|
California Physics Standards Correlation
View the Conceptual Physics pdf version
View the Principles of Physics pdf version
View the Physics for Scientists and Engineers pdf version
Science Content Standards for California Public Schools, Grades 9-12
The physics standards as well as applicable chemistry standards are included below.
Notes: Standards that all students are expected to achieve in the course of their studies are unmarked.
Standards that all students should have the opportunity to learn are marked with an asterisk (*).
Each citation is in the form "C.S", where C represents the chapter number and S is the section number in that chapter. The section numbers for "Quizboard" and "Problems" sections at the end of every chapter are shown here as "Q" and "P" respectively.
Click to jump to the desired text below:
Conceptual Physics -- Principles of Physics -- Physics for Scientists and Engineers
| Conceptual Physics |
|
|
|
| Standard |
Text of
Standard |
Introduced |
Practiced |
Taught to |
| # |
|
|
|
Mastery |
| |
DISCIPLINE:
PHYSICS |
|
|
|
| |
Motion and Forces
Newton’s laws predict the motion of most objects. As
a basis for understanding this concept: |
|
|
|
| 1a |
Students
know how to solve problems that involve constant speed and average speed. |
2.3, 2.4 |
2.7, 2.P |
2.3, 2.4, 2.6 |
| 1b |
Students
know that when forces are balanced, no acceleration occurs; thus an object
continues to move at a constant speed or stays at rest (Newton’s first law). |
5.2 |
5.Q, 5.P |
5.2 |
| 1c |
Students
know how to apply the law F = ma to solve one-dimensional motion problems that involve
constant forces (Newton’s second law). |
5.5 |
5.7 - 5.9, 5.19, 5.Q, 5.P |
Chapter 2, 5.5, 5.6, 5.11 - 5.13, 5.20 |
| 1d |
Students
know that when one object exerts a force on a second object, the second
object always exerts a force of equal magnitude and in the opposite direction
(Newton’s third law). |
5.10 |
5.Q, 5.P |
5.10, 5.13 |
| 1e |
Students
know the relationship between the universal law of gravitation and the effect
of gravity on an object at the surface of Earth. |
5.4, 12.1 |
5.7, 5.Q, 5.P, 12.Q, 12.P |
5.4, 5.6, 12.1 - 12.7 |
| 1f |
Students
know applying a force to an object perpendicular to the direction of its
motion causes the object to change direction but not speed (e.g., Earth’s
gravitational force causes a satellite in a circular orbit to change
direction but not speed). |
8.1, 8.3, 8.5 |
8.4, 8.7, 8.Q, 8.P |
8.1, 8.3, 8.5, 12.9 |
| 1g |
Students
know circular motion requires the application of a constant force directed
toward the center of the circle. |
8.5 |
8.7, 8.Q, 8.P |
12.9 |
| 1h* |
Students
know Newton’s laws are not exact but provide very good approximations unless
an object is moving close to the speed of light or is small enough that
quantum effects are important. |
35.0 |
35.8, 35.Q, 35.P |
Chapter 35 |
| 1i* |
Students
know how to solve two-dimensional trajectory problems. |
4.3 |
4.5, 4.6, 4.9, 4.12, 4.13, 4.Q, 4.P |
4.3, 4.4, 4.7, 4.8, 4.10, 4.11 |
| 1j* |
Students
know how to resolve two-dimensional vectors into their components and
calculate the magnitude and direction of a vector from its components. |
3.3, 3.4 |
3.Q, 3.P |
3.3, 3.4 |
| 1k* |
Students
know how to solve two-dimensional problems involving balanced forces
(statics). |
11.1 |
11.4, 11.Q, 11.P |
11.1, 11.2 |
| 1l* |
Students
know how to solve problems in circular motion by using the formula for
centripetal acceleration in the following form: a = v2 /r. |
8.3 |
8.4, 8.Q, 8.P |
8.3 |
| 1m* |
Students
know how to solve problems involving the forces between two electric charges
at a distance (Coulomb’s law) or the forces between two masses at a distance
(universal gravitation). |
12.1, 22.8 |
12.Q, 12.P, 22.10, 22.Q, 22.P |
12.1, 22.8, 22.9 |
| |
Conservation
of Energy and Momentum
The laws of conservation of energy and momentum
provide a way to predict and describe the movement of objects. As a basis for
understanding this concept: |
|
|
|
| 2a |
Students
know how to calculate kinetic energy by using the formula E = (1/2)mv2. |
6.4 |
6.7, 6.8, 6.Q, 6.P |
6.1,
6.4 - 6.6 |
| 2b |
Students
know how to calculate changes in gravitational potential energy near Earth by
using the formula (change in potential energy) = mgh (h
is the change in the elevation). |
6.10 |
6.13, 6.Q, 6.P |
6.10 - 6.12 |
| 2c |
Students
know how to solve problems involving conservation of energy in simple
systems, such as falling objects. |
6.16 |
6.17 - 6.19, 6.Q, 6.P |
6.16 |
| 2d |
Students
know how to calculate momentum as the product mv. |
7.1 |
7.Q, 7.P |
7.1 |
| 2e |
Students
know momentum is a separately conserved quantity different from energy. |
7.5 |
7.7, 7.Q, 7.P |
7.5, 7.6 |
| 2f |
Students
know an unbalanced force on an object produces a change in its momentum. |
7.2, 7.3 |
7.P |
7.2 - 7.4 |
| 2g |
Students
know how to solve problems involving elastic and inelastic collisions in one
dimension by using the principles of conservation of momentum and energy. |
7.8 |
7.10, 7.12, 7.Q, 7.P |
7.8, 7.9, 7.11, 7.13 |
| 2h* |
Students
know how to solve problems involving conservation of energy in simple systems
with various sources of potential energy, such as capacitors and springs. |
12.17, 26.4 |
6.P, 12.Q, 12.P |
5.23, 12.17, 12.18, 26.4 |
| |
Heat and Thermodynamics
Energy cannot be created or destroyed, although in
many processes energy is transferred to the environment as heat. As a basis
for understanding this concept: |
|
|
|
| 3a |
Students know heat flow and work are two forms of energy
transfer between systems. |
20.1, 20.2 |
20.P |
20.0 - 20.3 |
| 3b |
Students know that the work done by a heat engine that is
working in a cycle is the difference between the heat flow into the engine at
high temperature and the heat flow out at a lower temperature (first law of
thermodynamics) and that this is an example of the law of conservation of
energy. |
20.1, 20.3 |
20.Q, 20.P |
20.1 - 20.3 |
| 3c |
Students know the internal energy of an object includes the
energy of random motion of the object’s atoms and molecules, often referred
to as thermal energy. The greater the
temperature of the object, the greater the energy of motion of the atoms and
molecules that make up the object. |
18.6 |
18.Q, 18.P, 19.P |
19.9 |
| 3d |
Students know that most processes tend to decrease the order of
a system over time and that energy levels are eventually distributed
uniformly. |
21.5 |
21.Q, 21.P |
21.3 - 21.5 |
| 3e |
Students know that entropy is a quantity that measures the order
or disorder of a system and that this quantity is larger for a more
disordered system. |
21.4, 21.6 |
21.Q, 21.P |
21.4, 21.6 |
| 3f* |
Students know the statement “Entropy tends to increase” is a law
of statistical probability that governs all closed systems (second law of
thermodynamics). |
21.5 |
21.Q, 21.P |
21.3, 21.5 |
| 3g* |
Students know how to solve problems involving heat flow, work,
and efficiency in a heat engine and know that all real engines lose some heat
to their surroundings. |
21.2, 21.7 |
21.12, 21.Q, 21.P |
21.0, 21.2, 21.7 - 21.9 |
| |
Waves
Waves have characteristic properties that do not
