Prentice Hall: Addison-Wesley Chemistry ©2002assets.pearsonschool.com/correlations/NY-AWChem2002.pdfPrentice Hall: Addison-Wesley Chemistry ©2002 Correlated to: New York Chemistry

Prentice Hall: Addison-Wesley Chemistry ©2002Correlated to:

New York Chemistry Core Curriculum, Standard 4 - The Physical Setting and Standards 1, 2, 6, 7(Grades 9 - 12)

SE/TE: Student Edition and associated Teacher’s Edition pages; TE: Teacher’s Edition pages only; TRP: Teacher’s Resource Package - RM: Review Module;LR: Lab Record Sheet; LM: Lab Manual; LP: Lab Practical; SSLM: Small-Scale Lab Manual; TECH: Technology Resources for chapter/section - CD-ROMs:

ChemASAP!, Active Chemistry, ResourcePro, Assessment Resources; Internet Sites: chemSURF, The Chemistry Place; Videodiscs: Chemistry Alive!,Small Scale Lab Video and

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NEW YORK CHEMISTRY CORE CURRICULUMSTANDARDS 1, 2, 4, 6, 7

PAGE(S) WHERE TAUGHT(If submission is not a book, cite appropriate location(s))

STANDARD 4: THE PHYSICAL SETTINGStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment andrecognize the historical development of ideas in science.

Key Idea 3: Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

3.1 Explain the properties of materials in terms of the arrangement and properties of the atoms and compose them.

• Build models to explain something that cannot be seen SE/TE: 27, 202, 361-366, 367-370, 371, 372-383, 389, 464, 473, 699, 703,743-751, 752-753, 754-757, 758, 759-761, 826, 839, 840, 852, 867

TE: 360A-360B, 742A-742BTRP: RM: 13.1, 13.2, 13.3, 25.1, 25.2, 25.3, 25.4; LR: 13-1, 13-2; LM:

Exp 20, 21, 22; LP: 13-1, 13-2; SSLM: Exp 15, 16;TECH: Chapters 13, 25

• Draw a Lewis electron-dot structure of an atom SE/TE: 413-418, 419-425, 437-451, 452-459TE: 412A-412B, 436A-436BTRP: RM: 15.1, 15.2, 16.1, 16.2; LR: 15-1, 16-1; LP: 15-1;TECH: 15.1, 15.2, 16.1, 16.2

• Write nuclear equations showing alpha and beta decay SE/TE: 841-844, 845-851TE: 840A-840BTRP: RM: 28.1, 28.2; LM: Exp 52; LP: 28-1, 28-2; SSLM: Exp 40;TECH: 28.1, 28.2

Prentice Hall: Addison Wesley Chemistry, ©2002Correlated to:

New York Chemistry Core Curriculum, Standard 4 - The Physical Setting and Standards 1, 2, 6, 7, (Grades 9 - 12)

SE/TE: Student Edition and associated Teacher’s Edition pages; TE: Teacher’s Edition pages only; TRP: Teacher’s Resource Package - RM: Review Module;LR: Lab Record Sheet; LM: Lab Manual; LP: Lab Practical; SSLM: Small-Scale Lab Manual; TECH: Technology Resources for chapter/section—CD-ROMs:


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• Write the name and symbol for the elements 1-20 (H - Mg) SE/TE: 39-40, 203-206TE: 28A-28BTRP: RM: 2.3, 8.1;TECH: 2.3, 8.1

• Classify elements as metals, nonmetals, metalloids, or noble gasesby their properties

SE/TE: 123-126, 704, 705-710, 711, 712-723, 724-731, 732-735TE: 106A-106B, 704A-704BTRP: RM: 5.4, 24.1, 24.2, 24.3, 24.4; LR: 24-1, 24-2; LM: Exp 47, 48;

LP: 24-1; SSLM: Exp 34, 35;TECH: 5.4, Chapter 24

• Compare and contrast properties of an element within a group,within a period for groups 1, 2, 13-18 on the periodic table, andperiods 1-4

SE/TE: 390, 391-396, 397, 398-406, 704, 705-710, 711, 712-723, 724-731,732-735

TE: 390A-390B, 704A-704BTRP: RM: 14.1, 14.2, 24.1, 24.2, 24.3, 24.4; LR: 14-1, 14-2, 24-1, 24-

2; LM: Exp 23, 47, 48; LP: 14-1, 14-2, 24-1; SSLM: Exp 17, 34,35;

TECH: Chapters 14, 24

• Explain the placement of an unknown element on the periodic table,based on its properties

SE/TE: 123-126, 390, 391-396, 397, 398-406TE: 106A-106B, 390A-390BTRP: RM: 5.4, 14.1, 14.2; LR: 14-1, 14-2; LM: Exp 23; LP: 14-1, 14-2;

SSLM: Exp 17;TECH: 5.4, Chapter 14





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• Classify an organic compound, based on its structural or condensedstructural formula

SE/TE: 743-751, 752-753, 754-757, 758, 759-761TE: 742A-742BTRP: RM: 25.1, 25.2, 25.3, 25.4, 25.5; LR: 25-1, 25-2; LM: Exp 49;

LP: 25-1; SSLM: Exp 36;TECH: Chapter 25

• Identify reactions which produce esters and polyamides SE/TE: 785-794, 795-800, 801TE: 772A-772BTRP: RM: 26.3, 26.4; LR: 26-1, 26-2; LM: Exp 50; LP: 26-1; SSLM:

Exp 37, 38;TECH: 26.3, 26.4

• Draw a structural formula with the functional group(s) on a straightchain hydrogen (sic) backbone

SE/TE: 773-777, 778-784, 785-794, 795-800, 801TE: 772A-772BTRP: RM: 26.1, 26.2, 26.3, 26.4; LR: 26-1, 26-2; LM: Exp 50; LP: 26-

1; SSLM: Exp 37, 38;TECH: Chapter 26

• Draw a structural formula for hydrocarbons methane through hexane SE/TE: 743-751, 752-753TE: 742A-742BTRP: RM: 25.1, 25.2; LR: 25-1; LM: Exp 49; SSLM: Exp 36;TECH: 25.1, 25.2

• Use a simple particle model to differentiate between properties ofsolids, liquids, and gases

SE/TE: 2, 28, 29-31, 266, 267-272, 273, 274-279, 280-283, 284-286, 465-466

TE: 28A-28B, 266A-266BTRP: RM: 2.1, 10.1, 10.2, 10.3, 10.4; LR: 10-1, 10-2; LM: Exp 2, Exp

14; LP: 2-1, 10-1; SSLM: Exp 12;TECH: 2.1, Chapter 10





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• Describe the process and use of filtration, distillation, andchromatography in the separation of a mixture

SE/TE: 32-35, 460-466, 467TE: 28A-28B, 436A-436BTRP: RM: 2.2, 16.3; LR: 2-1, 16-2; LM: Exp 25; LP: 16-1; SSLM: Exp

21;TECH: 2.1, 16.3

• Interpret solubility curves SE/TE: 501-508TE: 500A-500BTRP: RM: 18.1; LR: 18-1; LM: Exp 30, 31; LP: 18-1; SSLM: Exp 23;TECH: 18.1

