Download TEKS Clarification

TEKS Clarification
Science
High School Courses, Integrated Physics and Chemistry
2014 - 2015
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 1 of 1 TEKS Clarification
Science
High School Courses, Integrated Physics and Chemistry
2014 - 2015
HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
§112.31. Implementation of Texas Essential Knowledge and Skills for Science, High School, Beginning with School Year 2010­2011.
Source: The provisions of this §112.31 adopted to be effective August 4, 2009, 34 TexReg 5063; amended to be effective August 24, 2010, 35 TexReg 7230.
§112.38. Integrated Physics and Chemistry, Beginning with School Year 2010­2011 (One Credit).
General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisites: none. This course is recommended for students in
Grade 9 or 10.
I.Intro.1
Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods
during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of
physics and chemistry in the following topics: force, motion, energy, and matter.
I.Intro.2
Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and
predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is
described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because
they deal with phenomena that are not scientifically testable.
I.Intro.3
Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental,
descriptive, or comparative. The method chosen should be appropriate to the question being asked.
I.Intro.4
Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish
between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 2 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
information).
I.Intro.5
Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can
be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these
components relate to each other, to the whole, and to the external environment.
I.1
Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using
safe, environmentally appropriate, and ethical practices. The student is expected to:
I.1A
Demonstrate safe practices during laboratory and field investigations.
Demonstrate
SAFE PRACTICES DURING FIELD AND LABORATORY INVESTIGATIONS
Including, but not limited to:
Wear appropriate safety equipment, such as goggles, aprons, and gloves
Know location of safety equipment, such as fire extinguisher, safety shower, and eye wash
Follow classroom guidelines, as outlined in the Texas Education Agency Texas Safety Standards
Possible examples may include:
Read or study the science activity or laboratory investigation prior to conducting the investigation
Know and follow all safety rules prior to and during the investigation
Be alert during the laboratory time
Do not attempt unauthorized activities
If a chemical spill occurs, report it immediately, and follow the instructions of the teacher
Keep your area clean
Do not enter preparatory or equipment storage rooms or chemical storerooms
Always wash your hands for at least 20 seconds with soap and warm water before leaving the laboratory
Use lab equipment appropriately
I.1B
Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
Demonstrate
AN UNDERSTANDING OF THE USE AND CONSERVATION OF RESOURCES AND THE PROPER DISPOSAL OR
RECYCLING OF MATERIALS
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 3 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Including, but not limited to:
Use and conservation of resources
Reducing pollution
Being a wise consumer
Awareness of reliance on fossil fuels
Preserving habitats
Proper disposal or recycling of materials
I.2
Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is
expected to:
I.2A
Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this
section.
Know
THE DEFINITION OF SCIENCE
Including, but not limited to:
Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and
predictions of natural phenomena, as well as the knowledge generated through this process."
Understand
SCIENCE HAS LIMITATIONS
Including, but not limited to:
“... some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.”
Scientific inquiry may be limited by current technology
I.2B
Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and
selecting equipment and technology.
Plan, Implement
INVESTIGATIVE PROCEDURES
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 4 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Including, but not limited to:
Observe natural phenomena
Ask questions
Formulate testable hypotheses
Plan and implement investigations
Select appropriate equipment and technology
I.2C
Collect data and make measurements with precision.
Collect
DATA
Including, but not limited to:
Observations
Measurements
Demonstrate use of appropriate equipment to collect data
Possible equipment for use in data collection may include:
Calculator
Spring scale
Thermometer
Triple beam balance
Electronic balance
Meter stick
Metric ruler
Graduated cylinder
Beakers
Make
MEASUREMENTS WITH PRECISION
Including, but not limited to:
Accuracy
Precision
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 5 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Note(s):
TxCCRS:
I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and
evaluating explanations of natural events and processes.
I.2D
Organize, analyze, evaluate, make inferences, and predict trends from data.
Organize, Analyze, Evaluate, Make inferences, Predict
TRENDS FROM DATA
Including, but not limited to:
Use appropriate standard international (SI) units
Use appropriate mathematical calculations
Possible examples may include:
Averaging
Percent change
Probabilities and ratios
Rate of change
Analyze data using different modes of expression (narrative, numerical, graphical)
Accurately predict trends from data
Note(s):
TxCCRS:
I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and
evaluating explanations of natural events and processes.
I.2E
Communicate valid conclusions.
Communicate
VALID CONCLUSIONS
Including, but not limited to:
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 6 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Communicate conclusions in oral, written, and graphic forms
Use essential vocabulary of the discipline to communicate conclusions
Use appropriate writing practices consistent with scientific writing
Present scientific information in appropriate formats for various audiences
Various methods for communicating conclusions may include:
Lab reports
Labeled drawings
Diagrams
Graphic organizers (including charts and tables)
Graphs
Journals (science notebooks)
Summaries
Oral reports
Technology-based reports
Note(s):
TxCCRS:
IV. Nature of Science: Scientific Ways of Learning and Thinking – E1 – Use several modes of expression to describe or
characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial,
symbolic, and kinesthetic.