depend on the type of wave. As a basis for understanding this concept: |
|
|
|
| 4a |
Students
know waves carry energy from one place to another. |
15.1 |
16.Q, 16.P |
16.4 |
| 4b |
Students know how to identify transverse and longitudinal waves
in mechanical media, such as springs and ropes, and on the earth (seismic
waves). |
15.2 |
15.Q, 15.P |
15.2 |
| 4c |
Students know how to solve problems involving wavelength,
frequency, and wave speed. |
15.7 |
15.Q, 15.P |
15.5 - 15.7 |
| 4d |
Students know sound is a longitudinal wave whose speed depends
on the properties of the medium in which it propagates. |
16.1 |
16.Q, 16.P |
|
| 4e |
Students know radio waves, light, and X-rays are different
wavelength bands in the spectrum of electromagnetic waves whose speed in a
vacuum is approximately 3x108 m/s (186,000 miles/second). |
30.1 |
30.Q, 30.P |
30.1 |
| 4f |
Students
know how to identify the characteristic properties of waves: interference
(beats), diffraction, refraction, Doppler effect, and polarization. |
16.7, 17.8, 30.8, 32.1, 34.1,
34.5, 34.7, 35.10 |
16.Q, 16.P,
17.P, 30.P, 32.4, 32.7, 32.Q, 32.P, 34.P, 35.Q, 35.P |
16.7, 16.8,
17.8, 30.8, Chapter 32, 34.1, 34.2, 34.4, 34.5, 34.7, 35.10 |
| |
Electric and Magnetic Phenomena
Electric and magnetic phenomena are related and have
many practical applications. As a basis for understanding this concept: |
|
|
|
| 5a |
Students
know how to predict the voltage or current in simple direct current (DC)
electric circuits constructed from batteries, wires, resistors, and
capacitors. |
27.3, 27.5,
27.9 |
27.7, 27.8, 27.11, 27.Q,
27.P, 29.12, 29.13 |
Chapter 24,
25.1, 27.3, 27.5, 27.6, 27.9, 27.10, 27.12, 27.13 |
| 5b |
Students know how to solve problems involving Ohm’s law. |
25.3 |
25.4, 25.Q, 25.P |
25.3, 25.10 |
| 5c |
Students
know any resistive element in a DC circuit dissipates energy, which heats the
resistor. Students can calculate the power (rate of energy dissipation) in
any resistive circuit element by using the formula Power = IR (potential difference) x I (current) = I2R. |
25.7 |
25.P |
25.7, 25.11 |
| 5d |
Students
know the properties of transistors and the role of transistors in electric
circuits. |
36.15 |
36.P |
36.11 -
36.15 |
| 5e |
Students
know charged particles are sources of electric fields and are subject to the
forces of the electric fields from other charges. |
23.1 |
22.Q, 22.P,
23.5, 23.Q, 23.Q, 23.P |
22.8, 23.1,
23.4, 23.6 |
| 5f |
Students
know magnetic materials and electric currents (moving electric charges) are
sources of magnetic fields and are subject to forces arising from the
magnetic fields of other sources. |
28.1, 28.20 |
28.P |
28.1 - 28.4,
28.6, 28.7, 28.20, 28.21 |
| 5g |
Students
know how to determine the direction of a magnetic field produced by a current
flowing in a straight wire or in a coil. |
28.20 |
28.P |
28.20 |
| 5h |
Students
know changing magnetic fields produce electric fields, thereby inducing
currents in nearby conductors. |
29.0 |
29.0, 29.2,
29.8, 29.10, 29.Q, 29.P |
Chapter 29 |
| 5i |
Students
know plasmas, the fourth state of matter, contain ions or free electrons or
both and conduct electricity. |
38.14 |
|
|
| 5j* |
Students
know electric and magnetic fields contain energy and act as vector force
fields. |
23.1, 28.2 |
23.5, 23.Q,
23.P, 24.Q, 24.P, 28.Q, 28.P |
23.1, 23.4,
23.8, Chapter 24, 28.2 |
| 5k* |
Students
know the force on a charged particle in an electric field is qE, where E is
the electric field at the position of the particle and q is the charge of the
particle. |
23.1 |
23.5, 23.9,
23.Q, 23.P |
23.1, 23.8 |
| 5l* |
Students
know how to calculate the electric field resulting from a point charge. |
23.2 |
23.3, 23.P |
23.2, 23.6 |
| 5m* |
Students
know static electric fields have as their source some arrangement of electric
charges. |
23.1, 23.6 |
23.5, 23.Q,
23.P |
23.1, 23.4,
23.6 |
| 5n* |
Students know the magnitude of the force on a moving particle
(with charge q) in a magnetic field is qvB sin(a), where a is the angle
between v and B (v and B are the magnitudes of vectors v and B,
respectively), and students use the right-hand rule to find the direction of
this force. |
28.7 |
28.8, 28.9, 28.11, 28.Q, 28.P |
28.7, 28.10 |
| 5o* |
Students know how to apply the concepts of electrical and
gravitational potential energy to solve problems involving conservation of
energy. |
6.10, 6.16,
24.1 |
24.12, 6.Q, 6.P, 24.Q, 24.P |
6.10, 6.16, 24.1, 24.4, 24.7, 24.11, 24.12 |
| |
DISCIPLINE: CHEMISTRY |
|
|
|
| |
Atomic and Molecular Structure
The periodic table displays the elements in
increasing atomic number and shows how periodicity of the physical and
chemical properties of the elements relates to atomic structure. As a basis
for understanding this concept: |
|
|
|
| 1a |
Students
know how to relate the position of an element in the periodic table to its
atomic number and atomic mass. |
|
|
|
| 1b |
Students know how to use the periodic table to identify metals,
semimetals, non-metals, and halogens. |
|
|
|
| 1c |
Students know how to use the periodic table to identify alkali
metals, alkaline earth metals and transition metals, trends in ionization
energy, electronegativity, and the relative sizes of ions and atoms. |
|
|
|
| 1d |
Students know how to use the periodic table to determine the
number of electrons available for bonding. |
|
|
|
| 1e |
Students know the nucleus of the atom is much smaller than the
atom yet contains most of its mass. |
38.2 |
38.Q, 38.P |
38.2 |
| 1f* |
Students know how to use the periodic table to identify the
lanthanide, actinide, and transactinide elements and know that the
transuranium elements were synthesized and identified in laboratory
experiments through the use of nuclear accelerators. |
|
|
|
| 1g* |
Students know how to relate the position of an element in the
periodic table to its quantum electron configuration and to its reactivity
with other elements in the table. |
|
|
|
| 1h* |
Students know the experimental basis for Thomson’s discovery of
the electron, Rutherford’s nuclear atom, Millikan’s oil drop experiment, and
Einstein’s explanation of the photoelectric effect. |
36.5, 36.8, 38.2 |
36.Q, 36.P, 38.Q, 38.P |
36.5, 38.2 |
| 1i* |
Students
know the experimental basis for the development of the quantum theory of
atomic structure and the historical importance of the Bohr model of the atom. |
36.8 |
36.Q, 36.P |
36.8, 36.9 |
| 1j* |
Students know that spectral lines are the result of transitions
of electrons between energy levels and that these lines correspond to photons
with a frequency related to the energy spacing between levels by using
Planck’s relationship (E = hv). |
36.2, 36.3 |
36.10, 36.Q, 36.P |
36.2 - 36.4, 36.8, 36.9 |
| |
Conservation of Matter and Stoichiometry
The conservation of atoms in chemical reactions leads
to the principle of conservation of matter and the ability to calculate the
mass of products and reactants. As a basis for understanding this concept: |
|
|
|
| 3a |
Students know how to describe chemical reactions by writing
balanced equations. |
|
|
|
| 3b |
Students know the quantity one mole is set by defining one mole
