
Apply mathematical relationships involving linear and quadratic equations, simple trigonometricrelationships, exponential growth and decay laws, and logarithmic relationships to scientificsituations.
15 calculating light year using scientific notation
28 estimating from a graph
104 using algebraic formulas
118 using algebraic model
133 using algebraic models
161 kinetic energy formula
170 the power equation
204 the heat equation
239 pressure and temperature relationship
395 equation for Ohm’s law
614 calculating wave speeds
675 scientific notation
708 astronomic numbers expressed in scientific notation
733 converting numbers to scientific notation
195 calculating solar brightness units (SBU) from kilometers in scientific notation
201 unit canceling
218 derive a formula
ES.1.14 Earth Science
Scientific Investigation and Inquiry
Recognize and deal with the implications of statistical variability in experiments, and explain the need for controls in experiments.
28 estimating from a graph
40 recognizing and controlling variables in observations and experiments
52 variables
11 recognizing and controlling variables
13 recognizing controlling variables
34 recognizing and controlling variables
241 recognize and control variables
ES.1.15
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 9 of 68
ES.1.15 Earth Science
Scientific Investigation and Inquiry
Observe natural phenomena, and analyze their location, sequence, or time intervals (e.g., relative agesof rocks, locations of planets over time, and succession of species in an ecosystem).
549 determine pH ranges of solutions
550 identify an organism’s response to external stimuli
666 Earth’s rotation and patterns of day and night
667 patterns of day and night and years
668 phases of the moon
673 identify seasons
35 construct algebraic model from data
50 observational data
110 observational skills
116 determining the relative ages of rock formations
117 sequencing events in a geologic cross-section
254 collect observational data
255 collect observational data
256 collect observational data
268 observational data
ES.1.16 Earth Science
Scientific Investigation and Inquiry
Read a topographic map and a geologic map for information provided on the maps.
59 use maps to identify major features such as mountains and rivers
67 students know that ocean floor gives evidence for plate tectonics
480 Henry Hess and sea-floor spreading
489 plate boundaries
494 sea floor characteristics show evidence of plate tectonics
122 maps
123 maps
124 maps
132 know how to read and interpret latitude and longitude on maps
208 maps
ES.1.17
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 10 of 68
ES.1.17 Earth Science
Scientific Investigation and Inquiry
Construct and interpret a simple scale map and topographic cross-section.
56 reading and interpreting maps
57 read and interpret maps specifically latitude and longitude
58 interpret maps
61 students read and interpret maps—topographic contours
62 reading topographic maps
63 students interpret topographic contours
64 topographic maps
65 reading and interpreting maps—contour lines and latitude and longitude
71 latitude and longitude and contours
72 interpret topographic maps
16 topographic profiles
18 topographic profiles
208 maps
ES.1.18 Earth Science
Scientific Investigation and Inquiry
Describe the contributions of key scientists throughout history, including Claudius Ptolemy, Nicholas Copernicus, Johannes Kepler, Tycho Brahe, Galileo Galilei, Nicholas Steno, Sir Charles Lyell, James Hutton, Henrietta Leavitt, Alfred Wegener, and Edwin Hubble.
178 Robert Brown and Brownian motion
287 contributions of Heisenberg
459 Hutton, Lyell, and Darwin
478 Alfred Wegener's theory of continental drift
480 Henry Hess and sea-floor spreading
ES.2.01
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 11 of 68
ES.2.01 Earth Science
The Universe
Recognize that the universe contains many billions of galaxies, and each galaxy contains manybillions of stars.
718 general characteristics of universe—galaxies
718 what is a galaxy
719 features of universe as we currently understand it
719 galaxies change over time
719 discovery of other galaxies
719 types of galaxies
720 characteristics of the universe
721 characteristics of the universe
724 description of galaxy as we know it
734 research and describe astronomical objects
278 general characteristics of universe
ES.2.02 Earth Science
The Universe
Describe various instrumentation used to study deep space and the solar system (e.g., telescopes thatrecord in various parts of the electromagnetic spectrum, including visible, infrared, and radio,refracting or reflecting telescopes, and spectrophotometer.)
681 how astronomical instruments help us understand the universe
712 history of the telescope
713 types and uses of telescopes
716 spacecraft as tools of astronomy
719 how astronomical instruments helped us learn about the universe
724 astronomical instruments
192 measuring apparent brightness to calculate the distance to stars and galaxies
ES.2.03
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 12 of 68
ES.2.03 Earth Science
The Universe
Describe Hubble’s law, and understand the big bang theory and the evidence that supports it(microwave background radiation, relativistic Doppler effect).
726 historical theories of universe
726 how doppler shift and cosmic background radiation are evidence for Big Bang
727 theories of universe origin
727 evidence for Big Bang
728 evidence for Big Bang
731 evidence for Big Bang
ES.2.04 Earth Science
The Universe
Explain the basics of the fusion processes that are the source of energy of stars.
695 how stars produce energy
695 explain how stars produce energy
697 general features of the life cycle of stars
698 how stars form and how they produce energy and stars’ life cycle
699 star begins as a nebula
699 how stars form and features of life cycle
700 formation of a red giant
700 formation of stars
700 white dwarf stars
701 life cycle of a star
703 star’s life cycle
727 how stars form
728 star life cycle
179 using a spectrometer to identify elements
180 analyzing light from different light sources
181 analyzing light from a star
182 star life cycle and H-R diagram
183 graphing star data
184 groupings on the H-R diagram
ES.2.05
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 13 of 68
ES.2.05 Earth Science
The Universe
Explain that the mass of a star and the balance between collapse and fusion determine the color,brightness, lifetime, and evolution of a star.
694 classifying stars
695 using temperature and color to classify stars
696 using brightness and luminosity to classify stars
696 brightness of a star
697 H-R diagrams
697 temperature and luminosity of stars
178 stars and spectroscopy
191 astronomy and light
ES.2.06
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 14 of 68
ES.2.06 Earth Science
The Universe
Analyze the life histories of stars and different types of stars found on the Hertzsprung-Russelldiagram, including the three outcomes of stellar evolution based on mass (black hole, neutron star,white dwarf).
694 classifying stars
695 how stars produce energy
695 explain how stars produce energy
695 using temperature and color to classify stars
696 using brightness and luminosity to classify stars
696 brightness of a star
697 general features of the life cycle of stars
697 H-R diagrams
697 temperature and luminosity of stars
698 how stars form and how they produce energy and stars’ life cycle
699 star begins as a nebula
699 how stars form and features of life cycle
700 formation of a red giant
700 formation of stars
700 white dwarf stars
701 life cycle of a star
703 star’s life cycle
727 how stars form
728 star life cycle
178 stars and spectroscopy
179 using a spectrometer to identify elements
180 analyzing light from different light sources
181 analyzing light from a star
182 star life cycle and H-R diagram
183 graphing star data
184 groupings on the H-R diagram
191 astronomy and light
ES.2.07
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 15 of 68
ES.2.07 Earth Science
The Universe
Describe how elements with an atomic number greater than helium have been formed by nuclearfusion processes in stars, supernova explosions, or exposure to cosmic rays.
701 evidence that elements with atomic numbers greater than lithium have been found in stars
728 evidence that elements with atomic number higher than lithium were made in stars
178 stars and spectroscopy
179 using a spectrometer to identify elements
180 analyzing light from different light sources
ES.2.08 Earth Science
The Universe
Explain that the redshift from distant galaxies and the cosmic microwave background radiationprovide evidence for the big bang model that the universe has been expanding for 13 to 14 billionyears.
