Download Additional TEKS - Texarkana Independent School District

Scope and Sequence
2009-2010
TEXARKANA INDEPENDENT SCHOOL DISTRICT
I = Introduced
P = Practiced
112.47 Physics I Pre-AP,
Grade 11. High School
(c.1) The student, for at least 40% of instructional time,
conducts field and laboratory investigations using safe,
environmentally appropriate, and ethical practices. The
student is expected to:
(A) demonstrate safe practices during field and laboratory
investigations
(B) make wise choices in the use and conservation of resources and
the disposal or recycling of materials
(c.2) The student uses scientific methods during field and
laboratory investigations. The student is expected to:
(A) plan and implement experimental procedures including asking
questions, formulating testable hypotheses, and selecting
equipment and technology
(B) make quantitative observations and measurements with
precision
(C) organize, analyze, evaluate, make inferences, and predict trends
from data
(D) communicate valid conclusions
(E) graph data to observe and identify relationships between
variables
(F) read the scale on scientific instruments with precision
(c.3) The student uses critical thinking and scientific problem
solving to make informed decisions. The student is expected
to:
(A) analyze, review, and critique scientific explanations, including
hypotheses and theories, as to their strengths and weaknesses
using scientific evidence and information
(B) express laws symbolically and employ mathematical
procedures including vector addition and right-triangle
geometry to solve physical problems
(C) evaluate the impact of research on scientific thought, society,
and the environment
(D) describe the connection between physics and future careers
(E) research and describe the history of physics and contributions
of scientists
(c.4) The student knows the laws governing motion. The student
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is expected to:
(A) generate and interpret graphs describing motion including the
use of real-time technology
Including
•The use of real-time technology
•Explain the information on position-time, velocity-time and
acceleration-time graphs
(B) analyze examples of uniform and accelerated motion including
linear, projectile, and circular Including
•Linear
•Projectile
•Circular
•Solve acceleration problems involving uniform acceleration
and free fall
(C) demonstrate the effects of forces on the motion of objects
Including
Newton’s Laws of Motion
1st Law: unbalanced forces produce motion
2nd Law: greater force more acceleration F = ma
3rd Law: forces work in pairs (water/bottle rockets)
(D) develop and interpret a free-body diagram for force analysis
Including
•Interpret free-body diagrams of force analysis
•Describe the forces acting on an object moving on an inclined
plane
(E) identify and describe motion relative to different frames of
reference
Including
•Doppler effect, movement of planets/sun/moon relative to
earth
•Dropping object out of an airplane (what would it look like
from the plane vs. ground?)
(c.5) The student knows that changes occur within a physical
system and recognizes that energy and momentum are
conserved. The student is expected to:
(A) interpret evidence for the work-energy theorem
Including
•Explain why the sum of a moving object’s kinetic and
potential energies does not change in a frictionless system and
does change in real world systems object’s kinetic and potential
energies does not change in a frictionless system and does
change in real world systems.
•Define work in terms of energy transfer.
•Calculate KE, PE (gravitational and elastic), & ME in linear
systems.
(B) observe and describe examples of kinetic and potential energy
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and their transformations
Including
•Describe transfer of energy in different systems (falling
bodies, roller coasters).
•Classify energy forms according to how they are measured
- Gravitational potential energy- height
- Kinetic energy—velocity
- Thermal energy—temperature
- Elastic potential energy –stretch
- Electric potential energy – distance
(C) calculate the mechanical energy and momentum in a physical
system such as billiards, cars, and trains
Including
•Billiards
•Cars
•Trains
•Space craft
•Solve problems involving mechanical energy.
•Calculate velocities in elastic and inelastic collisions.
•Solve problems involving transfer of energy and momentum.
(D) demonstrate the conservation of energy and momentum
Including
•Define impulse and momentum
•Appreciate the importance of impulse and momentum in daily
situations
- Protection in car accidents
o Seat belts
o Air bags
o Crumple zones
o Collapsible barriers
•In sports
o Collisions in football
o Collisions in auto racing
o Baseball
o Tennis
•Solve problems involving impulse and change of
momentum.
•Explain the law of conservation of momentum.
•Solve problems involving the law of conservation of
momentum.
(c.6) The student knows forces in nature. The student is expected
to:
(A) identify the influence of mass and distance on gravitational
forces
Including
•Describe the law of universal gravitation.
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(C)
(D)
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•Calculate the amount of gravitational force between two
objects.
•Compare the acceleration of gravity on earth with other
planets
•Understand apparent weightlessness in terms of free-fall
•Predict the speed necessary for a given satellite to remain in a
circular orbit around the earth.