• Apply the adage "like dissolves like" to real-world situations SE/TE: 482-488, 501-508, 742TE: 474A-474B, 500A-500BTRP: RM: 17.3, 18.1; LR: 17-1, 18-1; LM: Exp 26, 27, 28, 30, 31; LP:

17-1, 17-2, 18-1; SSLM: Exp 22, 23;TECH: 17.3, 18.1

• Interpret changes in indicator colors SE/TE: 580-593, 606, 613-624, 625, 626-637TE: 576A-576B, 612A-612BTRP: 20.2, 21.1, 21.2; LR: 20-1, 21-1, 21-2; LM: Exp 37, 39, 40, 41,

42, 43; LP: 20-1, 21-1; SSLM: Exp 26, 29, 30;TECH: 20.2, Chapter 21

• Recognize and name HCl, HNO3, H2SO4, CH3COOH SE/TE: 594-599TE: 576A-576BTRP: RM: 20.3; SSLM: Exp 27;TECH: 20.3





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• Recognize that aqueous solutions of strong acids have a lower pHthan aqueous solutions of weak acids

SE/TE: 600-605, 606TE: 576A-576BTRP: RM: 20.4; LR: 20-2; LM: Exp 38; LP: 20-2; SSLM: Exp 28;TECH: 20.4

• Write simple neutralization reactions when given the reactants SE/TE: 613-624, 625, 626-637TE: 612A-612BTRP: RM: 21.1, 21.2; LR: 21-1, 21-2; LM: Exp 39, 40, 41, 42, 43; LP:

21-1; SSLM: Exp 29, 30;TECH: Chapter 21

3.2 Use atomic and molecular models to explain common chemical reactions

• Determine a missing reactant or product in a balanced equation SE/TE: 202, 212-224, 225-228, 229TE: 202A-202BTRP: RM: 8.2, 8.3; LR: 8-1, 8-2; LM: Exp 10, 11; LP: 8-1, 8-2; SSLM:

Exp 9;TECH: 8.2, 8.3

• Balance equations, given the reactants and products SE/TE: 202, 203-211, 212-224, 225-228, 229, 559TE: 202A-202BTRP: RM: 8.1, 8.2, 8.3; LR: 8-1, 8-2; LM: Exp 10, 11; LP: 8-1, 8-2;

SSLM: Exp 8, 9;TECH: Chapter 8





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• Write half-reactions for oxidation and reduction SE/TE: 660-669, 670, (tables, 678, 688)TE: 644A-644BTRP: RM: 22.3; LR: 22-1, 22-2; SSLM: Exp 32;TECH: 22.3

• Identify and label the parts of a voltaic cell: cathode, anode, saltbridge

SE/TE: 679-681TE: 676A-676BTRP: RM: 23.1; SSLM: Exp 33;TECH: 23.1

• Identify and label the parts of an electrolytic cell: cathode, anode SE/TE: 692-697TE: 676A-676BTRP: RM: 23.3; LR: 23-1, 23-2; LM: Exp 46; LP: 23-1;TECH: 23.3

• Explain the processes in voltaic and electrolytic cells SE/TE: 676, 677-684, 685-691, 692-697, 698TE: 676A-676BTRP: RM: 23.1, 23.2, 23.3; LR: 23-1, 23-2; LM: Exp 45, 46; LP: 23-1;

SSLM: Exp 33;TECH: Chapter 23

3.3 Use atomic and molecular models to explain common chemical reactions.

• Interpret balanced chemical equations in terms of conservation ofmatter and energy

SE/TE: 41-43, 202, 203-211, 212-224, 225-228, 229, 236, 237-241, 645-653

TE: 28A-28B, 202A-202B, 236A-236B, 644A-644BTRP: RM: 2.4, 8.1, 8.2, 8.3, 9.1, 22.1; LR: 2-2, 8-1, 8-2, 9.1; LM: Exp

2, 3, 10, 11, 12, 44; LP: 2-1, 8-1, 8-2; SSLM: Exp 1, 8, 9, 31;TECH: 2.4, Chapter 8, 9.1, 22.1





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• Create and use models of particles to demonstrate balanced equations SE/TE: 236, 237-241TE: 236A-236BTRP: RM: 9.1; LM: Exp 12;TECH: 9.1

• Calculate simple mole-mole stoichiometry problems, given abalanced equation

SE/TE: 242-250, 251TE: 236A-236BTRP: RM: 9.2; LR: 9-1; LM: Exp 12; SSLM: Exp 10, 11;TECH: 9.2

• Determine the empirical formula from a molecular formula SE/TE: 188-195TE: 170A-170BTRP: RM: 7.3; LR: 7-2; LM: Exp 9; LP: 7-1;TECH: 7.3

• Calculate the formula mass and gram-formula mass SE/TE: 171-181TE: 170A-170BTRP: RM: 7.1;TECH: 7.1

• Determine the number of moles of a substance, given its mass SE/TE: 182-186, 187TE: 170A-170BTRP: RM: 7.2; LR: 7-1; LM: Exp 8; SSLM: Exp 7;TECH: 7.2





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• Determine the mass of a given number of moles of a substance SE/TE: 182-186, 187TE: 170A-170BTRP: RM: 7.2; LR: 7-1; LM: Exp 8; SSLM: Exp 7;TECH: 7.2

3.4 Use kinetic molecular theory (KMT) to explain rates of reactions and the relationships among temperature, pressure, and volume of asubstance.

• Explain the gas laws in terms of KMT SE/TE: 266, 267-272, 326, 327-328, 329, 330-332, 333-340TE: 266A-266B, 326A-326BTRP: RM: 10.1, 12.1, 12.2, 12.3; LR: 10-1, 12-1; LM: Exp 17, 18; LP:

12-1; SSLM: Exp 14;TECH: 10.1, 12.1, 12.2, 12.3

• Solve problems, using the gas laws SE/TE: 333-340, 341-346, 347-353TE: 326A-326BTRP: RM: 12.3, 12.4, 12.5; LR: 12-2; LM: Exp 17, 18, 19; LP: 12-2;TECH: 12.3, 12.4, 12.5

• Convert temperatures in Celsius (°C) to Kelvin (K), and Kelvin toCelsius

SE/TE: 74-75, 267-272, 336TE: 50A-50B, 266A-266BTRP: RM: 3.5, 10.1; LR: 10-1;TECH: 3.5, 10.1





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• Describe equilibrium in terms of physical and chemical changes SE/TE: 276, 532, 533-538, 539-548TE: 532A-532BTRP: RM: 19.1, 19.2; LM: Exp 34, 35, 36; LP: 19-1; SSLM: Exp 24,

25;TECH: 19.2

• Qualitatively describe the effect of stress on equilibrium, usingLeChâtelier’s principle (no Keq)

SE/TE: 539-548TE: 532A-532BTRP: RM: 19.2; LM: Exp 36; SSLM: Exp 25;TECH: 19.2

• Describe the behavior of particles in an equilibrium system SE/TE: 532, 533-538, 539-548, 549-556, 557, 558-565, 566-569, 570TE: 532A-532BTRP: RM: 19.1, 19.2, 19.3, 19.4, 19.5; LR: 19-1, 19-2; LM: Exp 34,

35, 36; LP: 19-1; SSLM: Exp 24, 25;TECH: Chapter 19

Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.

