Texas State Standards for Science: Grade 11

TX.112.43 (11.1) Biology: Scientific Processes: The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

11.1. (A) The student is expected to demonstrate safe practices during field and laboratory investigations.

11.1. (B) The student is expected to make wise choices in the use and conservation of resources and the disposal or recycling of materials.

TX.112.43 (11.2) Biology: Scientific Processes: The student uses scientific methods during field and laboratory investigations.

11.2. (A) The student is expected to plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.

11.2. (B) The student is expected to collect data and make measurements with precision.

11.2. (C) The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data.

11.2. (D) The student is expected to communicate valid conclusions.

TX.112.43 (11.3) Biology: Scientific Processes: The student uses critical thinking and scientific problem solving to make informed decisions.

11.3. (A) The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

11.3. (B) The student is expected to evaluate promotional claims that relate to biological issues such as product labeling and advertisements.

11.3. (C) The student is expected to evaluate the impact of research on scientific thought, society, and the environment.

11.3. (D) The student is expected to describe the connection between biology and future careers.

11.3. (E) The student is expected to evaluate models according to their adequacy in representing biological objects or events.

11.3. (F) The student is expected to research and describe the history of biology and contributions of scientists.

TX.112.43 (11.4) Biology: 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.

11.4. (A) The student is expected to identify the parts of prokaryotic and eukaryotic cells.

11.4. (B) The student is expected to 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.

11.4. (C) The student is expected to 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.

11.4. (D) The student is expected to 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.

TX.112.43 (11.5) Biology: Science Concepts: The student knows how an organism grows and how specialized cells, tissues, and organs develop.

11.5. (A) The student is expected to compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function.

11.5. (B) The student is expected to identify cell differentiation in the development of organisms.

11.5. (C) The student is expected to sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.

TX.112.43 (11.6) Biology: Science Concepts: The student knows the structures and functions of nucleic acids in the mechanisms of genetics.

11.6. (A) The student is expected to describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA.

11.6. (B) The student is expected to explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA).

11.6. (C) The student is expected to identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes.

11.6. (D) The student is expected to compare genetic variations observed in plants and animals.

11.6. (E) The student is expected to compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction.

11.6. (F) The student is expected to identify and analyze karyotypes.

TX.112.43 (11.7) Biology: Science Concepts: The student knows the theory of biological evolution.

11.7. (A) The student is expected to identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology.

11.7. (B) The student is expected to illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

TX.112.43 (11.8) Biology: Science Concepts: The student knows applications of taxonomy and can identify its limitations.

11.8. (A) The student is expected to collect and classify organisms at several taxonomic levels such as species, phylum, and kingdom using dichotomous keys.

11.8. (B) The student is expected to analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature.

11.8. (C) The student is expected to identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals.

TX.112.43 (11.9) Biology: Science Concepts: The student knows metabolic processes and energy transfers that occur in living organisms.

11.9. (A) The student is expected to compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids.

11.9. (B) The student is expected to compare the energy flow in photosynthesis to the energy flow in cellular respiration.

11.9. (C) The student is expected to investigate and identify the effects of enzymes on food molecules.

11.9. (D) The student is expected to analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

TX.112.43 (11.10) Biology: 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.

11.10. (A) The student is expected to interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune.

11.10. (B) The student is expected to compare the interrelationships of organ systems to each other and to the body as a whole.

11.10. (C) The student is expected to analyze and identify characteristics of plant systems and subsystems.

TX.112.43 (11.11) Biology: Science Concepts: The student knows that organisms maintain homeostasis.

11.11. (A) The student is expected to identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis.

11.11. (B) The student is expected to investigate and identify how organisms, including humans, respond to external stimuli.

11.11. (C) The student is expected to analyze the importance of nutrition, environmental conditions, and physical exercise on health.

11.11. (D) The student is expected to summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay in an ecosystem.

TX.112.43 (11.12) Biology: Science Concepts: The student knows that interdependence and interactions occur within an ecosystem.

11.12. (A) The student is expected to analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles.

11.12. (B) The student is expected to interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism.