I.3
Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed
decisions. The student is expected to:
I.3A
In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical
reasoning, and experimental and observational testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking by the student.
Analyze, Evaluate, Critique
SCIENTIFIC EXPLANATIONS, IN ALL FIELDS OF SCIENCE, SO AS TO ENCOURAGE CRITICAL THINKING BY THE
STUDENT
Including, but not limited to:
Use
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 7 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Empirical evidence
Logical reasoning
Experimental and observational testing
Examine
All sides of scientific evidence of those explanations
Note(s):
Project 2061: By the end of the 8th grade, students should know that:
Scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads
to looking at old observations in a new way. 1A/M2
Some scientific knowledge is very old and yet is still applicable today. 1A/M3
Scientific investigations usually involve the collection of relevant data, the use of logical reasoning, and the application of
imagination in devising hypotheses and explanations to make sense of the collected data. 1B/M1b*
If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly
attributable to any one variable. It may not always be possible to prevent outside variables from influencing an investigation
(or even to identify all of the variables). 1B/M2ab
TxCCRS:
I. Nature of Science – A1 – Utilize skepticism, logic, and professional ethics in science.
I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and
evaluating explanations.
I.3B
Communicate and apply scientific information extracted from various sources such as current events, news
reports, published journal articles, and marketing materials.
Communicate, Apply
SCIENTIFIC INFORMATION
Including, but not limited to:
Review scientific information from a variety of sources
Summarize and communicate scientific information from a variety of sources
Evaluate the quality and accuracy of information from research sources
Current events
News reports
Published journal articles
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 8 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Marketing materials
Possible additional sources may include:
Books
Interviews, conference papers
Science notebooks
Search engines, databases, and other media or online tools
I.3C
Draw inferences based on data related to promotional materials for products and services.
Draw
INFERENCES
Including, but not limited to:
Examine data from promotional materials for products and services described in print, on television, and on the Internet
Evaluate data for quality and accuracy
Evaluate completeness and reliability of information from sources
I.3D
Evaluate the impact of research on scientific thought, society, and the environment.
Evaluate
IMPACT OF RESEARCH
Including, but not limited to:
Read scientific articles to gain understanding of the impact of research
Evaluate the impact of research on society, everyday life, and the environment
Recognize how scientific discoveries are connected to technological innovations
Understand how scientific research and technology have an impact on ethical and legal practices
Understand how commonly held ethical beliefs impact scientific research
Understand how scientific discoveries have impacted / changed commonly held beliefs
Note(s):
TxCCRS:
I. Nature of Science – A4 – Rely on reproducible observations of empirical evidence when constructing, analyzing, and
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 9 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
evaluating explanations of natural events and processes.
I.3E
Describe connections between physics and chemistry and future careers.
Describe
CONNECTIONS BETWEEN PHYSICS AND CHEMISTRY AND FUTURE CAREERS
Including, but not limited to:
How physics and chemistry are used in various careers
Physics
Possible examples may include:
Medical physicist
Radiation therapist
Astronomer
Teacher
Geophysicist
Equipment designer
Telecommunications engineer
Materials designer
Engineer
Chemistry
Possible examples may include:
Medical chemist
Ceramics industry
Chemical engineer
Plastics industry chemist
Environmental chemistry
Food chemist
Make up and perfume chemist
Pharmacologist
Teacher
I.3F
Research and describe the history of physics and chemistry and contributions of scientists.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 10 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Research, Describe
HISTORY OF PHYSICS, CHEMISTRY, AND CONTRIBUTIONS OF SCIENTISTS
Including, but not limited to:
Conduct research on significant events in the history of physics and chemistry
Conduct research on contributions of various physicists and chemists
Possible examples may include:
Dmitri Mendelev (work on the periodic table)
Niels Bohr (atomic structure)
Marie Curie (research on radioactivity)
Nikola Tesla (developed the modern alternating current)
Newton (developed theories of gravitation and mechanics; invented differential calculus)
Antoine Lavoisier (law of conservation of mass)
Michael Faraday (discovered a relationship between magnetism and rays of light)
Christian Doppler (experimented with sound waves; derived an expression for the apparent change in wavelength of a wave
due to relative motion between the source and observer)
Georg Ohm (discovered that current flow is proportional to potential difference and inversely proportional to resistance
[Ohm's law])
Willebrod Snell (discovered law of refraction [Snell's law])
Count Alessandro Volta (pioneer in study of electricity; invented the first electric battery)
I.4
Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to:
I.4A
Describe and calculate an object's motion in terms of position, displacement, speed, and acceleration.
Describe, Calculate
OBJECT’S MOTION
Including, but not limited to:
Position
Displacement
Differentiate between displacement and distance
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 11 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Speed
Acceleration
Velocity
Instantaneous speed
Note(s):
The STAAR Grade 8 Science Reference Materials include the formula for average speed as listed above.
The STAAR Physics Reference Materials include the formulas for acceleration and displacement as listed above.