of carbon 12 atoms to have a mass of exactly 12 grams. |
19.4 |
19.P |
19.4 |
| 3c |
Students know one mole equals 6.02x1023 particles (atoms or molecules). |
19.4 |
19.P |
19.4 |
| 3d |
Students know how to determine the molar mass of a molecule from
its chemical formula and a table of atomic masses and how to convert the mass
of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure. |
|
|
|
| 3e |
Students know how to calculate the masses of reactants and
products in a chemical reaction from the mass of one of the reactants or
products and the relevant atomic masses. |
|
|
|
| 3f* |
Students know how to calculate percent yield in a chemical
reaction. |
|
|
|
| 3g* |
Students know how to identify reactions that involve oxidation
and reduction and how to balance oxidation-reduction reactions. |
|
|
|
| |
Gases and their Properties
The kinetic molecular theory describes the motion of
atoms and molecules and explains the properties of gases. As a basis for
understanding this concept: |
|
|
|
| 4a |
Students
know the random motion of molecules and their collisions with a surface
create the observable pressure on that surface. |
19.2 |
13.P |
13.3, 13.4,
13.16, 19.1, 19.2 |
| 4b |
Students know the random motion of molecules explains the
diffusion of gases. |
|
|
|
| 4c |
Students know how to apply the gas laws to relations between the
pressure, temperature, and volume of any amount of an ideal gas or any
mixture of ideal gases. |
19.3, 19.5 |
19.7, 19.8, 19.Q, 19.P |
19.3, 19.5, 19.6 |
| 4d |
Students know the values and meanings of standard temperature
and pressure (STP). |
19.1 |
|
|
| 4e |
Students know how to convert between the Celsius and Kelvin
temperature scales. |
18.2, 18.3 |
18.Q, 18.P |
18.2, 18.3 |
| 4f |
Students know there is no temperature lower than 0 Kelvin. |
18.4 |
|
18.4 |
| 4g* |
Students know the kinetic theory of gases relates the absolute
temperature of a gas to the average kinetic energy of its molecules or atoms. |
19.9 |
19.P |
19.9 |
| 4h* |
Students
know how to solve problems by using the ideal gas law in the form PV = nRT. |
19.5 |
19.7, 19.8,
19.Q, 19.P |
19.5, 19.6 |
| 4i* |
Students know how to apply Dalton’s law of partial pressures to
describe the composition of gases and Graham’s law to predict diffusion of
gases. |
|
|
|
| |
Chemical Thermodynamics
Energy is exchanged or transformed in all chemical
reactions and physical changes of matter. As a basis for understanding this
concept: |
|
|
|
| 7a |
Students
know how to describe temperature and heat flow in terms of the motion of
molecules (or atoms). |
18.5, 19.9 |
19.P |
19.9 |
| 7b |
Students know chemical processes can either release (exothermic)
or absorb (en-dothermic) thermal energy. |
|
|
|
| 7c |
Students know energy is released when a material condenses or
freezes and is absorbed when a material evaporates or melts. |
18.14 |
18.21, 18.Q, 18.P |
18.14 - 18.16 |
| 7d |
Students know how to solve problems involving heat flow and
temperature changes, using known values of specific heat and latent heat of
phase change. |
18.12 |
18.21, 18.Q, 18.P |
18.12, 18.13, 18.15 - 18.18 |
| 7e* |
Students know how to apply Hess’s law to calculate enthalpy
change in a reaction. |
|
|
|
| 7f* |
Students know how to use the
Gibbs free energy equation to determine whether a reaction would be
spontaneous. |
|
|
|
| |
Nuclear Processes
Nuclear processes are those in which an atomic
nucleus changes, including radioactive decay of naturally occurring and
human-made isotopes, nuclear fission, and nuclear fusion. As a basis for
understanding this concept: |
|
|
|
| 11a |
Students
know protons and neutrons in the nucleus are held together by nuclear forces
that overcome the electromagnetic repulsion between the protons. |
38.5 |
38.P |
38.5 |
| 11b |
Students know the energy release per gram of material is much
larger in nuclear fusion or fission reactions than in chemical reactions. The
change in mass (calculated by E = mc2) is small but
significant in nuclear reactions. |
38.9 |
38.10, 38.Q, 38.P |
38.9,
38.11 - 38.14 |
| 11c |
Students know some naturally occurring isotopes of elements are
radioactive, as are isotopes formed in nuclear reactions. |
38.15 |
38.P |
38.3, 38.15 |
| 11d |
Students know the three most common forms of radioactive decay
(alpha, beta, and gamma) and know how the nucleus changes in each type of
decay. |
38.15 |
38.Q, 38.P |
38.15, 38.16 |
| 11e |
Students know alpha, beta, and gamma radiation produce different
amounts and kinds of damage in matter and have different penetrations. |
|
|
|
| 11f* |
Students know how to
calculate the amount of a radioactive substance remaining after an integral
number of half lives have passed. |
38.17 |
38.18, 38.Q,
38.P |
38.17 |
| 11g* |
Students
know protons and neutrons have substructures and consist of particles called
quarks. |
38.19 |
|
|
| Principles of
Physics |
|
|
|
| Standard |
Text of
Standard |
Introduced |
Practiced |
Taught to |
| # |
|
|
|
Mastery |
| |
DISCIPLINE:
PHYSICS |
|
|
|
| |
Motion and Forces
Newton’s laws predict the motion of most objects. As
a basis for understanding this concept: |
|
|
|
| 1a |
Students
know how to solve problems that involve constant speed and average speed. |
2.3, 2.4 |
2.7, 2.8, 2.P |
2.3, 2.4, 2.6 |
| 1b |
Students
know that when forces are balanced, no acceleration occurs; thus an object
continues to move at a constant speed or stays at rest (Newton’s first law). |
5.2 |
5.Q, 5.P |
5.2 |
| 1c |
Students
know how to apply the law F = ma to solve one-dimensional motion problems that involve
constant forces (Newton’s second law). |
5.5 |
5.7,
5.8, 5.9, 5.17, 5.21, 5.Q, 5.P, 6.10, 6.Q, 6.P |
Chapter 2, 5.5, 5.6, 5.11, 5.12, 5.13, 5.16, 5.22, 6.3, 6.12 |
| 1d |
Students
know that when one object exerts a force on a second object, the second
object always exerts a force of equal magnitude and in the opposite direction
(Newton’s third law). |
5.10 |
5.Q, 5.P |
5.10, 5.13 |
| 1e |
Students
know the relationship between the universal law of gravitation and the effect
of gravity on an object at the surface of Earth. |
5.4, 13.1 |
5.7, 5.Q, 5.P, 13.Q, 13.P |
5.4, 5.6, 13.1 - 13.6, 13.8 |
| 1f |
Students
know applying a force to an object perpendicular to the direction of its
motion causes the object to change direction but not speed (e.g., Earth’s
gravitational force causes a satellite in a circular orbit to change
direction but not speed). |
9.1, 9.4, 9.6 |
9.5, 9.12, 9.13, 9.Q, 9.P |
9.1, 9.4, 9.6, 9.7, 9.8, 13.10 |
| 1g |
Students
know circular motion requires the application of a constant force directed
toward the center of the circle. |
9.6 |
9.13, 9.Q, 9.P |
9.7, 9.8, 13.10 |
| 1h* |
Students
know Newton’s laws are not exact but provide very good approximations unless
an object is moving close to the speed of light or is small enough that
quantum effects are important. |
40.0 |
40.9, 40.11, 40.19, 40.Q, 40.P |
Chapter 40 |
| 1i* |
Students
know how to solve two-dimensional trajectory problems. |
4.7 |
4.9, 4.10, 4.13,
4.16 - 4.19, 4.Q, 4.P |
4.7, 4.8, 4.11, 4.12, 4.14, 4.15, 4.20 |
| 1j* |
Students
know how to resolve two-dimensional vectors into their components and