11.12. (C) The student is expected to compare variations, tolerances, and adaptations of plants and animals in different biomes.

11.12. (D) The student is expected to identify and illustrate that long-term survival of species is dependent on a resource base that may be limited.

11.12. (E) The student is expected to investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

TX.112.43 (11.13) Biology: Science Concepts: The student knows the significance of plants in the environment.

11.13. (A) The student is expected to evaluate the significance of structural and physiological adaptations of plants to their environments.

11.13. (B) The student is expected to survey and identify methods of reproduction, growth, and development of various types of plants.

TX.112.44 (11.1) Environmental Systems: Scientific Processes: The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

11.1. (A) The student is expected to demonstrate safe practices during field and laboratory investigations.

11.1. (B) The student is expected to make wise choices in the use and conservation of resources and the disposal or recycling of materials.

TX.112.44 (11.2) Environmental Systems: Scientific Processes: The student uses scientific methods during field and laboratory investigations.

11.2. (A) The student is expected to plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.

11.2. (B) The student is expected to collect data and make measurements with precision.

11.2. (C) The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data.

11.2. (D) The student is expected to communicate valid conclusions.

TX.112.44 (11.3) Environmental Systems: Scientific Processes: The student uses critical thinking and scientific problem solving to make informed decisions.

11.3. (A) The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

11.3. (B) The student is expected to make responsible choices in selecting everyday products and services using scientific information.

11.3. (C) The student is expected to evaluate the impact of research on scientific thought, society, and the environment.

11.3. (D) The student is expected to describe the connection between environmental science and future careers.

11.3. (E) The student is expected to research and describe the history of environmental science and contributions of scientists.

TX.112.44 (11.4) Environmental Systems: Science Concepts: The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes.

11.4. (A) The student is expected to identify indigenous plants and animals, assess their role within an ecosystem, and compare them to plants and animals in other ecosystems and biomes.

11.4. (B) The student is expected to make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and biomes.

11.4. (C) The student is expected to evaluate the impact of human activity such as methods of pest control, hydroponics, organic gardening, or farming on ecosystems.

11.4. (D) The student is expected to predict how the introduction, removal, or reintroduction of an organism may alter the food chain and affect existing populations.

11.4. (E) The student is expected to predict changes that may occur in an ecosystem if biodiversity is increased or reduced.

TX.112.44 (11.5) Environmental Systems: Science Concepts: The student knows the interrelationships among the resources within the local environmental system.

11.5. (A) The student is expected to summarize methods of land use and management.

11.5. (B) The student is expected to identify source, use, quality, and conservation of water.

11.5. (C) The student is expected to document the use and conservation of both renewable and non-renewable resources.

11.5. (D) The student is expected to identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy.

11.5. (E) The student is expected to analyze and evaluate the economic significance and interdependence of components of the environmental system.

11.5. (F) The student is expected to evaluate the impact of human activity and technology on land fertility and aquatic viability.

TX.112.44 (11.6) Environmental Systems: Science Concepts: The student knows the sources and flow of energy through an environmental system.

11.6. (A) The student is expected to summarize forms and sources of energy.

11.6. (B) The student is expected to explain the flow of energy in an ecosystem.

11.6. (C) The student is expected to investigate and explain the effects of energy transformations within an ecosystem.

11.6. (D) The student is expected to investigate and identify energy interactions in an ecosystem.

TX.112.44 (11.7) Environmental Systems: Science Concepts: The student knows the relationship between carrying capacity and changes in populations and ecosystems.

11.7. (A) The student is expected to relate carrying capacity to population dynamics.

11.7. (B) The student is expected to calculate exponential growth of populations.

11.7. (C) The student is expected to evaluate the depletion of non-renewable resources and propose alternatives.

11.7. (D) The student is expected to analyze and make predictions about the impact on populations of geographic locales, natural events, diseases, and birth and death rates.

TX.112.44 (11.8) Environmental Systems: Science Concepts: The student knows that environments change.

11.8. (A) The student is expected to analyze and describe the effects on environments of events such as fires, hurricanes, deforestation, mining, population growth, and municipal development.

