TEKS for Chemistry

(c) Knowledge and skills.

(A) demonstrate safe practices during field and laboratory investigations;

(B) 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:

(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B) collect data and make measurements with precision;

• Significant Figures
  http://www.beyondbooks.com/psc92/7a.asp
  

(C) express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures;
• Significant Figures
  http://www.beyondbooks.com/psc92/7a.asp
  

(D) organize, analyze, evaluate, make inferences, and predict trends from data;

(E) communicate valid conclusions.

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

(A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
• Introduction to Chemistry Concepts PROGRAM
  http://www.beyondbooks.com/psc92/index.asp
  Students can use the content from Beyond Books science programs to help achieve this standard.
  

(B) make responsible choices in selecting everyday products and services using scientific information;

(C) evaluate the impact of research on scientific thought, society, and the environment;

• Introduction to Chemistry Concepts PROGRAM
  http://www.beyondbooks.com/psc92/index.asp
  Students can use the content from Beyond Books science programs to help achieve this standard.
  

(D) describe the connection between chemistry and future careers;

(E) research and describe the history of chemistry and contributions of scientists.

• Introduction to Chemistry Concepts PROGRAM
  http://www.beyondbooks.com/psc92/index.asp
  Students can use the content from Beyond Books science programs to help achieve this standard.
  

(4)Science concepts. The student knows the characteristics of matter. The student is expected to:

(A) differentiate between physical and chemical properties of matter;
• Describing Matter
  http://www.beyondbooks.com/psc92/1b.asp
  

(B) analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume;
• State and Phase Changes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/9.asp
  

(C) investigate and identify properties of mixtures and pure substances;
• Classification of Matter
  http://www.beyondbooks.com/psc92/1c.asp
  

(D) describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.
• Patterns in Chemistry AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/2.asp
  

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

(A)identify changes in matter, determine the nature of the change, and examine the forms of energy involved;
• Reaction Types AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/8.asp
  
• State and Phase Changes AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/9.asp
  

(B) identify and measure energy transformations and exchanges involved in chemical reactions; and

(C) 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:

(A) describe the existence and properties of subatomic particles;
• Atoms and Their Structure
  http://www.beyondbooks.com/psc92/1e.asp
  
• Atomic Properties
  http://www.beyondbooks.com/psc92/1g.asp
  
• Electron Basics
  http://www.beyondbooks.com/psc92/2c.asp
  

(B) analyze stable and unstable isotopes of an element to determine the relationship between the isotope's stability and its application; and

(C) summarize the historical development of the periodic table to understand the concept of periodicity.

• Patterns in Chemistry
  http://www.beyondbooks.com/psc92/2.asp
  
• The Periodic Table
  http://www.beyondbooks.com/psc92/2a.asp
  

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

(A) describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system; and
• It's a Gas! AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/10.asp
  

(B) illustrate the data obtained from investigations with gases in a closed system and determine if the data are consistent with the Universal Gas Law.
• Ideal Gas Law
  http://www.beyondbooks.com/psc92/10g.asp
  

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

(A) identify characteristics of atoms involved in chemical bonding;
• Types of Chemical Bonding AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/3.asp
  

(B) investigate and compare the physical and chemical properties of ionic and covalent compounds;
• Atoms That Share: Covalent Bonds
  http://www.beyondbooks.com/psc92/3a.asp
  
• Fatal Attraction: Ionic Bonds
  http://www.beyondbooks.com/psc92/3b.asp
  

(C) compare the arrangement of atoms in molecules, ionic crystals, polymers, and metallic substances;
• Atoms That Share: Covalent Bonds
  http://www.beyondbooks.com/psc92/3a.asp
  
• Fatal Attraction: Ionic Bonds
  http://www.beyondbooks.com/psc92/3b.asp
  
• Identifying Bonds
  http://www.beyondbooks.com/psc92/3d.asp
  
• Models and Shapes of Molecules AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/4.asp
  

(D) 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:

(A) 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;

(B) investigate radioactive elements to determine half-life;

(C) evaluate the commercial use of nuclear energy and medical uses of radioisotopes;

(D) evaluate environmental issues associated with the storage, containment, and disposal of nuclear wastes.

(10) Science concepts. The student knows common oxidation-reduction reactions. The student is expected to:

(A) identify oxidation-reduction processes; and
• Oxidation-Reduction
  http://www.beyondbooks.com/psc92/8f.asp
  

(B) demonstrate and document the effects of a corrosion process and evaluate the importance of electroplating 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:

(A) identify common elements and compounds using scientific nomenclature;
• It's Elementary
  http://www.beyondbooks.com/psc92/1d.asp
  
• Chemical Names and Formulas AND ALL FOCUS TOPICS
  http://www.beyondbooks.com/psc92/5.asp
  

(B) demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions; and
• It's Elementary
  http://www.beyondbooks.com/psc92/1d.asp
  
• Atomic Properties
  http://www.beyondbooks.com/psc92/1g.asp
  
• Writing Chemical Equations
  http://www.beyondbooks.com/psc92/7b.asp
  
• Balancing Equations
  http://www.beyondbooks.com/psc92/7c.asp
  

(C) explain and balance chemical and nuclear equations using number of atoms, masses, and charge.
• Balancing Equations
  http://www.beyondbooks.com/psc92/7c.asp
  

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

(A) demonstrate and explain effects of temperature and the nature of solid solutes on the solubility of solids;

(B) develop general rules for solubility through investigations with aqueous solutions; and

• Precipitation
  http://www.beyondbooks.com/psc92/8d.asp
  

(C) evaluate the significance of water as a solvent in living organisms and in the environment.

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

(A) compare unsaturated, saturated, and supersaturated solutions;

(B) interpret relationships among ionic and covalent compounds, electrical conductivity, and colligative properties of water; and

(C) 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:

(A) analyze and measure common household products using a variety of indicators to classify the products as acids or bases;

(B) demonstrate the electrical conductivity of acids and bases;

(C)identify the characteristics of a neutralization reaction;

• Acid/Base
  http://www.beyondbooks.com/psc92/8e.asp
  

(D)describe effects of acids and bases on an ecological system.

(15) Science concepts. The student knows factors involved in chemical reactions. The student is expected to:

(A) verify the law of conservation of energy by evaluating the energy exchange that occurs as a consequence of a chemical reaction; and

(B) relate the rate of a chemical reaction to temperature, concentration, surface area, and presence of a catalyst.