TAKS Grade 10 Science

Grade 10 Science
Correlation Between the Texas Essential Knowledge and Skills for Mathematics and the eTAP Lessons

Nature of Science | Organization of the Living System | Independence of Organisms | Matter | Motion, Forces, Energy

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Pre-Test	Texas Essential Knowledge Skills		eTAP Lessons and Discovery Videos	Post-Test
			Outside Link
(top)	Objective 1: The student will demonstrate an understanding of the nature of science. Objective 1 is focused on the student as a scientist. This objective is found in grades 5, 8, 10, and exit level. The nature of science is at the heart of all sciences, K–16. The skills developed in Objective 1 progress in sophistication and complexity as the student matures and advances academically. In order to understand scientific processes, students must perform the activities of scientists, which include making observations, collecting data, and drawing conclusions. For instance, student expectation Bio/IPC (2)(B) states that students are expected to “collect data and make measurements with precision.” Rather than just lecturing to students on how to use lab equipment, the teacher should give students the opportunity to work in a lab setting with equipment such as thermometers, balances, and graduated cylinders. Activities related to the TEKS of Objective 1 develop students’ critical-thinking skills and problem-solving abilities. Using critical-thinking skills to apply science concepts is the primary goal of science education. To best develop these skills, scientific processes should be taught and reinforced throughout the curriculum instead of as an isolated unit. Biology (1) and Integrated Physics and Chemistry (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
Q&A	(A)	demonstrate safe practices during field and laboratory investigations.	Tools and Technology	Q&A
			http://keats.admin.virginia.edu/ls m/glsp.html
	Biology (2) and Integrated Physics and Chemistry (2) Scientific Processes. The student uses scientific methods during field and laboratory investigations. The student is expected to
Q&A	(A)	plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;	Finding Answers to Questions	Q&A
			http://solomon.bond.okstate.edu/thin kchem97/guideline.htm
	(B)	collect data and make measurements with precision;	Finding Answers to Questions
			http://regentsprep.org/Regents/math/math-topic.cfm?TopicCode=data
Q&A	(C)	organize, analyze, evaluate, make inferences, and predict trends from data; and	Graphing Data	Q&A
			http://nces.ed.gov/nceskids/createagraph/
	(D)	communicate valid conclusions.	Graphing Data
			http://nces.ed.gov/nceskids/createagraph/
	Integrated Physics and Chemistry (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; and	Finding Answers to Questions

	(B)	draw inferences based on data related to [promotional materials for] products and services.