Students in Grade 6 calculate average speed using distance and time measurements, measure and graph changes in motion,
and investigate how inclined planes can be used to change the amount of force to move an object (6.8C, 6.8D, E).
Students in Grade 8 differentiate between speed, velocity, and acceleration (8.6B).
TxCCRS:
VIII. Physics – C1 – Understand the fundamental concepts of kinematics.
I.4B
Measure and graph distance and speed as a function of time using moving toys.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 12 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Measure, Graph
DISTANCE AND SPEED AS A FUNCTION OF TIME
Including, but not limited to:
Moving toys
Interpretation and construction of graphs that relate to change in motion
Distance vs. time and velocity vs. time graphs
Slope
Negative and positive acceleration
Direction of motion (toward or away from a reference point)
Apply distance vs. time and velocity vs. time graphs to scenarios
Note(s):
Students in Grade 6 measure and graph changes in motion, in terms of distance over time (6.8C, 6.8D).
I.4C
Investigate how an object's motion changes only when a net force is applied, including activities and equipment
such as toy cars, vehicle restraints, sports activities, and classroom objects.
Investigate
HOW AN OBJECT’S MOTION CHANGES ONLY WHEN A NET FORCE IS APPLIED
Including, but not limited to:
The effects of balanced and unbalanced forces on objects
Forces
Gravity
g = acceleration due to gravity
Friction
Magnetism
Newton’s laws of motion
Inertia
Mass
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 13 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Net force
Net force = (mass)(acceleration)
Activities and equipment such as
Toy cars
Vehicle restraints
Sports activities
Classroom objects
Note(s):
The STAAR Physics Reference Materials include the formula for Net force and the constant for gravity as listed above.
Students are introduced to the concepts of force in Grades 6 and 8 by observing change in the motion of an object that is
acted upon by an unbalanced force (6.8B, 8.6A).
Students in Grade 6 investigate how certain machines can be used to change the force applied to an object (6.8E).
Students in Grade 7 consider how forces affect motion in everyday life (7.7C).
Students in Grade 8 are introduced to Newton’s Laws of Motion (8.6C).
TxCCRS:
VIII. Physics – A3 – Understand the concepts of mass and inertia.
VIII. Physics – C1 – Understand the fundamental concepts of kinematics.
VIII. Physics – C2 – Understand forces and Newton’s Laws.
I.4D
Assess the relationship between force, mass, and acceleration, noting the relationship is independent of the
nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects.
Assess
RELATIONSHIP BETWEEN FORCE, MASS, AND ACCELERATION
Including, but not limited to:
Relationship is independent of the nature of the force
The greater the force acting on an object, the greater the acceleration or change in motion of that object (constant mass)
The greater the mass of an object, the less the acceleration or change in motion of that object (constant force)
The greater the mass of an object, the greater the force needed to accelerate it to a given acceleration
Newton’s second law of motion
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 14 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Force = mass x acceleration
Gravity
g = acceleration due to gravity
Friction
Equipment such as
Dynamic carts
Moving toys
Vehicles
Falling objects
Note(s):
The STAAR Grade 8 Science Reference Materials include the formula for Net force as listed above.
The STAAR Physics Reference Materials include the constants for gravity and newton as listed above.
Students in Grade 8 are introduced to Newton’s Laws of Motion (8.6C).
TxCCRS:
VIII. Physics – A3 – Understand the concepts of mass and inertia.
VIII. Physics – C1 – Understand the fundamental concepts of kinematics.
VIII. Physics – C2 – Understand forces and Newton’s Laws.
I.4E
Apply the concept of conservation of momentum using action and reaction forces such as students on
skateboards.
Apply
CONCEPT OF CONSERVATION OF MOMENTUM
Including, but not limited to:
Momentum = (mass)(velocity)
Law of conservation of momentum
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 15 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Action and reaction forces
Newton’s third law
Illustrated by students on skateboards
Note(s):
The STAAR Physics Reference Materials include the formula for momentum as listed above.
Students in Grade 8 are introduced to Newton’s Laws of Motion (8.6C).
TxCCRS:
VIII. Physics – C1 – Understand the fundamental concepts of kinematics.
VIII. Physics – C32 – Understand the concept of momentum.
I.4F
Describe the gravitational attraction between objects of different masses at different distances, including
satellites.
Describe
THE GRAVITATIONAL ATTRACTION BETWEEN OBJECTS
Including, but not limited to:
Relationship between mass and the force of gravity
Planets or moons
Relationship between distance and the force of gravity
Inverse squared relationship between distance and the force of gravity
Satellites
Newton’s law of universal gravitation
Note(s):
Students may use the equation for gravitational attraction in order to understand the relationship between mass / distance and
gravitational attraction, but are not required to calculate gravitational attraction using the equation. The STAAR Physics
Reference Materials include the formula for gravitational attraction.
Students in Grade 6 study gravity as the force that controls the motion of the components of our solar system (6.11B).
TxCCRS:
VIII. Physics – A5 – Understand the concepts of gravitational force and weight.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 16 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
I.4G
Examine electrical force as a universal force between any two charged objects and compare the relative
strength of the electrical force and gravitational force.
