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Texas Physics Standards Correlation
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Texas Administrative Code
Title 19, Part II: Texas Education Agency
Chapter 112 Texas Essential Knowledge and Skills for Science
Subchapter C. High School
This correlation includes all science concepts required for 112.47 Physics, as well as some science concepts required for 112.42 Integrated Physics and Chemistry, 112.48 Astronomy and 112.45 Chemistry.
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Physics for Scientists and
Engineers |
Principles of Physics |
Conceptual Physics |
112.47
Physics
(c) Knowledge and skills |
|
|
|
| (4) Science concepts. The student knows the laws governing motion. The student is
expected to: |
|
|
|
| (A) generate and interpret graphs describing motion
including the use of real-time technology; |
2.6 - 2.9, 2.13 |
2.6 - 2.9 |
2.6 - 2.7 |
| (B) analyze examples of uniform and accelerated motion
including linear, projectile, and circular; |
Chapters 2, 4, & 9 |
Chapters 2, 4, & 9 |
Chapters 2, 4, & 8 |
| (C) demonstrate the effects of forces on the motion of objects; |
Chapters 5 &
6 |
Chapters 5 &
6 |
Chapter 5 |
| (D) develop and interpret a free-body diagram for force
analysis; and |
5.14 - 5.15 |
5.14 - 5.15 |
5.14 - 5.15 |
| (E) identify and describe motion relative to different frames of
reference. |
4.22 - 4.25 |
4.21 - 4.23 |
4.14 - 4.15 |
| (5) Science concepts. The student knows that changes occur within a physical
system and recognizes that energy and momentum are conserved. The student is
expected to: |
|
|
|
| (A) interpret evidence for the work-energy theorem; |
7.9 - 7.14, 7.17, 7.20 |
7.7 - 7.11,
7.14, 7.17 |
6.5 - 6.8,
6.11, 6.14 |
| (B) observe and describe examples of kinetic and potential
energy and their transformations; |
Chapters 7 &
8 |
Chapters 7 &
8 |
Chapters 6 &
7 |
| (C) calculate the mechanical energy and momentum in a
physical system such as billiards, cars, and trains; and |
Chapters 7 &
8 |
Chapters 7 &
8 |
Chapters 6 &
7 |
| (D) demonstrate the conservation of energy and momentum. |
Chapters 7 &
8 |
Chapters 7 &
8 |
Chapters 6 &
7 |
| (6) Science concepts. The student knows forces in nature. The student is expected
to: |
|
|
|
| (A) identify the influence of mass and distance on gravitational
forces; |
13.1 |
13.1 |
12.1 |
| (B) research and describe the historical development of the
concepts of gravitational, electrical, and magnetic force; |
13.0,
13.12 - 13.13, 30.0 |
13.0,
13.8 - 13.9,
30.0 |
12.0,
12.7 - 12.8,
28.0 |
| (C) identify and analyze the influences of charge and distance
on electric forces; |
23.9 |
23.9 |
22.8 |
| (D) demonstrate the relationship between electricity and
magnetism; |
Chapters 31, 32, 34 & 35 |
Chapters 31, 32 & 34 |
28.20 - 28.22,
Chapter 29 |
| (E) design and analyze electric circuits; and |
Chapters 27, 28, 29 & 33 |
Chapters 27, 28, 29 & 33 |
Chapters 25, 26 & 27 |
| (F) identify examples of electrical and magnetic forces in
everyday life. |
23.2,
23.5, 23.15, 25.16, 27.14 - 27.18, 28.4, 28.14, 28.19, 29.27, 29.32,
30.4 - 30.5, 30.27, 32.4, 32.17, 32.24, 33.35 |
23.2, 23.5, 23.15, 25.11, 27.9 - 27.13, 28.4, 28.11, 28.16,
29.27, 29.32,
30.4 - 30.5, 30.26, 32.4, 32.14, 32.21, 33.26 |
22.2, 22.4, 22.12, 24.8, 25.8 - 25.11, 26.3, 26.6, 26.11,
28.4 - 28.5, 28.19, 29.4, 29.16 |
| (7) Science concepts. The student knows the laws of thermodynamics. The student
is expected to: |
|
|
|
| (A) analyze and explain everyday examples that illustrate
the laws of thermodynamics; and |
19.10, 19.13, 19.14, 19.23, 19.25 - 19.29, 19.31, 21.3, 22.6,
22.8, 22.14, 22.16 |
19.8, 19.11, 19.12, 19.20, 19.22 - 19.26, 19.28, 21.3, 22.6,
22.8, 22.13, 22.15 |
18.7, 18.10, 18.11, 18.16, 18.17 - 18.20, 20.3, 21.5, 21.9, 21.10 |
| (B) evaluate different methods of heat energy transfer that
result in an increasing amount of disorder. |
Chapter 22 |
Chapter 22 |
Chapter 21 |
| (8) Science concepts. The student knows the characteristics and behavior of
waves. The student is expected to: |
|
|
|
| (A) examine and describe a variety of waves propagated in
various types of media and describe wave characteristics such as velocity,
