Prentice Hall Physical Science: Concepts in Action 2004

Prentice Hall Physical Science: Concepts In Action © 2004

Correlated to:

Illinois Learning Standards for Science, Goals and Standards, (Early High School)

ILLINOIS LEARNING STANDARDS FOR SCIENCE, GOALS AND STANDARDS

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GOAL # 11: INQUIRY AND DESIGN
Why This Goal Is Important:
The inquiry process prepares learners to engage in science and apply methods of technological design. This understanding will enable students to pose questions, use models to enhance understanding, make predictions, gather and work with data, use appropriate measurement methods, analyze results, draw conclusions based on evidence, communicate their methods and results, and think about the implications of scientific research and technological problem solving.
A.Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4aFormulate hypotheses referencing prior research and knowledge. / SE/TE:8-9; Inquiry Activity: 157, 327, 355, 389, 411, 499; Data Analysis: 71, 273; Quick Lab: 90, 117, 167, 278, 360; Forensics Lab: 119; Chapter Assessments: 30, 122, 496, 528
TR:Guided Reading and Study Workbook: 1.2
11.A.4bConduct controlled experiments or simulations to test hypotheses. / SE/TE:Inquiry Activity: 1, 37, 67, 99, 125, 157, 191, 227, 261, 291, 327, 355, 389, 411, 445, 473, 499, 531, 569, 599, 629; Quick Lab: 18, 46, 56, 79, 90, 102, 117, 128, 135, 167, 173, 196, 203, 214, 232, 243, 248, 265, 278, 300, 304, 330, 360, 365, 380, 401, 424, 429, 450, 454, 476, 481, 502, 505, 544, 559, 571, 585, 605, 612, 632, 636; Exploration Lab: 92-93, 150-151, 254-255, 316-317, 349, 383, 405, 524-525; Consumer Lab: 26-27, 184-185, 285, 438-439, 593; Forensics Lab: 60-61, 119, 623; Application Lab: 467, 648-649; Design Your Own Lab: 220-221, 493
TR:All labs found in the Laboratory Manual and Probeware Lab Manual
11.A.4cCollect, organize and analyze data accurately and precisely. / SE/TE:Inquiry Activity: 67, 191, 327, 411, 473, 499, 531; Quick Lab: 18, 56, 79, 90, 102, 135, 167, 196, 214, 232, 243, 248, 278, 300, 424, 429, 450, 454, 476, 505, 571, 605, 612, 637; Exploration Lab: 92-93, 150-151, 254-255, 316-317, 349, 383, 405, 524-525, 563; Consumer Lab: 26-27, 184-185, 285, 438-439, 593; Forensics Lab: 60-61, 119, 623; Application Lab: 467, 648-649; Design Your Own Lab: 220-221,493
TR:All labs in the Laboratory Manual and Probeware Laboratory Manual
11.A.4dApply statistical methods to the data to reach and support conclusions. / SE/TE:Quick Lab: 18, 90, 196, 300, 424, 429, 454, 505, 571, 637; Exploration Lab: 92-93, 150-151, 254-255, 316-317, 349, 383, 405, 524-525, 563; Consumer Lab: 26-27, 184-185, 285, 438-439, 593; Forensics Lab: 60-61, 119, 623; Application Lab: 467, 648-649; Design Your Own Lab: 220-221, 493; Data Analysis: 24, 42, 71, 160, 273, 376, 392, 433, 463, 491, 542, 575
TR:All labs in the Laboratory Manual and Probeware Laboratory Manual
11.A.4eFormulate alternative hypotheses to explain unexpected results. / SE/TE:9; Inquiry Activity: 99; Data Analysis: 491; Quick Lab: 330, 360; Application Lab: 649; Consumer Lab: 285; Exploration Lab: 317; Forensics Lab: 61
11.A.4fUsing available technology, report, display and defend to an audience conclusions drawn from investigations. / SE/TE:Concepts in Action: 53, 107, 149, 183, 253, 271, 307; Exploration Lab: 151, 317, 341, 371, 399, 461, 485, 523, 557, 587, 617, 641; Issues in Science: 59, 281, 302, 513, 579, 608; Performance-Based Assessment: 224, 442, 496, 566, 626
B.Know and apply the concepts, principles and processes of technological design.
11.B.4aIdentify a technological design problem inherent in a commonly used product. / SE/TE:How It Works: 21, 49, 87, 111, 137, 163, 201, 233, 277, 314, 335, 366, 402, 434, 465, 488, 520, 560, 591, 620, 634; Problem Solving Activity: 109, 218, 238, 646
11.B.4bPropose and compare different solution designs to the design problem based upon given constraints including available tools, materials and time. / SE/TE:Problem Solving Activity: 109, 218, 238, 646; Chapter Assessment: 30, 154, 352, 566, 652
11.B.4cDevelop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad-cam, animations). / SE/TE:Problem Solving Activity: 109, 218, 238, 646; Chapter Assessment: 30, 96, 154, 188, 258, 288, 352, 566, 652
11.B.4dDetermine the criteria upon which the designs will be judged, identify advantages and disadvantages of the designs and select the most promising design. / SE/TE:Problem Solving Activity: 109, 218, 238, 646; Chapter Assessment: 30, 154, 352, 566, 652
11.B.4eDevelop and test a prototype or simulation of the solution design using available materials, instruments and technology. / SE/TE:Problem Solving Activity: 109, 218, 238, 646; Chapter Assessment: 30, 154, 352, 566, 652