11.8. (B) The student is expected to explain how regional changes in the environment may have a global effect.

11.8. (C) The student is expected to describe how communities have restored an ecosystem.

11.8. (D) The student is expected to examine and describe a habitat restoration or protection program.

TX.112.45 (11.1) Chemistry: Scientific Processes: The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

11.1. (A) The student is expected to demonstrate safe practices during field and laboratory investigations.

11.1. (B) The student is expected to make wise choices in the use and conservation of resources and the disposal or recycling of materials.

TX.112.45 (11.2) Chemistry: Scientific Processes: The student uses scientific methods during field and laboratory investigations.

11.2. (A) The student is expected to plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.

11.2. (B) The student is expected to collect data and make measurements with precision.

11.2. (C) The student is expected to express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures.

11.2. (D) The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data.

11.2. (E) The student is expected to communicate valid conclusions.

TX.112.45 (11.3) Chemistry: Scientific Processes: The student uses critical thinking and scientific problem solving to make informed decisions.

11.3. (A) The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

11.3. (B) The student is expected to make responsible choices in selecting everyday products and services using scientific information.

11.3. (C) The student is expected to evaluate the impact of research on scientific thought, society, and the environment.

11.3. (D) The student is expected to describe the connection between chemistry and future careers.

11.3. (E) The student is expected to research and describe the history of chemistry and contributions of scientists.

TX.112.45 (11.4) Chemistry: Science Concepts: The student knows the characteristics of matter.

11.4. (A) The student is expected to differentiate between physical and chemical properties of matter.

11.4. (B) The student is expected to analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume.

11.4. (C) The student is expected to investigate and identify properties of mixtures and pure substances.

11.4. (D) The student is expected to describe the physical and chemical characteristics of an element using the periodic table and make inferences about its chemical behavior.

TX.112.45 (11.5) Chemistry: Science Concepts: The student knows that energy transformations occur during physical or chemical changes in matter.

11.5. (A) The student is expected to identify changes in matter, determine the nature of the change, and examine the forms of energy involved.

11.5. (B) The student is expected to identify and measure energy transformations and exchanges involved in chemical reactions.

11.5. (C) The student is expected to measure the effects of the gain or loss of heat energy on the properties of solids, liquids, and gases.

TX.112.45 (11.6) Chemistry: Science Concepts: The student knows that atomic structure is determined by nuclear composition, allowable electron cloud, and subatomic particles.

11.6. (A) The student is expected to describe the existence and properties of subatomic particles.

11.6. (B) The student is expected to analyze stable and unstable isotopes of an element to determine the relationship between the isotope's stability and its application.

11.6. (C) The student is expected to summarize the historical development of the periodic table to understand the concept of periodicity.

TX.112.45 (11.7) Chemistry: Science Concepts: The student knows the variables that influence the behavior of gases.

11.7. (A) The student is expected to describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system.

11.7. (B) The student is expected to illustrate the data obtained from investigations with gases in a closed system and determine if the data are consistent with the Universal Gas Law.

TX.112.45 (11.8) Chemistry: Science Concepts: The student knows how atoms form bonds to acquire a stable arrangement of electrons.

11.8. (A) The student is expected to identify characteristics of atoms involved in chemical bonding.

11.8. (B) The student is expected to investigate and compare the physical and chemical properties of ionic and covalent compounds.

11.8. (C) The student is expected to compare the arrangement of atoms in molecules, ionic crystals, polymers, and metallic substances.

11.8. (D) The student is expected to describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds.

TX.112.45 (11.9) Chemistry: Science Concepts: The student knows the processes, effects, and significance of nuclear fission and nuclear fusion.

11.9. (A) The student is expected to 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.

11.9. (B) The student is expected to investigate radioactive elements to determine half-life.

11.9. (C) The student is expected to evaluate the commercial use of nuclear energy and medical uses of radioisotopes.

11.9. (D) The student is expected to evaluate environmental issues associated with the storage, containment, and disposal of nuclear wastes.

TX.112.45 (11.10) Chemistry: Science Concepts: The student knows common oxidation-reduction reactions.

