SCIENCE ACADEMIES FOR GRADES K 4 TEKS VERTICAL ALIGNMENT

Science Academies for Grades K 4 Copyright Copyright Texas Education Agency, 2012. The following materials are copyrighted and trademarked as the property of the Texas Education Agency and may not be reproduced without the express written permission of the Texas Education Agency, except under the following conditions: 1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts and schools educational use without obtaining permission from the Texas Education Agency; 2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only without obtaining written permission of the Texas Education Agency; 3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered, and unchanged in any way; 4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged. Private entities or persons located in Texas that are not Texas public school districts or Texas charter schools or any entity, whether public or private, educational or noneducational, located outside the state of Texas MUST obtain written approval from the Texas Education Agency and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty fee. For more information, contact: Office of Copyrights, Trademarks, License Agreements, and Royalties. Texas Education Agency. 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512.463.9437; e-mail copyrights@tea.state.tx.us. 2

Physics Vertical Alignment Table Reporting Category 1: Force and Motion TEKS Student Expectations Concept Development by Grade Level (P.4) The student knows and applies the laws governing motion in a variety of situations. K 1 2 3 4 5 6 7 8 (A) generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates; (B) describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration; 6D 6D 6D 6B 6D 6D 8D 8B 7C 6A 6B (C) analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples; (D) calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects; 6B 6D 6D 8B 7C (E) develop and interpret free-body force diagrams; and 8B (F) identify and describe motion relative to different frames of reference. 11A 11B 6A 6A 4

Physics Vertical Alignment Table Reporting Category 2: Gravitational, Electrical, Magnetic, and Nuclear Forces TEKS Student Expectations Concept Development by Grade Level (P.5) The student knows the nature of forces in the physical world. K 1 2 3 4 5 6 7 8 (A) research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces; (B) describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers; (C) describe and calculate how the magnitude of the electrical force between two objects depends on their charges and the distance between them; (D) identify examples of electric and magnetic forces in everyday life; 8B 8B 8D 8D 6B 6B 6B 6A 6D 6A 6B 11A 11C 11A 11B 8E 7C (E) characterize materials as conductors or insulators based on their electrical properties; 6B (F) design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations; (G) investigate and describe the relationship between electric and magnetic fields in applications such as generators, motors, and transformers; 6B (H) describe evidence for and effects of the strong and weak nuclear forces in nature. 2012 TEXAS EDUCATION AGENCY. ALL RIGHTS RESERVED. 5

Physics Vertical Alignment Table Reporting Category 3: Momentum and Energy TEKS Student Expectations Concept Development by Grade Level (P.6) The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. K 1 2 3 4 5 6 7 8 (A) investigate and calculate quantities using the work-energy theorem in various situations; 7A (B) investigate examples of kinetic and potential energy and their transformations; 8A 9C 7B (C) calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system; (D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension; (E) describe how the macroscopic properties of a thermodynamic system such as temperature, specific heat, and pressure are related to the molecular level of matter, including kinetic or potential energy of atoms; (F) contrast and give examples of different processes of thermal energy transfer, including conduction, convection, and radiation; (G) analyze and explain everyday examples that illustrate the laws of thermodynamics, including the law of conservation of energy and the law of entropy. 9C 9A 9B 6A 6A 6A 6A 6A 6A 9B 5C 7B 8A 10B 5C 7B 10A 6

Physics Vertical Alignment Table Reporting Category 4: Waves and Quantum Phenomena TEKS Student Expectations Concept Development by Grade Level (P.7) The student knows the characteristics and behavior of waves. K 1 2 3 4 5 6 7 8 (A) examine and describe oscillatory motion and wave propagation in various types of media; (B) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength; (C) compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves; 8D 6A 6A 6A 6A 6A 6A (D) investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect; (E) describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens; (F) describe the role of wave characteristics and behaviors in medical and industrial applications. 8D (P.8) The student knows simple examples of atomic, nuclear, and quantum phenomena. K 1 2 3 4 5 6 7 8 (A) describe the photoelectric effect and the dual nature of light; (B) compare and explain the emission spectra produced by various atoms; (C) describe the significance of mass-energy equivalence and apply it in explanations of phenomena such as nuclear stability, fission, and fusion; (D) give examples of applications of atomic and nuclear phenomena such as radiation therapy, diagnostic imaging, and nuclear power and examples of applications of quantum phenomena such as digital cameras. 2012 TEXAS EDUCATION AGENCY. ALL RIGHTS RESERVED. 7

K 8 Science Concepts TEKS Kindergarten (6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to: (A) use the five senses to explore different forms of energy such as light, heat, and sound; (B) explore interactions between magnets and various materials; (C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and (D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. Grade 1 (6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to: (A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life; (B) predict and describe how a magnet can be used to push or pull an object; (C) describe the change in the location of an object such as closer to, nearer to, and farther from; and (D) demonstrate and record the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow. Grade 2 (6) Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to: (A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter; (B) observe and identify how magnets are used in everyday life; (C) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp; and (D) compare patterns of movement of objects such as sliding, rolling, and spinning. Grade 3 (6) Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to: (A) explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life; (B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons; and (C) observe forces such as magnetism and gravity acting on objects. Grade 4 (6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (A) differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal; (B) differentiate between conductors and insulators; (C) demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field; and (D) design an experiment to test the effect of force on an object such as a push or pull, gravity, friction, or magnetism. 8

K 8 Science Concepts TEKS Grade 5 (6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to: (A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy; (B) 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; (C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and (D) design an experiment that tests the effect of force on an object. Grade 6 (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy; (B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces; (C) calculate average speed using distance and time measurements; (D) measure and graph changes in motion; and (E) investigate how inclined planes and pulleys can be used to change the amount of force to move an object. (9) Force, motion, and energy. The student knows that the law of conservation of energy states that energy can neither be created nor destroyed; it just changes form. The student is expected to: (A) investigate methods of thermal energy transfer, including conduction, convection, and radiation; (B) verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; and (C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Grade 7 (7) Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to: (A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still; (B) illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion; and (C) demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism. Grade 8 (6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object s motion; (B) differentiate between speed, velocity, and acceleration; and (C) investigate and describe applications of Newton s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth s tectonic activities, and rocket launches. 2012 TEXAS EDUCATION AGENCY. ALL RIGHTS RESERVED. 9