Examine
ELECTRICAL FORCE
Including, but not limited to:
As a universal force between any two charged objects
Compare
ELECTRICAL FORCE AND GRAVITATIONAL FORCE
Including, but not limited to:
Relative strength of the electrical force and gravitational force
Between two charged objects (electrical force)
Factors affecting electrical force
Charge
Distance
Between two objects (gravitational force)
Factors affecting gravitational force
Mass
Inverse squared relationship between distance and the force of gravity
Note(s):
This is the first time students have been directly introduced to the concept of universal force.
TxCCRS:
VIII. Physics – I1 – Discuss electric charge and electric force.
I.5
Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy
conservation in everyday life. The student is expected to:
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 17 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
I.5A
Recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of
atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins.
Recognize, Demonstrate
THAT OBJECTS AND SUBSTANCES IN MOTION HAVE KINETIC ENERGY
Including, but not limited to:
Vibration of atoms
Water flowing down a stream moving pebbles
Bowling balls knocking down pins
Identify points of least and greatest kinetic energy
Note(s):
Students in Grade 6 study the difference between kinetic and potential energy (6.8A).
TxCCRS:
VIII. Physics – D1 – Understand potential and kinetic energy.
I.5B
Demonstrate common forms of potential energy, including gravitational, elastic, and chemical, such as a ball on
an inclined plane, springs, and batteries.
Demonstrate
COMMON FORMS OF POTENTIAL ENERGY
Including, but not limited to:
Vibration of atoms
Gravitational
A ball on an inclined plane
Elastic
Springs
Rubber bands
Chemical
Batteries
Identify points of least and greatest potential energy
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 18 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Note(s):
Students in Grade 6 study the difference between kinetic and potential energy (6.8A).
TxCCRS:
VIII. Physics – D1 – Understand potential and kinetic energy.
I.5C
Demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric
forces.
Demonstrate
THAT MOVING ELECTRIC CHARGES PRODUCE MAGNETIC FORCES AND MOVING MAGNETS PRODUCE ELECTRIC
FORCES
Including, but not limited to:
Electricity and magnetism are two aspects of a single electromagnetic force
Moving electric charges produce magnetic force
Moving magnets produce electric forces
Analyze the relationship between electric current and magnetic fields
Possible examples may include:
Generator
Transformer
Compass (Earth’s magnetic field)
Electromagnet
Electromagnetic induction in power plants
Note(s)
Throughout elementary grades students explore the physical properties of magnetism.
Students in Grade 4 explore electromagnetic fields (4.6C). Electricity and magnetism are not specifically mentioned in
Grades 6, 7, or 8 TEKS.
TxCCRS:
VIII. Physics – I1 – Discuss electric charge and electric force.
VIII. Physics – I7 – Understand magnetic fields and their relationship to electricity.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 19 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
I.5D
Investigate the law of conservation of energy.
Investigate
THE LAW OF CONSERVATION OF ENERGY
Including, but not limited to:
Gravitational potential energy
Kinetic energy
Conversion between
KE = kinetic energy
GPE = gravitational potential energy
How kinetic and potential energy relate to ME (mechanical energy)
Mechanical energy = kinetic energy + potential energy
Total mechanical energy of the system remains constant (in a frictionless environment)
Possible examples of kinetic and potential energy conversions may include:
Pendulums
Ball on an inclined plane
Springs
Batteries
Waterfall
Rock on a cliff
Roller coaster
Note(s):
The STAAR Physics Reference Materials include the formulas for kinetic energy, gravitational potential energy, and
mechanical energy as listed above.
Students in Grade 6 compare and contrast potential and kinetic energy (6.8A). Additionally, students investigate how the
transformation of energy from one form to another relates to the law of conservation of energy (6.9C).
TxCCRS:
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 20 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
VII. Chemistry – H1 – Understand the Law of Conservation of Energy and processes of heat transfer.
VIII. Physics – D2 – Understand conservation of energy.
I.5E
Investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection,
conduction, and radiation such as in weather, living, and mechanical systems.
Investigate, Demonstrate
THE MOVEMENT OF THERMAL ENERGY
Including, but not limited to:
Differentiate between heat and thermal energy
Thermal energy moves in a predictable pattern
Higher temperature to lower temperature until equilibrium is reached
Through
Solids
Liquids
Gases
Transfer methods
Convection
Conduction
Radiation
Movement of thermal energy in systems
Weather systems
Sun provides energy
Water cycle
Atmospheric currents (wind)
Ocean currents
Living systems
Homeostasis by internal feedback mechanisms
Sweating
Panting
Mechanical systems
Refrigeration
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 21 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Heating / cooling system
Oven
Microwave
Investigate the thermal conductivity of a variety of materials
Note(s):
Students in Grade 6 investigate the way that thermal energy moves, specifically, conduction, convection, and radiation (6.9 A,
B).