11.10. (A) The student is expected to identify oxidation-reduction processes.

11.10. (B) The student is expected to demonstrate and document the effects of a corrosion process and evaluate the importance of electroplating metals.

TX.112.45 (11.11) Chemistry: Science Concepts: The student knows that balanced chemical equations are used to interpret and describe the interactions of matter.

11.11. (A) The student is expected to identify common elements and compounds using scientific nomenclature.

11.11. (B) The student is expected to demonstrate the use of symbols, formulas, and equations in describing interactions of matter such as chemical and nuclear reactions.

11.11. (C) The student is expected to explain and balance chemical and nuclear equations using number of atoms, masses, and charge.

TX.112.45 (11.12) Chemistry: Science Concepts: The student knows the factors that influence the solubility of solutes in a solvent.

11.12. (A) The student is expected to demonstrate and explain effects of temperature and the nature of solid solutes on the solubility of solids.

11.12. (B) The student is expected to develop general rules for solubility through investigations with aqueous solutions.

11.12. (C) The student is expected to evaluate the significance of water as a solvent in living organisms and in the environment.

TX.112.45 (11.13) Chemistry: Science Concepts: The student knows relationships among the concentration, electrical conductivity, and colligative properties of a solution.

11.13. (A) The student is expected to compare unsaturated, saturated, and supersaturated solutions.

11.13. (B) The student is expected to interpret relationships among ionic and covalent compounds, electrical conductivity, and colligative properties of water.

11.13. (C) The student is expected to measure and compare the rates of reaction of a solid reactant in solutions of varying concentration.

TX.112.45 (11.14) Chemistry: Science Concepts: The student knows the properties and behavior of acids and bases.

11.14. (A) The student is expected to analyze and measure common household products using a variety of indicators to classify the products as acids or bases.

11.14. (B) The student is expected to demonstrate the electrical conductivity of acids and bases.

11.14. (C) The student is expected to identify the characteristics of a neutralization reaction.

11.14. (D) The student is expected to describe effects of acids and bases on an ecological system.

TX.112.45 (11.15) Chemistry: Science Concepts: The student knows factors involved in chemical reactions.

11.15. (A) The student is expected to verify the law of conservation of energy by evaluating the energy exchange that occurs as a consequence of a chemical reaction.

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

TX.112.46 (11.1) Aquatic Science: Scientific Processes: The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

11.1. (A) The student is expected to demonstrate safe practices during field and laboratory investigations.

11.1. (B) The student is expected to make wise choices in the use and conservation of resources and the disposal or recycling of materials.

TX.112.46 (11.2) Aquatic Science: Scientific Processes: The student uses scientific methods during field and laboratory investigations.

11.2. (A) The student is expected to plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.

11.2. (B) The student is expected to collect data and make measurements with precision.

11.2. (C) The student is expected to express and manipulate quantities using mathematical procedures such as dimensional analysis, scientific notation, and significant figures.

11.2. (D) The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data.

11.2. (E) The student is expected to communicate valid conclusions.

TX.112.46 (11.3) Aquatic Science: Scientific Processes: The student uses critical thinking and scientific problem solving to make informed decisions.

11.3. (A) The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

11.3. (B) The student is expected to make responsible choices in selecting everyday products and services using scientific information.

11.3. (C) The student is expected to evaluate the impact of research on scientific thought, society, and the environment.

11.3. (D) The student is expected to describe the connection between aquatic science and future careers.

11.3. (E) The student is expected to research and describe the history of aquatic science and contributions of scientists.

TX.112.46 (11.4) Aquatic Science: Science Concepts: The student knows the components of aquatic ecosystems.

11.4. (A) The student is expected to differentiate among freshwater, brackish, and saltwater ecosystems.

11.4. (B) The student is expected to research and identify biological, chemical, geological, and physical components of an aquatic ecosystem.

11.4. (C) The student is expected to collect and analyze baseline quantitative data such as pH, salinity, temperature, mineral content, nitrogen compounds, and turbidity from an aquatic environment.

