TEKS Clarification Document. Science Integrated Physics and Chemistry (IPC)

Transcription

1 TEKS Clarification Document Science Integrated Physics and Chemistry (IPC)

2 Implementation of Texas Essential Knowledge and Skills for Science, High School, Beginning with School Year Source: The provisions of this adopted to be effective August 4, 2009, 34 TexReg 5063; amended to be effective August 24, 2010, 35 TexReg Integrated Physics and Chemistry, Beginning with School Year (a) 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. (b) Introduction. (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. (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. (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. (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 information). (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. 2012, TESCCC 05/22/12 page 2 of 29

3 I.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: I.1A Demonstrate safe practices during field and laboratory investigations. Demonstrate SAFE PRACTICES DURING FIELD AND LABORATORY INVESTIGATIONS I.1B 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 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. Demonstrate an understanding of the use and conservation of resources and the disposal or recycling of materials. Demonstrate AN UNDERSTANDING OF THE USE AND CONSERVATION OF RESOURCES AND THE PROPER DISPOSAL OR RECYCLING OF MATERIALS Use and conservation of resources Reducing pollution Being a wise consumer 2012, TESCCC 05/22/12 page 3 of 29

4 Decreasing 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 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 I.2B... 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. Plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology. Plan, Implement INVESTIGATIVE PROCEDURES Observe natural phenomena. Ask questions. Formulate testable hypotheses. Plan and implement investigations. Collaborate on joint projects. 2012, TESCCC 05/22/12 page 4 of 29

5 Use models to make predictions. Select appropriate equipment and technology. I.2C Collect data and make measurements with precision. Collect DATA Observations Measurements Demonstrate use of appropriate equipment to collect data. Make MEASUREMENTS WITH PRECISION Accuracy (how close a measured value is to the actual (true) value) Precision (how close the measured values are to each other) I.2D I. Nature of Science A4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. Organize, analyze, evaluate, make inferences, and predict trends from data. Organize, Analyze, Evaluate, Make inferences, Predict TRENDS FROM DATA Use appropriate mathematical calculations. Possible examples may include Averaging 2012, TESCCC 05/22/12 page 5 of 29

6 Percent change Probabilities and ratios Rate of change Use appropriate standard international (SI) units. Analyze data using different modes of expression (narrative, numerical, graphical). Accurately predict trends from data. I.2E I. Nature of Science A4 Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes. Communicate valid conclusions. Communicate VALID CONCLUSIONS 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. Use charts and graphs to represent data and conclusions. Present scientific information in appropriate formats for various audiences. I.3 Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: I.3A Analyze and evaluate scientific explanations, using empirical evidence, logical reasoning, and experimental and observational testing. Analyze, Evaluate SCIENTIFIC EXPLANATIONS Using Empirical evidence 2012, TESCCC 05/22/12 page 6 of 29

7 Scientific evidence Logical reasoning Experimental and observational testing Critical thinking I.3B 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 of natural events and processes. 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 I.3C 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. Possible examples may include Search engines, databases, and other online tools Newspapers and other periodicals Published journal articles Marketing materials Other media sources Draw inferences based on data related to promotional materials for products and services. Draw INFERENCES 2012, TESCCC 05/22/12 page 7 of 29

8 I.3D Examine data from promotional materials described in print, on television, and on the Internet. Evaluate data from promotional materials for quality and accuracy. Evaluation of Quality Accuracy Completeness Reliability of information from sources Evaluate the impact of research on scientific thought, society, and the environment. Evaluate IMPACT OF RESEARCH I.3E Read technical and 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. Describe connections between physics and chemistry and future careers. Describe CONNECTIONS BETWEEN PHYSICS AND CHEMISTRY AND FUTURE CAREERS I.3F How physics and chemistry are used in various careers Research and describe the history of physics, chemistry, and contributions of scientists. Research, Describe HISTORY OF PHYSICS, CHEMISTRY, AND CONTRIBUTIONS OF SCIENTISTS 2012, TESCCC 05/22/12 page 8 of 29

