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

Snapshots and Assessments: Integrated Physics and Chemistry

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. §112.42. Integrated Physics and 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.

(b) Introduction.

(1) In 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.

(2) 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.

(3) 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.

(4) 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.

(c) Knowledge and skills.

(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. organize, analyze, evaluate, make inferences, and predict trends from data; and
  4. 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. draw inferences based on data related to promotional materials for products and services;
  3. evaluate the impact of research on scientific thought, society, and the environment;
  4. describe connections between physics and chemistry, and future careers; and
  5. research and describe the history of physics, chemistry, and contributions of scientists.
(4) Science concepts. The student knows concepts of force and motion evident in everyday life.

The student is expected to:

  1. calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines;
    Snapshot:
    • Measure the time it takes for students to walk or run a specified distance. Calculate the students' speed and acceleration. Use the students' mass to determine the amount of work, momentum, kinetic energy, and power.
    Assessments:
  2. investigate and describe applications of Newton's laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits;
    Assessments:
  3. analyze the effects caused by changing force or distance in simple machines as demonstrated in household devices, the human body, and vehicles; and
  4. investigate and demonstrate mechanical advantage and efficiency of various machines such as levers, motors, wheels and axles, pulleys, and ramps.
    Snapshot:
    • Build working models of three types of levers and investigate the mechanical advantage and efficiency of each.
    Assessments:
(5) Science concepts. The student knows the effects of waves on everyday life.

The student is expected to:

  1. 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;
    Assessments:
  2. demonstrate wave interactions including interference, polarization, reflection, refraction, and resonance within various materials;
    Assessments:
  3. identify uses of electromagnetic waves in various technological applications such as fiber optics, optical scanners, and microwaves; and
    Snapshot:
    • Research the characteristics, uses, and dangers of electromagnetic waves.
  4. demonstrate the application of acoustic principles such as in echolocation, musical instruments, noise pollution, and sonograms.
    Snapshot:
    • Have students brainstorm where they have seen acoustic principles used in everyday life.
(6) Science concepts. The student knows the impact of energy transformations in everyday life.

The student is expected to:

  1. describe the law of conservation of energy;
    Snapshot:
    • Describe how energy is conserved in a car engine or the human body.
    Assessments:
  2. investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation;
    Snapshot:
    • Set up a series of lab stations that demonstrate convection, conduction, and radiation. Students should describe what is happening and connect their findings to everyday examples.
    Assessments:
  3. 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;
    Snapshot:
    • Research and identify sources of energy within the community. Compare the efficiencies of different energy sources.
  4. investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar cells;
    Snapshot:
    • Create a consumer report comparing the economic costs and environmental impacts of different types of vehicles.
    Assessments:
  5. measure the thermal and electrical conductivity of various materials and explain results;
    Snapshots:
    • Compare the thermal conductivity of iron and steel nails. Put drops of candle wax every centimeter along each nail. Heat the ends of the nails and calculate the rate of thermal conductivity.
  6. investigate and compare series and parallel circuits;
    Snapshot:
    • Investigate series and parallel circuits to compare the effects of adding or removing light bulbs in the circuits.
    Assessments:
  7. analyze the relationship between an electric current and the strength of its magnetic field using simple electromagnets; and
    Snapshot:
    • Construct an electromagnet. Analyze the relationship between the electric current and the strength of the magnetic field by counting the number of paper clips the device will pick up.
  8. analyze the effects of heating and cooling processes in systems such as weather, living, and mechanical.
    Snapshot:
    • Research how different living organisms regulate their body temperature.
(7) Science concepts. The student knows relationships exist between properties of matter and its components.

The student is expected to:

  1. investigate and identify properties of fluids including density, viscosity, and buoyancy;
    Snapshot:
    • Investigate and describe the effects of viscosity on the motion of an object released into fluids like shampoos, syrups, and cooking oils. Investigate and identify the factors that cause a change in viscosity.
    Assessments:
  2. research and describe the historical development of the atomic theory;
    Snapshot:
    • Research and describe the historical development of the atomic theory.
  3. identify constituents of various materials or objects such as metal salts, light sources, fireworks displays, and stars using spectral-analysis techniques;
    Snapshot:
    • Use wire loops and salt solutions such as copper chloride, potassium nitrate, and sodium chloride to identify constituents of the metal salts.
  4. relate the chemical behavior of an element including bonding, to its placement on the periodic table; and
    Assessments:
  5. classify samples of matter from everyday life as being elements, compounds, or mixtures.
    Snapshot:
    • Observe and identify the characteristics of steel wool, such as color, magnetic response, and form (fine wire). Expose the wire to the atmosphere, observe for a period of time, and record changes. Identify the element (original material) and the compound (changed material).
    Assessments:
(8) Science concepts. The student knows that changes in matter affect everyday life.

The student is expected to:

  1. distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle;
    Snapshot:
    • Describe the physical and chemical changes in food as it is processed by the body.
    Assessments:
  2. 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 reactions;
    Snapshot:
    • Make an aqueous solution with substances like an antacid and baking soda. Observe the changes in temperature of the solution. Identify as an exothermic or endothermic reaction. Analyze other reactions, such as heat packs and cold packs, and classify the reaction.
  3. investigate and identify the law of conservation of mass;
    Snapshot:
    • Identify the law of conservation of mass by placing a few milliliters of barium chloride solution in a flask. Tie a string around the neck of a small test tube and fill it almost to the top with sodium sulfate. Stand the test tube upright in the flask and place a stopper in the top of the flask, catching the string to hold the test tube upright. Determine the mass of the flask and its contents. Tilt the flask so the solutions mix. Record evidence of a reaction. Record the mass of the flask and its new products.
    Assessments:
  4. describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; and
    Snapshot:
    • Describe types of nuclear reactions and the roles of each in applications, such as solar energy and the treatment of cancer.
  5. research and describe the environmental and economic impact of the end-products of chemical reactions.
(9) Science concepts. The student knows how solution chemistry is a part of everyday life.

The student is expected to:

  1. relate the structure of water to its function as the universal solvent;
    Assessments:
  2. relate the concentration of ions in a solution to physical and chemical properties such as pH, electrolytic behavior, and reactivity;
    Snapshot:
    • Have students mix a series of different acid solutions. Use weak HCl (mix 100 ml of water with 10 ml of concentrated HCl). Have students add one drop of acid solution to 25 ml of the distilled water. Repeat with two drops, three drops, etc., and after each drop test the new solution with pH paper. Record the number of drops and the pH of the solution. Have students repeat this investigation with weak NaOH (mix 100 ml of water with 10 grams of NaOH) and then graph the results of both investigations and explain the results.
    Assessments:
  3. simulate the effects of acid rain on soil, buildings, statues, or microorganisms;
    Snapshot:
    • Investigate and describe the effects of acid rain on the germination of a variety of seeds.
  4. demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent; and
    Snapshot:
    • Demonstrate that the nature of the solvent influences the solubility of a solute by using two test tubes, one containing 10 mL of water and the other containing 10 mL of ethanol. Add 10 mL of potassium nitrate to each and gently shake.
    Assessments:
  5. demonstrate how factors such as particle size influence the rate of dissolving.
    Snapshot:
    • Have students dissolve three different-sized sugar crystals (superfine, regular, and large) in water and collect data on the time it takes the crystals to dissolve.