•Describe and calculate escape velocity
research and describe the historical development of the
concepts of gravitational, electrical, and magnetic force
Including
•Trace the historical progression of thought regarding gravity
(Newton, Cavendish, Einstein)
•Trace the history of our understanding of electricity and
magnetism (Franklin, Millikan, Coulomb, Faraday, Michelson
and Maxwell)
identify and analyze the influences of charge and distance on
electric forces
Including
•Use the law of conservation of electric charge to explain
experimental result.
•Describe how a Van de Graff generator works.
•Solve problems involving Coulomb’s law.
•Solve electric field intensity problems.
•Describe charging by induction
•Describe elementary charges
•Convert elementary charges to coulombs.
•Describe electric potential difference
•Define capacitance.
•Describes the properties of electric fields.
Describe the effects of electric fields on charges.
demonstrate the relationship between electricity and magnetism
Including
•Explain Faraday’s law of induction.
•Explain Lenz’s law.
•Explain why a rotating loop in a magnetic field produces
alternating current.
design and analyze electric circuits
Including
•Solve problems to determine the electric potential difference.
•Solve problems to determine the resistance of a wire.
•Diagram series and parallel electric circuits.
•Solve problems involving current, potential difference, and
resistance in series and parallel circuits.
•Design and analyze electric circuits.
•Describe what causes electrical overload in circuits and how
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circuits can be protected from overload.
•Describe how to prevent accidental shock from an electric
current.
(F) identify examples of electrical and magnetic forces in everyday
life
Including
•Solve problems involving electric power
•Describe the direction of amagnetic field.
•Describe magnetic field lines.
•Solve problems to determine the force that a magnetic field
exerts on a charged particle.
•Explain how a transformer works.
•Compare and contrast the current and voltage in the wires in a
long distance transmission line and the wires that carry
electricity to a home.
•Describe medical applications
- MRI
- Cat Scan
(c.7) The student knows the laws of thermodynamics. The
student is expected to:
(A) analyze and explain everyday examples that illustrate the laws
of thermodynamics
Including
1st Law: energy is conserved (any transducer/energy in =
energy out)
2nd Law: entopy is increasing (hot things cool down)
3rd Law: entropy is absolute OK is absolute zero (cyrogenics)
(B) evaluate different methods of heat energy transfer that result in
an increasing amount of disorder
Including
•Define heat in terms of molecular motion including
convection, conduction, and radiation.
•Describe the concept of thermal equilibrium.
•Explain the importance of specific heat.
•Define entropy.
•Explain the relationship between temperature, heat and work.
•Describe the relationship between energy and entropy as it
relates to a system and its environment
(c.8) The student knows the characteristics and behavior of
waves. The student is expected to:
(A) examine and describe a variety of waves propagated in various
types of media and describe wave characteristics such as
velocity, frequency, amplitude, and behaviors such as
reflection, refraction, and interference
Including
•Velocity
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•Frequency
•Amplitude
Describe wave behaviors
Including
Reflection
•Refraction
•Interference
•Determine the relationship between the length of stretch of a
spring and the applied force
•Determine the period of a simple pendulum
•Describe pulses and periodic waves
•Describe waves in terms of
- Period
- Frequency
- Amplitude
- Phase
- Energy
•Solve problems involving
- Wave frequencies
- Wavelengths
- Speed
•Describe the relationship between wavelength and wave
diffraction
•Describe the properties of simple harmonic motion and
oscillation
•Define resonance
•Describe standing waves and how they are formed
•Describe the behavior of waves at media boundaries
•Describe the effects of constructive and destructive
interference
•Define node, and antinode
(B) identify the characteristics and behaviors of sound and
electromagnetic waves Including
•Explain how sound waves are produced
•Explain the Doppler effect
•Define intensity as it relates to sound and wave characteristics
•Describe the condition which produce beats
•Explain why different instruments playing the same note
sound different
•Describe how a standing wave is produced and locates the
nodes and antinodes
•Explain how standing waves relate to string and pipe
instruments
(C) interpret the role of wave characteristics and behaviors found in
medicinal and industrial applications
Including
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MRI, CAT Scan, sonogram, seismic (Richter scale),
echolocation, sonar, microwaves, Doppler weather, and police
radar)
(c.9) The student knows simple examples of quantum physics.
The student is expected to:
(A) describe the photoelectric effect
Including
Photons/light follows a straight line path until it encounters
metal ejecting electrons and creating an electric current
- Waves transfer energy
- Wave particle duality
Waves with sufficient frequency have enough energy to release
(B) explain the line spectra from different gas-discharge tubes
Including
•Identify gases by their spectra.