calculate the magnitude and direction of a vector from its components. |
3.3, 3.4,
3.11, 3.12 |
3.15, 3.17, 3.Q, 3.P |
3.3, 3.4, 3.11 - 3.14 |
| 1k* |
Students
know how to solve two-dimensional problems involving balanced forces
(statics). |
12.1 |
12.5, 12.7, 12.9, 12.Q, 12.P |
12.1, 12.2, 12.4, 12.6, 12.8 |
| 1l* |
Students
know how to solve problems in circular motion by using the formula for
centripetal acceleration in the following form: a = v2 /r. |
9.4 |
9.5, 9.Q, 9.P |
9.4, 9.7, 9.8 |
| 1m* |
Students
know how to solve problems involving the forces between two electric charges
at a distance (Coulomb’s law) or the forces between two masses at a distance
(universal gravitation). |
13.1, 23.9 |
13.7, 13.Q, 13.P, 23.11, 23.14, 23.17, 23.Q, 23.P |
13.1, 23.9, 23.10, 23.13 |
| |
Conservation
of Energy and Momentum
The laws of conservation of energy and momentum
provide a way to predict and describe the movement of objects. As a basis for
understanding this concept: |
|
|
|
| 2a |
Students
know how to calculate kinetic energy by using the formula E = (1/2)mv2. |
7.6 |
7.10, 7.11, 7.Q, 7.P |
7.1, 7.6, 7.7, 7.9 |
| 2b |
Students
know how to calculate changes in gravitational potential energy near Earth by
using the formula (change in potential energy) = mgh (h
is the change in the elevation). |
7.13 |
7.16, 7.Q, 7.P |
7.13 - 7.15 |
| 2c |
Students
know how to solve problems involving conservation of energy in simple
systems, such as falling objects. |
7.19 |
7.20 - 7.22, 7.Q, 7.P |
7.19 |
| 2d |
Students
know how to calculate momentum as the product mv. |
8.1 |
8.Q, 8.P |
8.1 |
| 2e |
Students
know momentum is a separately conserved quantity different from energy. |
8.6 |
8.8, 8.9, 8.Q, 8.P |
8.6, 8.7 |
| 2f |
Students
know an unbalanced force on an object produces a change in its momentum. |
8.2, 8.3 |
8.5, 8.P |
8.2 - 8.4 |
| 2g |
Students
know how to solve problems involving elastic and inelastic collisions in one
dimension by using the principles of conservation of momentum and energy. |
8.10 |
8.12, 8.15, 8.Q, 8.P |
8.10, 8.11, 8.13, 8.14, 8.18, 8.19 |
| 2h* |
Students
know how to solve problems involving conservation of energy in simple systems
with various sources of potential energy, such as capacitors and springs. |
13.21, 15.18 |
7.P, 13.Q, 13.P, 15.P |
5.28, 13.21, 13.26, 15.18, 15.19, 15.21, 28.7 |
| |
Heat and Thermodynamics
Energy cannot be created or destroyed, although in
many processes energy is transferred to the environment as heat. As a basis
for understanding this concept: |
|
|
|
| 3a |
Students know heat flow and work are two forms of energy
transfer between systems. |
21.1, 21.2 |
21.P |
21.0 - 21.3 |
| 3b |
Students know that the work done by a heat engine that is
working in a cycle is the difference between the heat flow into the engine at
high temperature and the heat flow out at a lower temperature (first law of
thermodynamics) and that this is an example of the law of conservation of
energy. |
21.1, 21.3 |
21.Q, 21.P |
21.1 - 21.3 |
| 3c |
Students know the internal energy of an object includes the
energy of random motion of the object’s atoms and molecules, often referred
to as thermal energy. The greater the
temperature of the object, the greater the energy of motion of the atoms and
molecules that make up the object. |
19.7 |
19.Q, 19.P, 20.P |
20.10 - 20.14 |
| 3d |
Students know that most processes tend to decrease the order of
a system over time and that energy levels are eventually distributed
uniformly. |
22.8 |
22.Q, 22.P |
22.3, 22.5, 22.7, 22.8 |
| 3e |
Students know that entropy is a quantity that measures the order
or disorder of a system and that this quantity is larger for a more
disordered system. |
22.5, 22.9 |
22.6, 22.Q, 22.P |
22.5, 22.7, 22.9 |
| 3f* |
Students know the statement “Entropy tends to increase” is a law
of statistical probability that governs all closed systems (second law of
thermodynamics). |
22.8 |
22.Q, 22.P |
22.3, 22.8 |
| 3g* |
Students know how to solve problems involving heat flow, work,
and efficiency in a heat engine and know that all real engines lose some heat
to their surroundings. |
22.2, 22.10 |
22.14, 22.18, 22.Q, 22.P |
22.0, 22.2, 22.10 - 22.13 |
| |
Waves
Waves have characteristic properties that do not
depend on the type of wave. As a basis for understanding this concept: |
|
|
|
| 4a |
Students
know waves carry energy from one place to another. |
16.1 |
17.Q, 17.P |
17.8, 35.6 |
| 4b |
Students know how to identify transverse and longitudinal waves
in mechanical media, such as springs and ropes, and on the earth (seismic
waves). |
16.2 |
16.Q, 16.P |
16.2 |
| 4c |
Students know how to solve problems involving wavelength,
frequency, and wave speed. |
16.7 |
16.Q, 16.P |
16.5, 16.6, 16.7 |
| 4d |
Students know sound is a longitudinal wave whose speed depends
on the properties of the medium in which it propagates. |
17.1, 17.4 |
17.6, 17.Q, 17.P |
17.4, 17.5 |
| 4e |
Students know radio waves, light, and X-rays are different
wavelength bands in the spectrum of electromagnetic waves whose speed in a
vacuum is approximately 3x108 m/s (186,000 miles/second). |
34.1 |
34.Q, 34.P |
34.1 |
| 4f |
Students
know how to identify the characteristic properties of waves: interference
(beats), diffraction, refraction, Doppler effect, and polarization. |
17.12, 18.17, 34.17, 36.1,
38.1, 39.1, 39.4, 40.14 |
17.16, 17.17,
17.Q, 17.P, 18.P, 34.20, 34.P, 36.4, 36.10, 36.13, 36.Q, 36.P, 38.5, 38.10,
38.Q, 38.P, 39.6, 39.8, 39.Q, 39.P, 40.Q, 40.P |
17.12
- 17.15, 18.17,
34.17 - 34.19, Chapter 36, Chapter 38, Chapter 39, 40.14 |
| |
Electric and Magnetic Phenomena
Electric and magnetic phenomena are related and have
many practical applications. As a basis for understanding this concept: |
|
|
|
| 5a |
Students
know how to predict the voltage or current in simple direct current (DC)
electric circuits constructed from batteries, wires, resistors, and
capacitors. |
29.3, 29.6,
29.10, 29.17, 29.20, 29.31 |
29.8, 29.9,
29.12, 29.13, 29.23, 29.24, 29.27, 29.Q, 29.P |
Chapter 25,
Chapter 29 |
| 5b |
Students know how to solve problems involving Ohm’s law. |
27.3 |
27.4, 27.Q, 27.P |
27.3, 27.11 |
| 5c |
Students
know any resistive element in a DC circuit dissipates energy, which heats the
resistor. Students can calculate the power (rate of energy dissipation) in
any resistive circuit element by using the formula Power = IR (potential difference) x I (current) = I2R. |
27.8 |
27.P |
27.8, 27.13 |
| 5d |
Students
know the properties of transistors and the role of transistors in electric
circuits. |
41.18 |
41.P |
41.13,
41.16, 41.18 |
| 5e |
Students
know charged particles are sources of electric fields and are subject to the
forces of the electric fields from other charges. |
24.1 |
23.11, 23.14,
23.Q, 23.P, 24.5, 24.Q, 24.P |
23.9, 24.1,
24.4, 24.6 |
| 5f |
Students
know magnetic materials and electric currents (moving electric charges) are
sources of magnetic fields and are subject to forces arising from the
magnetic fields of other sources. |
30.1, 31.0 |
30.P |
30.1 - 30.4,
30.6 - 30.7, 31.0 - 31.2 |
| 5g |
Students