4.1 Observe and describe transmission of various forms of energy.

• Differentiate among various types of energy, e.g., light, heat,electrical, chemical bond, electromagnetic, nuclear

SE/TE: 8-10, 42, 293-299, 320, 372-383, 841-844TE: 2A-2B, 28A-28B, 292A-292B, 360A-360B, 840A-840BTRP: RM: 1.2, 2.4, 11.1, 13.3, 28.1;TECH: 1.2, 2.4, 11.1, 13.3, 28.1





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• Distinguish between chemical and physical changes SE/TE: 28, 29-31, 32-35, 36-40, 41-43, 44TE: 28A-28BTRP: RM: 2.1, 2.2, 2.3, 2.4; LR: 2-1, 2-2; LM: Exp 2, Exp 3; LP: 2-1;


• Read and interpret potential energy diagrams SE/TE: 293-299, 685-691TE: 292A-292B, 676A-676BTRP: 11.1, 23.2;TECH: 11.1, 23.2

4.2 Explain heat in terms of kinetic molecular theory.

• Interpret heat energy in terms of molecular motion SE/TE: 267-272, 274-279, 293-299TE: 266A-266B, 292A-292BTRP: 10.1, 10.2, 11.1; LR: 10-1; SSLM: Exp 12;TECH: 10.1, 10.2, 11.1

• Explain phase change in terms of the changes in energy andmolecular position

SE/TE: 284-286, 307-313TE: 266A-266B, 292A-292BTRP: RM: 10.4, 11.3; LR: 10-2, 11-1; LM: Exp 14; LP: 10-1; SSLM:

13;TECH: 10.4, 11.3

• Qualitatively interpret heating and cooling curves in terms of kineticand potential energy, heat of vaporization, and heat of fusion

SE/TE: 307-313, 314-318TE: 292A-292BTRP: RM: 11.3, 11.4; LR: 11-1; LM: Exp 16; LP: 11-2; SSLM: 13;TECH: 11.3, 11.4





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4.4 Explain the benefits and risks of radioactivity.• Calculate the radioactive fraction remaining after a given number of

half-lives

SE/TE: 845-851, 857-861TE: 840A-840BTRP: RM: 28.2, 28.4; LR: 28-1, 28-2; LM: Exp 52; SSLM: Exp 40;TECH: 28.2, 28.4

Key Idea 5: Energy and matter interact through forces that result in changes in motion.

5.2 Students will explain chemical bonding in terms of the behavior of electrons.

• Demonstrate bonding concepts using Lewis dot structures representing valence electrons:

§ Transferred (ionic bonding) SE/TE: 412, 413-418, 419-425, 426, 427-429TE: 412A-412BTRP: RM: 15.1, 15.2, 15.3; LR: 15-1; LM: Exp 24; LP: 15-1; SSLM:

Exp 18, 19, 20;TECH: Chapter 15

§ Shared (covalent bonding) SE/TE: 436, 437-451, 452-459, 460-466, 467TE: 436A-436BTRP: RM: 16.1, 16.2, 16.3; LR: 16-1, 16-2; LM: Exp 25; LP: 16-1;


§ In a stable octet SE/TE: 414-415, 438-441, 449-451TE: 412A-412B, 436A-436BTRP: 15.1, 16.1; LR: 16-1;TECH: 15.1, 16.1





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• Compare the physical properties of substances based upon thebonding of atoms, e.g., conductivity, malleability, solubility,hardness, etc.

SE/TE: 412, 413-418, 419-425, 426, 427-429, 436, 437-451, 452-459, 460-466, 467

TE: 412A-412B, 436A-436BTRP: RM: 15.1, 15.2, 15.3, 16.1, 16.2, 16.3; LR: 15-1, 16-1, 16-2; LM:

Exp 24, 25; LP: 15-1, 16-1; SSLM: Exp 18, 19, 20, 21;TECH: Chapters 15, 16

• Evaluate the relative character of a bond, using electronegativity SE/TE: 460-466TE: 436A-436BTRP: RM: 16.3; LR: 16-2; LM: Exp 25; LP: 16-1; SSLM: Exp 21;TECH: 16.3

• Explain vapor pressure, evaporation rate, phase changes in terms ofintermolecular forces

SE/TE: 479-481, 517-519, 520-525TE: 474A-474B, 500A-500BTRP: 17.2, 18.3, 18.4; LR: 18-2; LM: Exp 32, 33;TECH: 17.2, 18.3, 18.4

5.3 Compare energy relationships within an atom's nucleus to thoseoutside the nucleus.• Explain the differences between fission and fusion reactions

SE/TE: 853-856TE: 840A-840BTRP: RM: 28.3;TECH: 28.3

STANDARD 1: ANALYSIS, INQUIRY, AND DESIGN

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and developsolutions.





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Mathematical Analysis: Key Idea 1: Abstraction and symbolic representation are use to communicate mathematically.

M1.1 Use algebraic and geometric representations to describe and compare data.

• Organize, graph, and analyze data gathered from laboratory activitiesor other sources

• Identify independent and dependent variables• Create appropriate axis with labels and scale• Identify graph points clearly

SE/TE: Making Graphs, 270, 284, 323, 399, 530, 574, 575, 610, 641, 848,852; Interpreting Graphs, 79, 166, 199, 234, 263, 272, 279, 289,310, 324, 333, 335, 336, 344, 359, 372-373, 401, 403, 409, 410,434, 471, 497, 498, 504-505, 523, 528, 529, 567, 569, 574, 583,590, 617, 626, 640, 642, 702, 739, 740, 741, 770, 845, 847, 865,866, 867; Appendix B.2 Graphing, Reference 9-11

TRP: LM and SSLM, throughout





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• Measure and record experimental data and use data in calculations• Choose appropriate measurement scales and use units in recording• Show mathematical work, stating formula and steps for solution• Estimate answers• Use appropriate equations and significant digits• Show uncertainty in measurement by the use of significant figures• Identify relationships within variables from data tables• Calculate percent error

