Texas
Essential
Knowledge
and Skills
for Science, Subchapter C-§112.42
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General
requirements.
-
Students
shall be awarded one credit for successful
completion of this course.
-
Prerequisites:
none. This course is recommended for students
in Grades 9 or 10
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Introduction.
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Integrated
Physics and Chemistry, students conduct
field and laboratory investigations, use
scientific methods during investigations,
and make informed decisions using critical-thinking
and scientific problem-solving. This course
integrates the disciplines of physics and
chemistry in the following topics: motion,
waves, energy transformations, properties
of matter, changes in matter, and solution
chemistry.
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Science
is a way of learning about the natural world.
Students should know how science has built
a vast body of changing and increasing knowledge
described by physical, mathematical, and
conceptual models, and also should know
that science may not answer all questions.
-
A
system is a collection of cycles, structures,
and processes that interact. Students should
understand a whole in terms of its components
and how these components relate to each
other and to the whole. All systems have
basic properties that can be described in
terms of space, time, energy, and matter.
Change and constancy occur in systems and
can be observed and measured as patterns.
These patterns help to predict what will
happen next and can change over time.
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Investigations
are used to learn about the natural world.
Students should understand that certain
types of questions can be answered by investigations,
and that methods, models, and conclusions
built from these investigations change as
new observations are made. Models of objects
and events are tools for understanding the
natural world and can show how systems work.
They have limitations and based on new discoveries
are constantly being modified to more closely
reflect the natural world
-
Knowledge
and skills.
- Scientific
processes. 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:
- demonstrate
safe practices during field and
laboratory investigations; and
- make wise
choices in the use and conservation
of resources and the disposal or
recycling of materials.
- Scientific
processes. The student uses scientific
methods during field and laboratory
investigations. The student is expected
to:
- plan and implement investigative
procedures including asking questions,
formulating testable hypotheses,
and selecting equipment and technology;
- collect data and make measurements
with precision;
- organize, analyze, evaluate,
make inferences, and predict trends
from data; and
- communicate valid conclusions.
- Scientific
processes. The student uses critical
thinking and scientific problem solving
to make informed decisions. The student
is expected to:
- analyze, review, and critique
scientific explanations, including
hypotheses and theories, as to their
strengths and weaknesses using scientific
evidence and information;
- draw inferences based on data
related to promotional materials
for products and services;
- evaluate the impact of research
on scientific thought, society,
and the environment;
- describe connections between
physics and chemistry, and future
careers; and
- research and describe the history
of physics, chemistry, and contributions
of scientists.
- Science
concepts. The student knows concepts
of force and motion evident in everyday
life. The student is expected to:
- calculate speed, momentum, acceleration,
work, and power in systems such
as in the human body, moving toys,
and machines;
- investigate and describe applications
of Newton's laws such as in vehicle
restraints, sports activities, geological
processes, and satellite orbits;
- analyze the effects caused by
changing force or distance in simple
machines as demonstrated in household
devices, the human body, and vehicles;
and
- investigate and demonstrate mechanical
advantage and efficiency of various
machines such as levers, motors,
wheels and axles, pulleys, and ramps.
- Science
concepts. The student knows the effects
of waves on everyday life. The student
is expected to:
- (A) demonstrate wave types and
their characteristics through a
variety of activities such as modeling
with ropes and coils, activating
tuning forks, and interpreting data
on seismic waves;
- (B) demonstrate wave interactions
including interference, polarization,
reflection, refraction, and resonance
within various materials;
- (C) identify uses of electromagnetic
waves in various technological applications
such as fiber optics, optical scanners,
and microwaves; and
- (D) demonstrate the application
of acoustic principles such as in
echolocation, musical instruments,
noise pollution, and sonograms.
- Science
concepts. The student knows the impact
of energy transformations in everyday
life. The student is expected to:
- describe the law of conservation
of energy;
- investigate and demonstrate the
movement of heat through solids,
liquids, and gases by convection,
conduction, and radiation;
- analyze the efficiency of energy
conversions that are responsible
for the production of electricity
such as from radiant, nuclear, and
geothermal sources, fossil fuels
such as coal, gas, oil, and the
movement of water or wind;
- investigate and compare economic
and environmental impacts of using
various energy sources such as rechargeable
or disposable batteries and solar
cells;
- measure the thermal and electrical
conductivity of various materials
and explain results;
- investigate and compare series
and parallel circuits;
- analyze the relationship between
an electric current and the strength
of its magnetic field using simple
electromagnets; and
- analyze the effects of heating
and cooling processes in systems
such as weather, living, and mechanical.
- Science
concepts. The student knows relationships
exist between properties of matter and
its components. The student is expected
to:
- investigate and identify properties
of fluids including density, viscosity,
and buoyancy; (student should know
)
- research and describe the historical
development of the atomic theory;
- identify constituents of various
materials or objects such as metal
salts, light sources, fireworks
displays, and stars using spectral-analysis
techniques;
- relate the chemical behavior
of an element including bonding,
to its placement on the periodic
table; and
- classify samples of matter from
everyday life as being elements,
compounds, or mixtures. (sstudent
should know)
- Science
concepts. The student knows that changes
in matter affect everyday life. The
student is expected to:
- distinguish between physical and
chemical changes in matter such
as oxidation, digestion, changes
in states, and stages in the rock
cycle;
- analyze energy changes that accompany
chemical reactions such as those
occurring in heat packs, cold packs,
and glow sticks to classify them
as (endergonic or exergonic) exothermic
or endothermic reactions;
- investigate and identify the
law of conservation of mass;
- describe types of nuclear reactions
such as fission and fusion and their
roles in applications such as medicine
and energy production; and
- research and describe the environmental
and economic impact of the end-products
of chemical reactions.
- Science
concepts. The student knows how solution
chemistry is a part of everyday life.
The student is expected to:
- relate the structure of water
to its function as the universal
solvent;
- relate the concentration of ions
in a solution to physical and chemical
properties such as pH, electrolytic
behavior, and reactivity;
- simulate the effects of acid
rain on soil, buildings, statues,
or microorganisms;
- demonstrate how various factors
influence solubility including temperature,
pressure, and nature of the solute
and solvent; and
- demonstrate how factors such
as particle size, influence the
rate of dissolving
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