TxCCRS:
VII. Chemistry – H1 – Understand the Law of Conservation of Energy and processes of heat transfer.
VII. Chemistry – I1 – Understand the behavior of matter in its various states: solid, liquid, and gas.
VIII. Physics – A2 – Understand states of matter and their characteristics.
VIII. Physics – H1 – Understand the gain and loss of heat energy in matter.
VIII. Physics – H2 – Understand the basic laws of thermodynamics.
I.5F
Evaluate the transfer of electrical energy in series and parallel circuits and conductive materials.
Evaluate
THE TRANSFER OF ELECTRICAL ENERGY
Including, but not limited to:
In series circuits
In parallel circuits
Build series and parallel circuits
Identify the symbols in a schematic diagram
Battery
Switch
Resistor / amp
Wires
Describe the difference in open and closed circuits
In conductive materials
Investigate the electrical conductivity of a variety of materials
Resistance
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 22 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Factors affecting resistance
Material
Length
Thickness
Temperature
Ohm’s law
Calculate resistance using voltage and current
Note(s):
The STAAR Physics Reference Materials include the formula for current as listed above.
Students in Grade 4 demonstrate that electricity travels in a closed path, creating an electrical circuit, and explored an
electromagnetic field (4.6C). Additionally, students in Grade 5 demonstrate that the flow of electricity in circuits requires a
complete path through which an electric current can pass and can produce light, heat, and sound (5.6B).
Electrical circuits are not specifically mentioned in Grades 6, 7, or 8 TEKS.
TxCCRS:
VIII. Physics – I2 – Gain qualitative understandings of voltage, current, and resistance.
VIII. Physics – I5 – Discuss basic DC circuits that include voltage sources and combinations of resistors.
VIII. Physics – I6 – Discuss basic DC circuits that include voltage sources and combinations of capacitors.
VIII. Physics – I8 – Relate electricity and magnetism to everyday life.
I.5G
Explore the characteristics and behaviors of energy transferred by waves, including acoustic, seismic, light, and
waves on water as they superpose on one another, bend around corners, reflect off surfaces, are absorbed by
materials, and change direction when entering new materials.
Explore
THE CHARACTERISTICS AND BEHAVIORS OF ENERGY TRANSFERRED BY WAVES
Including, but not limited to:
Types of waves
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 23 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Transverse
Longitudinal (compression)
Examples of waves
Acoustic
Seismic
Light
Water
Characteristics of waves
Frequency (hertz)
Amplitude
Wavelength
Period
Crest
Trough
Velocity
The relationship between the classification of electromagnetic waves and their characteristics
Behaviors of waves when entering new materials (media)
Superpose on one another
Bend around corners (refraction)
Reflect off surfaces
Absorbed by materials
Change direction
Solve problems including velocity, frequency, and wavelength.
Velocity = (frequency)(wavelength)
Note(s):
The STAAR Physics Reference Materials include the formula for velocity of a wave as listed above.
Students in Grade 5 demonstrate that light can be reflected and refracted (5.6C).
Students in Grade 8 explore how the wavelengths of certain electromagnetic waves can be used to gain information about
components in the universe (8.8C).
TxCCRS:
VIII. Physics – G2 – Understand the difference between transverse and longitudinal waves.
VIII. Physics – G3 – Understand wave terminology wavelength, period, frequency, amplitude.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 24 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
VIII. Physics – G4 – Understand the properties and behavior of sound waves.
VIII. Physics – J1 – Know the electromagnetic spectrum.
VIII. Physics – J2 – Understand the wave/particle duality of light.
I.5H
Analyze energy conversions such as those from radiant, nuclear, and geothermal sources; fossil fuels such as
coal, gas, oil; and the movement of water or wind.
Analyze
ENERGY CONVERSIONS
Including, but not limited to:
Radiant (solar)
Nuclear
Geothermal
Fossil fuels
Coal
Gas
Oil
Hydroelectric
Wind
Note(s):
Students in Grade 6 demonstrate energy transformations such as energy in a flashlight changes from chemical to energy to
electrical energy to light energy (6.9C).
TxCCRS:
VIII. Physics – D2 – Understand Conservation of Energy.
I.5I
Critique the advantages and disadvantages of various energy sources and their impact on society and the
environment.
Critique
THE ADVANTAGES AND DISADVANTAGES OF VARIOUS ENERGY SOURCES AND THEIR IMPACT ON SOCIETY AND
THE ENVIRONMENT
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 25 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Including, but not limited to:
Energy Sources
Oil
Natural gas
Coal
Solar
Nuclear
Geothermal
Water
Wind
Chemical (e.g. batteries)
Biofuels
Advantages / disadvantages and their impacts on society and the environment
Possible examples may include:
Cost and infrastructure
Abundance and location
Difficulty to obtain, use, and transport
Pollution
Storage
Ecosystem disruption
Dangers to human health
Renewability
Sustainability
Note(s):
Students in Grade 6 research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power,
biomass, wind, hydropower, geothermal, and solar resources. Students design a plan to manage energy resources in the
home, school, or community (6.7A, B).