SE/TE: The Importance of Measurement, 51-53; Uncertainty inMeasurements, 54-62; Math Review, Ref. 8-15; Discover It!, 2, 28,50, 82, 106, 132, 170, 202, 236, 266, 292, 326, 360, 390, 412,436, 474, 500, 532, 576, 612, 644, 676, 704, 742, 772, 808, 840;Mini Labs, 17, 35, 62, 100, 112, 163, 195, 224, 259, 286, 308,346, 383, 399, 425, 448, 493, 508, 556, 593, 615, 669, 697, 735,757, 794, 826, 858; Small-Scale Labs, 18, 44, 73, 96, 122, 157,187, 229, 251, 273, 319, 329, 371, 397, 426, 467, 489, 516, 557,606, 625, 670, 698, 711, 758, 801, 820, 852; PerformanceAssessment and Portfolio Projects, 27, 49, 81, 105, 131, 169, 201,235, 265, 291, 325, 359, 389, 411, 435, 473, 499, 531, 575, 611,643, 675, 703, 741, 771, 807, 839, 867; Chemath, 70, 85, 114,152, 190, 243, 270, 298, 334, 378, 420, 441, 559, 585, 633, 707,848; Key Equations, 77, 128, 261, 321, 355, 385, 495, 527, 571,608, 639, 700, 737, 836, 863; Key Relationships, 128, 165, 261,321, 608, 639, 672, 700; Sample Problems throughout

TE: 50A-50BTRP: RM: 3.1, 3.2; LR: 3-1; LM and SSLM, throughout;TECH: 3.1, 3.2

• Recognize and convert various scales of measurement

� Temperature§ Celsius (°C)§ Kelvin (°K)

SE/TE: 63, 74-75, 243, 269-272, 336TE: 50A-50BTRP: RM: 3.5, 10.1; LR: 10-1;TECH: 3.5, 10.1

� Length§ Meters (m)§ Centimeters (cm)§ Millimeters (mm)

SE/TE: 63-64, 152, 243TE: 50A-50BTRP: RM: 3.3;TECH: 3.3





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� Mass§ Grams (g)§ Kilograms (kg)

SE/TE: 29, 63, 66-67, 152, 172, 243TE: 50A-50BTRP: RM: 3.3;TECH: 3.3

� Pressure§ Kilopascal (kPa)§ Atmosphere (atm)

SE/TE: 63, 267-272, 276-277TE: 50A-50BTRP: RM: 3.3, 10.1, 10.2; LR: 10-1;TECH: 3.3, 10.1, 10.2

� Use knowledge of geometric arrangements to predict particleproperties or behavior

SE/TE: 419-425, 427-429, 437-451, 452-459, 460-466, 475-478, 743-751,752-753, 754-757, 758, 759-761, 778-783, 785-794, 795-800, 801

TE: 412A-412B, 436A-436B, 474A-474B, 742A-742B, 772A-772BTRP: RM: 15.2, 15.3, 16.1, 16.2, 16.3, 17.1, 25.1, 25.2, 25.3, 25.4,

26.2, 26.3, 26.4; LR: 15-1, 16-1, 16-2, 25-1, 25-2, 26-1, 26-2; LM:Exp 24, 25, 49, 50; LP: 15-1, 16-1, 25-1, 26-1, 26-2; SSLM: Exp18, 19, 20, 21, 36, 37, 38;

TECH: 15.2, 15.3, 16.1, 16.2, 16.3, 17.1, 25.1, 25.2, 25.3, 25.4, 26.2,26.3, 26.4





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MATHEMATICAL ANALYSIS: Key Idea 2: Deductive and inductive reasoning are use to reach mathematical conclusions.

M2.1 Use deductive reasoning to construct and evaluate conjectures andarguments, recognizing patterns and relationships inmathematics assist them in arriving at these conjectures andarguments.• Interpret a graph constructed from experimentally obtained data• Identify relationships

§ Direct§ Inverse

• Apply data showing trends to predict information

SE/TE: Making Graphs, 270, 284, 323, 399, 530, 574, 575, 610, 641, 848,852; Interpreting Graphs, 79, 166, 199, 234, 263, 272, 279, 289,310, 324, 333, 335, 336, 344, 359, 372-373, 401, 403, 409, 410,434, 471, 497, 498, 504-505, 523, 528, 529, 567, 569, 574, 583,590, 617, 626, 640, 642, 702, 739, 740, 741, 770, 845, 847, 865,866, 867; Appendix B.2 Graphing, Reference 9-11; Chemath, 70,85, 114, 152, 190, 243, 270, 298, 334, 378, 420, 441, 559, 585,633, 707, 848; Key Equations, 77, 128, 261, 321, 355, 385, 495,527, 571, 608, 639, 700, 737, 836, 863; Key Relationships, 128,165, 261, 321, 608, 639, 672, 700; Math Review, Ref. 8-15;Sample Problems throughout

TRP: LM and SSLM, throughout;

MATHEMATICAL ANALYSIS: Key Idea 3: Critical thinking skills are used in the solution of mathematical problems.

M3.1 Apply algebraic and geometric concepts and skills in the solutionof problems.• State assumptions which apply to the use of a particular

mathematical equation and evaluate these assumptions to see ifthey have been met

• Evaluate the appropriateness of an answer, based on given data

SE/TE: Problem Solving in Chemistry, 82, 83-88, 89-95, 96, 97-100, 101,102-105; Chemath, 70, 85, 114, 152, 190, 243, 270, 298, 334,378, 420, 441, 559, 585, 633, 707, 848; Key Equations, 77, 128,261, 321, 355, 385, 495, 527, 571, 608, 639, 700, 737, 836, 863;Key Relationships, 128, 165, 261, 321, 608, 639, 672, 700; MathReview, Ref. 8-15; Sample Problems throughout

TE: 82A-82BTRP: RM: 4.1, 4.2, 4.3; LR: 4-1, 4-2; SSLM: Exp 4;TECH: Chapter 4





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SCIENTIFIC INQUIRY: Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing,creative process.

S1.1 Elaborate on basic scientific and personal explanations of naturalphenomena, and develop extended visual models andmathematical formulations to represent thinking.• Use theories and/or models to represent and explain observations• Use theories and/or principles to make predictions about natural

phenomena• Develop models to explain observations

SE/TE: Discover It!, 2, 28, 50, 82, 106, 132, 170, 202, 236, 266, 292, 326,360, 390, 412, 436, 474, 500, 532, 576, 612, 644, 676, 704, 742,772, 808, 840; Mini Labs, 17, 35, 62, 100, 112, 163, 195, 224,259, 286, 308, 346, 383, 399, 425, 448, 493, 508, 556, 593, 615,669, 697, 735, 757, 794, 826, 858; Small-Scale Labs, 18, 44, 73,96, 122, 157, 187, 229, 251, 273, 319, 329, 371, 397, 426, 467,489, 516, 557, 606, 625, 670, 698, 711, 758, 801, 820, 852; seealso Concept Maps, 24, 46, 77, 102, 128, 165, 197, 231, 261, 288,321, 355, 385, 408, 431, 469, 495, 527, 571, 608, 639, 672, 700,737, 767, 803, 836, 863

TE: T12, T13, T16, T23-T25; and Activities throughoutTRP: LM, LR, SSLM, throughout;TECH: see TE: T7 and chapter B-pages