(top)	Objective 2: The student will demonstrate an understanding of the organization of living systems. Students should understand that patterns, organized in increasingly complex levels, help define the natural world. The most important pattern in living systems is the structure of the DNA molecule. DNA orchestrates the construction of cells, which in turn form organisms, populations, and communities. As students investigate and analyze living systems, they should recognize the similarities and differences between organisms. Understanding how these systems are organized, including having a basic knowledge of genetics, will increase students’ ability to address the medical, ecological, and technological issues that have an impact on the world. Biology (4) Science Concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to
Q&A	(B)	investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules.	Cell Biology	Q&A
			http://www.biology.arizona.edu/ CELL_BIO/cell_bio.html
	Biology (6) Science Concepts. The student knows the structures and functions of nucleic acids in the mechanisms of genetics. The student is expected to
Q&A	(A)	describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA;	RNA's Role
			http://en.wikipedia.org/wiki/DNA
Q&A	(C)	identify and illustrate how changes in DNA cause mutations [and evaluate the significance of these changes]; and	Effects of DNA Mutation
			http://www.dnaftb.org/dnaftb /27/concept/
Q&A	(D)	compare genetic variations observed in plants and animals.	Gene Patterns in Multicellular Organisms
			http://en.wikipedia.org/wiki/ Genetic_variation
	Biology (8) Science Concepts. The student knows applications of taxonomy and can identify its limitations. The student is expected to
	(C)	identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals. **
			http://waynesword.palomar.e du/trfeb98.htm
	Biology (10) Science Concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. The student is expected to
Q&A	(A)	interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune	Major Body Systems Communication Systems in the Body	Q&A
			http://www.innerbody.com/htm/body.html
(top)	Objective 3: The student will demonstrate an understanding of the interdependence of organisms and the environment. Organisms do not live in isolation. They rely on their environment and on other species for survival. To comprehend these relationships, students must integrate concepts from environmental science, evolution, and population genetics. Understanding interdependence will help students make informed decisions about their health, the use of resources, and the well-being of the planet on which they live. Biology (4) Science Concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to
Q&A	(C)	compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and	The Differences Between Bacteria and Viruses The Problems of a Compromised Immune System	Q&A
			http://en.wikipedia.org/wiki/Virus http://en.wikipedia.org/wiki/Bacteria
Q&A	(D)	identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.	Digestive System
			http://digestive.niddk.nih.gov/d diseases/pubs/yrdd/
	Biology (7) Science Concepts. The student knows the theory of biological evolution. The student is expected to
Q&A	(B)	illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.	Evolution	Q&A
			http://www.pbs.org/wgbh/evolution/
	Biology (12) Science Concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to
	(B)	interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism; and	Accommodation and Adaptation
			http://www.globalchange.umich.edu/global change1/current/lectures/ecol_c om/ecol_com.html
	(E)	investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.	Balance in the Ecosystem
			http://www.vtaide.com/png/foodchains.htm
	Biology (13) Science Concepts. The student knows the significance of plants in the environment. The student is expected to
	(A)	evaluate the significance of structural and physiological adaptations of plants to their environments.	Accommodation and Adaptation
			http://en.wikipedia.org/wiki/Adaptation
(top)	Objective 4: The student will demonstrate an understanding of the structures and properties of matter. Knowledge of the structures and properties of matter and the ways in which matter interacts to create new substances allows students to understand the molecular structures of living organisms and nonliving objects. An understanding of basic chemistry concepts helps students understand their world and enhances their lives. For example, chemistry concepts play a part in our daily lives in the development of microchips for computers, the production of cosmetic items, and the development of pharmaceuticals. Integrated Physics and Chemistry (7) Science Concepts. The student knows relationships exist between properties of matter and its components. The student is expected to
Q&A	(A)	investigate and identify properties of fluids including density, viscosity, and buoyancy; and	Density and Buoyancy
			http://web.umr.edu/~gbert/ Amaster.HTML
	(E)	classify samples of matter from everyday life as being elements, compounds, or mixtures.
			http://www.chem.purdue.edu/g chelp/atoms/elements.html
	Integrated Physics and Chemistry (8) Science Concepts. The student knows that changes in matter affect everyday life. The student is expected to
Q&A	(A)	distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle; and	Oxidation and Reduction Rock Cycle Digestive System	Q&A
			http://www.mcwdn.org/chemist/pc change.html
Q&A	(C)	investigate and identify the law of conservation of mass.	Conservation of Matter and Stoichiometry	Q&A
			http://en.wikipedia.org/wiki/Conservati on_of_mass
	Integrated Physics and Chemistry (9) Science Concepts. The student knows how solution chemistry is a part of everyday life. The student is expected to
	(A)	relate the structure of water to its function [as the universal solvent]; and
			http://www.science.uwaterloo.ca/~ cchieh/cact/applychem/waterchem.html
Q&A	(D)	demonstrate how various factors influence solubility including temperature, pressure, and nature of the solute and solvent.	Solutions	Q&A
			http://www.chem.lsu.edu/lucid/ tutorials/solubility/Solubility.html
(top)	Objective 5: The student will demonstrate an understanding of motion, forces, and energy. Students need to understand force and motion in order to comprehend the concepts of speed, wave characteristics, and energy transformations. The study of motion, forces, and energy is necessary for understanding the physical world. Whether riding in a car, turning on lights, or listening to the radio, we are continually surrounded by examples of energy transformations and Newton’s laws of motion. Integrated Physics and Chemistry (4) Science Concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to
Q&A	(A)	calculate speed, momentum, acceleration, work, and power in systems such as in the human body, moving toys, and machines; and	Motion and Forces Problems Involving Motion and Forces	Q&A
			http://www.explorelearning.com/index.cfm? method=cResource.dspResourcesForCours e&CourseID=330
Q&A	(B)	investigate and describe [applications of] Newton’s laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits.	Newton's First Law One Dimensional Motion Problems (Newton's Second Law) Applying Forces to an Object (Newton's 3rd Law)	Q&A
			http://csep10.phys.utk.edu/astr161/ lect/history/newton3laws.html
	Integrated Physics and Chemistry (5) Science Concepts. The student knows the effects of waves on everyday life. The student is expected to
Q&A	(A)	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.	Waves	Q&A
			http://id.mind.net/~zona/mstm /physics/waves/waves.html
	Integrated Physics and Chemistry (6) Science Concepts. The student knows the impact of energy transformations in everyday life. The student is expected to
Q&A	(A)	describe the law of conservation of energy;	Conservation of Energy	Q&A
			http://library.thinkquest.or g/2745/data/lawce1.htm
Q&A	(B)	investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation; and	Heat and Thermodynamics	Q&A
			http://www.bluffton.edu/~berg erd/NSC_111/thermo.html
	(F)	investigate and compare series and parallel circuits.
			http://regentsprep.org/Regents/phy sics/phys03/bparcir/default.htm