•Illustrate and explain the line spectra from different gasdischarge tubes.
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Additional TEKS
112.42 Integrated Physics and Chemistry,
Grade 9. High School
1
(c.4) The student knows concepts of force and motion evident in
everyday life. The student is expected to:
(A) calculate speed, momentum, acceleration, work, and power in
systems such as in the human body, moving toys, and
machines; {Science Grade 11 Obj. 5}
Including
•Effects in
- The human body
- Moving toys
- Machines
•Define force and identifies examples of forces in the
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•Describe the effect of friction on motion
•Calculate the net force in a simple system
•Describe how speed, force, work and power are related
•Interpret distance-time graphs and velocity-time graphs
•Define free fall and explain why free fall varies for objects of
different masses and sizes
•Define average speed, instantaneous speed, constant speed and
terminal velocity
(B) investigate and describe applications of Newton's laws such as
in vehicle restraints, sports activities, geological processes, and
satellite orbits; and {Science Grade 11 Obj. 5}
Including
•Explain and give examples of Newton’s three laws of motion
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•Identify modern applications of Newton’s laws in a variety of
disciplines (astronomy, geology, athletics, transportation)
(D) investigate and demonstrate [mechanical advantage and]
efficiency of various machines such as levers, motors, wheels
and axles, pulleys, and ramps. {Science Grade 11 Obj. 5}
Including
•Levers
•Motors
•Wheels and axles
•Pulleys
•Ramps
•Define “mechanical advantage and efficiency “of various
machines. Calculate the values of each machine’s mechanical
advantage and efficiency.
o Levers
o Motors
o wheels and axles
o pulleys
Including
•Levers
•Motors
•Wheels and axles
•Pulleys
•Ramps
•Define “mechanical advantage and efficiency “of various
machines. Calculate the values of each machine’s mechanical
advantage and efficiency.
o Levers
o Motors
o wheels and axles
o pulleys
(c.5) The student knows the effects of waves on everyday life.
The student is expected to:
(B) demonstrate wave interactions including interference,
polarization, reflection, refraction, and resonance within
various materials. {Science Grade 11 Obj. 5} Including
•Interference – losing radio signal on a road trip
•Reflection – mirror, remote controls
•Polarization – sunglasses
•Refraction – objects in water
•Resonance – Tacoma Narrows Bridge video (what happened?)
•Determine the angle of reflection when given the angle of
incidence in secular reflection
(c.6) The student knows the impact of energy transformations in
everyday life. The student is expected to:
(A) describe the law of conservation of energy; {Science Grade 11
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Obj. 5}
Including
•Potential energy
•Kinetic energy
•Conversions between
- KE
- PE
- How they relate to ME
•Determine the kinetic energy of an object, given its mass and
velocity.
•Determine the potential energy of an object, given its mass
and its height.
•Analyze energy transformations
- Potential to kinetic
- Solar to electrical
(B) investigate and demonstrate the movement of heat through
solids, liquids, and gases by convection, conduction, and
radiation; and {Science Grade 11 Obj. 5}
Including
•Energy transfer
•Particle motion according to the Kinetic Theory
•Conductors
•Insulators
•Temperature conversations (K, °F, & °C)
•Calculate specific heat
•Phase changes
•Illustrate heat transference in a range of situations
•Heating water-convention
•A.C. ducts – in ceiling, cold air sinks
•Solar energy - radiation
(D) investigate and compare economic and environmental impacts
of using various energy sources such as rechargeable or
disposable batteries and solar cells. {Science Grade 11 Obj. 5}
Including
•Rechargeable or disposable batteries
•Solar cells
• Determine the amount of electric power in a system.
•Explain why people are continually trying to conserve energy
sources.