TX.112.46 (11.5) Aquatic Science: Science Concepts: The student knows the relationships within and among the aquatic habitats and ecosystems in an aquatic environment.

11.5. (A) The student is expected to observe and compile data over a period of time from an established aquatic habitat documenting seasonal changes and the behavior of organisms.

11.5. (B) The student is expected to observe and evaluate patterns and interrelationships among producers, consumers, and decomposers in an aquatic ecosystem.

11.5. (C) The student is expected to identify the interdependence of organisms in an aquatic environment such as a pond, river, lake, ocean, or aquifer, and the biosphere.

11.5. (D) The student is expected to evaluate trends in data to determine the factors that impact aquatic ecosystems.

TX.112.46 (11.6) Aquatic Science: Science Concepts: The student knows the roles of cycles in an aquatic environment.

11.6. (A) The student is expected to identify the role of various cycles such as carbon, nitrogen, water, and nutrients in an aquatic environment.

11.6. (B) The student is expected to interpret the role of aquatic systems in climate and weather.

11.6. (C) The student is expected to collect and evaluate global environmental data using technology.

TX.112.46 (11.7) Aquatic Science: Science Concepts: The student knows environmental adaptations of aquatic organisms.

11.7. (A) The student is expected to classify different aquatic organisms using dichotomous keys.

11.7. (B) The student is expected to compare and describe how adaptations allow an organism to exist within an aquatic environment.

11.7. (C) The student is expected to predict adaptations of an organism prompted by environmental changes.

11.7. (D) The student is expected to compare differences in adaptations of aquatic organisms to fresh water and marine environments.

TX.112.46 (11.8) Aquatic Science: Science Concepts: The student knows that aquatic environments change.

11.8. (A) The student is expected to predict effects of chemical, organic, physical, and thermal changes on the living and nonliving components of an aquatic ecosystem.

11.8. (B) The student is expected to analyze the cumulative impact of natural and human influence on an aquatic system.

11.8. (C) The student is expected to identify and describe a local or global issue affecting an aquatic system.

11.8. (D) The student is expected to analyze and discuss human influences on an aquatic environment including fishing, transportation, and recreation.

TX.112.46 (11.9) Aquatic Science: Science Concepts: The student knows that geological phenomena and fluid dynamics affect aquatic systems.

11.9. (A) The student is expected to demonstrate the principles of fluid dynamics including Archimedes' and Bernoulli's Principles and hydrostatic pressure.

11.9. (B) The student is expected to identify interrelationships of plate tectonics, ocean currents, climates, and biomes.

11.9. (C) The student is expected to research and describe fluid dynamics in an upwelling.

TX.112.46 (11.10) Aquatic Science: Science Concepts: The student knows the origin and use of water in a watershed.

11.10. (A) The student is expected to identify sources and determine the amounts of water in a watershed including groundwater and surface water.

11.10. (B) The student is expected to research and identify the types of uses and volumes of water used in a watershed.

11.10. (C) The student is expected to identify water quantity and quality in a local watershed.

TX.112.47 (11.1) Physics: Scientific Processes: The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

11.1. (A) The student is expected to demonstrate safe practices during field and laboratory investigations.

11.1. (B) The student is expected to make wise choices in the use and conservation of resources and the disposal or recycling of materials.

TX.112.47 (11.2) Physics: Scientific Processes: The student uses scientific methods during field and laboratory investigations.

11.2. (A) The student is expected to plan and implement experimental procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.

11.2. (B) The student is expected to make quantitative observations and measurements with precision.

11.2. (C) The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data.

11.2. (D) The student is expected to communicate valid conclusions.

11.2. (E) The student is expected to graph data to observe and identify relationships between variables.

11.2. (F) The student is expected to read the scale on scientific instruments with precision.

TX.112.47 (11.3) Physics: Scientific Processes: The student uses critical thinking and scientific problem solving to make informed decisions.

11.3. (A) The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

11.3. (B) The student is expected to express laws symbolically and employ mathematical procedures including vector addition and right-triangle geometry to solve physical problems.

11.3. (C) The student is expected to evaluate the impact of research on scientific thought, society, and the environment.