9 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 Currie (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 Scientific 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 Position Displacement Displacement = (initial velocity)(change in time) + ½ (acceleration)(change in time)2 d = vi t + ½a t2 Speed Average speed = total distance/total time 2012, TESCCC 05/22/12 page 9 of 29

10 s = d/t Speed = distance traveled/time Acceleration Acceleration = final velocity initial velocity/change in time a = vf vi / t Acceleration = (final velocity)2 (initial velocity)2/2(displacement) a = vf2 vi2/2 d Velocity v = d/t Instantaneous speed Differentiate between average speed, instantaneous speed, and terminal velocity I.4B VIII. Physics C1 Understand the fundamental concepts of kinematics. Measure and graph distance and speed as a function of time using moving toys. Measure, Graph DISTANCE AND SPEED AS A FUNCTION OF TIME I.4C Moving toys Interpretation of graphs that relate to change in motion 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 The effects of balanced and unbalanced forces on objects 2012, TESCCC 05/22/12 page 10 of 29

11 Net force Net force = (mass)(acceleration) F net = ma Inertia Mass Newton s laws of motion Use of activities and equipment Toy cars Vehicle restraints Sports activities Classroom objects I.4D 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. 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 Relationship is independent by nature Newton s second law of motion Force = mass x acceleration F = ma Gravity Newton (N) = kgm/s2 Friction 2012, TESCCC 05/22/12 page 11 of 29

12 Use equipment. Dynamic carts Moving toys Vehicles Falling objects Note: The formula for Net force [Net force = (mass)(acceleration) or F = ma] is included on the STAAR Grade 8 Science Reference Materials as shown above. The constant for gravity [g = acceleration due to gravity = 9.8 m/s 2 ] is included on the STAAR Physics Reference Materials under the section, Constants and Conversions. I.4E 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. Apply concept of conservation of momentum using action and reaction forces such as is illustrated by students on skateboards. Apply CONCEPT OF CONSERVATION OF MOMENTUM Momentum = (mass)(velocity) p = mv Law of conservation of momentum Action and reaction forces Newton s third law Illustrated by students on skateboards I.4F VIII. Physics C1 Understand the fundamental concepts of kinematics. VIII. Physics C32 Understand the concept of momentum. Describe the gravitational attraction between objects of different masses at different distances including satellites. Describe 2012, TESCCC 05/22/12 page 12 of 29

13 THE GRAVITATIONAL ATTRACTION BETWEEN OBJECTS With different masses At different distances Satellites Calculate the net force on a simple system. Fn = ma Newton s law of universal gravitation I.4G VIII. Physics A5 Understand the concepts of gravitational force and weight. 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 AND GRAVITATIONAL FORCE As a universal force between any two charged objects Compare ELECTRICAL FORCE AND GRAVITATIONAL FORCE Relative strength of the electrical force and gravitational force VIII. Physics I1 Discuss electric charge and electric force. I.5 Scientific 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: 2012, TESCCC 05/22/12 page 13 of 29

14 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 Energy Kinetic energy Vibration of atoms Water flowing down a stream moving pebbles Bowling balls knocking down pins I.5B VIII. Physics D1 Understand potential and kinetic energy. 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 Potential Gravitational A ball on an inclined plane Elastic Springs Rubber bands Chemical Batteries 2012, TESCCC 05/22/12 page 14 of 29

15 I.5C VIII. Physics D1 Understand potential and kinetic energy. 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 Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic force. Moving magnets produce electric forces. Electric current <-> magnetic field Describe how a compass uses magnetic fields in relationship to the Earth s polarity. Describe an electric field. Identify the role of Transformers Generators I.5D VIII. Physics I1 Discuss electric charge and electric force. VIII. Physics I7 Understand magnetic fields and their relationship to electricity. Investigate the law of conservation of energy. Investigate THE LAW OF CONSERVATION OF ENERGY Gravitational potential energy Kinetic energy Conversion between 2012, TESCCC 05/22/12 page 15 of 29