726 how doppler shift and cosmic background radiation are evidence for Big Bang
727 evidence for Big Bang
728 evidence for Big Bang
731 evidence for Big Bang
ES.2.09 Earth Science
The Universe
Construct a model and explain the relationships among planetary systems, stars, multiple-starsystems, star clusters, galaxies, and galactic groups in the universe.
709 calculating and using light years
711 light years and time
718 relationship of solar system to the universe
718 light years
721 light years
724 light years
726 historical theories of universe
727 theories of universe origin
277 use of light years
277 use astronomical units
278 astronomical units
284 use light years to describe distances in the universe
ES.3.01
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 16 of 68
ES.3.01 Earth Science
The Solar System
Describe the location of the solar system in an outer edge of the disc-shaped Milky Way galaxy,which spans 100,000 light-years.
158 compare Earth with the other planets with respect to supporting life
203 Earth compared with other planets with respect to supporting life
247 comparison of Earth’s atmosphere to other planets
718 relationship of solar system to the universe
ES.3.02 Earth Science
The Solar System
Compare and contrast the differences in size, temperature, and age of our sun and other stars.
697 compare Sun to other stars
698 compare Sun to other stars
700 compare Sun with other stars
701 compare Sun with other stars
182 star life cycle and H-R diagram
183 graphing star data
184 groupings on the H-R diagram
ES.3.03
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 17 of 68
ES.3.03 Earth Science
The Solar System
Understand and describe the nebular theory concerning the formation of solar systems, including the roles of planetesimals and protoplanets.
695 how stars produce energy
695 explain how stars produce energy
697 general features of the life cycle of stars
698 how stars form and how they produce energy and stars’ life cycle
699 star begins as a nebula
699 how stars form and features of life cycle
700 formation of a red giant
700 formation of stars
700 white dwarf stars
701 life cycle of a star
703 star’s life cycle
727 how stars form
728 star life cycle
179 using a spectrometer to identify elements
180 analyzing light from different light sources
181 analyzing light from a star
182 star life cycle and H-R diagram
183 graphing star data
184 groupings on the H-R diagram
ES.3.04 Earth Science
The Solar System
Observe and describe the characteristics and motions of the various kinds of objects in our solarsystem, including planets, satellites, comets, and asteroids, and the influence of gravity and inertia onthese motions.
158 compare Earth with the other planets with respect to supporting life
203 Earth compared with other planets with respect to supporting life
247 comparison of Earth’s atmosphere to other planets
672 role of gravity in solar system
675 role of gravity in solar system
278 general characteristics of universe
284 appearance of the night sky
ES.3.05
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 18 of 68
ES.3.05 Earth Science
The Solar System
Explain how Kepler’s laws predict the orbits of the planets.
662 describe compare and explain the orbits of moons and planets
681 orbits of other bodies in the solar system
682 other bodies in solar system
683 orbits on bodies in solar system
ES.4.01 Earth Science
The Earth System
Examine and describe the structure, composition, and function of Earth’s atmosphere, including therole of living organisms in the cycling of atmospheric gases.
246 composition of Earth’s atmosphere
248 definition of atmospheric pressure
250 water vapor as part of the atmosphere
251 atmosphere structure
256 water vapor as part of atmosphere
267 atmosphere
267 water vapor as part of atmosphere
302 describe components of the atmosphere such as oxygen and nitrogen and water vapor
64 use techniques for atmospheric measurement
65 use techniques for atmospheric measurement
228 techniques of atmospheric measurement
ES.4.02 Earth Science
The Earth System
Investigate and describe the composition of the Earth’s atmosphere as it has evolved over geologictime (outgassing, origin of atmospheric oxygen, variations in carbon dioxide concentration).
246 composition of Earth’s atmosphere
250 water vapor as part of the atmosphere
256 water vapor as part of atmosphere
267 water vapor as part of atmosphere
302 describe components of the atmosphere such as oxygen and nitrogen and water vapor
373 greenhouse gases
374 how greenhouse gases work
265 climate change over time and what it would do to currents
ES.4.03
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 19 of 68
ES.4.03 Earth Science
The Earth System
Describe the main agents of erosion: water, waves, wind, ice, plants, and gravity.
466 forces like volcanoes and erosion form and shape Earth
490 forces like volcanoes and erosion form and shape Earth
567 protection of watersheds
568 water cycle and volcanic activity
591 rivers streams erosion and deposition
144 explain how water is related to erosion
146 rivers and streams
146 water cycle related to erosion
147 running water shapes the landscape
147 rivers and streams
148 predict evolution of land features resulting from erosion
150 predict results of erosion
151 predict results of erosion
226 mountain building
266 how rock cycle is related to erosion
ES.4.04 Earth Science
The Earth System
Explain the effects on climate of latitude, elevation, and topography, as well as proximity to largebodies of water and cold or warm ocean currents.
254 how differential heating of Earth causes air movements
255 differential heating of Earth results in circulation of air
259 latitudes affect where biomes occur
259 distribution of deserts and rain forests because of oceans
265 differential heating of Earth leads to distribution of heat
260 global winds and ocean currents
261 exploring salinity and temperature-dependent layering
263 understanding the North Atlantic gyre
264 differential heating causes circulation of currents
ES.4.05 Earth Science
The Earth System
Explain the possible mechanisms and effects of atmospheric changes brought on by things such asacid rain, smoke, volcanic dust, greenhouse gases, and ozone depletion.
375 greenhouse gases and the atmosphere
376 understanding global climate change
552 acid rain
677 greenhouse conditions on Venus
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 20 of 68
ES.4.06 Earth Science
The Earth System
Determine the origins, life cycles, behavior, and prediction of weather systems.
253 large scale movement of air and how it affects weather
254 how differential heating of Earth causes air movements
255 how air movement affects weather
255 differential heating of Earth results in circulation of air
256 water cycle related to weather
256 movement of air affects weather
259 latitudes affect where biomes occur
259 distribution of deserts and rain forests because of oceans
263 large scale movement of air causes weather changes
264 movement of air affects weather
265 differential heating of Earth leads to distribution of heat
269 water cycle affects weather
269 movement of air affects weather
50 modeling convection in Earth's atmosphere
52 exploring sea and land breezes
61 heating land and water
260 global winds and ocean currents
261 exploring salinity and temperature-dependent layering
263 understanding the North Atlantic gyre
264 differential heating causes circulation of currents
ES.4.07 Earth Science
The Earth System
Investigate and identify the causes and effects of severe weather.
257 changes in weather
263 changes in weather
264 reasons for changes in weather
267 reasons for changes in weather
268 causes of severe weather
269 changes in weather and causes for storms
270 reasons for tornadoes
275 propose action plan for tornado safety
66 describe changes in weather
229 causes for tornadoes
231 hurricanes
ES.4.08
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 21 of 68
ES.4.08 Earth Science
The Earth System
Explain special properties of water (e.g., high specific and latent heats) and the influence of largebodies of water and the water cycle on heat transport and, therefore, weather and climate.
257 types of water
267 types of water on Earth
530 water structure and its function as a solvent
530 a water molecule is v-shaped
530 why water is a nearly universal solvent
534 solvent affects solubility
539 identify how factors influence solubility—including nature of solvent
545 water as universal solvent
548 water as universal solvent
558 The hydrosphere
142 water cycle model
142 explain relationship between solar energy and precipitation and rivers and oceans
143 water cycle model
143 understand relationship between solar energy and water cycle
ES.4.09 Earth Science
The Earth System
Describe the development and dynamics of climatic changes over time corresponding to changes inthe Earth’s geography (plate tectonics/continental drift), orbital parameters (the Milankovitch cycles),and atmospheric composition.
