A Correlation Of - Pearson Education

A Correlation ofPearson Physics 2014to theIndiana Academic Standards for SciencePhysics I and Physics II

A Correlation of Pearson Physics 2014to the Indiana Academic Standards for Science - PhysicsIntroductionThis document demonstrates the alignment of Pearson Physics to the Indiana Academic Standardsfor Science. References are to the Student Edition and Teacher’s Edition.Pearson Physics offers a new path to mastery— a “concepts first” approach that supports a superior,step-by-step problem solving process.Pearson Physics is the only high school program that blends conceptual development andquantitative problem solving. The conversational and engaging writing style, numerous and variedexamples, annotated art program, and dual emphasis on concepts and math—together withMasteringPhysics — deliver a superior program.Pearson Physics Key Features:Four distinct example types and their related Practice Problems build problem-solving skills for bothmath-based and conceptual-based problems. Conceptual Examples reinforce basic concepts and make connections to numericalcalculations Quick Examples present short, simple calculations to aid in understanding a new equation Active Examples bridge the gap between examples and homework problems Guided Examples use detailed strategies and solutions to develop problem-solving skillsand deepen student understanding of concepts The chapter-opening Big Idea statement outlines the chapter’s overarching theme. The chapter-opening Inquiry Lab provides a simple exploratory activity that stimulatesinterest and provides a glimpse of the chapter concepts. The end-of-chapter Physics Lab provides an in-depth, full-page traditional lab activity thatapplies the concepts learned.2SE Student EditionTE Teacher’s Edition

A Correlation of Pearson Physics 2014to the Indiana Academic Standards for Science - PhysicsTable of ContentsScience and Engineering Process Standards (SEPS) . 4Literacy in Science/Technical Subjects: Grades 11-12 (11-12 LST) . 9Content Standards - Indiana Physics I . 15Content Standards - Indiana Physics II . 24Copyright 2016 Pearson Education, Inc. or its affiliate(s). All rights reserved.3SE Student EditionTE Teacher’s Edition

A Correlation of Pearson Physics 2014to the Indiana Academic Standards for Science - PhysicsIndiana Academic Standards for SciencePhysics I and Physics IIPearson Physics 2014Science and Engineering Process Standards (SEPS)The Science and Engineering Process Standards are the processes and skills that students areexpected to learn and be able to do within the context of the science content. The separation ofthe Science and Engineering Process Standards from the Content Standards is intentional; theseparation of the standards explicitly shows that what students are doing while learning science isextremely important. The Process Standards reflect the way in which students are learning anddoing science and are designed to work in tandem with the science content, resulting in robustinstructional practice.SEPS.1 Posing questions (for science) andSE/TE:defining problems (for engineering)Inquiry Lab: 113, 151, 189, 267, 307, 385, 597A practice of science is posing and refiningPhysics Lab: 103, 258, 555questions that lead to descriptions andPhysics & You: 35, 102, 141, 177, 217, 333, 520,explanations of how the natural and designed587, 665, 807world(s) work and these questions can beTE Only:scientifically tested. Engineering questionsReal World: 11, 390clarify problems to determine criteria forScience & Engineering Practices: 314, 354, 426possible solutions and identify constraints tosolve problems about the designed world.SEPS.2 Developing and using models andtoolsA practice of both science and engineering is touse and construct conceptual models thatillustrate ideas and explanations. Models areused to develop questions, predictions andexplanations; analyze and identify flaws insystems; build and revise scientific explanationsand proposed engineered systems; andcommunicate ideas. Measurements andobservations are used to revise and improvemodels and designs. Models include, but arenot limited to: diagrams, drawings, physicalreplicas, mathematical representations,analogies, and other technological models.SE/TE:Inquiry Lab: 267, 597, 675, 745, 783, 817, 851,883, 911, 949Physics Lab: 36, 103, 142, 178, 218, 298, 444,521, 627, 696, 842, 942, 969Physics & You: 257TE Only:Differentiated Instruction: 175Science & Engineering Practices: 354, 752, 7624SE Student EditionTE Teacher’s Edition

A Correlation of Pearson Physics 2014to the Indiana Academic Standards for Science - PhysicsIndiana Academic Standards for SciencePhysics I and Physics IIPearson Physics 2014Another practice of both science andengineering is to identify and correctly use toolsto construct, obtain, and evaluate questionsand problems. Utilize appropriate tools whileidentifying their limitations. Tools include, butare not limited to: pencil and paper, models,ruler, a protractor, a calculator, laboratoryequipment, safety gear, a spreadsheet,experiment data collection software, and othertechnological tools.SE/TE:Inquiry Lab: 73, 151, 189, 267, 307, 597Physics Lab: 36, 64, 103, 142, 178, 218, 258, 298,334, 376, 408, 444, 484, 521, 555, 588, 627, 666,696, 736, 773, 808, 874, 904, 942TE Only:Science & Engineering Practices: 55, 752, 762SEPS.3 Constructing and performinginvestigationsScientists and engineers are constructing andperforming investigations in the field orlaboratory, working collaboratively as well asindividually. Researching analogous problemsin order to gain insight into possible solutionsallows them to make conjectures about theform and meaning of the solution. A plan to asolution pathway is developed prior toconstructing and performing investigations.Constructing investigations systematicallyencompasses identified variables andparameters generating quality data. Whileperforming, scientists and engineers monitorand record progress. After performing, theyevaluate to make changes to modify and repeatthe investigation if necessary.SE/TE:Inquiry Lab: 73, 151, 189, 229, 307, 817Physics Lab: 36, 64, 103, 142, 178, 218, 258, 298,334, 376, 408, 444, 484, 521, 555, 588, 627, 666,696, 736, 773, 808, 874, 904, 942TE Only:Science & Engineering Practices: 354, 441, 679,752, 7625SE Student EditionTE Teacher’s Edition