I.6
Science concepts. The student knows that relationships exist between the structure and properties of matter. The student
is expected to:
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 26 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
I.6A
Examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and
motion of atoms, ions, or molecules of the substances and the strength of the forces of attraction between those
particles.
Examine
DIFFERENCES IN PHYSICAL PROPERTIES OF SOLIDS, LIQUIDS, AND GASES
Including, but not limited to:
Physical properties
Mass
Volume
Density
Fluidity
Gas particles
Liquid particles
Solid particles
As explained by
Arrangement and motion of the atoms, ions, or molecules of the substances
Size of molecules
Type of bond
Ionic
Covalent
Shape of molecule
Kinetic energy
Strength of the forces of attraction between particles (i.e., atoms, ions, molecules)
The strength of forces between particles determines a substance’s phase at room temperature
Boiling point
Melting point
Freezing point
Note(s):
This is the first time students are directly introduced to ions and bonds.
Throughout elementary grades students explore the physical properties of matter.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 27 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
In middle school grades, students are introduced to evidence of chemical changes and are introduced to the concept of
differentiating between physical and chemical changes (6.5D, 7.6B, 8.5E). Additionally in Grade 6, students compare metals,
nonmetals, and metalloids using physical properties such as luster, conductivity, and malleability (6.6A).
TxCCRS:
VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter.
VII. Chemistry – C2 – Recognize the trends in physical and chemical properties as one moves across a period or vertically
through a group.
VII. Chemistry – I7 – Describe intermolecular forces.
VII. Chemistry – I1 – Understand the behavior of matter in its various states solid, liquid, gas.
VII. Chemistry – I5 – Know the properties of liquids and solids.
VIII. Physics – A2 – Understand states of matter and their characteristics.
I.6B
Relate chemical properties of substances to the arrangement of their atoms or molecules.
Relate
CHEMICAL PROPERTIES OF SUBSTANCES TO THE ARRANGEMENT OF THEIR ATOMS OR MOLECULES
Including, but not limited to:
Valence electrons
Determine an element’s chemical properties
Reactivity resulting from incomplete outer electron energy level (electron shell)
Lewis valence electron dot structure
Isotopes (non-example)
Atoms of a particular element have different numbers of neutrons than other atoms of the same element (e.g., carbon 12,
carbon 14)
Different numbers of neutrons in an atom of a particular element do not affect the chemical properties of that element
Note(s):
Students in Grade 8 are introduced to the concepts of protons determining an element’s identity and valence electrons
determining chemical properties, including reactivity (8.5B).
This is the first time students are directly introduced to the concept of isotopes and Lewis valence electron dot structures.
TxCCRS:
VII. Chemistry – A2 – Recognize and classify pure substances (elements, compounds) and mixtures.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 28 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
VII. Chemistry – C1 – Know the organization of the periodic table.
VII. Chemistry – D1 – Characterize ionic bonds, metallic bonds, and covalent bonds, Describe the properties of metals and
ionic and covalent compounds.
I.6C
Analyze physical and chemical properties of elements and compounds such as color, density, viscosity,
buoyancy, boiling point, freezing point, conductivity, and reactivity.
Analyze
PHYSICAL AND CHEMICAL PROPERTIES OF ELEMENTS AND COMPOUNDS
Including, but not limited to:
Color
Density
Viscosity
Buoyancy
Boiling point
Freezing point
Conductivity
Reactivity
Note(s):
The Chemistry Reference Materials include the formula for density as listed above.
Throughout elementary grades students explore the physical properties of matter.
In middle school grades, students are introduced to evidence of chemical changes and the concept of differentiating between
physical and chemical changes (6.5D, 7.6B, 8.5E). Additionally in Grade 6, students compare metals, nonmetals, and
metalloids using physical properties such as luster, conductivity, and malleability (6.6A).
Students in Grade 6 are introduced to the calculation of density in order to identify an unknown substance (6.6B). Although
not addressed in the TEKS for Grade 8, this concept is assessed as a Supporting Standard on the Grade 8 Science STAAR.
TxCCRS:
VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 29 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
VII. Chemistry – A2 – Recognize and classify pure substances (elements, compounds) and mixtures. VII. Chemistry – E2 – Describe the properties of acids and bases and identify the products of a neutralization reaction.
VIII. Physics – A4 – Understand the concept of density.
VIII. Physics – F3 – Understand buoyancy.
I.6D
Relate the physical and chemical behavior of an element, including bonding and classification, to its placement
on the Periodic Table.
Relate
THE PHYSICAL AND CHEMICAL BEHAVIOR OF AN ELEMENT TO ITS PLACEMENT ON THE PERIODIC TABLE
Including, but not limited to:
Classification of elements
Based on properties (e.g., malleability, ductility, luster, reactivity, conductivity)
Metals
Alkali metals
Alkali Earth metals
Nonmetals
Halogens
Noble gases
Metalloids
Transition metals
Element Symbol
Atomic Number
Atomic Mass
Periods
The horizontal rows on the Periodic Table are periods
Groups (families)
The vertical columns on the Periodic Table are groups or families with similar properties
Reactivity
Valence electrons
Ions
Positive ions (cations)
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 30 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Negative ions (anions)
Bonding
Ionic
Ionic compound
Covalent
Molecule
Metallic
Alloy
Note(s):
The STAAR Chemistry Reference Materials include a Periodic Table of the Elements and a list of common polyatomic ions
with names, formulas, and charges.