250 effect of elevation on climate
264 things that affect climate and weather
376 understanding global climate change
378 global climate change and you
451 geologic time scale
681 asteroid impact of 65 million years ago
265 climate change over time and what it would do to currents
ES.4.10 Earth Science
The Earth System
Describe the nitrogen and carbon cycles and their roles in the improvement of soils for agriculture.
246 nitrogen cycle
251 atmosphere structure
267 atmosphere
ES.4.11
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 22 of 68
ES.4.11 Earth Science
The Earth System
Explain that the oceans store carbon dioxide mostly as dissolved HCO3– and CaCO3 as precipitate orbiogenic carbonate deposits.
470 composition of the oceans 261 differences between fresh and salty water
ES.4.12 Earth Science
The Earth System
Use weather maps and other tools to forecast weather conditions.
249 measuring atmospheric pressure with barometers
263 large scale movement of air causes weather changes
264 movement of air affects weather
265 maps
64 use techniques for atmospheric measurement
65 use techniques for atmospheric measurement
66 describe changes in weather
228 techniques of atmospheric measurement
229 causes for tornadoes
231 hurricanes
ES.4.13 Earth Science
The Earth System
Use computer models to predict the effects of increasing greenhouse gases on climate for the planetas a whole and for specific regions.
376 understanding global climate change
ES.4.14 Earth Science
The Earth System
Read and interpret space weather data (solar flares, geomagnetic storms, solar wind).
690 features and emissions of the sun 191 astronomy and light
195 calculating solar brightness units (SBU) from kilometers in scientific notation
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 23 of 68
ES.5.01 Earth Science
The Hydrologic Cycle
Explain how water flows into and through a watershed (e.g., properly use terms precipitation,aquifers, wells, porosity, permeability, water table, capillary water, and runoff).
550 acid rain
566 depleting Ogallala aquifer
566 groundwater
567 protecting watersheds
567 protection of watersheds
568 water cycle and volcanic activity
96 ocean acidification
144 explain how water is related to erosion
146 water cycle related to erosion
147 running water shapes the landscape
240 oil seeps
266 how rock cycle is related to erosion
ES.5.02 Earth Science
The Hydrologic Cycle
Describe the processes of the hydrologic cycle, including evaporation, condensation, precipitation,surface runoff, and groundwater percolation, infiltration, and transpiration.
251 atmosphere structure
256 water cycle related to weather
257 types of water
267 atmosphere
267 types of water on Earth
269 water cycle affects weather
558 The hydrosphere
566 groundwater
567 protection of watersheds
568 water cycle and volcanic activity
142 water cycle model
142 explain relationship between solar energy and precipitation and rivers and oceans
143 water cycle model
143 understand relationship between solar energy and water cycle
144 explain how water is related to erosion
146 water cycle related to erosion
147 running water shapes the landscape
266 how rock cycle is related to erosion
ES.5.03 Earth Science
The Hydrologic Cycle
Identify and explain the mechanisms that cause and modify the production of tides, such as thegravitational attraction of the moon, the sun, and coastal topography.
670 solar eclipses
672 tides and Earth and moon’s relationship
676 giant impact theory
172 phases of the moon
ES.6.01
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 24 of 68
ES.6.01 Earth Science
The Rock Cycle
Differentiate among the processes of weathering, erosion, transportation of materials, deposition,and soil formation.
466 forces like volcanoes and erosion form and shape Earth
490 forces like volcanoes and erosion form and shape Earth
148 predict evolution of land features resulting from erosion
150 predict results of erosion
151 predict results of erosion
226 mountain building
ES.6.02 Earth Science
The Rock Cycle
Illustrate the various processes and rock types that are involved in the rock cycle, and describe howthe total amount of material stays the same throughout formation, weathering, sedimentation, andreformation.
69 types of rock and how they are formed
466 how rocks are formed
482 convection cells in the mantle drive lithospheric plates
490 how rocks are formed
591 rivers streams erosion and deposition
133 how rocks are formed
146 types of rocks and how they are formed
146 rivers and streams
147 rivers and streams
ES.6.03 Earth Science
The Rock Cycle
Explain the absolute and relative dating methods used to measure geologic time.
451 geologic time scale
453 absolute dating
459 relative dating
116 determining the relative ages of rock formations
117 sequencing events in a geologic cross-section
252 general history on Earth
265 climate change over time and what it would do to currents
ES.6.04
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 25 of 68
ES.6.04 Earth Science
The Rock Cycle
Recognize and explain geologic evidence, including fossils and radioactive dating, that indicates theage of the Earth.
452 fossil record helps to understand the history of Earth
453 absolute dating
457 relative dating
459 relative dating
116 determining the relative ages of rock formations
117 sequencing events in a geologic cross-section
252 general history on Earth
ES.6.05 Earth Science
The Rock Cycle
Trace the evolution of the solid Earth in terms of the major geologic eras.
466 plate tectonics
478 Alfred Wegener's theory of continental drift
481 oceanic and continental crust and lithospheric plates
130 theory of plate tectonics
252 plate tectonics
252 general history on Earth
253 plate tectonics
P.1.01 Physics
Scientific Thinking and Inquiry
Know the elements of scientific methodology (identification of a problem, hypothesis formulation and prediction, performance of experimental tests, analysis of data, falsification, developingconclusions, reporting results) and be able to use a sequence of those elements to solve a problem or test a hypothesis. also, understand the limitations of any single scientific method (sequence of elements) in solving problems.)
38 describe steps of the scientific method
39 formulate a testable hypothesis
41 write up results
41 lab report
49 steps of scientific method
105 recognizing needed information
105 using what you know
7 formulate hypothesis
8 make hypothesis
12 formulate a testable hypothesis
20 make a hypothesis
30 formulate a testable hypothesis
85 present results to the class
110 formulate testable hypothesis
146 make an oral presentation about results
155 plan three experiments to determine which variable affects the period of a pendulum
171 make a hypothesis
202 formulate testable hypothesis
239 formulate testable hypothesis
240 formulate testable hypothesis
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 26 of 68
P.1.02 Physics
Scientific Thinking and Inquiry
Know that scientists cannot always control all conditions when obtaining evidence, and when theyare unable to do so for ethical or practical reasons, they try to observe as wide a range of naturaloccurrences as possible so as to be able to discern patterns.
35 recognize that repeatability of investigations is necessary
39 recognize repeatability of investigation is necessary for verification of evidence
44 importance of repeatability
44 science and peer review
727 limits of what science can answer
7 recognize that repeatability is necessary
9 repeatability of investigations is necessary
11 collaboration and peer review
P.1.03 Physics
Scientific Thinking and Inquiry
Recognize the cumulative nature of scientific evidence.
34 recognizing that scientific knowledge is a process of learning
38 evaluate how research shapes scientific knowledge
38 recognition that science is a process
64 science is a process of investigation of learning about the natural world
291 history of periodic table development
P.1.04 Physics
Scientific Thinking and Inquiry
Recognize the use and limitations of models and theories as scientific representations of reality.
25 making graphical model from data
26 creating graphical model from data
28 know that scientific knowledge can be in the form of models
28 constructing graph from data
29 constructing a graph
81 graphs
82 making and evaluating graphs
610 harmonic motion graphs
3 how close were predictions
11 making and evaluating a graphical model
22 create a graph
24 predict what graph will look like
26 compare prediction to graph
28 make graph from data
34 graphical models
48 compare prediction to results
52 human arm model
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 27 of 68
53 graph mass vs. volume
62 constructing and evaluating graphical models from data
75 modeling an atom
86 modeling a chemical bond
96 modeling a reaction
113 creating and evaluating graphical model from data
119 science is often in the form of models
137 create a solubility curve
190 construct graphical model from data and evaluate
203 construct and evaluate a quantitative graphical model
218 create a graph
219 which model is supported?
