TAKS   Preparation with eTAP Lessons
(Texas Assessment of Knowledge and Skills)
Math | Science | History | English Language Arts

eTAP provides practice exercises, practice tests and instructional resources for TAKS. Please visit the Texas Education Agency at http://www.tea.state.tx.us/student.assessment/  for TAKS requirements. The TAKS test is administered by the local school districts. Please check with your high school for testing dates.
 
Other states will have their own HSEE requirements. However, the instructions on eTAP will prepare you for all the states’ HSEE. Most states will have detailed requirements on the internet. You should be able to find the information by doing a search on Google for HSEE with your state’s name. Also your local High school should have information for you to take the HSEE. 

Science

Click here for summary test on all skills. Below the eTAP lessons are provided for skills when the student has an incorrect answer.

Click here to open the formula chart and periodic table.

Pre-Test Texas Essential Knowledge Skills eTAP Lessons Post-
Test
Outside Link
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 Simply Science: Safety Matters Q&A
http://www.carnegieinstitution.org/first_light
_case/horn/labsafety.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;

http://faculty.washington.edu/chudler/taste.html

http://www.sciencebuddies.org/mentoring/proje
ct_variables.shtml 

http://www.sciencebuddies.org/mentoring/project
_materials_procedure.shtml

 Simply Science: Conservation Laws Q&A
Q&A (B) collect data and make measurements with precision; Possible Outcome of Phenotypes Biologix: Reflexes and Synaptic Transmission Q&A

http://www.phys.ksu.edu/gene/bb3.html 

http://www.sciencebuddies.org/mentoring/proje
ct_biblio.shtml 

http://www.sciencebuddies.org/mentoring/project_
experiment.shtml
Q&A (C)  organize, analyze, evaluate, make inferences, and predict trends from data; and Mendel's Laws The Yellow Hat: The Health of the Planet and Its People Q&A

http://www.accessexcellence.org/AE/AEC/AEF
/1996/nolin_pea.html 

http://www.sciencebuddies.org/mentorin
g/project_data_analysis.shtml
Q&A (D) communicate valid conclusions. DNA Technology and Recombinant DNA The Yellow Hat: The Health of the Planet and Its People Q&A

http://learn.genetics.utah.edu/units/biotech/gel/ 

http://www.sciencebuddies.org/mentoring/proje
ct_conclusions.shtml 

http://www.sciencebuddies.org/mentoring/proje
ct_research_paper.shtml 

http://www.sciencebuddies.org/mentoring/proje
ct_display_board.shtml 
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
Q&A (A) analyze, review, [and critique] scientific explanations, including hypotheses and
theories, as to their strengths and weaknesses using scientific evidence and information; and 		Natural Selection Forensics: Who Killed the Iceman? Q&A

http://www.nhm.org/exhibitions/dogs/evolution/s
election/natural.html  http://www.physics.smu.edu/~pseudo/baloney.html  http://www.physics.smu.edu/~pseudo/fuzzy.html  http://www.skepticwiki.org/wiki/index.php/Main_Page
Q&A (B)  draw inferences based on data related to [promotional materials for] products and services. Lethal Homozygous Alleles and Their Roles Life on Mars? Q&A

http://learn.genetics.utah.edu/units/basics/builddna/  http://www.skepticwiki.org/wiki/index.php/Main_Page  http://www.badastronomy.com/  http://www.princeton.edu/~lehmann/BadChemistry.html 
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 Membrane

Enzymes

RNA's Role

Endoplasmic Reticulum and the Golgi Apparatus

Energy Capture and Storage

Mitochondria

Biologix: Cell Cycle Mitosis and Cytoplasmic Division Q&A

http://www.cellsalive.com/ 
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; Structure and Function of DNA, RNA
Base Pairing Rules 		Biologix: The Hardy-Weinberg Principle Q&A
http://www.biology.arizona.edu/cell_BIO
/tutorials/cell_cycle/cells1.html 
Q&A (B)  explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA); and Structure and Function of DNA, RNA Biologix: DNA Replication Q&A

http://www.ncc.gmu.edu/dna/ http://www.hhmi.org/biointeractive/
Q&A (C)  identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes.

Genetic Engineering
New Mutations

 Biologix: Genes, Mutations, and Viruses Q&A
http://learn.genetics.utah.edu/units/disorders/slooze
worm/mutationbg.cfm