16 KE = kinetic energy GPE = gravitational potential energy How kinetic and potential energy relate to ME (mechanical energy) Mechanical energy = kinetic energy = potential energy ME = PE + KE Calculate the kinetic energy of an object given its mass and velocity. Kinetic energy = ½(mass)(velocity) 2 KE = 1/2mv 2 Calculate the gravitational potential energy of an object given its mass and its height. Gravitational potential energy = (mass)(acceleration due to gravity)(height) PE g = mgh Introduce chemical potential energy. Analyze energy transformation. Potential to kinetic I.5E VII. Chemistry H1 Understand the Law of Conservation of Energy and processes of heat transfer. VIII. Physics D2 Understand conservation of energy. 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 Using kinetic theory to describe the movement of heat through Solids Liquids Gases By 2012, TESCCC 05/22/12 page 16 of 29

17 Convection Conduction Radiation Evaporation, condensation, and insulation as they apply to Weather systems Living systems Sweating Panting Mechanical systems Thermal energy Heat Temperature Temperature conversion K and C Specific heat Heat gained or lost = (mass)(specific heat)(change in temperature) Q = mc p T; Q = m X T, X C I.5F 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. Evaluate the transfer of electrical energy in series and parallel circuits and conductive materials. Evaluate THE TRANSFER OF ELECTRICAL ENERGY Series circuits 2012, TESCCC 05/22/12 page 17 of 29

18 Parallel circuits Describe the difference in open and closed circuits. Build series and parallel circuits. Ohm s law Calculate resistance using voltage and current. Current = voltage/resistance I = V/R Identify the symbols in a schematic diagram. Battery Switch Resistor/amp Wires Describe the flow of electrons as they travel through a circuit. Insulating materials Conductive materials Investigate the electrical and thermal conductivity of a variety of materials. I.5G 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. 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 Types of waves 2012, TESCCC 05/22/12 page 18 of 29

19 Transverse Longitudinal (compression) Examples of waves Acoustic Seismic Light Water Characteristics of waves Frequency (hertz) Amplitude Wavelength Period Crest Trough Classification of electromagnetic waves Calculate Velocity = (frequency)(wavelength) v = f ג Period T = 1/f Wavelength = ג Behaviors of waves Superpose on one another Bend around corners Reflect off surfaces Absorbed by materials Change direction VIII. Physics G2 Understand the difference between transverse and longitudinal waves. 2012, TESCCC 05/22/12 page 19 of 29

20 I.5H VIII. Physics G3 Understand wave terminology wavelength, period, frequency, amplitude. 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. 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 I.5I Radiant (solar) Nuclear Geothermal Fossil fuels Coal Gas Oil Hydroelectric Wind 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 Rechargeable vs. disposable batteries Solar cells Determine the amount of electric power in a system. Energy = (power)(time) E = Pt 2012, TESCCC 05/22/12 page 20 of 29

21 Electrical power = (voltage)(current) P = VI Explain why people are continually trying to conserve energy sources. Differentiate between batteries and generators. VIII. Physics I8 Relate electricity and magnetism to everyday life. I.6 Scientific concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: 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 The arrangement and motion of atoms, ions, or molecules of the substances Gas particles Liquid particles Solid particles The strength of the forces of attraction between particles Ionic Covalent Metallic I.6B 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. Relate chemical properties of substances to the arrangement of their atoms or molecules. 2012, TESCCC 05/22/12 page 21 of 29

22 Relate CHEMICAL PROPERTIES OF SUBSTANCES TO THE ARRANGEMENT OF THEIR ATOMS OR MOLECULES Polarity Reactivity I.6C VII. Chemistry A2 Recognize and classify pure substances (elements, compounds) and mixtures. 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. 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 Color Density D = m/v Viscosity Buoyancy Boiling point Freezing point Conductivity Reactivity VII. Chemistry A1 Know that physical and chemical properties can be used to describe and classify matter. 2012, TESCCC 05/22/12 page 22 of 29