Students in Grade 6 are introduced to the Periodic Table through a comparison of metals, nonmetals, and metalloids (6.6A).
Students in Grade 8 interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties
are used to classify elements (8.5C).
This is the first time students are directly introduced to the concept of ions and bonds.
TxCCRS:
VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter.
VII. Chemistry – C1 – Know the organization of the periodic table.
VII. Chemistry – C2 – Recognize the trends in physical and chemical properties as one moves across a period or vertically
through a group.
VII. Chemistry – D1 – Characterize ionic bonds, metallic bonds, and covalent bonds. Describe the properties of metals and
ionic and covalent compounds.
I.6E
Relate the structure of water to its function as a solvent and investigate the properties of solutions and factors
affecting gas and solid solubility, including nature of solute, temperature, pressure, pH, and concentration.
Relate
THE STRUCTURE OF WATER TO ITS FUNCTION AS A SOLVENT
Including, but not limited to:
Structure of water
Hydrogen bonds
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 31 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Covalent bonds
Polar molecules
Solvents
Relate the structure of water to its function as a solvent (universal solvent)
Polarity
Factors affecting rate of dissolving
Concentration
Particle size / surface area
Agitation
Temperature
Investigate
THE PROPERTIES OF SOLUTIONS AND FACTORS AFFECTING GAS AND SOLID SOLUBILITY
Including, but not limited to:
Solutions
Properties
Nature of solute and solvent
Concentration (dilute or concentrated)
Saturated, unsaturated, supersaturated
pH
electrolytic behavior
Solutes
Solubility
Factors affecting gas and solid solubility
Nature of solute and solvent
Temperature
Pressure
pH
Concentration
Note(s):
Students in Grade 4 compare and contrast mixtures and solutions (4.5C). Additionally, students in Grade 5 classify matter
based the physical property of solubility in water, and identified changes that can occur in the physical properties of the
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 32 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
ingredients of solutions (5.5A, D).
Solubility is not specifically mentioned in Grades 6, 7, or 8 TEKS.
This is the first time students are directly introduced to the concepts of bonds, polarity, solutes, solvents, pressure, pH, and
concentration.
TxCCRS:
VII. Chemistry – A1 – Know that physical and chemical properties can be used to describe and classify matter.
I.7
Science concepts. The student knows that changes in matter affect everyday life. The student is expected to:
I.7A
Investigate changes of state as it relates to the arrangement of particles of matter and energy transfer.
Investigate
CHANGES OF STATE
Including, but not limited to:
Arrangement of particles of matter
Gas (molecules are spread out)
Liquid (molecules are touching but are irregularly spaced and randomly oriented)
Solid (molecules occupy regular positions and are held firmly in place)
Energy transfer
All phase changes involve a transfer of energy (into and out of a system)
Movement of energy causes the individual particles in the substance to change their speeds and behaviors (direction of
energy)
Molecules transfer kinetic energy through vibrations or collisions
Understand that temperature does not change during phase changes (energy goes to changing arrangement of particles)
Note(s):
Students in Grades 3-5 compare, contrast, describe, and classify matter based on physical properties including state of
matter (3.5B, 4.5A, 5.5A).
States of matter are not specifically mentioned in Grades 6, 7, or 8 TEKS.
I.7B
Recognize that chemical changes can occur when substances react to form different substances and that these
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 33 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
interactions are largely determined by the valence electrons.
Recognize
CHEMICAL CHANGES CAN OCCUR
Including, but not limited to:
When substances react to form different substances
Evidence of a possible chemical change
Production of a gas
Odor
Bubbling
Change in temperature
Production of a precipitate
Precipitate
Color change (permanent)
Production of light
Compare differences in properties between products and reactants
The role of valence electrons
Determine an element’s chemical properties
Reactivity resulting from incomplete outer electron energy level (electron shell)
Valence electrons are the electrons gained, lost, or shared in a reaction
The number of valence electrons in a particular atom assists in understanding how the atom will react
Bonding
Ionic
Ionic compound
Covalent
Molecule
Note(s):
This is the first time students are directly introduced to the concept of bonding.
Throughout elementary grades students explore the physical properties of matter.
In middle school grades, students are introduced to evidence of chemical changes and the concept of differentiating between
physical and chemical changes (6.5D, 7.6B, 8.5E). Additionally in Grade 6, students compare metals, nonmetals, and
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 34 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
metalloids using physical properties such as luster, conductivity, and malleability (6.6A).
Students in Grade 8 study how valence electrons determine an element’s chemical properties including reactivity (8.5B).