know how to determine the direction of a magnetic field produced by a current
flowing in a straight wire or in a coil. |
31.1, 31.9 |
31.4, 31.10,
31.P |
31.1, 31.9 |
| 5h |
Students
know changing magnetic fields produce electric fields, thereby inducing
currents in nearby conductors. |
32.0 |
32.0, 32.2,
32.8, 32.10, 32.15, 32.17, 32.Q, 32.P |
Chapter 32 |
| 5i |
Students
know plasmas, the fourth state of matter, contain ions or free electrons or
both and conduct electricity. |
43.14 |
|
|
| 5j* |
Students
know electric and magnetic fields contain energy and act as vector force
fields. |
24.1, 30.2 |
24.5, 24.Q,
24.P, 25.Q, 25.P, 28.P, 30.Q, 30.P, 32.P |
24.1, 24.4,
24.10, Chapter 25, 28.10, 30.2, 32.30 |
| 5k* |
Students
know the force on a charged particle in an electric field is qE, where E is
the electric field at the position of the particle and q is the charge of the
particle. |
24.1 |
24.5, 24.11,
24.12, 24.Q, 24.P |
24.1, 24.10,
24.14, 24.15 |
| 5l* |
Students
know how to calculate the electric field resulting from a point charge. |
24.2 |
24.3, 24.P |
24.2,
24.6 - 24.8 |
| 5m* |
Students
know static electric fields have as their source some arrangement of electric
charges. |
24.1, 24.6 |
24.5, 24.Q,
24.P |
24.1, 24.4,
24.6, Chapter 26 |
| 5n* |
Students know the magnitude of the force on a moving particle
(with charge q) in a magnetic field is qvB sin(a), where a is the angle
between v and B (v and B are the magnitudes of vectors v and B,
respectively), and students use the right-hand rule to find the direction of
this force. |
30.7 |
30.8, 30.9, 30.11, 30.Q, 30.P |
30.7, 30.10 |
| 5o* |
Students know how to apply the concepts of electrical and
gravitational potential energy to solve problems involving conservation of
energy. |
7.13, 7.19,
25.1 |
25.12, 25.16, 7.Q, 7.P, 25.Q, 25.P |
7.13, 7.19, 25.1, 25.7, 25.10, 25.12, 25.15, 25.16 |
| |
DISCIPLINE: CHEMISTRY |
|
|
|
| |
Atomic and Molecular Structure
The periodic table displays the elements in
increasing atomic number and shows how periodicity of the physical and
chemical properties of the elements relates to atomic structure. As a basis
for understanding this concept: |
|
|
|
| 1a |
Students
know how to relate the position of an element in the periodic table to its
atomic number and atomic mass. |
|
|
|
| 1b |
Students know how to use the periodic table to identify metals,
semimetals, non-metals, and halogens. |
|
|
|
| 1c |
Students know how to use the periodic table to identify alkali
metals, alkaline earth metals and transition metals, trends in ionization
energy, electronegativity, and the relative sizes of ions and atoms. |
|
|
|
| 1d |
Students know how to use the periodic table to determine the
number of electrons available for bonding. |
|
|
|
| 1e |
Students know the nucleus of the atom is much smaller than the
atom yet contains most of its mass. |
43.2 |
43.Q, 43.P |
43.2 |
| 1f* |
Students know how to use the periodic table to identify the
lanthanide, actinide, and transactinide elements and know that the
transuranium elements were synthesized and identified in laboratory
experiments through the use of nuclear accelerators. |
|
|
|
| 1g* |
Students know how to relate the position of an element in the
periodic table to its quantum electron configuration and to its reactivity
with other elements in the table. |
|
|
|
| 1h* |
Students know the experimental basis for Thomson’s discovery of
the electron, Rutherford’s nuclear atom, Millikan’s oil drop experiment, and
Einstein’s explanation of the photoelectric effect. |
41.6, 41.9, 43.2 |
41.Q, 41.P, 43.Q, 43.P |
41.6, 43.2 |
| 1i* |
Students
know the experimental basis for the development of the quantum theory of
atomic structure and the historical importance of the Bohr model of the atom. |
41.9 |
41.Q, 41.P |
41.9 - 41.11 |
| 1j* |
Students know that spectral lines are the result of transitions
of electrons between energy levels and that these lines correspond to photons
with a frequency related to the energy spacing between levels by using
Planck’s relationship (E = hv). |
41.2, 41.4 |
41.12, 41.Q, 41.P |
41.2, 41.4, 41.5, 41.9, 41.11 |
| |
Conservation of Matter and Stoichiometry
The conservation of atoms in chemical reactions leads
to the principle of conservation of matter and the ability to calculate the
mass of products and reactants. As a basis for understanding this concept: |
|
|
|
| 3a |
Students know how to describe chemical reactions by writing
balanced equations. |
|
|
|
| 3b |
Students know the quantity one mole is set by defining one mole
of carbon 12 atoms to have a mass of exactly 12 grams. |
20.4 |
20.P |
20.4 |
| 3c |
Students know one mole equals 6.02x1023 particles (atoms or molecules). |
20.4 |
20.P |
20.4 |
| 3d |
Students know how to determine the molar mass of a molecule from
its chemical formula and a table of atomic masses and how to convert the mass
of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure. |
|
|
|
| 3e |
Students know how to calculate the masses of reactants and
products in a chemical reaction from the mass of one of the reactants or
products and the relevant atomic masses. |
|
|
|
| 3f* |
Students know how to calculate percent yield in a chemical
reaction. |
|
|
|
| 3g* |
Students know how to identify reactions that involve oxidation
and reduction and how to balance oxidation-reduction reactions. |
|
|
|
| |
Gases and their Properties
The kinetic molecular theory describes the motion of
atoms and molecules and explains the properties of gases. As a basis for
understanding this concept: |
|
|
|
| 4a |
Students
know the random motion of molecules and their collisions with a surface
create the observable pressure on that surface. |
14.4 |
14.P |
14.3, 14.4,
14.23, 20.1, 20.2 |
| 4b |
Students know the random motion of molecules explains the
diffusion of gases. |
|
|
|
| 4c |
Students know how to apply the gas laws to relations between the
pressure, temperature, and volume of any amount of an ideal gas or any
mixture of ideal gases. |
20.3, 20.5 |
20.7, 20.8, 20.Q, 20.P |
20.3, 20.5, 20.6 |
| 4d |
Students know the values and meanings of standard temperature
and pressure (STP). |
20.1 |
|
|
| 4e |
Students know how to convert between the Celsius and Kelvin
temperature scales. |
19.2, 19.3 |
19.Q, 19.P |
19.2, 19.3 |
| 4f |
Students know there is no temperature lower than 0 Kelvin. |
19.4 |
|
19.4 |
| 4g* |
Students know the kinetic theory of gases relates the absolute
temperature of a gas to the average kinetic energy of its molecules or atoms. |
20.10 |
20.P |
20.10,
20.12 - 20.14 |
| 4h* |
Students
know how to solve problems by using the ideal gas law in the form PV = nRT. |
20.5 |
20.7, 20.8,
20.Q, 20.P |
20.5, 20.6 |
| 4i* |
Students know how to apply Dalton’s law of partial pressures to
describe the composition of gases and Graham’s law to predict diffusion of
gases. |
|
|
|
| |
Chemical Thermodynamics
Energy is exchanged or transformed in all chemical
reactions and physical changes of matter. As a basis for understanding this
concept: |
|
|
|
| 7a |
Students
know how to describe temperature and heat flow in terms of the motion of
molecules (or atoms). |
19.5, 20.10 |
20.P |
20.10 |
| 7b |