230 construct graphical model from data and evaluate
240 construct and evaluate graphical models
P.1.05 Physics
Scientific Thinking and Inquiry
Distinguish between a conjecture (guess), hypothesis, and theory as these terms are used in science.
34 recognizing that scientific knowledge is a process of learning
38 recognition that science is a process
39 critique based on evidence
64 science is a process of investigation of learning about the natural world
P.1.06
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 28 of 68
P.1.06 Physics
Scientific Thinking and Inquiry
Plan and conduct scientific investigations to explore new phenomena, to check on previous results,to verify or falsify the prediction of a theory, and to use a crucial experiment to discriminate betweencompeting theories.
8 conducting scientific inquiry by asking questions and formulating hypotheses
60 conduct scientific inquiry
85 design experiment to find out if mass is conserved
91 scientific inquiry
114 scientific inquiry through field investigations
155 perform self-designed experiment
155 design pendulum experiment
263 design scientific investigations
P.1.07
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 29 of 68
P.1.07 Physics
Scientific Thinking and Inquiry
Use hypotheses to choose what data to pay attention to and what additional data to seek and toguide the interpretation of the data.
28 identifying cause and effect relationships
36 understand sensitivity of measuring tools
39 formulate a testable hypothesis
82 identify cause and effect relationships—real and hypothesized
6 identify cause and effect relationships
7 formulate hypothesis
8 make hypothesis
12 formulate a testable hypothesis
13 cause and effect relationships
20 make a hypothesis
27 understand the sensitivity of a measuring tool
30 formulate a testable hypothesis
85 design experiment to find out if mass is conserved
110 formulate testable hypothesis
115 sequencing events
133 identify cause and effect relationships
146 identifying cause and effect relationships
155 design pendulum experiment
171 make a hypothesis
202 formulate testable hypothesis
239 formulate testable hypothesis
240 formulate testable hypothesis
263 design scientific investigations
P.1.08 Physics
Scientific Thinking and Inquiry
Identify and communicate the sources of error inherent in an experiment.
10 accuracy, precision, resolution
21 significant digits
41 good experimental technique
13 analysis of errors
23 calculate percent error
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 30 of 68
P.1.09 Physics
Scientific Thinking and Inquiry
Identify discrepant results and identify possible sources of error or uncontrolled conditions.
155 evaluate statistical significance
P.1.10 Physics
Scientific Thinking and Inquiry
Select and use appropriate tools and technology to perform tests, collect data, analyze relationships,and display data. (The focus is on manual graphing, interpreting graphs, and mastery of metricmeasurements and units, with supplementary use of computers and electronic data gathering when appropriate.)
6 measurement and units
7 measuring with SI units
7 English vs SI
13 measurement
13 understand length measurements in metric units
13 understand length measurement
14 length measurement
24 interpretation of patterns from graphs and tables
25 making graphical model from data
25 making line and pie and and bar graphs
26 creating graphical model from data
28 constructing graph from data
28 estimating from a graph
29 interpretation of patterns in data
29 constructing a graph
81 graphs
82 interpretations of patterns in data
82 making and evaluating graphs
1 selecting tools of measurement
10 graphs
11 interpretation of data patterns from observation
11 making and evaluating a graphical model
11 line graphs
22 create a graph
24 predict what graph will look like
28 make graph from data
34 graphical models
53 graph mass vs. volume
62 constructing and evaluating graphical models from data
66 interpret patterns in data
66 create line graphs
112 making measurements
113 creating and evaluating graphical model from data
114 interpretation of patterns from data
125 measurements
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 31 of 68
124 interpret patterns in data from tables
437 interpretation of data from graphs and charts
610 harmonic motion graphs
137 create a solubility curve
190 construct graphical model from data and evaluate
203 construct and evaluate a quantitative graphical model
206 interpretation of data
207 making graphs
218 create a graph
225 measurements
226 length measurements
230 construct graphical model from data and evaluate
240 construct and evaluate graphical models
256 measurement
277 length measurements
278 measuring
278 length measurements in km and m
279 length measurement
P.1.11 Physics
Scientific Thinking and Inquiry
Formulate and revise explanations using logic and evidence.
39 formulate a testable hypothesis
457 interpreting observations
7 formulate hypothesis
8 testing explanations against observations
8 make hypothesis
12 formulate a testable hypothesis
13 interpreting observations
17 interpret observations and propose explanations
20 make a hypothesis
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 32 of 68
23 test your prediction
30 formulate a testable hypothesis
34 interpret observations
51 interpret observations
62 interpret observations
78 build models of Na and Cl and use them to explain bonding
84 interpret observations
85 perform the experiment you designed
91 testing hypothesis
110 interpret observations and pose explanations
110 formulate testable hypothesis
114 interpreting observations
124 interpret observations
127 interpret observations
145 interpret observations
155 investigate variables that affect the period of a pendulum
171 make a hypothesis
202 formulate testable hypothesis
216 interpret observations
239 formulate testable hypothesis
240 formulate testable hypothesis
253 interpret observations
255 interpret observations
268 interpret observations
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 33 of 68
P.1.12 Physics
Scientific Thinking and Inquiry
Analyze situations and solve problems that require combining concepts from more than one topicarea of science and applying those concepts.
110 relationship between science and technology—maglev trains
158 compare Earth with the other planets with respect to supporting life
261 what things affect biomes and populations there
325 biomolecules
329 general understanding of chemical composition of cells
550 identify an organism’s response to external stimuli
P.1.13 Physics
Scientific Thinking and Inquiry
Apply mathematical relationships involving linear and quadratic equations, simple trigonometricrelationships, exponential growth and decay laws, and logarithmic relationships to scientificsituations.
15 calculating light year using scientific notation
28 estimating from a graph
104 using algebraic formulas
118 using algebraic model
133 using algebraic models
161 kinetic energy formula
170 the power equation
204 the heat equation
239 pressure and temperature relationship
395 equation for Ohm’s law
614 calculating wave speeds
675 scientific notation
708 astronomic numbers expressed in scientific notation
733 converting numbers to scientific notation
195 calculating solar brightness units (SBU) from kilometers in scientific notation
201 unit canceling
218 derive a formula
P.1.14
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 34 of 68
P.1.14 Physics
Scientific Thinking and Inquiry
Recognize and deal with the implications of statistical variability in experiments, and explain the need for controls in experiments.
28 estimating from a graph
40 recognizing and controlling variables in observations and experiments
52 variables
11 recognizing and controlling variables
13 recognizing controlling variables
34 recognizing and controlling variables
241 recognize and control variables
P.2.01 Physics
Motion and Forces
Explain that when the net force on an object is zero, no acceleration occurs; thus, a moving objectcontinues to move at a constant speed in the same direction, or, if at rest, it remains at rest(Newton’s first law).
87 quantitative understanding of acceleration as a rate of change of velocity
98 forces needed to change motion
109 changes in motion require application of force
116 change in motion require force
117 quantitative understanding of force changing motion
126 changes in motion require force
127 change in motion requires force
129 force is an action with potential to change motion
159 understanding of force as the ability to change motion
27 forces as ability to change motion
33 explore Newtons' first law of motion
34 explore the effect of inertia on a cart's motion
P.2.02 Physics
Motion and Forces
Explain that only when a net force is applied to an object will its motion change; that is, it willaccelerate (according to Newton’s second law, F=ma).