11.B.4fEvaluate the test results based on established criteria, note sources of error and recommend improvements. / SE/TE:Problem Solving Activity: 109, 218, 238, 646; Chapter Assessment: 30, 154, 352, 566, 652
11.B.4gUsing available technology, report to an audience the relative success of the design based on the test results and criteria. / SE/TE:Problem Solving Activity: 109, 218, 238, 646; Chapter Assessment: 30, 154, 352, 566, 652
GOAL #12: CONCEPTS AND PRINCIPLES
Why This Goal Is Important:
This goal is comprised of key concepts and principles in the life, physical and earth/space sciences that have considerable explanatory and predictive power for scientists and non-scientists alike. These ideas have been thoroughly studied and have stood the test of time. Knowing and being able to apply these concepts, principles and processes help students understand what they observe in nature and through scientific experimentation. A working knowledge of these concepts and principles allows students to relate new subject matter to material previously learned and to create deeper and more meaningful levels of understanding.
A.Know and apply concepts that explain how living things function, adapt and change.
12.A.4aExplain how genetic combinations produce visible effects and variations among physical features and cellular functions of organisms. / This concept would be covered in a Biology course.
12.A.4bDescribe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction. / SE/TE:250-251, 282-284
TE:Build Reading Literacy: 282; Teacher Demo: 283
12.A.4cDescribe processes by which organisms change over time using evidence from comparative anatomy and physiology, embryology, the fossil record, genetics and biochemistry. / This concept would be covered in PH Physical Science Concepts in Action with Earth and Space Science or in a Biology course.
B.Know and apply concepts that describe how living things interact with each other and with their environment.
12.B.4aCompare physical, ecological and behavioral factors that influence interactions and interdependence of organisms. / This concept would be covered in a Biology course.
12.B.4bSimulate and analyze factors that influence the size and stability of populations within ecosystems (e.g., birth rate, death rate, predation, migration patterns. / This concept would be covered in a Biology course.
C.Know and apply concepts that describe properties of matter and energy and the interactions between them.
12.C.4aUse kinetic theory, wave theory, quantum theory and the laws of thermodynamics to explain energy transformations. / SE/TE:71-73, 446-466, 479-483; Inquiry Activity: 445; Quick Lab: 450, 454, 481; Application Lab: 467; Concepts in Action: 460-461, 484-483; Data Analysis: 463; How It Works: 465
TR:Guided Reading and Study Workbook with Math Support: 3.1, 15.1; Laboratory Manual: 16a, 16b
TECH:iText: 3.1, 15.1; Internet Resources: NSTA SciLinks web code: ccn-1031, ccn-2162
12.C.4bAnalyze and explain the atomic and nuclear structure of matter. / SE/TE:100-105, 108-112, 113-118, 292-296, 298-301, 303-305, 308-315; Inquiry Activity: 99, 291; Quick Lab: 102, 117, 300, 304; Forensics Lab: 119; Exploration Lab: 316-317; Problem-Solving Activity: 109; Concepts in Action: 106-107; How It Works: 111, 314
TE:Teacher Demo: 104, 110, 116, 311
TR:Guided Reading and Study Workbook with Math Support: 4.1, 4.2, 4.3, 10.1; Laboratory Manual: 4a, 4b, 10a
TECH:iText: 4.1, 4.2, 4.3, 10.1; Internet Resources: NSTA SciLinks web code: ccn-1041, ccn-1043, ccn-1102, ccn-1104, Science News web code: cce-1042, Planetdiary web code: ccc-1101; Discovery Channel Videotapes: Go For Gold
D.Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4aExplain and predict motions in inertial and accelerated frames of reference. / SE/TE:328-331, 336-337, 342-348, 363-369, 372-377; Exploration Lab: 349; Quick Lab: 365; Inquiry Activity: 327, 355; Quick Lab: 330; Concepts in Action: 370-371
(Continued)
12.D.4aExplain and predict motions in inertial and accelerated frames of reference. / (Continued)
TE:Teacher Demo: 329, 344, 365, 367,
TR:Guided Reading and Study Workbook with Math Support: 11.1, 11.2, 11.3, 12.2; Laboratory Manual: 11a, 11b, 12a, 12b
TECH:iText: 11.1, 11.2, 11.3, 12.2; Internet Resources: phschool.com web code: ccd-2110, cca-2110, NSTA SciLinks web code: ccn-2111, ccn-2112, ccn-2113, ccn-2122; Discovery Channel Videotapes: Air Forces
12.D.4bDescribe the effects of electromagnetic and nuclear forces including atomic and molecular bonding, capacitance and nuclear reactions. / SE/TE:292-296, 308-315, 378-382, 450-452, 600-603, 630-633, 635-639; Inquiry Activity: 291; Quick Lab: 380, 637; Exploration Lab: 316-317, 383