Students know chemical processes can either release (exothermic)
or absorb (en-dothermic) thermal energy. |
|
|
|
| 7c |
Students know energy is released when a material condenses or
freezes and is absorbed when a material evaporates or melts. |
19.18 |
19.21, 19.29, 19.Q, 19.P |
19.18 - 19.20 |
| 7d |
Students know how to solve problems involving heat flow and
temperature changes, using known values of specific heat and latent heat of
phase change. |
19.14 |
19.21, 19.29, 19.Q, 19.P |
19.14, 19.15, 19.17, 19.19, 19.20,
19.22 - 19.24 |
| 7e* |
Students know how to apply Hess’s law to calculate enthalpy
change in a reaction. |
|
|
|
| 7f* |
Students know how to use the
Gibbs free energy equation to determine whether a reaction would be
spontaneous. |
|
|
|
| |
Nuclear Processes
Nuclear processes are those in which an atomic
nucleus changes, including radioactive decay of naturally occurring and
human-made isotopes, nuclear fission, and nuclear fusion. As a basis for
understanding this concept: |
|
|
|
| 11a |
Students
know protons and neutrons in the nucleus are held together by nuclear forces
that overcome the electromagnetic repulsion between the protons. |
43.5 |
43.P |
43.5 |
| 11b |
Students know the energy release per gram of material is much
larger in nuclear fusion or fission reactions than in chemical reactions. The
change in mass (calculated by E = mc2) is small but
significant in nuclear reactions. |
43.9 |
43.10, 43.Q, 43.P |
43.9,
43.11 - 43.14 |
| 11c |
Students know some naturally occurring isotopes of elements are
radioactive, as are isotopes formed in nuclear reactions. |
43.15 |
43.P |
43.3, 43.15 |
| 11d |
Students know the three most common forms of radioactive decay
(alpha, beta, and gamma) and know how the nucleus changes in each type of
decay. |
43.15 |
43.Q. 43.P |
43.15 - 43.17 |
| 11e |
Students know alpha, beta, and gamma radiation produce different
amounts and kinds of damage in matter and have different penetrations. |
|
|
|
| 11f* |
Students know how to
calculate the amount of a radioactive substance remaining after an integral
number of half lives have passed. |
43.18 |
43.21, 43.Q,
43.P |
43.18 -
43.20 |
| 11g* |
Students
know protons and neutrons have substructures and consist of particles called
quarks. |
43.22 |
|
|
| Physics for
Scientists and Engineers |
|
|
|
| Standard |
Text of
Standard |
Introduced |
Practiced |
Taught to |
| # |
|
|
|
Mastery |
| |
DISCIPLINE:
PHYSICS |
|
|
|
| |
Motion and Forces
Newton’s laws predict the motion of most objects. As
a basis for understanding this concept: |
|
|
|
| 1a |
Students
know how to solve problems that involve constant speed and average speed. |
2.3, 2.4 |
2.7, 2.8, 2.P |
2.3, 2.4, 2.6 |
| 1b |
Students
know that when forces are balanced, no acceleration occurs; thus an object
continues to move at a constant speed or stays at rest (Newton’s first law). |
5.2 |
5.Q, 5.P |
5.2 |
| 1c |
Students
know how to apply the law F = ma to solve one-dimensional motion problems that involve
constant forces (Newton’s second law). |
5.5 |
5.7 - 5.9, 5.17, 5.21, 5.Q, 5.P, 6.10, 6.Q, 6.P |
Chapter 2, 5.5, 5.6,
5.11 - 5.13, 5.16, 5.22, 6.3, 6.12 |
| 1d |
Students
know that when one object exerts a force on a second object, the second
object always exerts a force of equal magnitude and in the opposite direction
(Newton’s third law). |
5.10 |
5.Q, 5.P |
5.10, 5.13 |
| 1e |
Students
know the relationship between the universal law of gravitation and the effect
of gravity on an object at the surface of Earth. |
5.4, 13.1 |
5.7, 5.Q, 5.P, 13.Q, 13.P |
5.4, 5.6, 13.1 - 13.7,
13.12 |
| 1f |
Students
know applying a force to an object perpendicular to the direction of its
motion causes the object to change direction but not speed (e.g., Earth’s
gravitational force causes a satellite in a circular orbit to change
direction but not speed). |
9.1, 9.4, 9.7 |
9.6, 9.13, 9.14, 9.Q, 9.P |
9.1, 9.4, 9.7, 9.8, 9.9, 13.14 |
| 1g |
Students
know circular motion requires the application of a constant force directed
toward the center of the circle. |
9.7 |
9.14, 9.Q, 9.P |
9.8, 9.9, 13.14 |
| 1h* |
Students
know Newton’s laws are not exact but provide very good approximations unless
an object is moving close to the speed of light or is small enough that
quantum effects are important. |
41.0 |
41.9, 41.11, 41.18, 41.26, 41.Q, 41.P |
Chapter 41 |
| 1i* |
Students
know how to solve two-dimensional trajectory problems. |
4.8 |
4.10, 4.11, 4.14,
4.17 - 4.20, 4.Q, 4.P |
4.8, 4.9, 4.12, 4.13, 4.15, 4.16, 4.21 |
| 1j* |
Students
know how to resolve two-dimensional vectors into their components and
calculate the magnitude and direction of a vector from its components. |
3.3, 3.4,
3.11, 3.12 |
3.15, 3.17, 3.Q, 3.P |
3.3, 3.4, 3.11 - 3.14 |
| 1k* |
Students
know how to solve two-dimensional problems involving balanced forces
(statics). |
12.1 |
12.6, 12.8, 12.10, 12.Q, 12.P |
12.1, 12.2, 12.5, 12.7, 12.9 |
| 1l* |
Students
know how to solve problems in circular motion by using the formula for
centripetal acceleration in the following form: a = v2 /r. |
9.4 |
9.6, 9.Q, 9.P |
9.4, 9.8, 9.9 |
| 1m* |
Students
know how to solve problems involving the forces between two electric charges
at a distance (Coulomb’s law) or the forces between two masses at a distance
(universal gravitation). |
13.1, 23.9 |
13.11, 13.Q, 13.P, 23.11, 23.14, 23.17, 23.Q, 23.P |
13.1, 13.9, 23.9, 23.10, 23.13 |
| |
Conservation
of Energy and Momentum
The laws of conservation of energy and momentum
provide a way to predict and describe the movement of objects. As a basis for
understanding this concept: |
|
|
|
| 2a |
Students
know how to calculate kinetic energy by using the formula E = (1/2)mv2. |
7.8 |
7.13, 7.14, 7.Q, 7.P |
7.1, 7.8, 7.9, 7.12 |
| 2b |
Students
know how to calculate changes in gravitational potential energy near Earth by
using the formula (change in potential energy) = mgh (h
is the change in the elevation). |
7.16 |
7.19, 7.Q, 7.P |
7.16 - 7.18 |
| 2c |
Students
know how to solve problems involving conservation of energy in simple
systems, such as falling objects. |
7.22 |
7.23 - 7.25, 7.Q, 7.P |
7.22 |
| 2d |
Students
know how to calculate momentum as the product mv. |
8.1 |
8.Q, 8.P |
8.1 |
| 2e |
Students
know momentum is a separately conserved quantity different from energy. |
8.7 |
8.9, 8.10, 8.Q, 8.P |
8.7, 8.8 |
| 2f |
Students
know an unbalanced force on an object produces a change in its momentum. |
8.2, 8.3 |
8.6, 8.P |
8.2 - 8.5 |
| 2g |
Students
know how to solve problems involving elastic and inelastic collisions in one
dimension by using the principles of conservation of momentum and energy. |
8.11 |
8.13, 8.16, 8.Q, 8.P |
8.11, 8.12, 8.14, 8.15, 8.20, 8.21 |
| 2h* |
Students
know how to solve problems involving conservation of energy in simple systems
with various sources of potential energy, such as capacitors and springs. |
13.28, 15.20, 33.4 |
7.P, 13.Q, 13.P, 15.P, 33.Q, 33.P |
5.28, 7.26, 13.28, 13.33, 15.20, 15.21, 15.22, 15.24, 28.9, 33.4 |
| |
Heat and Thermodynamics
Energy cannot be created or destroyed, although in
many processes energy is transferred to the environment as heat. As a basis