93 Newton’s second law
131 Newton’s second law
132 Newton’s second law—qualitative
33 second law of motion
36 qualitative understanding of Newton’s third law
37 Newton’s second law
216 Newton’s second law
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 35 of 68
P.2.03 Physics
Motion and Forces
Predict and explain how when one object exerts a force on a second object, the second object alwaysexerts a force of equal magnitude but of opposite direction and force back on the first:F1 on 2 = –F2 on 1(Newton’s third law).
137 Newton’s third law—action and reaction
138 Newton’s third law—qualitative
143 Newton’s third law
33 qualitative understanding of F = ma
37 Newton’s third law—action and reaction
216 Newton’s third law—action and reaction
P.2.04 Physics
Motion and Forces
Explain that Newton’s laws of motion are not universally applicable, but they provide very goodapproximations, unless an object is moving close to the speed of light, has a very large mass, or issmall enough that quantum effects are important.
288 quantum theory
P.2.05
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 36 of 68
P.2.05 Physics
Motion and Forces
Explain that every object in the universe exerts an attractive force on every other object. Know themagnitude of the force is proportional to the product of the masses of the two objects andinversely proportional to the distance between them:F = G m1m2
661 Newton’s universal law of gravitation
672 gravity causes orbits
P.2.06 Physics
Motion and Forces
Investigate and explain how the Newtonian model — the three laws of motion plus the law ofgravitation — makes it possible to account for such diverse phenomena as tides, the orbits of theplanets and moons, the motion of falling objects, and Earth’s equatorial bulge.
90 effect of gravity on motion
92 projectile explained
103 effect of gravity on objects
116 effects of gravity
142 Newton’s laws in terms of real situations—sports and cars
720 effect of gravity
P.2.07 Physics
Motion and Forces
Explain how a force acting on an object perpendicular to the direction of its motion causes it tochange direction but not speed.
91 change in direction or velocity defined as change in direction
P.2.08
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 37 of 68
P.2.08 Physics
Motion and Forces
Demonstrate that a motion at constant speed in a circle requires a force that is always directedtoward the center of the circle.
P.2.09 Physics
Motion and Forces
Solve kinematics problems involving constant speed and average speed.
76 average vs instantaneous speed
78 speed
81 calculating speed
83 calculating speed
85 calculations for speed
19 finding speed
21 find speed of car
30 compare speeds of cars
32 calculate speed of car
38 find speed of car
205 calculate speed
207 calculate speed
208 speed calculations
231 calculate speed
P.2.10 Physics
Motion and Forces
Apply the law F=ma to solve one-dimensional motion problems involving constant forces(Newton’s second law).
117 quantitative understanding of force changing motion
33 second law of motion
P.2.11
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 38 of 68
P.2.11 Physics
Motion and Forces
Use and mathematically manipulate appropriate scalar and vector quantities (F, v, a, Dr, m, g) to solvekinematics and dynamics problems in one and two dimensions.
85 calculations for speed
93 quantitative understanding of acceleration as change in speed
100 quanitative understanding of force as a vector
114 compare and contrast constant and changing velocity
115 force as vector
126 compare and contrast constant and changing velocity
131 acceleration is a rate of change of speed
14 vectors have magnitude and direction
26 calculate car’s acceleration
32 positive and negative acceleration
33 second law of motion
35 calculate acceleration
P.2.12 Physics
Motion and Forces
Solve problems in circular motion, using the formula for centripetal acceleration in the followingform: a = v2/r.
91 change in direction or velocity defined as change in direction
P.2.13 Physics
Motion and Forces
Create and interpret graphs of speed versus time and the position and speed of an object undergoingconstant acceleration.
81 changes in motion can be represented graphically
83 changes in motion can be shown graphically
84 speed vs. time graph
85 speed vs. time graph
89 speed vs. time graph
25 position vs time graph
26 speed vs time graph
P.3.01
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 39 of 68
P.3.01 Physics
Conservation of Energy and Momentum
Recognize that when a net force, F, acts through a distance, Dx, on an object of mass, m, which isinitially at rest, work, W = FDx, is done on the object; the object acquires a velocity, v, and a kineticenergy, K = 1⁄2mv2 = W = F Dx.
152 calculating work
159 calculating work done on objects
40 investigating work done on energy car
41 calculate work done on car
P.3.02 Physics
Conservation of Energy and Momentum
Describe how an unbalanced force, F, acting on an object over time, Dt, results in a change, Dp = FDt, in the object’s momentum.
115 balanced and unbalanced forces
117 use concepts of balanced or unbalanced forces
119 unbalanced forces cause motion
136 understand and use concept of balanced and unbalanced forces to create motion
137 balanced and unbalanced forces
P.3.03 Physics
Conservation of Energy and Momentum
Describe how kinetic energy can be transformed into potential energy and vice versa (e.g., a bouncingball).
159 energy is stored work
160 potential energy explained
161 potential to kinetic energy conversions
164 potential to kinetic energy conversions
39 investigate energy changes with energy car system
42 exploring energy and work in the energy car system
217 compare potential and kinetic energy of car
217 potential and kinetic energy
219 conservation of energy
P.3.04
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 40 of 68
P.3.04 Physics
Conservation of Energy and Momentum
Explain that momentum is a separately conserved quantity that is defined in one dimension asp = mv. Know that the momentum of a system can be changed only by application of an externalimpulse, J = FDt. Know that the total momentum of a closed system can
140 momentum
P.3.05 Physics
Conservation of Energy and Momentum
Define power as the rate at which work is done:P = W/Dt
170 calculating power 282 calculate the power output of a photovoltaic cell
P.3.06
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 41 of 68
P.3.06 Physics
Conservation of Energy and Momentum
Identify the joule, J, as the SI unit for work and energy; the unit for power is the watt, W; and theunit for impulse and momentum is the kg•m/s.
87 difference between basic and derived units
93 derived units
99 force is a derived unit
135 derived units
152 work and energy are measured in joules
155 energy and joules
170 units of power
201 joules and heat energy
217 derived and basic units
442 electrical power is measured in watts
40 investigating work done on energy car
41 calculate work done on car
P.3.07 Physics
Conservation of Energy and Momentum
Describe the conditions under which each conservation law applies.
140 momentum
160 potential energy explained
161 kinetic energy explained
164 law of conservation of energy
166 conservation of energy in a broader context
39 energy in a system
217 potential and kinetic energy
219 conservation of energy
224 conservation of energy
P.3.08 Physics
Conservation of Energy and Momentum
Calculate kinetic energy using the formula K = 1⁄2mv2.
160 calculating potential energy
161 calculating kinetic energy
39 investigate energy changes with energy car system
42 exploring energy and work in the energy car system
217 compare potential and kinetic energy of car
P.3.09
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 42 of 68
P.3.09 Physics
Conservation of Energy and Momentum
Calculate changes in gravitational potential energy, U, due to elevation changes, Dh, near the Earth,using the relation DU = mgDh.
160 calculating potential energy
161 calculating kinetic energy
39 investigate energy changes with energy car system
42 exploring energy and work in the energy car system
217 compare potential and kinetic energy of car
P.3.10 Physics
Conservation of Energy and Momentum
Solve problems involving conservation of energy in simple systems such as that of falling objects.
160 potential energy explained
161 potential to kinetic energy conversions
164 potential to kinetic energy conversions
217 potential and kinetic energy
219 conservation of energy
P.3.11 Physics
Conservation of Energy and Momentum
Apply the law of conservation of mechanical energy to simple systems.
160 potential energy explained
161 kinetic energy explained
164 law of conservation of energy
166 conservation of energy in a broader context
39 energy in a system
217 potential and kinetic energy
219 conservation of energy
224 conservation of energy
P.3.12 Physics
Conservation of Energy and Momentum
Calculate the momentum of an object as the productp = mv.