•Differentiate between batteries and generators
(c.7) The student knows relationships exist between properties
of matter and its components. The student is expected to:
(A) investigate and identify properties of fluids including density,
viscosity, and buoyancy; and {Science Grade 11 Obj. 4}
Including
•Density
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•Viscosity
•Buoyancy
•Describe the properties of a variety of fluids in terms of
density, viscosity, and buoyancy
•Describe Bernoulli’s Principle and its application
•Describe Pascal’s principal and its applications
•Define and explain the phase changes
•Interpret simple phase diagrams
(D) relate the chemical behavior of an element including bonding,
to its placement on the periodic table. Integrated Physics and
Chemistry (8) Science Concepts. The student knows that
changes in matter affect everyday life. The student is expected
to {Science Grade 11 Obj. 4}
Including
•Bonding
- Ionic
- Covalent
- Metallic
•Periods
•Groups/Family
•Metals
•Nonmetals
•Metalloids
•Transition metals
•Inner-transition metals (rare earth)
•Element symbols
•Polyatomic ions
•Atomic mass
•Predict oxidation numbers
•Write formulas using charges
•Naming compounds
(c.8) The student knows that changes in matter affect everyday
life. The student is expected to:
(A) distinguish between physical and chemical changes in matter
such as oxidation, digestion, changes in states, and stages in the
rock cycle; and {Science Grade 11 Obj. 4}
Including
•Oxidation
•Digestion
•Changes in states
•Stages in the rock cycle
•Identify indications of a chemical change
- Release of gas
- Color change
- Precipitate formation
- Energy change
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•Describe variables that may affect the outcomes of physical
and chemical experiments
•Differentiate between chemical and nuclear reactions
•Classify changes as chemical or physical
•Define melting point and boiling point
•Know the solutions and properties of states of matter as it
applies to intermolecular forces.
(C) investigate and identify the law of conservation of mass.
Integrated Physics and Chemistry (9) Science Concepts. The
student knows how solution chemistry is a part of everyday
life. The student is expected to {Science Grade 11 Obj. 4}
Including
•Recognize that atoms are rearranged in a reaction.
•Explain and demonstrate the law of conservation of mass
•Identify the parts of a chemical equation:
- Reactants
- Yield sign
- Product
•Be able to balance simple chemical equations
•Classify different reaction types
- Synthesis
- Decomposition
- Combustion
- Single displacement
- Double displacement
(c.9) The student knows how solution chemistry is a part of
everyday life. The student is expected to:
(A) relate the structure of water to its function [as the universal
solvent]; {Science Grade 11 Obj. 4}
Including
•Structure of water as liquid
•Structure of water as solid
•Solubility
•Describe the properties of water including hydrogen bonding
and explain why water is the universal solvent
(B) relate the concentration of ions in a solution to physical and
chemical properties such as pH, electrolytic behavior, and
reactivity; and {Science Grade 11 Obj. 4}
Including
More H+, the more acidic, lemons, acids, heartburn
More OH, the more basic, bleach, ammonia
Electrolytes - dehydration, PowerAde, Gatorade
(D) demonstrate how various factors influence solubility including
temperature, pressure, and nature of the solute and solvent.
{Science Grade 11 Obj. 4}
Including
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•Temperature
•Pressure
•Nature of the solute and solvent
•To make sweeter tea, dissolve sugar in hot tea, not cold
Thermal pollution with respect to oxygen solubility. As
temperature increases, concentration of oxygen decreases.
CO2 dissolved in soft drinks with respect to temperature and
pressure. Effect of particle size on rate of dissolving. “Like
dissolves like” (Salt dissolves in water. Nail polish dissolves in
acetone)
112.43 Biology,
Grade 10. High School
(c.2) The student uses scientific methods during field and
laboratory investigations. The student is expected to:
(C) organize, analyze, evaluate, make inferences, and predict trends
from data; and {Science Grade 11 Obj. 1}
(c.4) The student knows that cells are the basic structures of all
living things and have specialized parts that perform
specific functions, and that viruses are different from cells
and have different properties and functions. The student is
expected to:
(B) investigate and identify cellular processes including
homeostasis, permeability, energy production, transportation of
molecules, disposal of wastes, function of cellular parts, and
synthesis of new molecules. {Science Grade 11 Obj. 2}
Including
•Homeostasis
•Permeability
•Energy production
•Transportation of molecules
•Disposal of wastes
•Function of cellular parts
•Synthesis of new molecules
(C) compare the structures and functions of viruses to cells and
describe the role of viruses in causing diseases and conditions
such as acquired immune deficiency syndrome, common colds,
smallpox, influenza, and warts; and {Science Grade 11 Obj. 3}
Including
•Specificity of viruses
•Compare lytic cycle and lysogenic cycle
•Diseases caused by viruses: HIV, measles, chicken POX,
Hepatitis, “cancer”, etc.