S1.2 Hone ideas through reasoning, library research, and discussionwith others, including experts.• Locate data from published sources to support/defend/explain

patterns observed in natural phenomena

SE/TE: Portfolio Projects, 27, 49, 81, 105, 131, 169, 201, 235, 265, 291,325, 359, 389, 411, 435, 473, 499, 531, 575, 611, 643, 675, 703,741, 771, 807, 839, 867

TE: Extensions and Internet Connections throughoutTECH: Internet Sites: chemSURF, The Chemistry Place

S1.3 Work towards reconciling competing explanations, clarifyingpoints of agreement and disagreement.• Evaluate the merits of various scientific theories and indicate

why one theory was accepted over another

SE/TE: Concept Challenge, 48, 80, 104, 130, 168, 200, 234, 264, 290,324, 358, 388, 410, 434, 472, 498, 530, 574, 610, 642, 674, 702,740, 770, 806, 838, 866; Writing in Chemistry (Portfolio Projects),27, 49, 81, 105, 131, 169, 201, 235, 265, 291, 325, 359, 389, 411,435, 473, 499, 531, 575, 611, 643, 675, 703, 741, 771, 807, 839,867





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S1.4 Coordinate explanations at different levels of scale, points offocus, and degrees of complexity and specificity and recognize theneed for such alternative representations of the natural world.

SE/TE: Concept Maps, 24, 46, 77, 102, 128, 165, 197, 231, 261, 288, 321,355, 385, 408, 431, 469, 495, 527, 571, 608, 639, 672, 700, 737,767, 803, 836, 863

TECH: ChemASAP! Chapter Concept Maps

SCIENTIFIC INQUIRY: Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involve the testing of proposed explanationsinvolving the use of conventional techniques and procedure and usually requiring considerable ingenuity.

S2.1 Devise ways of making observations to test proposedexplanations.• Design and/or carry out experiments, using scientific

methodology to test proposed calculations

SE/TE: You’re the Chemist!, 18, 44, 73, 96, 122, 157, 187, 229, 251, 273,319, 329, 371, 397, 426, 467, 489, 516, 557, 606, 625, 670, 698,711, 758, 801, 820, 852

TE: Laboratory Safety, T21-T22; Small-Scale Chemistry T23-T25; seealso Teacher Demos, Activities, and Extensions throughout

TRP: LM and SSLM throughout;TECH: Small-Scale Chem Lab Video

S2.2 Refine their research ideas through library investigations,including information retrieval and reviews of the literature, andthrough peer feedback obtained from review and discussion.• Use library investigations, retrieved information, and literature

reviews to improve the experimental design of an experiment

SE/TE: Portfolio Projects, 27, 49, 81, 105, 131, 169, 201, 235, 265, 291,325, 359, 389, 411, 435, 473, 499, 531, 575, 611, 643, 675, 703,741, 771, 807, 839, 867

TE: Extensions and Internet Connections throughoutTECH: Internet Sites: chemSURF, The Chemistry Place

S2.3 Develop and present proposals including formal hypotheses totest their explanations, i.e., they predict what should be observedunder specific conditions if their explanation is true.• Develop research proposals in the form of "if X is true and a

particular test Y is done, then prediction Z will occur"


TE: Laboratory Safety, T21-T22; Small-Scale Chemistry T23-T25; seealso Teacher Demos and Activities throughout






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S2.4 Carry out their research plan for testing explanations, includingselected and developing techniques, acquiring and buildingapparatus, and recording observations as necessary.• Determine safety procedures to accompany a research plan


TE: Laboratory Safety, T21-T22; Small-Scale Chemistry T23-T25; seealso Teacher Demos and Activities throughout


SCIENTIFIC INQUIRY: Key Idea 3: The observations made while testing proposed explanations, when analyzed using conventional and inventedmethods, provide new insights into phenomena.

S3.1 Use various means of representing and organizing observations(e.g., diagrams, tables, charts, graphs, equations, and matrices)and insightfully interpret the organized data.• Organized observations in a data table, analyze the data for trends

or patterns, and interpret the trends or patterns, using scientificconcepts



S3.2 Apply statistical analysis techniques when appropriate to test ifchance alone explains the result.







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S3.3 Assess correspondence between the predicted result contained inthe hypothesis and the actual result, and reach a conclusion as towhether or not the explanation on which the prediction issupported.• Evaluate experimental methodology for inherent sources of error

and analyze the possible effect on the result• Compare the experimental result to the expected result; calculate

the percent error as appropriate

SE/TE: Discover It!, 2, 28, 50, 82, 106, 132, 170, 202, 236, 266, 292, 326,360, 390, 412, 436, 474, 500, 532, 576, 612, 644, 676, 704, 742,772, 808, 840; Mini Labs, 17, 35, 62, 100, 112, 163, 195, 224,259, 286, 308, 346, 383, 399, 425, 448, 493, 508, 556, 593, 615,669, 697, 735, 757, 794, 826, 858; Small-Scale Labs, 18, 44, 73,96, 122, 157, 187, 229, 251, 273, 319, 329, 371, 397, 426, 467,489, 516, 557, 606, 625, 670, 698, 711, 758, 801, 820, 852

TE: T12, T13, T16, T23-T25; and Activities throughoutTRP: LM, LR, SSLM, throughout;TECH: see TE: T7 and chapter B-pages

S3.4 Based on results of the test and through public discussion, theyrevise the explanation and complete additional research.

SE/TE: You’re the Chemist, 18, 44, 73, 96, 122, 157, 187, 229, 251, 273,319, 329, 371, 397, 426, 467, 489, 516, 557, 606, 625, 670, 698,711, 758, 801, 820, 852

TE: T12, T13, T16, T23-T25; and Activities and Extensions throughoutTRP: LM, LR, SSLM, throughout;TECH: see TE: T7 and chapter B-pages

S3.5 Develop a written report for public scrutiny that describes theproposed explanation, including a literature review, the researchthey carried out, its result, and suggestions for further research.

SE/TE: You’re the Chemist, 18, 44, 73, 96, 122, 157, 187, 229, 251, 273,319, 329, 371, 397, 426, 467, 489, 516, 557, 606, 625, 670, 698,711, 758, 801, 820, 852; see also Portfolio Projects, 27, 49, 81,105, 131, 169, 201, 235, 265, 291, 325, 359, 389, 411, 435, 473,499, 531, 575, 611, 643, 675, 703, 741, 771, 807, 839, 867

TE: T12, T13, T16, T23-T25; and Activities and Extensions throughoutTRP: LM, LR, SSLM, throughout;TECH: see TE: T7 and chapter B-pages





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ENGINEERING DESIGN: Key Idea 1: Engineering design is an iterative process involving modeling and optimization (finding the best solutionwithin given constraints); this process is used to develop technological solutions to problems within givenconstraints.

T1.1 Students engage in the following steps in a design process:• Initiate and carry out a thorough investigation of an unfamiliar

situation and identify needs and opportunities for technologicalinvention or innovation.

• Identify, locate, and use a wide range of information resources,and document through notes and sketches how findings relate tothe problem.