140 momentum
P.3.13
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 43 of 68
P.3.13 Physics
Conservation of Energy and Momentum
Solve problems involving perfectly inelasticcollisions in one dimension using the principle of conservation of momentum.
140 collisions explained 213 investigate collisions
215 relate collisions to action/reaction forces
P.3.14 Physics
Conservation of Energy and Momentum
Calculate the changes in motion of two bodies in one-dimensional elastic collisions in which bothenergy and momentum are conserved.
140 collisions explained 213 investigate collisions
215 relate collisions to action/reaction forces
P.4.01 Physics
Mechanics of Fluids
Explain that the buoyant force on an object in a fluid is an upward force equal to the weight of thefluid it has displaced.
234 identify properties of fluids—buoyancy
235 investigate buoyancy
236 investigate properties—including buoyancy
241 investigate buoyancy
57 predict whether it will float or sink
P.4.02
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 44 of 68
P.4.02 Physics
Mechanics of Fluids
Recognize that a change in the pressure at any point in a fluid is accompanied by an equal change atall other points (Pascal’s principle).
227 how pressure is created on a molecular level
228 atomic level explanation of pressure
229 Bernouilli’s principle and the airfoil
265 pressure
268 pressure
270 concept of pressure
P.4.03 Physics
Mechanics of Fluids
Identify that the pressure in an incompressible fluid (e.g., water) is a function of density, r; depth, y;and gravitational acceleration, g.
265 pressure
268 pressure
270 concept of pressure
P.4.04 Physics
Mechanics of Fluids
Solve problems involving floating and sinking bodies using Archimedes’ principle.
235 investigate buoyancy
236 investigate properties—including buoyancy
241 investigate buoyancy
57 predict whether it will float or sink
262 will a fluid sink or float
P.4.05 Physics
Mechanics of Fluids
Understand that Bernoulli’s principle, p + 1⁄2rv 2 = constant, is a consequence of conservation of mechanical energy applied to a moving, incompressible fluid, and apply it accurately.
229 Bernouilli’s principle
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 45 of 68
P.4.06
Physics
Mechanics of Fluids
Solve problems involving a confined, isothermal gas using Boyle’s law.
230 Boyle’s law and the behavior of gases
239 importance of Charles’s law
P.5.01 Physics
Heat and Thermodynamics
Recognize that heat flow and work are two forms of energy transfer between a system and itssurroundings.
159 energy is stored work
201 heat and work
251 change in temperature is evidence of energy transfer
P.5.02 Physics
Heat and Thermodynamics
Describe and measure that the change DU in the internal energy of a system is equal to the sum ofthe heat flow, Q, into the system and the work, W, done on the system: DU = Q + W (first law ofthermodynamics).
166 conservation of energy in a broader context
200 flow of thermal energy is heat
201 calories explained
204 the heat equation
256 cooling and heating processes
257 processes that cause substances to gain energy
570 processes that cause water to gain energy
39 energy in a system
224 conservation of energy
P.5.03
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 46 of 68
P.5.03 Physics
Heat and Thermodynamics
Describe and measure the work, W, done by a heat engine as the difference between the heatflow, Qin, into the engine at high temperature and the heat flow, Qout, out at a lower temperature:W = Qin – Qout.
152 calculating work
P.5.04 Physics
Heat and Thermodynamics
Explain that thermal energy (commonly called heat) consists of random motion and the vibrationsand rotations of atoms, molecules, or ions.
186 kinetic theory and temperature
192 heat energy and molecular motion
203 kinetic theory
251 average kinetic energy equals temperature
135 kinetic theory
P.5.05 Physics
Heat and Thermodynamics
Describe how in everyday practice, temperature is measured with a thermometer, a device containinga part that has a thermometric parameter (a quantity that changes with temperature).
184 measuring temperature 256 thermometers
P.5.06
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 47 of 68
P.5.06 Physics
Heat and Thermodynamics
Investigate and describe how the absolute temperature of an object is proportional to the averagekinetic energy of the thermal motion of its microscopic parts.
188 absolute zero
192 heat energy and molecular motion
P.5.07 Physics
Heat and Thermodynamics
Recognize that the absolute temperature is measured in kelvins (K); 0 K is the temperature at whichthe average kinetic energy of the microscopic parts of the system is an irreducible minimum.
188 absolute zero
P.5.08 Physics
Heat and Thermodynamics
Explain that on the everyday Celsius scale, 0°C = 273.15 K, which is very close to the freezing pointof pure water at atmospheric pressure, 100°C = 373.15 K is very close to the temperature at whichpure water boils at a pressure of 1 atmosphere.
184 measuring temperature
184 converting between Fahrenheit and Celsius
188 Kelvin and Celsius scales
48 Data Collector and temperature probe
P.5.09
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 48 of 68
P.5.09 Physics
Heat and Thermodynamics
Describe that when two objects at different temperatures are in contact, heat energy always flowsfrom the object at a higher temperature to the object at a lower temperature by the process ofconduction until the two are at the same (intermediate) temperature.
36 objects at different temperatures reach an intermediate temperature
206 thermal equilibrium
P.5.10 Physics
Heat and Thermodynamics
Explain the process of convection: Because the density of fluids varies with temperature, the warmerparts of a fluid tend to move into and mix with the cooler parts, resulting in a transfer of heatenergy from place to place.
206 heat conduction
208 natural and forced convection
208 heating systems and convection
209 thermal radiation
210 apply knowledge of heat transfer to different situations
50 movement of heat—convection
51 convection
61 heat transfer through radiation
P.5.11 Physics
Heat and Thermodynamics
Explain that all objects emit electromagnetic radiation at a rate that rises very rapidly with theirtemperature. As a result, know that a warmer body that is in the line of sight with a cooler one will transfer net energy to it, cooling down while the cooler object warms up.
209 thermal radiation and different surfaces
695 wavelength and color and infrared light and thermal radiation
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 49 of 68
P.5.12 Physics
Heat and Thermodynamics
Demonstrate that in all internal energy transfers, the overall effect is that the energy is spread outuniformly.
201 heat and work
251 change in temperature is evidence of energy transfer
P.5.13 Physics
Heat and Thermodynamics
Recognize that entropy is a quantity that measures the order or disorder of a system and that it islarger for a more disordered system.
P.5.14 Physics
Heat and Thermodynamics
Explain the law, “the entropy of a closed system will always either increase or remain the same,”based on the statistics of the behavior of immense numbers of atoms or molecules that governs allclosed systems (second law of thermodynamics).
P.5.15
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 50 of 68
P.5.15 Physics
Heat and Thermodynamics
Use a p-V diagram to graph simple thermodynamic processes for an ideal gas (for which pV = nRT );for example, an isothermal process is described by a hyperbola, an isobaric process by a horizontalstraight line, and an isochoric process by a vertical straight line.
230 Boyle’s law and the behavior of gases
P.5.16 Physics
Heat and Thermodynamics
Use the second-law-based Carnot efficiency formula, h = (Tin – Tout)/Tin, to calculate the maximumpossible efficiency for a heat engine.
201 calories explained
204 the heat equation
P.5.17 Physics
Heat and Thermodynamics
Given heat input and work output data, calculate the efficiency of a real heat engine or human being(e.g., a well-trained athlete working out for eight hours may consume 7,000 kcal of food (20 MJ) aday and do work at the rate of 1⁄4HP (187 W) over an eight-hour period during that day. What is his or her thermodynamic efficiency?).
168 efficiency explained 217 energy exchange and efficiency
218 energy conservation and efficiency
P.5.18
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 51 of 68
P.5.18 Physics
Heat and Thermodynamics
Describe a refrigerator as a heat engine operated “in reverse.”
