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Older Resources. The resources have not yet been aligned with the 2009 revised K–12 science TEKS.

Snapshots are ideas for classroom activities that address the intent of the Texas Essential Knowledge and Skills for Science. Snapshots may cover part of a TEKS statement, but not necessarily the whole statement. Snapshots represent one way, out of many possible ways, of addressing specific TEKS statements.

Each TEKS-Based Activity Starter is designed to be a nucleus of a lesson that focuses on a particular TEKS. These activity starters should be customized and enriched to fit your student population.

Assessments are multiple-choice items aligned to science Texas Essential Knowledge and Skills.

The TEKS for Science listed here are from Chapter 112. Texas Essential Knowledge and Skills for Science. Subchapter C. High School. §112.45. Chemistry. (b) Introduction and (c) Knowledge and skills. The high school TEKS for Science can be viewed and downloaded on the Texas Education Agency website or purchased in book form through our online catalog.

(1) 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:

1. demonstrate safe practices during field and laboratory investigations; and
2. make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(2) Scientific processes. The student uses scientific methods during field and laboratory investigations.

The student is expected to:

1. plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;
2. collect data and make measurements with precision;
3. express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures;
4. organize, analyze, evaluate, make inferences, and predict trends from data; and
5. communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions.

The student is expected to:

1. analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
2. make responsible choices in selecting everyday products and services using scientific information;
3. evaluate the impact of research on scientific thought, society, and the environment;
4. describe the connection between chemistry and future careers; and
5. research and describe the history of chemistry and contributions of scientists.

(4) Science concepts. The student knows the characteristics of matter.

The student is expected to:

1. differentiate between physical and chemical properties of matter;

   Snapshot:

   • Develop a classification key for samples of matter such as a collection of candy bars, household cleaning products, and rocks and minerals. Base the classification key on physical and chemical properties. Have students trade keys and classify an unknown substance.
2. analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume;

   Snapshot:

   • Examine some common objects. Compare and contrast the examples in terms of shape, volume, structure, motion, and compressibility. Organize the objects according to properties of solids, liquids, and gases.
3. investigate and identify properties of mixtures and pure substances; and
4. describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.

(5) Science concepts. The student knows that energy transformations occur during physical or chemical changes in matter.

The student is expected to:

1. identify changes in matter, determine the nature of the change, and examine the forms of energy involved;

   Snapshot:

   • Observe phase changes such as evaporation, condensation, and sublimation. Design an experiment to determine the nature of the change. Identify the form(s) of energy involved. Construct a visual representation, such as a graph or diagram, illustrating the results of the experiment.
2. identify and measure energy transformations and exchanges involved in chemical reactions; and

   Snapshot:

   • Monitor temperature changes over time for a series of chemical reactions, such as ammonium chloride, calcium chloride, or sodium bicarbonate in water. Plot data on graphs. Categorize the reactions based on the graphs as either endergonic or exergonic.
3. measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases.

(6) Science concepts. The student knows that atomic structure is determined by nuclear composition, allowable electron cloud, and subatomic particles.

The student is expected to:

1. describe the existence and properties of subatomic particles;
2. analyze stable and unstable isotopes of an element to determine the relationship between the isotope's stability and its application; and
3. summarize the historical development of the periodic table to understand the concept of periodicity.

   Snapshot:

   • Research the historic development of the periodic table. Prepare a presentation highlighting the results of an interview with a scientist involved in the development of the periodic table.

(7) Science concepts. The student knows the variables that influence the behavior of gases.

The student is expected to:

1. describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system; and
2. illustrate the data obtained from investigations with gases in a closed system and determine if the data are consistent with the Universal Gas Law.

(8) Science concepts. The student knows how atoms form bonds to acquire a stable arrangement of electrons.

The student is expected to:

1. identify characteristics of atoms involved in chemical bonding;
2. investigate and compare the physical and chemical properties of ionic and covalent compounds;
3. compare the arrangement of atoms in molecules, ionic crystals, polymers, and metallic substances; and

   Snapshot:

   • Construct and compare models that demonstrate arrangements of atoms in molecules, ionic crystals, polymers, and metallic substances.
4. describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds.

(9) Science concepts. The student knows the processes, effects, and significance of nuclear fission and nuclear fusion.