11.3. (D) The student is expected to describe the connection between physics and future careers.

11.3. (E) The student is expected to research and describe the history of physics and contributions of scientists.

TX.112.47 (11.4) Physics: Science Concepts: The student knows the laws governing motion.

11.4. (A) The student is expected to generate and interpret graphs describing motion including the use of real-time technology.

11.4. (B) The student is expected to analyze examples of uniform and accelerated motion including linear, projectile, and circular.

11.4. (C) The student is expected to demonstrate the effects of forces on the motion of objects.

11.4. (D) The student is expected to develop and interpret a free-body diagram for force analysis.

11.4. (E) The student is expected to identify and describe motion relative to different frames of reference.

TX.112.47 (11.5) Physics: Science Concepts: The student knows that changes occur within a physical system and recognizes that energy and momentum are conserved.

11.5. (A) The student is expected to interpret evidence for the work-energy theorem.

11.5. (B) The student is expected to observe and describe examples of kinetic and potential energy and their transformations.

11.5. (C) The student is expected to calculate the mechanical energy and momentum in a physical system such as billiards, cars, and trains.

11.5. (D) The student is expected to demonstrate the conservation of energy and momentum.

TX.112.47 (11.6) Physics: Science Concepts: The student knows forces in nature.

11.6. (A) The student is expected to identify the influence of mass and distance on gravitational forces.

11.6. (B) The student is expected to research and describe the historical development of the concepts of gravitational, electrical, and magnetic force.

11.6. (C) The student is expected to identify and analyze the influences of charge and distance on electric forces.

11.6. (D) The student is expected to demonstrate the relationship between electricity and magnetism.

11.6. (E) The student is expected to design and analyze electric circuits.

11.6. (F) The student is expected to identify examples of electrical and magnetic forces in everyday life.

TX.112.47 (11.7) Physics: Science Concepts: The student knows the laws of thermodynamics.

11.7. (A) The student is expected to analyze and explain everyday examples that illustrate the laws of thermodynamics.

11.7. (B) The student is expected to evaluate different methods of heat energy transfer that result in an increasing amount of disorder.

TX.112.47 (11.8) Physics: Science Concepts: The student knows the characteristics and behavior of waves.

11.8. (A) The student is expected to 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.

11.8. (B) The student is expected to identify the characteristics and behaviors of sound and electromagnetic waves.

11.8. (C) The student is expected to interpret the role of wave characteristics and behaviors found in medicinal and industrial applications.

TX.112.47 (11.9) Physics: Science Concepts: The student knows simple examples of quantum physics.

11.9. (A) The student is expected to describe the photoelectric effect.

11.9. (B) The student is expected to explain the line spectra from different gas-discharge tubes.

TX.112.48 (11.1) Astronomy: Scientific Processes: The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

11.1. (A) The student is expected to demonstrate safe practices during field and laboratory investigations.

11.1. (B) The student is expected to make wise choices in the use and conservation of resources and the disposal or recycling of materials.

TX.112.48 (11.2) Astronomy: Scientific Processes: The student uses scientific methods during field and laboratory investigations.

11.2. (A) The student is expected to plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.

11.2. (B) The student is expected to collect data and make measurements with precision.

11.2. (C) The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data.

11.2. (D) The student is expected to communicate valid conclusions.

TX.112.48 (11.3) Astronomy: Scientific Processes: The student uses critical thinking and scientific problem solving skills to make informed decisions.

11.3. (A) The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

11.3. (B) The student is expected to draw inferences based on data related to promotional materials for products and services.

11.3. (C) The student is expected to evaluate the impact of research on scientific thought, society, and the environment.

11.3. (D) The student is expected to describe the connection between astronomy and future careers.

11.3. (E) The student is expected to research and describe the history of astronomy and contributions of scientists.

TX.112.48 (11.4) Astronomy: Science Concepts: The student knows scientific information about the universe.

11.4. (A) The student is expected to observe and record data about lunar phases and uses that information to model the earth, moon, and sun system.

11.4. (B) The student is expected to describe characteristics of galaxies.