for understanding this concept: |
|
|
|
| 3a |
Students know heat flow and work are two forms of energy
transfer between systems. |
21.1, 21.2 |
21.P |
21.0 - 21.3 |
| 3b |
Students know that the work done by a heat engine that is
working in a cycle is the difference between the heat flow into the engine at
high temperature and the heat flow out at a lower temperature (first law of
thermodynamics) and that this is an example of the law of conservation of
energy. |
21.1, 21.3 |
21.Q, 21.P |
21.1 - 21.3 |
| 3c |
Students know the internal energy of an object includes the
energy of random motion of the object’s atoms and molecules, often referred
to as thermal energy. The greater the
temperature of the object, the greater the energy of motion of the atoms and
molecules that make up the object. |
19.9 |
19.Q, 19.P, 20.P |
20.10, 20.12, 20.13, 20.18, 20.19, 20.20, 20.21 |
| 3d |
Students know that most processes tend to decrease the order of
a system over time and that energy levels are eventually distributed
uniformly. |
22.8 |
22.Q, 22.P |
22.3, 22.5, 22.7, 22.8 |
| 3e |
Students know that entropy is a quantity that measures the order
or disorder of a system and that this quantity is larger for a more
disordered system. |
22.5, 22.18 |
22.6, 22.Q, 22.P |
22.5, 22.7, 22.18 - 22.22 |
| 3f* |
Students know the statement “Entropy tends to increase” is a law
of statistical probability that governs all closed systems (second law of
thermodynamics). |
22.8 |
22.Q, 22.P |
22.3, 22.8, 22.19 - 22.21 |
| 3g* |
Students know how to solve problems involving heat flow, work,
and efficiency in a heat engine and know that all real engines lose some heat
to their surroundings. |
22.2, 22.9 |
22.15, 22.23, 22.Q, 22.P |
22.0, 22.2, 22.9 - 22.14 |
| |
Waves
Waves have characteristic properties that do not
depend on the type of wave. As a basis for understanding this concept: |
|
|
|
| 4a |
Students
know waves carry energy from one place to another. |
16.1 |
16.21, 16.Q,
16.P |
16.19,
16.20, 17.10, 35.9 |
| 4b |
Students know how to identify transverse and longitudinal waves
in mechanical media, such as springs and ropes, and on the earth (seismic
waves). |
16.2 |
16.Q, 16.P |
16.2 |
| 4c |
Students know how to solve problems involving wavelength,
frequency, and wave speed. |
16.7 |
16.Q, 16.P |
16.5 - 16.7 |
| 4d |
Students know sound is a longitudinal wave whose speed depends
on the properties of the medium in which it propagates. |
17.1, 17.4 |
17.6, 17.Q, 17.P |
17.4, 17.5, 17.7 |
| 4e |
Students know radio waves, light, and X-rays are different
wavelength bands in the spectrum of electromagnetic waves whose speed in a
vacuum is approximately 3x108 m/s (186,000 miles/second). |
35.1 |
35.Q, 35.P |
35.1 |
| 4f |
Students
know how to identify the characteristic properties of waves: interference
(beats), diffraction, refraction, Doppler effect, and polarization. |
17.14, 18.18, 35.21, 37.1,
39.1, 40.1, 40.4, 41.19 |
17.19, 17.20,
17.Q, 17.P, 18.20, 18.P, 35.24, 35.P, 37.4, 37.11, 37.14, 37.Q, 37.P, 39.5,
39.8, 39.14, 39.Q, 39.P, 40.6, 40.8, 40.11, 40.Q, 40.P, 41.Q, 41.P |
17.14 -
17.18, 18.18 - 18.19, 35.21 - 35.23, Chapter 37, Chapter 39, Chapter 40,
41.19 - 41.21 |
| |
Electric and Magnetic Phenomena
Electric and magnetic phenomena are related and have
many practical applications. As a basis for understanding this concept: |
|
|
|
| 5a |
Students
know how to predict the voltage or current in simple direct current (DC)
electric circuits constructed from batteries, wires, resistors, and
capacitors. |
29.3, 29.6,
29.10, 29.17, 29.20, 29.31 |
29.8, 29.9,
29.12, 29.13, 29.23, 29.24, 29.27, 29.Q, 29.P |
Chapter 25,
27.1,
Chapter 29 |
| 5b |
Students know how to solve problems involving Ohm’s law. |
27.5, 27.6 |
27.7, 27.Q, 27.P |
27.5, 27.6, 27.10, 27.16 |
| 5c |
Students
know any resistive element in a DC circuit dissipates energy, which heats the
resistor. Students can calculate the power (rate of energy dissipation) in
any resistive circuit element by using the formula Power = IR (potential difference) x I (current) = I2R. |
27.13 |
27.P |
27.13, 27.18 |
| 5d |
Students
know the properties of transistors and the role of transistors in electric
circuits. |
42.19 |
42.P |
42.14 -
42.17, 42.19 |
| 5e |
Students
know charged particles are sources of electric fields and are subject to the
forces of the electric fields from other charges. |
24.1 |
23.11, 23.14,
23.Q, 23.P, 24.5, 24.Q, 24.P |
23.9, 24.1,
24.4, 24.6 |
| 5f |
Students
know magnetic materials and electric currents (moving electric charges) are
sources of magnetic fields and are subject to forces arising from the
magnetic fields of other sources. |
30.1, 31.0 |
30.P |
30.1, 30.2,
30.3, 30.4, 30.6, 31.0, 31.1, 31.2, 34.1, 34.4, 34.5 |
| 5g |
Students
know how to determine the direction of a magnetic field produced by a current
flowing in a straight wire or in a coil. |
31.1, 31.8 |
31.4, 31.18,
31.P |
31.1, 31.8,
31.17 |
| 5h |
Students
know changing magnetic fields produce electric fields, thereby inducing
currents in nearby conductors. |
32.0 |
32.0, 32.2,
32.8, 32.10, 32.18, 32.20, 32.34, 32.Q, 32.P |
Chapter 32 |
| 5i |
Students
know plasmas, the fourth state of matter, contain ions or free electrons or
both and conduct electricity. |
44.14 |
|
|
| 5j* |
Students
know electric and magnetic fields contain energy and act as vector force
fields. |
24.1, 30.2 |
24.5, 24.Q,
24.P, 25.Q, 25.P, 28.P, 30.Q, 30.P, 32.P |
24.1, 24.4,
24.10, Chapter 25, 28.13, 30.2, 32.38 |
| 5k* |
Students
know the force on a charged particle in an electric field is qE, where E is
the electric field at the position of the particle and q is the charge of the
particle. |
24.1 |
24.5, 24.11,
24.12, 24.Q, 24.P |
24.1, 24.10,
24.14, 24.15 |
| 5l* |
Students
know how to calculate the electric field resulting from a point charge. |
24.2 |
24.3, 24.P |
24.2, 24.6,
24.7, 24.8 |
| 5m* |
Students
know static electric fields have as their source some arrangement of electric
charges. |
24.1, 24.6 |
24.5, 24.Q,
24.P |
24.1, 24.4,
24.6, Chapter 26 |
| 5n* |
Students know the magnitude of the force on a moving particle
(with charge q) in a magnetic field is qvB sin(a), where a is the angle
between v and B (v and B are the magnitudes of vectors v and B,
respectively), and students use the right-hand rule to find the direction of
this force. |
30.6 |
30.7, 30.8, 30.10, 30.Q, 30.P |
30.6, 30.9 |
| 5o* |
Students know how to apply the concepts of electrical and
gravitational potential energy to solve problems involving conservation of
energy. |
7.16, 7.22,
25.1 |
25.17, 25.21, 7.Q, 7.P, 25.Q, 25.P |
7.16,
7.22, 25.1, 25.8, 25.15, 25.17, 25.20, 25.21 |
| |
DISCIPLINE: CHEMISTRY |
|
|
|
| |
Atomic and Molecular Structure
The periodic table displays the elements in
increasing atomic number and shows how periodicity of the physical and
chemical properties of the elements relates to atomic structure. As a basis
for understanding this concept: |
|
|
|
| 1a |
Students
know how to relate the position of an element in the periodic table to its
atomic number and atomic mass. |
|
|
|
| 1b |
Students know how to use the periodic table to identify metals,