• Generate creative solutions, break ideas into significantfunctional elements, and explore possible refinements; predictpossible outcomes, using mathematical and functional modelingtechniques; choose the optimal solution to the problem, clearlydocumenting ideas against design criteria and constraints; andexplain how human understandings, economics, ergonomics, andenvironmental considerations have influenced the solution.

• Develop work schedules and working plans which includeoptimal use and cost of materials, processes, time, and expertise;construct a model of the solution, incorporating developmentalmodifications while working to a high degree of quality(craftsmanship).

• Devise a test of the solution according to the design criteria andperform the test; record, portray, and logically evaluateperformance test results through quantitative, graphic, and verbalmeans. Use a variety of creative verbal and graphic techniqueseffectively and persuasively to present conclusions, predictimpact and new problems, and suggest and pursue modifications.





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STANDARD 2—INFORMATION SYSTEMSStudents will access, generate, process, and transfer information using appropriate technologies.

Key Idea 1: Information technology is used to retrieve, process, and communicate information as a tool to enhance learning.

1.1 Understand and use the more advanced features of word processing,spreadsheets, and database software.• Utilize computer-generated materials to organize and present

experimental and reference data in a meaningful format• Utilize modeling programs to assist in experimental design,

prediction of results, and data analysis

SE/TE: (suggested projects and issues) You’re the Chemist: Design It!, 18,44, 73, 96, 122, 157, 187, 229, 251, 273, 319, 329, 371, 397, 426,467, 489, 516, 557, 606, 625, 670, 698, 711, 758, 801, 820, 852;Concept Challenge, 48, 80, 104, 130, 168, 200, 234, 264, 290,324, 358, 388, 410, 434, 472, 498, 530, 574, 610, 642, 674, 702,740, 770, 806, 838, 866; Portfolio Projects, 27, 49, 81, 105, 131,169, 201, 235, 265, 291, 325, 359, 389, 411, 435, 473, 499, 531,575, 611, 643, 675, 703, 741, 771, 807, 839, 867

TE: Extensions and Internet Connections throughoutTECH: LR: throughout; CD-ROM: ChemASAP!; Internet Sites:

chemSURF, The Chemistry Place

1.2 Prepare multimedia presentations demonstrating a clear sense ofaudience and purpose.








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1.3 Access, select, collate, and analyze information obtained from a widerange of sources such as research databases, foundations,organizations, national libraries, and electronic communicationnetworks, including the Internet.• obtain information needed to assist in the design, implementation,

and interpretation of the results of an experiment• use data source searches to locate information to support a

conclusion drawn from experimental results




1.4 Receive news reports from abroad and work in groups to producenewspapers reflecting the perspectives of different countries.

TECH: Internet Sites: chemSURF, The Chemistry Place

1.5 Utilize electronic networks to share information. TECH: Internet Sites: chemSURF, The Chemistry Place

1.6 Model solutions to a range of problems in mathematics, science, andtechnology, using computer simulation software.

SE/TE: (suggested projects and issues) Chemistry Serving Society, Industry,the Consumer, and the Environment, 23, 45, 76, 101, 127, 164,196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494, 526, 570,607, 638, 671, 699, 736, 766, 802, 835, 862; Links To…, 6, 13,31, 40, 42, 53, 56, 90, 119, 160, 207, 246, 272, 285, 296, 306,345, 376, 402, 405, 418, 453, 464, 478, 485, 502, 510, 538, 562,596, 603, 619, 628, 650, 695, 720, 734, 764, 784, 790, 816, 833,844, 847; Portfolio Projects, 27, 49, 81, 105, 131, 169, 201, 235,265, 291, 325, 359, 389, 411, 435, 473, 499, 531, 575, 611, 643,675, 703, 741, 771, 807, 839, 867







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Key Idea 2: Knowledge of the impacts and limitations of information systems is essential to its effectiveness and ethical use.

2.1 Explain the impact of the use and abuse of electronically generatedinformation on individuals and families.• critically assess the value of information transmitted via any

communications medium with or without benefit of scientificbacking and supporting data, and evaluate the effect suchinformation could have on public judgment or opinion

SE/TE: (suggested projects and issues) Chemistry Serving Society, Industry,the Consumer, and the Environment, 23, 45, 76, 101, 127, 164,196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494, 526, 570,607, 638, 671, 699, 736, 766, 802, 835, 862; Portfolio Projects,27, 49, 81, 105, 131, 169, 201, 235, 265, 291, 325, 359, 389, 411,435, 473, 499, 531, 575, 611, 643, 675, 703, 741, 771, 807, 839,867



2.2 Evaluate software packages relative to their suitability to aparticular application and their ease of use.

TECH: CD-ROM: ChemASAP!, Active Chemistry, Resource Pro





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2.3 Discuss the ethical and social issues raised by the use and abuse ofinformation systems.• discuss the use of the "peer review" process in the scientific

community and explain its value in maintaining the integrity ofscientific publications.

SE/TE: (suggested projects and issues) Chemistry Serving Society, Industry,the Consumer, and the Environment, 23, 45, 76, 101, 127, 164,196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494, 526, 570,607, 638, 671, 699, 736, 766, 802, 835, 862



Key Idea 3: Information technology can have positive and negative impacts on society, depending on how it is used.





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3.1 Work with a virtual community to conduct a project or solve aproblem, using the network.

SE/TE: (suggested projects and issues) Chemistry Serving Society, Industry,the Consumer, and the Environment, 23, 45, 76, 101, 127, 164,196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494, 526, 570,607, 638, 671, 699, 736, 766, 802, 835, 862; Links To…, 6, 13,31, 40, 42, 53, 56, 90, 119, 160, 207, 246, 272, 285, 296, 306,345, 376, 402, 405, 418, 453, 464, 478, 485, 502, 510, 538, 562,596, 603, 619, 628, 650, 695, 720, 734, 764, 784, 790, 816, 833,844, 847; Portfolio Projects, 27, 49, 81, 105, 131, 169, 201, 235,265, 291, 325, 359, 389, 411, 435, 473, 499, 531, 575, 611, 643,675, 703, 741, 771, 807, 839, 867



3.2 Discuss how applications of information technology can addresssome major global problems and issues.• appreciate and communicate the value of immediate exchange of

current and/or real-time information pertaining to ongoing globalsituations in which scientific principles are involved




3.3 Discuss the environmental, ethical, moral, and social issues raisedby the use and abuse of information technology.








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STANDARD 6—INTERCONNECTEDNESS: COMMON THEMESStudents will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to theseand other areas of learning.

SYSTEMS THINKING: Key Idea 1: Through systems thinking, people can recognize the commonalties that exist among all systems and how partsof a system interrelate and combine to perform specific functions.