TX.112.48 (11.5) Astronomy: Science Concepts: The student knows the scientific theories of the evolution of the universe.

11.5. (A) The student is expected to research and analyze scientific empirical data on the estimated age of the universe.

11.5. (B) The student is expected to research and describe the historical development of the Big Bang Theory.

11.5. (C) The student is expected to interpret data concerning the formation of galaxies and our solar system.

TX.112.48 (11.6) Astronomy: Science Concepts: The student knows the characteristics and the life cycle of stars.

11.6. (A) The student is expected to describe nuclear reactions in stars.

11.6. (B) The student is expected to identify the characteristics of stars such as temperature, age, relative size, composition, and radial velocity using spectral analysis.

11.6. (C) The student is expected to identify the stages in the life cycle of stars by examining the Hertzsprung-Russell diagram.

TX.112.48 (11.7) Astronomy: Science Concepts: The student knows how mathematical models, computer simulations, and exploration can be used to study the universe.

11.7. (A) The student is expected to demonstrate the use of units of measurement in astronomy such as light year and Astronomical Units.

11.7. (B) The student is expected to research and describe the historical development of the laws of universal gravitation and planetary motion and the theory of special relativity.

11.7. (C) The student is expected to analyze a model that simulates planetary motion and universal gravitation.

11.7. (D) The student is expected to identify the historical origins of the perceived patterns of constellations and their role in ancient and modern navigation.

11.7. (E) The student is expected to analyze the impact of the space program on the collection of data about the Earth and the universe.

TX.112.48 (11.8) Astronomy: Science Concepts: The student knows the role of the Sun in our solar system.

11.8. (A) The student is expected to identify the approximate mass, size, motion, temperature, structure, and composition of the Sun.

11.8. (B) The student is expected to identify the source of energy within the Sun and explain that the Sun is the major source of energy for the Earth.

11.8. (C) The student is expected to describe the Sun's effects on the Earth.

TX.112.48 (11.9) Astronomy: Science Concepts: The student knows that planets of different size, composition, and surface features orbit around the Sun.

11.9. (A) The student is expected to observe the night-time sky to determine movement of the planets relative to stars.

11.9. (B) The student is expected to compare the planets in terms of orbit, size, composition, rotation, atmosphere, moons, and geologic activity.

11.9. (C) The student is expected to identify objects, other than planets, that orbit the Sun.

11.9. (D) The student is expected to 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.

TX.112.48 (11.10) Astronomy: Science Concepts: The student knows how life on Earth is affected by its unique placement and orientation in our solar system.

11.10. (A) The student is expected to compare the factors essential to life on Earth such as temperature, water, mass, and gases to conditions on other planets.

11.10. (B) The student is expected to determine the effects of the Earth's rotation, revolution, and tilt on its environment.

11.10. (C) The student is expected to identify the effects of the moon on tides.

TX.112.49 (11.1) Geology, Meteorology, and Oceanography: Scientific Processes: The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices.

11.1. (A) The student is expected to demonstrate safe practices during field and laboratory investigations.

11.1. (B) The student is expected to make wise choices in the use and conservation of resources and the disposal or recycling of materials.

TX.112.49 (11.2) Geology, Meteorology, and Oceanography: Scientific Processes: The student uses scientific methods during field and laboratory investigations.

11.2. (A) The student is expected to plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology.

11.2. (B) The student is expected to collect data and make measurements with precision.

11.2. (C) The student is expected to organize, analyze, evaluate, make inferences, and predict trends from data.

11.2. (D) The student is expected to communicate valid conclusions.

TX.112.49 (11.3) Geology, Meteorology, and Oceanography: Scientific Processes: The student uses critical thinking and scientific problem solving to make informed decisions.

11.3. (A) The student is expected to analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information.

11.3. (B) The student is expected to draw inferences based on data related to promotional materials for products and services.

11.3. (C) The student is expected to evaluate the impact of research on scientific thought, society, and the environment.

11.3. (D) The student is expected to describe the connections between geology, meteorology, oceanography, and future careers.

11.3. (E) The student is expected to research and describe the history of geology, meteorology, oceanography, and contributions of scientists.