frequency, amplitude, and behaviors such as reflection, refraction, and
interference; |
Chapters 15, 16, 17, 18, 35, 36, 37, 39 & 40 |
Chapters 15, 16, 17, 18, 34, 35, 36, 38 & 39 |
Chapters 14, 15, 16, 17, 30, 31, 32 & 34 |
| (B) identify the characteristics and behaviors of sound and
electromagnetic waves; and |
Chapters 17 & 35 |
Chapters 17 & 34 |
Chapters 16 & 30 |
| (C) interpret the role of wave characteristics and
behaviors found in medicinal and industrial applications. |
15.32, 17.11, 17.21, 18.21, 35.26, 35.27, 39.16, 40.3, 40.17,
40.22, 42.24 |
15.27, 17.9, 17.18, 18.18, 34.22, 34.23, 38.12, 39.3, 39.14,
39.16, 41.23 |
14.13, 16.5, 16.9, 30.10, 34.10, 36.20 |
| (9) Science concepts. The student knows simple examples of quantum physics. The
student is expected to: |
|
|
|
| (A) describe the photoelectric effect; and |
42.6 - 42.8 |
41.6 - 41.8 |
36.5 - 36.7 |
| (B) explain the line spectra from different gas-discharge tubes. |
42.2, 42.12 |
41.2, 41.11 |
36.2, 36.9 |
112.42 Integrated Physics and Chemistry,
(c) Knowledge and skills |
|
|
|
| (4) Science concepts. The student knows concepts of force and motion evident in
everyday life. The student is expected to: |
|
|
|
| (A) calculate speed, momentum, acceleration, work, and
power in systems such as in the human body, moving toys, and machines; |
Chapters 2,
7 & 8 |
Chapters 2,
7 & 8 |
Chapters 2,
6 & 7 |
| (B) investigate and describe applications of Newton's laws such
as in vehicle restraints, sports activities, geological processes, and
satellite orbits; |
Chapters 5, 6, & 13 |
Chapters 5, 6, & 13 |
Chapters 5 & 12 |
| (C) analyze the effects caused by changing force or distance in
simple machines as demonstrated in household devices, the human body, and
vehicles; and |
Chapters 11 & 12 |
Chapters 11 & 12 |
Chapters 10 & 11 |
| (D) investigate and demonstrate mechanical advantage and
efficiency of various machines such as levers, motors, wheels and axles,
pulleys, and ramps. |
Chapters 5, 6, 7, 11 & 12 |
Chapters 5, 6, 7, 11 & 12 |
Chapters 5, 6, 10, 11 |
| (5) Science concepts. The student knows the effects of waves on everyday life.
The student is expected to: |
|
|
|
| (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; |
16.2 |
16.2 |
15.2 |
| (B) demonstrate wave interactions including interference,
polarization, reflection, refraction, and resonance within various materials; |
Chapters 18, 36, 37, 39, 40 |
Chapters 18, 35, 36, 38, 39 |
Chapters 17, 31, 32 & 34 |
| (C) identify uses of electromagnetic waves in various
technological applications such as fiber optics, optical scanners, and
microwaves; and |
35.8, 35.14, 35.17 - 35.18, 35.26 - 35.27, 37.13, 38.18, 40.3,
40.17, 40.22, 42.24 |
34.5,
34.13 - 34.14, 34.22 - 34.23, 36.12, 37.16, 39.3, 39.14, 39.16, 41.23 |
30.5, 30.10, 33.12, 34.10, 36.20 |
| (D) demonstrate the application of acoustic principles such
as in echolocation, musical instruments, noise pollution, and sonograms. |
17.2 - 17.6, 17.11 - 17.21, 18.7, 18.10, 18.18, 18.21, 18.22 |
17.2 - 17.6,
17.9 - 17.18,
18.7, 18.10,
18.17 - 18.19 |
16.2 - 16.3,
16.5 - 16.9,
17.4, 17.8 |
| (6) Science concepts. The student knows the impact of energy transformations in
everyday life. The student is expected to: |
|
|
|
| (A) describe the law of conservation of energy; |
7.22 |
7.19 |
6.16 |
| (B) investigate and demonstrate the movement of heat through
solids, liquids, and gases by convection, conduction, and radiation; |
19.25 - 19.31 |
19.22 - 19.28 |
18.17 - 18.20 |
| (E) measure the thermal and electrical conductivity of
various materials and explain results; |
19.26 - 19.27, 27.5,
27.8 - 27.11 |
19.23 - 19.24,
27.5 - 27.7 |
18.18,
25.5 - 25.6 |
| (F) investigate and compare series and parallel circuits; |
Chapter 29 |
Chapter 29 |
Chapter 27 |
| (G) analyze the relationship between an electric current and the
strength of its magnetic field using simple electromagnets; and |
31.1 - 31.4 |
31.1 - 31.4 |
28.20 - 28.22 |
| (H) analyze the effects of heating and cooling processes in
systems such as weather, living, and mechanical. |
19.31,
Chapter 22 |
19.28,
Chapter 22 |
Chapter 21 |
| (7) Science concepts. The student knows relationships exist between properties of
matter and its components. The student is expected to: |
|
|