23 I.6D 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. 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 Placement on the periodic table Atomic Number Reactivity Valence electrons Bonding Ionic Ionic compound Covalent Molecule Metallic Alloy 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. Classification of matter Metals Nonmetals Metalloids Transition metals 2012, TESCCC 05/22/12 page 23 of 29

24 Element symbols Polyatomic ions Atomic mass Atomic radius I.6E 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. 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 Structure of water Solid Liquid Covalent bonds Asymmetrical distribution Polar molecules Solubility Solvents Explanation of why water is called the universal solvent Polarity Solutes Solutions 2012, TESCCC 05/22/12 page 24 of 29

25 Investigate THE PROPERTIES OF SOLUTIONS AND FACTORS AFFECTING GAS AND SOLID SOLUBILITY Nature of solute Temperature Pressure ph Concentration VII. Chemistry A1 Know that physical and chemical properties can be used to describe and classify matter. I.7 Scientific concepts. The student knows that changes in matter affect everyday life. The student is expected to: I.7A Investigate changes of state as they relate to the arrangement of particles of matter and energy transfer. Investigate CHANGES OF STATE I.7B 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. Movement of energy causes the individual particles in the substance to change their speeds and behaviors. Molecules transfer kinetic energy through vibrations or collisions. Recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons. Recognize 2012, TESCCC 05/22/12 page 25 of 29

26 CHEMICAL CHANGES CAN OCCUR When substances react to form different substances Using the evidence of a possible chemical change Production of a gas Odor Bubbling Change in temperature Production of a precipitate Color change Compare differences in properties between products and reactants. The role of valence electrons Valence electrons are the ones gained, lost, or shared in a reaction. Determining the number of valence electrons in a particular atom assists in understanding how the atom will react. I.7C 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. 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 Rearrangement of atoms in a reaction The law of conservation of mass Mass is conserved when substances undergo chemical change. 2012, TESCCC 05/22/12 page 26 of 29

27 I.7D Law of conservation of matter The number and kind of atoms are the same in the reactants and products. Identify the parts of a chemical equation. Reactants Yield sign Product Balance simple chemical equations. Different reaction types Synthesis Decomposition Combustion Single displacement Double displacement 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 Energy diagrams of reactions Energy changes Exothermic reactions Heat packs Endothermic reactions Cold packs Glow sticks Activation energy Catalysts 2012, TESCCC 05/22/12 page 27 of 29

28 I.7E 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. Describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production. Describe TYPES OF NUCLEAR REACTIONS AND THEIR ROLES IN APPLICATIONS SUCH AS MEDICINE AND ENERGY PRODUCTION Types of nuclear reactions Fission Fusion Applications Medicine Energy Possible examples may include Radioisotopes I.7F VII. Chemistry E4 Understand energy changes in chemical reactions. VII. Chemistry K1 Understand radioactive decay. VII. Chemistry H2 Understand energy changes and chemical reactions. 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 THE ENVIRONMENTAL AND ECONOMIC IMPACTs End-products of chemical reactions, resulting in: 2012, TESCCC 05/22/12 page 28 of 29

29 Acid rain Possible examples 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 may include Reduction in plant productivity Heavy metals Possible examples may include Lead Mercury Cadmium Chromium Sulfur dioxide Possible examples may include Changes in lung function Respiratory illnesses BIBLIOGRAPHY American Association for the Advancement of Science. (2009). Benchmarks on-line. Retrieved from Texas Education Agency. (2010). Texas Administrative Code (TAC), Title 19, Part II Chapter 112. Texas essential knowledge and skills for science. Retrieved from Texas Education Agency & Texas Higher Education Coordinating Board. (2009). Texas college and career readiness standards. Retrieved from , TESCCC 05/22/12 page 29 of 29