TX.112.49 (11.4) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the Earth's unique characteristics and conditions.

11.4. (A) The student is expected to research and describe the Earth's unique placement in the solar system.

11.4. (B) The student is expected to analyze conditions on Earth that enable organisms to survive.

TX.112.49 (11.5) Geology, Meteorology, and Oceanography: Science Concepts: The student knows about the formation and history of the Earth.

11.5. (A) The student is expected to research and describe the historical development of scientific theories of the Earth's formation.

11.5. (B) The student is expected to use current theories to design and construct a geologic time scale.

TX.112.49 (11.6) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the processes of plate tectonics.

11.6. (A) The student is expected to research and describe the historical development of the theories of plate tectonics including continental drift and sea-floor spreading.

11.6. (B) The student is expected to analyze the processes that power the movement of the Earth's continental and oceanic plates and identify the effects of this movement including faulting, folding, earthquakes, and volcanic activity.

11.6. (C) The student is expected to analyze methods of tracking continental and oceanic plate movement.

TX.112.49 (11.7) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the origin and composition of minerals and rocks and the significance of the rock cycle.

11.7. (A) The student is expected to demonstrate the density, hardness, streak, and cleavage of particular minerals.

11.7. (B) The student is expected to identify common minerals and describe their economic significance.

11.7. (C) The student is expected to classify rocks according to how they are formed during a rock cycle.

11.7. (D) The student is expected to examine and describe conditions such as depth of formation, rate of cooling, and mineral composition that are factors in the formation of rock types.

TX.112.49 (11.8) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the processes and end products of weathering.

11.8. (A) The student is expected to distinguish chemical from mechanical weathering and identify the role of weathering agents such as wind, water, and gravity.

11.8. (B) The student is expected to identify geologic formations that result from differing weathering processes.

11.8. (C) The student is expected to illustrate the role of weathering in soil formation.

TX.112.49 (11.9) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the role of natural energy resources.

11.9. (A) The student is expected to research and describe the origin of fossil fuels such as coal, oil, and natural gas.

11.9. (B) The student is expected to analyze issues regarding the use of fossil fuels and other renewable, non-renewable, or alternative energy resources.

11.9. (C) The student is expected to analyze the significance and economic impact of the use of fossil fuels and alternative energy resources.

TX.112.49 (11.10) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the interactions that occur in a watershed.

11.10. (A) The student is expected to identify the characteristics of a local watershed such as average annual rainfall, run-off patterns, aquifers, locations of river basins, and surface water reservoirs.

11.10. (B) The student is expected to analyze the impact of floods, droughts, irrigation, and industrialization on a watershed.

11.10. (C) The student is expected to describe the importance and sources of surface and subsurface water.

TX.112.49 (11.11) Geology, Meteorology, and Oceanography: Science Concepts: The student knows characteristics of oceans.

11.11. (A) The student is expected to identify physical characteristics of ocean water including salinity, solubility, heat capacity, colligative properties, and density.

11.11. (B) The student is expected to evaluate the effects of tides, tidal bores, and tsunamis.

11.11. (C) The student is expected to compare the topography of the ocean floor to the topography of the continents.

TX.112.49 (11.12) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the characteristics of the atmosphere.

11.12. (A) The student is expected to identify the atmosphere as a mixture of gases, water vapor, and particulate matter.

11.12. (B) The student is expected to analyze the range of atmospheric conditions that organisms will tolerate including types of gases, temperature, particulate matter, and moisture.

11.12. (C) The student is expected to determine the impact on the atmosphere of natural events and human activity.

TX.112.49 (11.13) Geology, Meteorology, and Oceanography: Science Concepts: The student knows the role of energy in governing weather and climate.

11.13. (A) The student is expected to describe the transfer of heat energy at the boundaries between the atmosphere, land masses, and oceans resulting in layers of different temperatures and densities in both the ocean and atmosphere.

11.13. (B) The student is expected to identify, describe, and compare climatic zones.

11.13. (C) The student is expected to describe the effects of phenomena such as El Nino and the Jet Stream on local weather.