|
| (A) investigate and identify properties of fluids including
density, viscosity, and buoyancy; |
Chapter 14 |
Chapter 14 |
Chapter 13 |
| (C) identify constituents of various materials or objects such
as metal salts, light sources, fireworks displays, and stars using
spectral-analysis techniques; |
42.2, 42.12 |
41.2, 41.11 |
36.2, 36.9 |
| (8) Science concepts. The student knows that changes in matter affect everyday
life. The student is expected to: |
|
|
|
| (D) describe types of nuclear reactions such as fission and
fusion and their roles in applications such as medicine and energy
production; and |
44.13 - 44.21 |
43.13 - 43.21 |
38.13 - 38.18 |
112.48 Astronomy,
(c) Knowledge and skills |
|
|
|
| (6) Science concepts. The student knows the characteristics and the life cycle of
stars. The student is expected to: |
|
|
|
| (A) describe nuclear reactions in stars; |
44.14 |
43.14 |
38.14 |
| (7) Science concepts. The student knows how mathematical models, computer
simulations, and exploration can be used to study the universe. The student
is expected to: |
|
|
|
| (A) demonstrate the use of units of measurement in
astronomy such as light year and Astronomical Units; |
13.19 - 13.20 |
13.15 - 13.16 |
12.14 |
| (B) research and describe the historical development of the laws
of universal gravitation and planetary motion and the theory of special
relativity; |
Chapters 13 & 41 |
Chapters 13 & 40 |
Chapters 12 & 35 |
| (C) analyze a model that simulates planetary motion and
universal gravitation; |
Chapter 13 |
Chapter 13 |
Chapter 12 |
| (8) Science concepts. The student knows the role of the Sun in our solar system.
The student is expected to: |
|
|
|
| (B) identify the source of energy within the Sun and
explain that the Sun is the major source of energy for the Earth; and |
44.14 |
43.14 |
38.14 |
| (C) describe the Sun's effects on the Earth. |
19.30 - 19.31,
35.11 - 35.12 |
19.27 - 19.28,
34.8 - 34.9 |
30.6 |
| (9) Science concepts. The student knows that planets of different size,
composition, and surface features orbit around the Sun. The student is
expected to: |
|
|
|
| (D) relate the role of gravitation to the motion of the planets
around the Sun and to the motion of moons and satellites around the planets. |
Chapter 13 |
Chapter 13 |
Chapter 12 |
112.45 Chemistry,
(c) Knowledge and skills |
|
|
|
| (4) Science concepts. The student knows the characteristics of matter. The
student is expected to: |
|
|
|
| (B) analyze examples of solids, liquids, and gases to determine
their compressibility, structure, motion of particles, shape, and volume; |
12.11 - 12.16,
Chapter 14 |
12.10 - 12.15,
Chapter 14 |
11.5 - 11.9,
Chapter 13 |
| (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; |
19.9, 19.21 |
19.7, 19.18 |
18.6, 18.14 |
| (C) measure the effects of the gain or loss of heat energy
on the properties of solids, liquids, and gases. |
Chapter 19 |
Chapter 19 |
Chapter 18 |
| (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; |
44.1 - 44.3, 44.22 |
43.1 - 43.3,
43.22 |
38.1 - 38.3,
38.19 |
| (B) analyze stable and unstable isotopes of an element to
determine the relationship between the isotope's stability and its
application; and |
44.8 - 44.21 |
43.8 - 43.21 |
38.8 - 38.18 |
| (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 |
Chapter 20 |
Chapter 20 |
Chapter 19 |
| (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. |
Chapter 20 |
Chapter 20 |
Chapter 19 |
| (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; |
44.9, 44.13, 44.14 |
43.9, 43.13, 43.14 |
38.9, 38.13, 38.14 |
| (B) investigate radioactive elements to determine half-life; |
44.18 - 44.21 |
43.18 - 43.21 |
38.17 - 38.18 |
| (C) evaluate the commercial use of nuclear energy and medical
uses of radioisotopes; and |
44.13, 44.20 |
43.13, 43.20 |
38.13 |
| (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: |
|
|
|
| (B) demonstrate the use of symbols, formulas, and equations in
describing interactions of matter such as chemical and nuclear reactions; and |
44.16 |
43.16 |
|
| (C) explain and balance chemical and nuclear equations
using number of atoms, masses, and charge. |
44.15 - 44.17 |
43.15 - 43.17 |
38.15 - 38.16 |
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