TE:Teacher Demo: 311, 379, 601, 636, 638
TR:Guided Reading and Study Workbook with Math Support: 10.1, 10.4, 20.1, 21.1; Laboratory Manual: 10b
TECH:iText: 10.1, 10.4, 20.1, 21.1; Internet Resources: NSTA SciLinks web code: ccn-1104, ccn-2212; Planetdiary web code: ccc-1101; Discovery Channel Videotapes: Magnetic Viewpoints
E.Know and apply concepts that describe the features and processes of the Earth and its resources.
12.E.4aExplain how external and internal energy sources drive Earth processes (e.g., solar energy drives weather patterns; internal heat drives plate tectonics). / This concept is covered in PH Physical Science: Concepts in Action with Earth and Space Science.
12.E.4bDescribe how rock sequences and fossil remains are used to interpret the age and changes in the Earth. / SE/TE:Extension of Concept: 300-301; This concept is more fully covered in PH Physical Science: Concepts in Action with Earth and Space Science.
F.Know and apply concepts that explain the composition and structure of the universe and Earth's place in it.
12.F.4aExplain theories, past and present, for changes observed in the universe. / This concept is covered in PH Physical Science: Concepts in Action with Earth and Space Science.
12.F.4bDescribe and compare the chemical and physical characteristics of galaxies and objects within galaxies (e.g., pulsars, nebulae, black holes, dark matter, stars). / This concept is covered in PH Physical Science: Concepts in Action with Earth and Space Science.
GOAL #13: SCIENCE, TECHNOLOGY, AND SOCIETY
Why This Goal Is Important:
Understanding the nature and practices of science such as ensuring the validity and replicability of results, building upon the work of others and recognizing risks involved in experimentation gives learners a useful sense of the scientific enterprise. In addition, the relationships among science, technology and society give humans the ability to change and improve their surroundings. Learners who understand this relationship will be able to appreciate the efforts and effects of scientific discovery and applications of technology on their own lives and on the society in which we live.
A.Know and apply the accepted practices of science.
13.A.4aEstimate and suggest ways to reduce the degree of risk involved in science activities. / SE/TE:11; Skills and Reference Handbook: Science Skills – Science Safety; Caution statements are included in all lab activities that have safety concerns.
13.A.4bAssess the validity of scientific data by analyzing the results, sample set, sample size, similar previous experimentation, possible misrepresentation of data presented and potential sources of error. / SE/TE:9; Inquiry Activity: 99; Data Analysis: 24, 42, 71, 160, 273, 376, 392, 433, 463, 491, 542, 575; Quick Lab: 330, 360; Application Lab: 649; Consumer Lab: 285; Exploration Lab: 317; Forensics Lab: 61
13.A.4cDescribe how scientific knowledge, explanations and technological designs may change with new information over time (e.g., the understanding of DNA, the design of computers). / SE/TE:Science and History: 114-115, 178-179, 312-313, 374-375, 422-423, 518-519, 582-583; How It Works:21, 49, 87, 111, 137, 163, 201, 233, 277, 314, 335, 366, 402, 434, 465, 488, 520, 560, 591, 620, 634
13.A.4dExplain how peer review helps to assure the accurate use of data and improves the scientific process. / SE/TE:8-9, 25, Skills and Reference Handbook: Science Skills
B.Know and apply concepts that describe the interaction between science, technology and society.
13.B.4aCompare and contrast scientific inquiry and technological design as pure and applied sciences. / SE/TE:2-6
13.B.4bAnalyze a particular occupation to identify decisions that may be influenced by a knowledge of science. / SE/TE:Careers in Science: 34-35, 324-325
13.B.4cAnalyze ways that resource management and technology can be used to accommodate population trends. / SE/TE:462-464, 466; Data Analysis: 463; How It Works: 465; Issues in Science: 281, 608; Writing in Science: 466
TE:Teacher Demo: 464
13.B.4dAnalyze local examples of resource use, technology use or conservation programs; document findings; and make recommendations for improvements. / SE/TE:462-464, 466; Data Analysis: 463; How It Works: 465; Issues in Science: 281, 608; Writing in Science: 466
TE:Teacher Demo: 464
13.B.4eEvaluate claims derived from purported scientific studies used in advertising and marketing strategies. / SE/TE:Data Analysis: 42, 491

SE = Student EditionTE = Teacher’s EditionTR = Teaching ResourcesTECH = Technology

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