P.6.01 Physics
Waves
Explain that waves carry energy from one place to another.
613 waves transmit energy
632 electromagnetic waves transmit energy
268 see connections between classroom and real life
P.6.02 Physics
Waves
Observe and describe that a mechanical wave is a disturbance in a medium. For example, a soundwave in air is a slight variation in the pressure of the air surrounding a vibrating object, such as a bell.
503 P-waves can travel through solid and fluid rock media
157 wave as oscillation in a medium
158 wave as oscillation in a medium
159 making circular waves in a ripple tank
205 concept of a medium in terms of supporting waves
P.6.03
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 52 of 68
P.6.03 Physics
Waves
Explain that waves conform to the superposition principle: Any number of waves can pass throughthe same point at the same time, and the amplitude, A, of the resulting wave at that point at anytime is the sum of the amplitudes of the superposed waves. Use the principle of superposition to describe the interference effects arising from propagation of several waves through the same medium.
618 destructive interference 229 interference
P.6.04 Physics
Waves
Demonstrate how standing waves on a stretched string are the result of the superposition of thewave moving away from the source and the wave reflected back from the other end of the string.
624 wavelength of sound 159 how boundaries affect waves
P.6.05 Physics
Waves
Explain that longitudinal waves can propagate in any medium, but transverse waves can propagateonly in solids.
617 longitudinal waves 159 categorize waves by how they move
P.6.06
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 53 of 68
P.6.06 Physics
Waves
Describe that sound in a fluid medium is a longitudinal wave whose speed depends on the propertiesof the medium in which it propagates.
67 applications of acoustic principles
622 acoustics
204 principles of echolocation
205 principles of echolocation
206 principles of echolocation
207 application of echolocation
P.6.07 Physics
Waves
Differentiate electromagnetic waves from mechanical waves (i.e., electromagnetic waves are notdisturbances in a medium. Rather, such waves are a combination of a varying electric field and avarying magnetic field, each of which, in varying, gives rise to the other. Electromagnetic waves can therefore propagate in empty space).
635 relationship between electricity and magnetism in the formation of electromagnetic waves
636 relationship between electricity and magnetism in making electromagnetic waves
106 how are electricity and magnetism related?
107 investigate relationship between magnetism and electricity using electromagnets
108 iron and electromagnets
P.6.08 Physics
Waves
Know that radio waves, light, and X-rays are different wavelength bands in the spectrum ofelectromagnetic waves whose speed, c, in a vacuum is approximately 3×108 m/s (186,000miles/second).
627 electromagnetic waves in common technology (i.e. radar)
634 white light is a mixture of colors
636 properties of electromagnetic waves with different wavelengths
228 use of electromagnetic waves in common technology
229 use of electromagnetic waves in common technology
P.6.09
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 54 of 68
P.6.09 Physics
Waves
Explain how Scottish physicist James Clerk Maxwell used Ampère’s law and Faraday’s law to predictthe existence of electromagnetic waves and predict that light was just such a wave. Know thesepredictions were confirmed by Heinrich Hertz, whose confirmations thus made possible the fields of radio, TV, and many other technologies.
632 speed of light
635 nature of light in terms of waves and energy info flow
P.6.10 Physics
Waves
Predict and explain how light travels through a transparent medium at a speed, v, less than c. Theindex of refraction of the medium is defined to be n = c/v.
167 study refraction in a prism
P.6.11 Physics
Waves
Explain that when a light ray passes from air into a transparent substance, such as glass, havingindex of refraction n, it is refracted through an angle given by Snell’s law, n sin qi = n sin qr, where qiis the angle of incidence of the ray and qr is the angle of refraction.
167 study refraction in a prism
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 55 of 68
P.6.12 Physics
Waves
Describe waves in terms of their fundamental characteristics of speed, v; wavelength, l; frequency, f;or period, T, and amplitude, A, and the relationships among them. For example, f l = v, f = 1/T. Solve problems involving wavelength, frequency, and wave speed.
613 frequency and amplitude and wavelength of waves
623 speed of sound
624 wavelength of sound
626 wavelength and frequency
632 speed of light
635 nature of light in terms of waves and energy info flow
157 wavelength and frequency and speed of waves
158 wavelength and frequency and speed of waves
P.6.13 Physics
Waves
Identify transverse and longitudinal waves in mechanical media such as springs, ropes, and theEarth (seismic waves).
617 transverse waves 159 making circular waves in a ripple tank
159 categorize waves by how they move
P.6.14 Physics
Waves
Identify the phenomena of interference (beats), diffraction, refraction, the Doppler effect, andpolarization, and that these are characteristic wave properties.
616 refracted waves
626 Doppler effect
646 refraction
725 the Doppler effect
205 waves in different materials
228 Doppler effect
229 Doppler effect
229 interference
P.6.15
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 56 of 68
P.6.15 Physics
Waves
Use Snell’s law to calculate refraction angles and analyze the properties of simple optical systems.
648 angle of incidence equals angle of reflection
649 index of refraction
165 investigate law of reflection
P.6.16 Physics
Waves
Identify electromagnetic radiation as a wave phenomenon after observing interference, diffraction,and polarization of such radiation.
P.7.01 Physics
Electromagnetism
Determine how an electric charge, q, exists in two kinds: positive (+) and negative (–). Know that likecharges repel each other, and unlike charges attract each other with an electrostatic force whosemagnitude is given by Coulomb’s law, F = kq1q2/r12 2, where k is a constant. Know that the unit of electric charge is the coulomb (C).
278 Coulomb’s law
284 Coulomb’s law
384 charged objects and static electricity
398 semiconductors
398 conductors and insulators
98 concept of electrical charge
P.7.02
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 57 of 68
P.7.02 Physics
Electromagnetism
Explain that around any point charge, Q, there is an electric field, E = k Q/r2. Know that anothercharge, q, located in this field will experience a force of magnitude F = qE and that the unit of electricfield is the newton per coulomb (N/C).
384 charged objects and static electricity
420 concept of force fields
98 concept of electrical charge
P.7.03 Physics
Electromagnetism
Calculate electric potential (voltage): When a charge, q, is pulled through a field, E, over a distance,d, work, W = qd, is done. The work done per unit charge, W/q, is the electric potential, V. Thus, V =Ed. The unit of electric potential is the volt, V; 1 V = 1 Nm/C.
268 electrical potential causes lightning
390 understanding voltage
404 voltage in a series circuit
408 voltage in a parallel circuit
100 explore the concept of voltage
P.7.04
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 58 of 68
P.7.04 Physics
Electromagnetism
Know that most materials fall into one of two categories: electrical conductors, through which anelectric charge can flow easily under the influence of an electric field, and electrical insulators (ordielectrics), through which a charge cannot flow easily under the influence of an electric field, and electrical insulators (or dialectrics), through which a charge cannot flow easily.
398 semiconductors 99 electrical conductivity of various materials
P.7.05 Physics
Electromagnetism
Explain that a source of electromotive force (EMF) is any device (such as a battery) that furnishes asteady potential between two terminals. Know that if a conducting loop is supplied between the two terminals, an electric current, I, will flow. Know, ttoo, that current is measured in the number of coulombs per second that flow past a given point in the conductor: I = q/t and that the unit of electric current is the ampere (A); 1 A = 1 C/s
385 electric current
387 battery circuits
389 current in simple circuits
391 measuring current with a multimeter
402 current in a series circuit
407 current in a parallel circuit
98 construct simple circuits
98 concept of electric current
99 simple circuits
P.7.06
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 59 of 68
P.7.06 Physics
Electromagnetism
Give evidence that almost all metals are good electrical conductors; nevertheless, they do offer someresistance (friction) to the flow of current. Know that the greater the potential difference betweenthe ends of the conductor, the greater the current; the greater the resistance, the less the current. Know, too, that for most metals and many other condutors, the current is determined by Ohms law, V = IR. A conductor that conforms to this rule is called an ohmic condutor.