TxCCRS:
VII. Chemistry – B1 – Summarize the development of atomic theory. Understand that models of the atom are used to help
us understand the properties of elements and compounds.
I.7C
Demonstrate that mass is conserved when substances undergo chemical change and that the number and kind
of atoms are the same in the reactants and products.
Demonstrate
THAT MASS IS CONSERVED WHEN SUBSTANCES UNDERGO CHEMICAL CHANGE AND THAT THE NUMBER AND KIND
OF ATOMS ARE THE SAME IN THE REACTANTS AND PRODUCTS
Including, but not limited to:
Rearrangement of atoms in a reaction
Law of conservation of mass
Mass is conserved when substances undergo chemical change; the mass of the products equals the mass of the reactants
Law of conservation of matter
The number and kind of atoms are the same in the reactants and products; matter cannot be created nor destroyed, only
rearranged
Identify the parts of a chemical equation
Reactants
Yield sign
Products
Coefficients
Subscripts
States of matter
Balance simple chemical equations
Relate balanced equations to the laws of conservation of mass and matter
Note(s):
Students in Grade 8, recognize whether or not a chemical equation is balanced and how it relates to the law of conservation
of mass (8.5F).
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 35 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
I.7D
Analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs,
and glow sticks and classify them as exothermic or endothermic reactions.
Analyze, Classify
ENERGY CHANGES THAT ACCOMPANY CHEMICAL REACTIONS
Including, but not limited to:
Energy changes
Exothermic reactions
Heat packs
Glow sticks (increase in temperature)
Possible additional examples may include:
Vinegar and steel wool
Dry yeast and hydrogen peroxide
Endothermic reactions
Cold packs
Possible additional examples may include:
Citric acid solution and sodium bicarbonate
Epsom salts and water
Energy diagrams of reactions
Note(s):
This is the first time students are directly introduced to endothermic and exothermic reactions.
TxCCRS:
VII. Chemistry – E1 – Classify chemical reactions by type. Describe the evidence that a chemical reaction has occurred.
VII. Chemistry – E4 – Understand energy changes in chemical reactions.
VII. Chemistry – H1 – Understand the Law of Conservation of Energy and processes of heat transfer.
VII. Chemistry – H2 – Understand energy changes and chemical reactions.
I.7E
Describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine
and energy production.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 36 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Describe
TYPES OF NUCLEAR REACTIONS AND THEIR ROLES IN APPLICATIONS SUCH AS MEDICINE AND ENERGY
PRODUCTION
Including, but not limited to:
Types of nuclear reactions
Fission
Fusion
Applications
Isotopes
Atoms of a particular element have different numbers of neutrons than other atoms of the same element (e.g., carbon 12,
carbon 14)
Medicine
Radiation therapy
Possible examples may include:
Radiography
Positron emission tomography (PET)
Radioisotopes
Energy
Power plants
Possible examples may include:
Propulsion of aircraft carriers, submarines and ice breaker ships
Radioisotopes
Possible additional examples may include:
Commercial, industrial, or military
Food and utensil sterilization
Smoke detectors
Airport runway markers
Exit signs
Weapons
Note(s):
This is the first time students are directly introduced to the concept of nuclear reactions.
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 37 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
TxCCRS:
VII. Chemistry – E4 – Understand energy changes in chemical reactions.
VII. Chemistry – K1 – Understand radioactive decay.
VII. Chemistry – H2 – Understand energy changes and chemical reactions.
I.7F
Research and describe the environmental and economic impact of the end-products of chemical reactions such
as those that may result in acid rain, degradation of water and air quality, and ozone depletion.
Research, Describe
ENVIRONMENTAL AND ECONOMIC IMPACTS
Including, but not limited to:
End-products of chemical reactions, resulting in
Acid rain
Possible examples of environmental or economic impacts may include:
Forest die back
Damage to sensitive soils
Decay of buildings, sculptures, and statues
Degradation of water and air quality
Ozone depletion
Possible examples of environmental or economic impacts may include:
Reduction in phytoplankton production
Modification of plant growth and development processes
Increased possibility of skin cancer development
Degradation of construction materials (e.g., wood, plastic, rubber, fabric)
Possible additional examples of environmental or economic impacts may include:
Heavy metals (e.g., lead, mercury, cadmium, chromium)
Possible examples of environmental and economic impacts include:
Water and soil contamination
American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from http://www.project2061.org/publications/bsl/online/index.php
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 38 of 39 HIGH SCHOOL COURSES, INTEGRATED PHYSICS AND CHEMISTRY
Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for science. Retrieved from
http://ritter.tea.state.tx.us/rules/tac/chapter112/index.html
Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from
http://www.thecb.state.tx.us/collegereadiness/crs.pdf
Bold black text in italics: Knowledge and Skills Statement (TEKS); Bold black text: Student Expectation (TEKS)
Blue text: Supporting information / Clarifications from TCMPC (Specificity)
Black text: Texas Education Agency (TEA); Texas College and Career Readiness Standards (TxCCRS); Notes from the American Association for the Advancement of
Science (AAAS) Project 2061
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 39 of 39