(D) identify and describe the role of bacteria in maintaining health
such as in digestion and in causing diseases such as in
streptococcus infections and diphtheria. {Science Grade 11
Obj. 3}
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Including
•Digestion
•Causing diseases
- Streptococcus infections
- Diphtheria
- Staph infections
- E.coli
•Bacterial pneumonia
•Describe the three shapes of bacteria
•Identify ways that the body fights infectious bacteria
•Describe how antibiotics can be used to fight bacteria and
become resistant to antibiotics
(c.6) The student knows the structures and functions of nucleic
acids in the mechanisms of genetics. The student is expected
to:
(A) describe components of deoxyribonucleic acid (DNA), and
illustrate how information for specifying the traits of an
organism is carried in the DNA; {Science Grade 11 Obj. 2}
Including
•Structure of a DNA molecule
- shape
- type of sugar
- nitrogen bases
- phosphates
- hydrogen bonds
•Recognize the significance of nucleotide sequence in
determining traits
(B) explain replication, transcription, and translation using models
of DNA and ribonucleic acid (RNA); and {Science Grade 11
Obj. 2}
Including
•Describes the steps in DNA replication
•Differentiates among mRNA, tRNA, and rRNA
•Differentiates between transcription and translation
•Given the template of a strand of DNA, mRNA and/or tRNA
the student will be able to predict the complementary strand or
amino acid sequence.
(C) identify and illustrate how changes in DNA cause mutations
and evaluate the significance of these changes. {Science Grade
11 Obj. 2}
Including
•Describe the causes and results of several human genetic
disorders
- Albinism
- PKU
- Hemophilia
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- Colorblindness
•Describe the causes and results of non-disjunction
- Down’s syndrome
- Turner’s syndrome
- Klinefelter’s syndrome
•Given a strand of DNA, identify the following types of
mutations
- Point (substitution, deletion, insertions)
- Frame shift (addition)
(c.7) The student knows the theory of biological evolution. The
student is expected to:
(A) identify evidence of change in species using fossils, DNA
sequences, anatomical similarities, physiological similarities,
and embryology; and {Science Grade 11 Obj. 3}
(B) illustrate the results of natural selection in speciation, diversity,
phylogeny, adaptation, behavior, and extinction. {Science
Grade 11 Obj. 3}
(c.8) The student knows applications of taxonomy and can
identify its limitations. The student is expected to:
(C) identify characteristics of kingdoms including monerans,
protists, fungi, plants, and animals. **[ The TAKS will use the
most current classification system.] {Science Grade 11 Obj. 2}
Including:
•Archaebacteria
•Eubacteria
•Protista
•Fungi
•Plantae
•Animalia
•Characteristics
- Type of cell
- Feeding type
- Form of reproduction
(c.9) The student knows metabolic processes and energy
transfers that occur in living organisms. The student is
expected to:
(D) analyze the flow of matter and energy through different trophic
levels and between organisms and the physical environment.
{Science Grade 11 Obj. 3}
Including
•Differentiate between autotrophs and heterotrophs
•Identify
- Autotrophs
- Heterotrophs
- Herbivores
- Carnivores
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- Omnivores
- Decomposers
- Detrivore
- The tropic levels
•Describe and analyze examples of symbiotic relationships
Including:
- Commensalism
- Mutualism
- Parasitism
•Explain the flow of energy in ecosystems including:
- Food chains
- Food webs
- Energy pyramids
- Biomass pyramids
•Calculate the amount of biomass at each trophic level (10%
rule) using a pyramid of Energy.
•Chemoautotrophs
(c.10) The student knows that, at all levels of nature, living
systems are found within other living systems, each with its
own boundary and limits. The student is expected to:
(A) interpret the functions of systems in organisms including
circulatory, digestive, nervous, endocrine, reproductive,
integumentary, skeletal, respiratory, muscular, excretory, and
immune; and {Science Grade 11 Obj. 2}
Including
•Circulatory
•Digestive
•Nervous
•Endocrine
•Reproductive
•Integumentary
•Skeletal
•Respiratory
•Muscular
•Excretory
•Immune
(B) compare the interrelationships of organ systems to each other
and to the body as a whole. {Science Grade 11 Obj. 2}
Including
•Circulatory
•Digestive
•Nervous
•Endocrine
•Reproductive
•Integumentary
•Skeletal
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•Respiratory
•Muscular
•Excretory
•Immune
(c.12) The student knows that interdependence and interactions
occur within an ecosystem. The student is expected to:
(B) interpret interactions among organisms exhibiting predation,
parasitism, commensalism, and mutualism; and {Science Grade
11 Obj. 3}
Including
•Symbiotic relationships
- Commensalisms
- Mutualism
- Predation
- Parasitism
(E) investigate and explain the interactions in an ecosystem
including food chains, food webs, and food pyramids. {Science
Grade 11 Obj. 3}
(c.13) The student knows the significance of plants in the
environment. The student is expected to:
(A) evaluate the significance of structural and physiological
adaptations of plants to their environments. {Science Grade 11
Obj. 3}
Including
•Cuticle
•Stomata
•Seed dispersal
•Vascular vs. non-vascular plants
•Woody vs. herbaceous
•Leaf size, thorns, modified roots, stems, and leaves
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