386 resistors
389 measuring electric current
390 measuring voltage
391 using a multimeter to measure current
393 understanding electrical resistance
394 measuring resistance
395 Ohm’s law
397 resistance of common objects
402 resistance in a series circuit
405 Ohm’s law and voltage drops
100 measure current in a circuit
102 apply the concept of electrical resistance
242 measure voltage and current in series circuits
245 use a multimeter
P.7.07 Physics
Electromagnetism
Explain that any resistive element in a DC circuit transforms electrical energy into thermal energy ata rate (power) given by Joule’s law, P = IV, which in an ohmic element has the special form P = I2R =V 2/R.
434 direct current 102 apply the concept of electrical resistance
P.7.08
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 60 of 68
P.7.08 Physics
Electromagnetism
Recognize that plasmas, the fourth state of matter, contain ions and free electrons in such numbersthat they are electrically neutral overall, but the many free charges they contain make them goodconductors of electricity. Recognize that the glowing gas in a neon light is plasma.
188 plasma
P.7.09 Physics
Electromagnetism
Explain the properties of transistors and their role in electric circuits.
P.7.10 Physics
Electromagnetism
Explain that magnetic materials and electric currents (moving electric charges) are sources ofmagnetic fields, and they experience forces due to magnetic fields of other sources.
420 concept of magnetic field
425 what is an electromagnet?
427 building an electromagnet
104 investigate magnetism
105 using a compass to detect magnetic forces
106 how are electricity and magnetism related?
107 investigate relationship between magnetism and electricity using electromagnets
P.7.11
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 61 of 68
P.7.11 Physics
Electromagnetism
Demonstrate how changing magnetic fields produce electric fields (Faraday’s law), thereby inducingcurrents in nearby conductors.
433 electromagnetic induction explained
P.7.12 Physics
Electromagnetism
Explain how electric and magnetic fields are vector fields that contain energy.
420 concept of force fields
P.7.13 Physics
Electromagnetism
Investigate and explain how various wavelengths in the electromagnetic spectrum have many usefulapplications such as radio, TV, microwave radars and ovens, cellular telephones, infrared detectors,optical cables, and X-ray machines.
627 electromagnetic waves in common technology (i.e. radar)
636 electromagnetic spectrum
P.7.14
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 62 of 68
P.7.14 Physics
Electromagnetism
Explain the magnitude of the force on a moving particle with charge, q, in a magnetic field, B, is qvBsin q, where v is the speed of the particle, B is the magnitude of the magnetic field, and q is the anglebetween the directions of v and B.
419 using magnetic forces
420 concept of magnetic field
425 what is an electromagnet?
427 building an electromagnet
104 investigate magnetism
105 using a compass to detect magnetic forces
106 how are electricity and magnetism related?
107 investigate relationship between magnetism and electricity using electromagnets
P.7.15 Physics
Electromagnetism
Describe the advantages to alternating current over direct current for power distribution networks.
434 direct current
P.7.16 Physics
Electromagnetism
Calculate the power dissipated in any resistive circuit element by using Joule’s law in the appropriateform.
386 resistors
393 understanding electrical resistance
394 measuring resistance
397 resistance of common objects
402 resistance in a series circuit
102 apply the concept of electrical resistance
P.7.17
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 63 of 68
P.7.17 Physics
Electromagnetism
Predict the current in simple direct current electric circuits constructed from batteries, wires, andresistors.
385 electric circuits
387 battery circuits
98 construct simple circuits
99 simple circuits
P.7.18 Physics
Electromagnetism
Solve problems involving Ohm’s law in series and parallel circuits.
395 Ohm’s law
401 series circuits
405 Ohm’s law and voltage drops
407 parallel circuits
409 parallel circuits in homes
99 series circuit
245 build a parallel circuit
P.7.19 Physics
Electromagnetism
Determine the direction of a magnetic field produced by a current flowing in a straight wire and ina coil (use the right-hand rule).
425 what is an electromagnet?
P.7.20 Physics
Electromagnetism
Explain the operation of electric generators, motors, and transformers in terms of Ampère’s law andFaraday’s law.
431 how an electric motor works
432 dissecting an electric motor
434 how a generator works
P.8.01
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 64 of 68
P.8.01 Physics
Nuclear Processes
Explain how the research of Marie Curie, later in collaboration with her husband, Pierre, spurred thestudy of radioactivity, and led to the realization that one kind of atom may change into another kind,and so atoms must be made up of smaller parts. Rutherford, Geiger, and Marsden found these parts to be small, dense nuclei surrounded by much larger clouds of electrons.
278 atoms are made up of protons and neutrons and electrons
283 structure of an atom and three smaller particles
355 basic concepts of radioactivity and decay of one atom into another
67 understand the structure of an atom based on protons and neutrons and electrons
68 radioactivity
69 radioactivity
76 review subatomic particles
P.8.02 Physics
Nuclear Processes
Recognize that the nucleus, although it contains nearly all of the mass of the atom, occupies less ofthe atom than the proportion of the solar system occupied by the sun.
278 atoms are made up of protons and neutrons and electrons
279 protons neutrons and electrons
280 basic properties of an atom and the three subatomic particles
283 structure of an atom and three smaller particles
284 three subatomic particles and their charge
67 understand the structure of an atom based on protons and neutrons and electrons
76 review subatomic particles
P.8.03 Physics
Nuclear Processes
Explain how the mass of a neutron or a proton is about 2,000 times greater than the mass of anelectron.
279 protons neutrons and electrons
280 basic properties of an atom and the three subatomic particles
284 three subatomic particles and their charge
P.8.04
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 65 of 68
P.8.04 Physics
Nuclear Processes
Describe Niels Bohr’s model of the atom, its electron arrangement, and the correlation with thehydrogen spectrum.
289 electron shells 67 Bohr model
P.8.05 Physics
Nuclear Processes
Explain Albert Einstein’s photoelectric effect.
P.8.06 Physics
Nuclear Processes
Describe Louis de Broglie’s insight into the wave-particle duality.
P.8.07 Physics
Nuclear Processes
Describe the Heisenberg uncertainty principle and how it arises naturally from the fact that matterhas wavelike properties.
P.8.08
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 66 of 68
P.8.08 Physics
Nuclear Processes
Explain the principle of special relativity and some of its implications, including the mass-energyequivalence equation, E = mc2.
P.8.09 Physics
Nuclear Processes
Demonstrate how the mass of a stable nucleus is always less than the sum of the masses of theprotons and neutrons comprising it. Know this is especially true of the elements in the region of theperiodic table around iron (26 protons, 30 neutrons) and generally less so of elements with greater or lesser atomic numbers than this.
P.8.10
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 67 of 68
P.8.10 Physics
Nuclear Processes
Explain that if lighter atoms are fused to form atoms closer to iron, or heavier atoms are split to formatoms closer to iron, there is a mass loss. Explain that according to the principle of conservation ofmass-energy, this mass loss must be accompanied by a release of elnergy according to Einstein's mass-energy equation. know that, because c2 is such a large number, a small mass loss leads to a large energy release.
CPO Science
Correlations to: DC Earth Science and Physics High School Standards
Physical, Earth, and Space Science, 1st Edition
Standard DescriptionVolume 1
Student TextVolume 2
Investigation Manual
08-08-2012 Page 68 of 68