semimetals, non-metals, and halogens. |
|
|
|
| 1c |
Students know how to use the periodic table to identify alkali
metals, alkaline earth metals and transition metals, trends in ionization
energy, electronegativity, and the relative sizes of ions and atoms. |
|
|
|
| 1d |
Students know how to use the periodic table to determine the
number of electrons available for bonding. |
|
|
|
| 1e |
Students know the nucleus of the atom is much smaller than the
atom yet contains most of its mass. |
44.2 |
44.Q, 44.P |
44.2 |
| 1f* |
Students know how to use the periodic table to identify the
lanthanide, actinide, and transactinide elements and know that the
transuranium elements were synthesized and identified in laboratory
experiments through the use of nuclear accelerators. |
|
|
|
| 1g* |
Students know how to relate the position of an element in the
periodic table to its quantum electron configuration and to its reactivity
with other elements in the table. |
|
|
|
| 1h* |
Students know the experimental basis for Thomson’s discovery of
the electron, Rutherford’s nuclear atom, Millikan’s oil drop experiment, and
Einstein’s explanation of the photoelectric effect. |
42.6, 42.9, 44.2 |
42.Q, 42.P, 44.Q, 44.P |
42.6, 44.2 |
| 1i* |
Students
know the experimental basis for the development of the quantum theory of
atomic structure and the historical importance of the Bohr model of the atom. |
42.9 |
42.Q, 42.P |
42.9 - 42.12 |
| 1j* |
Students know that spectral lines are the result of transitions
of electrons between energy levels and that these lines correspond to photons
with a frequency related to the energy spacing between levels by using
Planck’s relationship (E = hv). |
42.2, 42.4 |
42.13, 42.Q, 42.P |
42.2, 42.4, 42.5, 42.9,
42.12 |
| |
Conservation of Matter and Stoichiometry
The conservation of atoms in chemical reactions leads
to the principle of conservation of matter and the ability to calculate the
mass of products and reactants. As a basis for understanding this concept: |
|
|
|
| 3a |
Students know how to describe chemical reactions by writing
balanced equations. |
|
|
|
| 3b |
Students know the quantity one mole is set by defining one mole
of carbon 12 atoms to have a mass of exactly 12 grams. |
20.4 |
20.P |
20.4 |
| 3c |
Students know one mole equals 6.02x1023 particles (atoms or molecules). |
20.4 |
20.P |
20.4 |
| 3d |
Students know how to determine the molar mass of a molecule from
its chemical formula and a table of atomic masses and how to convert the mass
of a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure. |
|
|
|
| 3e |
Students know how to calculate the masses of reactants and
products in a chemical reaction from the mass of one of the reactants or
products and the relevant atomic masses. |
|
|
|
| 3f* |
Students know how to calculate percent yield in a chemical
reaction. |
|
|
|
| 3g* |
Students know how to identify reactions that involve oxidation
and reduction and how to balance oxidation-reduction reactions. |
|
|
|
| |
Gases and their Properties
The kinetic molecular theory describes the motion of
atoms and molecules and explains the properties of gases. As a basis for
understanding this concept: |
|
|
|
| 4a |
Students
know the random motion of molecules and their collisions with a surface
create the observable pressure on that surface. |
8.19 |
14.P |
8.19, 14.3,
14.4, 14.24, 20.1, 20.2 |
| 4b |
Students know the random motion of molecules explains the
diffusion of gases. |
|
|
|
| 4c |
Students know how to apply the gas laws to relations between the
pressure, temperature, and volume of any amount of an ideal gas or any
mixture of ideal gases. |
20.3, 20.5 |
20.7, 20.8, 20.Q, 20.P |
20.3, 20.5, 20.6 |
| 4d |
Students know the values and meanings of standard temperature
and pressure (STP). |
20.1 |
|
|
| 4e |
Students know how to convert between the Celsius and Kelvin
temperature scales. |
19.2, 19.3 |
19.Q, 19.P |
19.2, 19.3 |
| 4f |
Students know there is no temperature lower than 0 Kelvin. |
19.6 |
|
19.6 |
| 4g* |
Students know the kinetic theory of gases relates the absolute
temperature of a gas to the average kinetic energy of its molecules or atoms. |
20.10 |
20.P |
20.10, 20.12, 20.13,
20.18 - 20.21 |
| 4h* |
Students
know how to solve problems by using the ideal gas law in the form PV = nRT. |
20.5 |
20.7, 20.8, 20.Q, 20.P |
20.5, 20.6 |
| 4i* |
Students know how to apply Dalton’s law of partial pressures to
describe the composition of gases and Graham’s law to predict diffusion of
gases. |
|
|
|
| |
Chemical Thermodynamics
Energy is exchanged or transformed in all chemical
reactions and physical changes of matter. As a basis for understanding this
concept: |
|
|
|
| 7a |
Students
know how to describe temperature and heat flow in terms of the motion of
molecules (or atoms). |
19.7, 20.10 |
20.P |
20.10 |
| 7b |
Students know chemical processes can either release (exothermic)
or absorb (en-dothermic) thermal energy. |
|
|
|
| 7c |
Students know energy is released when a material condenses or
freezes and is absorbed when a material evaporates or melts. |
19.21 |
19.24, 19.32, 19.Q, 19.P |
19.21 - 19.23 |
| 7d |
Students know how to solve problems involving heat flow and
temperature changes, using known values of specific heat and latent heat of
phase change. |
19.16 |
19.24, 19.32, 19.Q, 19.P |
19.16
- 19.18, 19.20, 19.22, 19.23,
19.25 - 19.27 |
| 7e* |
Students know how to apply Hess’s law to calculate enthalpy
change in a reaction. |
|
|
|
| 7f* |
Students know how to use the
Gibbs free energy equation to determine whether a reaction would be
spontaneous. |
|
|
|
| |
Nuclear Processes
Nuclear processes are those in which an atomic
nucleus changes, including radioactive decay of naturally occurring and
human-made isotopes, nuclear fission, and nuclear fusion. As a basis for
understanding this concept: |
|
|
|
| 11a |
Students
know protons and neutrons in the nucleus are held together by nuclear forces
that overcome the electromagnetic repulsion between the protons. |
44.5 |
44.P |
44.5 |
| 11b |
Students know the energy release per gram of material is much
larger in nuclear fusion or fission reactions than in chemical reactions. The
change in mass (calculated by E = mc2) is small but
significant in nuclear reactions. |
44.9 |
44.10, 44.Q, 44.P |
44.9,
44.11 - 44.14 |
| 11c |
Students know some naturally occurring isotopes of elements are
radioactive, as are isotopes formed in nuclear reactions. |
44.15 |
44.P |
44.3, 44.15 |
| 11d |
Students know the three most common forms of radioactive decay
(alpha, beta, and gamma) and know how the nucleus changes in each type of
decay. |
44.15 |
44.Q, 44.P |
44.15 - 44.17 |
| 11e |
Students know alpha, beta, and gamma radiation produce different
amounts and kinds of damage in matter and have different penetrations. |
|
|
|
| 11f* |
Students know how to
calculate the amount of a radioactive substance remaining after an integral
number of half lives have passed. |
44.18 |
44.21, 44.Q,
44.P |
44.18 -
44.20 |
| 11g* |
Students
know protons and neutrons have substructures and consist of particles called
quarks. |
44.22 |
|
|
|
|
|
|
|
|