1.1 Explain how positive feedback and negative feedback have oppositeeffects on systems outputs.

SE/TE: (selected examples) 252-259, 287, 293-299, 539-548, 613-624, 625,660-669, 808, 809-811, 832-834, 853-856

TE: 236A-236B, 292A-292B, 532A-532B, 612A-612B, 644A-644BTRP: RM: 9.3, 11.1, 19.2, 21.1, 22.3, 27.1, 27.6, 28.3; LR: 9-2, 21-1,

21-2, 22-1, 22-2; LM: Exp 13, 36, 39, 40; LP: 9-1, 9-2, 21-1;SSLM: Exp 25, 29, 32;

TECH: 9.3, 11.1, 19.2, 21.1, 22.3, 27.1, 27.6, 28.3

1.2 Use an input-output feedback diagram to model and compare thebehavior of natural and engineered systems.

SE/TE: (selected examples) 252-259, 287, 293-299, 539-548, 613-624, 625,660-669, 808, 809-811, 832-834, 853-856

TE: 236A-236B, 292A-292B, 532A-532B, 612A-612B, 644A-644BTRP: RM: 9.3, 11.1, 19.2, 21.1, 22.3, 27.1, 27.6, 28.3; LR: 9-2, 21-1,

21-2, 22-1, 22-2; LM: Exp 13, 36, 39, 40; LP: 9-1, 9-2, 21-1;SSLM: Exp 25, 29, 32;

TECH: 9.3, 11.1, 19.2, 21.1, 22.3, 27.1, 27.6, 28.3





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1.3 Define boundary conditions when doing systems analysis todetermine what influences a system and how it behaves.

SE/TE: (selected examples) 236-265, 292-325, 532-575, 612-643, 644-675,809-811, 832-834, 853-856

TE: 236A-236B, 292A-292B, 532A-532B, 612A-612B, 644A-644BTRP: RM: 9.1, 9.2, 9.3, 11.1, 11.2, 11.3, 11.4, 19.1, 19.2, 19.3, 19.4,

19.5, 21.1, 21.2, 22.1, 22.2, 22.3, 27.1, 27.6, 28.3; LR: 9-1, 9-2,11-1, 11-2, 19-1, 19-2, 21-1, 21-2, 22-1, 22-2; LM: Exp 12, 13, 15,16, 34, 35, 36, 39, 40, 41, 42, 43, 44; LP: 9-1, 9-2, 11-1, 11-2, 19-1, 21-1, 22-1; SSLM: Exp 10, 11, 13, 24, 25, 29, 30, 31, 32;

TECH: Chapters 9, 11, 19, 21, 22, 27.1, 27.6, 28.3

MODELS: Key Idea 2: Models are simplified representations of objects, structures, or systems used in analysis, explanation, interpretation, ordesign.

2.1 Revise a model to create a more complete or improved representationof the system.

SE/TE: (selected examples) 27, 202, 361-383, 389, 464, 473, 699, 703,743-761, 826, 839, 840, 852, 867



2.2 Collect information about the behavior of a system and usemodeling tools to represent the operation of the system.

SE/TE: (selected examples) 27, 202, 361-383, 389, 464, 473, 699, 703,743-761, 826, 839, 840, 852, 867







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2.3 Find and use mathematical models that behave in the same manneras the processes under investigation.

SE/TE: Problem Solving in Chemistry, 82-105; Chemical Quantities, 170-201; (selected examples) 209, 210-211, 214, 216, 218, 220, 221,226-227, 228, 369, 375, 378, 379, 389

TE: 82A-82B, 170A-170B, 202A-202B, 360A-360BTRP: RM: 4.1, 4.2, 4.3, 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 13.1, 13.2, 13.3;

LR: 4-1, 4-2, 7-1, 7-2, 8-1, 8-2, 13-1, 13-2; LM: Exp 8, 9, 10, 11,20, 21, 22; LP: 7-1, 8-1, 8-2, 13-1, 13-2; SSLM: Exp 4, 7, 8, 9,15, 16;

TECH: Chapters 4, 7, 8, 13

2.4 Compare predictions to actual observations, using test models. SE/TE: Problem Solving in Chemistry, 82-105; Chemical Quantities, 170-201; (selected examples) 202-235, 361-383

TE: 82A-82B, 170A-170B, 202A-202B, 360A-360BTRP: RM: 4.1, 4.2, 4.3, 7.1, 7.2, 7.3, 8.1, 8.2, 8.3, 13.1, 13.2, 13.3;

LR: 4-1, 4-2, 7-1, 7-2, 8-1, 8-2, 13-1, 13-2; LM: Exp 8, 9, 10, 11,20, 21, 22; LP: 7-1, 8-1, 8-2, 13-1, 13-2; SSLM: Exp 4, 7, 8, 9,15, 16;

TECH: Chapters 4, 7, 8, 13

MAGNITUDE AND SCALE: Key Idea 3: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into aseries of relative order provides a useful way to deal with the immense range and the changes in scale thataffect the behavior and design of systems.





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3.1 Describe the effects of changes in scale on the functioning ofphysical, biological, or designed information systems.

SE/TE: Simple Conversion Problems, 89-95, 96; More Complex Problems,97-100; Dimensional Analysis, 243

TE: 82A-82BTRP: RM: 4.2, 4.3; LR: 4-1, 4-2; SSLM: Exp 4;TECH: 4.2, 4.3

3.2 Extend their use of powers of ten notation to understanding theexponential function and performing operations with exponentialfactors.

SE/TE: Simple Conversion Problems, 89-95, 96; More Complex Problems,97-100; Stoichiometry, 236-265; Logarithms, 585, 892-895;(selected examples) 347-353, 580-593

TE: 82A-82B, 236A-236B, 576A-576BTRP: RM: 4.2, 4.3, 9.1, 9.2, 9.3, 12.5, 20.2; LR: 4-1, 4-2, 9-1, 9-2, 20-

1; LM: Exp 12, 13, 19, 37; LP: 9-1, 9-2, 20-1; SSLM: Exp 4, 10,11, 26;

TECH: 4.2, 4.3, Chapter 9, 12.5, 20.2

EQUILIBRIUM AND STABILITY: Key Idea 4: Equilibrium is a state of stability due either to lack of change (static equilibrium) or a balancebetween opposing forces (dynamic equilibrium).

4.1 Describe specific instances of how disturbances might affect asystem's equilibrium, from small disturbances that do not upset theequilibrium to larger disturbances (threshold level) that cause thesystem to be unstable.

SE/TE: (selected examples) 532-575TE: 532A-532BTRP: RM: 19.1, 19.2, 19.3, 19.4, 19.5; LR: 19-1, 19-2; LM: Exp 34,






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4.2 Cite specific examples of how dynamic equilibrium is achieved byequality of change in opposing directions.

SE/TE: (selected examples) 532-575TE: 532A-532BTRP: RM: 19.1, 19.2, 19.3, 19.4, 19.5; LR: 19-1, 19-2; LM: Exp 34,


PATTERNS OF CHANGE: Key Idea 5: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

5.1 Use sophisticated mathematical models, such as graphs andequations of various algebraic and trigonometric functions.

SE/TE: Problem Solving in Chemistry, 82-100; Chemath, 70, 85, 114,152, 190, 243, 270, 298, 334, 378, 420, 441, 559, 585, 633, 707,848; Math Review, Reference 8-15; Sample Problems throughout

TE: 50A-50B, 82A-82BTRP: RM: 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3; LR: 3-1, 3-2, 4-1, 4-2;

LM: Exp 4; LP: 3-1, 3-2; SSLM: Exp 2, 3, 4;TECH: Chapters 3, 4





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5.2 Search for multiple trends when analyzing data for patterns, andidentify data that do not fit the trends.