The student is expected to:

1. compare fission and fusion reactions in terms of the masses of the reactants and products and the amount of energy released in the nuclear reactions;

   Snapshot:

   • Compare fission and fusion reactions for producing electrical energy. Make a presentation that promotes either fission or fusion, based on cost effectiveness, environmental costs/benefits, and availability of resources.
2. investigate radioactive elements to determine half-life;

   Snapshot:

   • Record data from a radioactive source over a period of time, graphing results and determining half-life.
3. evaluate the commercial use of nuclear energy and medical uses of radioisotopes; and

   Snapshot:

   • Research and identify the pros and cons of commercial uses of nuclear energy and radioisotopes.
4. evaluate environmental issues associated with the storage, containment, and disposal of nuclear wastes.

   Snapshot:

   • Research and defend a position approving or rejecting the selection of a local site for nuclear waste disposal.

(10) Science concepts. The student knows common oxidation-reduction reactions.

The student is expected to:

1. identify oxidation-reduction processes; and
2. demonstrate and document the effects of a corrosion process and evaluate the importance of electroplating metals.

   Snapshot:

   • Expose unplated and electroplated objects to corrosive conditions. Compare and evaluate the importance of electroplated metals.

(11) Science concepts. The student knows that balanced chemical equations are used to interpret and describe the interactions of matter.

The student is expected to:

1. identify common elements and compounds using scientific nomenclature;

   Snapshot:

   • Create and use a flowchart illustrating the process by which compounds are named.
2. demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions; and

   Snapshot:

   • Translate chemical symbols, formulas, and equations into words and sentences. Translate chemical words and sentences into symbols, formulas, and equations.
3. explain and balance chemical and nuclear equations using number of atoms, masses, and charge.

(12) Science concepts. The student knows the factors that influence the solubility of solutes in a solvent.

The student is expected to:

1. demonstrate and explain effects of temperature and the nature of solid solutes on the solubility of solids;

   Snapshot:

   • Produce and interpret solubility curves, such as sodium chloride, iron chloride, and potassium chloride, based on solvent temperature and solute mass.
2. develop general rules for solubility through investigations with aqueous solutions; and

   Snapshot:

   • Use solutions containing nitrates, chlorides, carbonates, and acetates to observe the formation of precipitates. Use the data to form generalized rules for solubility.
3. evaluate the significance of water as a solvent in living organisms and in the environment.

   Snapshot:

   • Evaluate at least five reasons why the polar nature of water is important to living organisms.

(13) Science concepts. The student knows relationships among the concentration, electrical conductivity, and colligative properties of a solution.

The student is expected to:

1. compare unsaturated, saturated, and supersaturated solutions;

   Snapshot:

   • Investigate the difference between solutions in which solute particles are added in varying amounts.
2. interpret relationships among ionic and covalent compounds, electrical conductivity, and colligative properties of water; and

   Snapshot:

   • Determine the effect of the addition of an ionic and covalent compound on the freezing point of water. Decide which compound to put on an icy driveway and which compound to add to ice used to make ice cream.
3. measure and compare the rates of reaction of a solid reactant in solutions of varying concentration.

(14) Science concepts. The student knows the properties and behavior of acids and bases.

The student is expected to:

1. analyze and measure common household products using a variety of indicators to classify the products as acids or bases;

   Snapshot:

   • Classify household products as acids or bases using various indicators or meters to determine ion concentrations. Describe the scale used to reflect hydronium and hydroxide ion concentration. Rank the products using the scale, and explain how this information can be useful.
2. demonstrate the electrical conductivity of acids and bases;
3. identify the characteristics of a neutralization reaction; and

   Snapshot:

   • Combine solutions of an acid and base such as acetic acid and sodium bicarbonate. Measure the pH before and after the reaction. Design a method to recover the salt produced. Identify the salt produced.
4. describe effects of acids and bases on an ecological system.

   Snapshot:

   • Research commercial and industrial uses of acids, bases, and by-products, such as manufacturing processes or the disposal of salt used on icy roads. Develop an experiment to show the impact of chemical and industrial uses on an ecosystem.

(15) Science concepts. The student knows factors involved in chemical reactions.

The student is expected to:

1. verify the law of conservation of energy by evaluating the energy exchange that occurs as a consequence of a chemical reaction; and
2. relate the rate of a chemical reaction to temperature, concentration, surface area, and presence of a catalyst.