A Correlation of Pearson Physics 2014to the Indiana Academic Standards for Science - PhysicsIndiana Academic Standards for SciencePhysics I and Physics IIPearson Physics 2014SEPS.4 Analyzing and interpreting dataInvestigations produce data that must beanalyzed in order to derive meaning. Becausedata patterns and trends are not alwaysobvious, scientists and engineers use a range oftools to identify the significant features in thedata. They identify sources of error in theinvestigations and calculate the degree ofcertainty in the results. Advances in scienceand engineering makes analysis of proposedsolutions more efficient and effective. Theyanalyze their results by continually askingthemselves questions; possible questions maybe, but are not limited to: “Does this makesense?” "Could my results be duplicated?"and/or “Does the design solve the problem withthe given constraints?”SE/TE:Inquiry Lab: 73, 151, 189, 229, 307, 817Physics Lab: 36, 64, 103, 142, 178, 218, 258, 298,334, 376, 408, 444, 484, 521, 555, 588, 627, 666,696, 736, 773, 808, 874, 904, 942TE Only:Science & Engineering Practices: 55, 354, 679,752, 762SEPS.5 Using mathematics andcomputational thinkingIn both science and engineering, mathematicsand computation are fundamental tools forrepresenting physical variables and theirrelationships. They are used for a range oftasks such as constructing simulations; solvingequations exactly or approximately; andrecognizing, expressing, and applyingquantitative relationships. Mathematical andcomputational approaches enable scientistsand engineers to predict the behavior ofsystems and test the validity of suchpredictions. Scientists and engineersunderstand how mathematical ideasinterconnect and build on one another toproduce a coherent whole.SE/TE:Inquiry Lab: 73Physics Lab: 36, 64, 103, 142, 178, 218, 258, 298,334, 376, 408, 444, 484, 521, 555, 588, 627, 666,696, 736, 773, 808, 874, 904, 942Physics & You: 2576SE Student EditionTE Teacher’s Edition

A Correlation of Pearson Physics 2014to the Indiana Academic Standards for Science - PhysicsIndiana Academic Standards for SciencePhysics I and Physics IIPearson Physics 2014SEPS.6 Constructing explanations (forscience) and designing solutions (forengineering)Scientists and engineers use their results fromthe investigation in constructing descriptionsand explanations, citing the interpretation ofdata, connecting the investigation to how thenatural and designed world(s) work. Theyconstruct or design logical coherentexplanations or solutions of phenomena thatincorporate their understanding of scienceand/or engineering or a model that representsit, and are consistent with the availableevidence.SE/TE:Inquiry Lab: 73, 113, 307, 343, 453, 529, 637,783, 817, 851, 883, 911, 989Physics Lab: 36, 64, 103, 142, 178, 218, 258, 298,334, 376, 408, 444, 484, 521, 555, 588, 627, 666,696, 736, 773, 808, 874, 904, 942Physics & You: 63TE Only:Science & Engineering Practices: 651SEPS.7 Engaging in argument from evidenceScientists and engineers use reasoning andargument based on evidence to identify thebest explanation for a natural phenomenon orthe best solution to a design problem. Scientistsand engineers use argumentation, the processby which evidence-based conclusions andsolutions are reached, to listen to, compare,and evaluate competing ideas and methodsbased on merits. Scientists and engineersengage in argumentation when investigating aphenomenon, testing a design solution,resolving questions about measurements,building data models, and using evidence toevaluate claims.SE/TE:Inquiry Lab: 415Physics & You: 141, 217, 297, 333, 375, 520, 554,587, 735, 772, 968TE Only:Scientific Literacy-Writing: 564AScientific Literacy-STEM: 414ATeach-Writing: 910B7SE Student EditionTE Teacher’s Edition

A Correlation of Pearson Physics 2014to the Indiana Academic Standards for Science - PhysicsIndiana Academic Standards for SciencePhysics I and Physics IIPearson Physics 2014SEPS.8 Obtaining, evaluating, andcommunicating informationScientists and engineers need to becommunicating clearly and articulating theideas and methods they generate. Critiquingand communicating ideas individually and ingroups is a critical professional activity.Communicating information and ideas can bedone in multiple ways: using tables, diagrams,graphs, models, and equations, as well as,orally, in writing, and through extendeddiscussions. Scientists and engineers employmultiple sources to obtain information that isused to evaluate the merit and validity ofclaims, methods, and designs.SE/TE:Assessment: 148 (#100-101), 186 (#121-123),264 (#128), 412 (#90), 490 (#112-113), 526(#109-110), 561 (#117), 814 (#100-101)Physics & You: 63, 102, 333, 520, 625, 807TE Only:Scientific Literacy-Writing: 72AScientific Literacy-STEM: 72A, 112A, 150A, 266A,384A, 492A, 528A, 596A, 636A, 704A, 744A,816A, 882ATeach-STEM: 2B8SE Student EditionTE Teacher’s Edition