SE/TE: Making Graphs, 270, 284, 323, 399, 530, 574, 575, 610, 641, 848,852; Interpreting Charts and Graphs, 79, 166, 199, 234, 263, 272,279, 289, 310, 323, 324, 333, 335, 336, 344, 359, 372-373, 401,403, 409, 410, 434, 471, 497, 498, 504-505, 523, 528, 529, 567,569, 574, 583, 590, 617, 626, 640, 642, 702, 739, 740, 741, 770,845, 847, 865, 866, 867; Graphing, Reference 9-11; see also Small-Scale Labs (PS. 1. 2. above)

TRP: LM and SSLM throughout

OPTIMIZATION: Key Idea 6: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

6.1 Use optimization techniques, such as linear programming, todetermine optimum solutions to problems that can be solved usingquantitative methods.

SE/TE: (selected examples) 236-265, 532-575TE: 236A-236B, 532A-532BTRP: RM: 9.1, 9.2, 9.3, 19.1, 19.2, 19.3, 19.4, 19.5; LR: 9-1, 9-2, 19-1,

19-2; LM: Exp 12, 13, 34, 35, 36; LP: 9-1, 9-2, 19-1; SSLM: Exp10, 11, 24, 25;

TECH: Chapters 9, 19

6.2 Analyze subjective decision-making problems to explain the trade-offs that can be made to arrive at the best solution.

SE/TE: (suggested problems and issues) Chemistry Serving Society,Industry, the Consumer, and the Environment, 23, 45, 76, 101,127, 164, 196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494,526, 570, 607, 638, 671, 699, 736, 766, 802, 835, 862

STANDARD 7—INTERDISCIPLINARY PROBLEM SOLVINGStudents will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informeddecisions.





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CONNECTIONS: Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions andsolve problems, especially those relating to issues of science/technology/society, consumer decision making, design,and inquiry into phenomena.

1.1 Analyze science/technology/society problems and issues on acommunity, national, or global scale and plan and carry out aremedial course of action.

SE/TE: (suggested problems and issues) Chemistry Serving Society,Industry, the Consumer, and the Environment, 23, 45, 76, 101,127, 164, 196, 230, 260, 287, 320, 354, 384, 407, 430, 468, 494,526, 570, 607, 638, 671, 699, 736, 766, 802, 835, 862

1.2 Analyze and quantify consumer product data, understandenvironmental and economic impacts, develop a method for judgingthe value and efficacy of competing products, and discusscost/benefit and risk/benefit tradeoffs made in arriving at theoptimal choice.

SE/TE: (suggested problems and issues) Chemistry Serving The Consumer,76, 101, 164, 196, 430, 570, 766, 802, 835

1.3 Design solutions to real-world problems on a community, national,or global scale using a technological design process that integratesscientific investigation and rigorous mathematical analysis of theproblem and of the solution.

SE/TE: (suggested problems and issues) Portfolio Projects, 27, 49, 81, 105,131, 169, 201, 235, 265, 291, 325, 359, 389, 411, 435, 473, 499,531, 575, 611, 643, 675, 703, 741, 771, 807, 839, 867

TE: Cooperative Learning, T12TECH: Internet Connections— chemSURF, The Chemistry Place





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1.4 Explain and evaluate phenomena mathematically and scientificallyby formulating a testable hypothesis, demonstrating the logicalconnections between the scientific concepts guiding the hypothesisand the design of an experiment, applying and inquiring into themathematical ideas relating to investigation of phenomena, andusing (and if needed, designing) technological tools and proceduresto assist in the investigation and in the communication of results.

SE/TE: 15-17, 50-81, 82-105; Discover It!, 2, 28, 50, 82, 106, 132, 170,202, 236, 266, 292, 326, 360, 390, 412, 436, 474, 500, 532, 576,612, 644, 676, 704, 742, 772, 808, 840; Mini Labs, 17, 35, 62,100, 112, 163, 195, 224, 259, 286, 308, 346, 383, 399, 425, 448,493, 508, 556, 593, 615, 669, 697, 735, 757, 794, 826, 858;Small-Scale Labs, 18, 44, 73, 96, 122, 157, 187, 229, 251, 273,319, 329, 371, 397, 426, 467, 489, 516, 557, 606, 625, 670, 698,711, 758, 801, 820, 852

TE: T12, T16, T23-T25; see also Think Critically, CooperativeLearning, Teacher Demos, and Activities throughout

TRP: LM, LR, SSLM, throughout;TECH: see TE: T7 and chapter B-pages





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STRATEGIES: Key Idea 2: Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gatheringand processing information; generating and analyzing ideas; realizing ideas; making connections among the commonthemes of mathematics, science, and technology; and presenting results.

2.1 Students participate in an extended, culminating mathematics,science, and technology project. The project would require studentsto:• work effectively• gather and process information• generate and analyze ideas• observe common themes• realize ideas• present results

SE/TE: (suggested problems and issues) Chemistry Serving Society, 23,127, 230, 260, 384, 468, 526, 671, 862; Chemistry ServingIndustry, 45, 354, 407, 638, 736; Chemistry Serving TheConsumer, 76, 101, 164, 196, 430, 570, 766, 802, 835; ChemistryServing The Environment, 287, 320, 494, 607, 699; Chemistry inCareers, 868, 869, 870, 871, 872, 873, 874, 875, 876, 877, 878,879, 880, 881; Links To…, 6, 13, 31, 40, 42, 53, 56, 90, 119,160, 207, 246, 272, 285, 296, 306, 345, 376, 402, 405, 418, 453,464, 478, 485, 502, 510, 538, 562, 596, 603, 619, 628, 650, 695,720, 734, 764, 784, 790, 816, 833, 844, 847; Portfolio Projects,27, 49, 81, 105, 131, 169, 201, 235, 265, 291, 325, 359, 389, 411,435, 473, 499, 531, 575, 611, 643, 675, 703, 741, 771, 807, 839,867

TE: Cooperative Learning, T12 and Extensions throughout; see alsoChemistry Connections for additional issues, 8, 20, 34, 59, 140,336, 337, 363, 373, 376, 382, 417, 422, 458, 463, 484, 507, 518,543, 551, 561, 586, 647, 663, 680, 749, 756, 760, 860

TECH: Internet Connections— chemSURF, The Chemistry Place





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Prentice Hall: Addison-Wesley Chemistry ©2002assets.pearsonschool.com/correlations/NY-AWChem2002.pdfPrentice Hall: Addison-Wesley Chemistry ©2002 Correlated to: New York Chemistry