Texas Assessments of Academic Readiness (STAAR) for High School Science
TX.STAAR.B. STAAR Biology Assessment
Reporting Category 1: Cell Structure and Function - The student will demonstrate an understanding of biomolecules as building blocks of cells, and that cells are the basic unit of structure and function of living things.
(B.4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to:
B.4 (B) Investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules. Readiness Standard (Biology STAAR EOC)
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
B.4 (C) Compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. Readiness Standard (Biology STAAR EOC)
Microorganisms IHyphae - threadlike filaments of branching cells that make up the bodies of multicellular fungi. Gymnosperm - group of vascular plants that develop seeds without a protective outer covering; they do not produce flowers or fruit. Flagellum - a tail-like structure found on bacteria and select protists which helps them to move. Volvox - a freshwater, chlorophyll-containing green alga, that occurs in ball-shaped colonies. Read more...iWorksheets :4Vocabulary :5
(B.5) Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:
B.5 (A) Describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms. Readiness Standard (Biology STAAR EOC)
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
B.5 (B) Examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium. Supporting Standard (Biology STAAR EOC)
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5
Plant structure and functionPlants are living organisms made up of cells. Plants need sunlight and water to live and grow healthy. Many plants, but not all plants, produce flowers, which make fruit and seeds in order for the plant to reproduce. There are two different types of root systems: A fibrous root system has many roots that grow in many different directions. Plants that have a taproot system have only one large main root growing from the plant’s stem. Read more...iWorksheets :4Vocabulary :2
B.5 (D) Recognize that disruptions of the cell cycle lead to diseases such as cancer. Supporting Standard (Biology STAAR EOC)
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
(B.9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to:
B.9 (D) Analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life. Supporting Standard (Biology STAAR EOC)
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
Reporting Category 2: Mechanisms of Genetics - The student will demonstrate an understanding of the mechanisms of genetics.
(B.6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:
B.6 (A) Identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA. Readiness Standard (Biology STAAR EOC)
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
B.6 (B) Recognize that components that make up the genetic code are common to all organisms. Supporting Standard (Biology STAAR EOC)
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
B.6 (C) Explain the purpose and process of transcription and translation using models of DNA and RNA. Supporting Standard (Biology STAAR EOC)
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
B.6 (E) Identify and illustrate changes in DNA and evaluate the significance of these changes. Readiness Standard (Biology STAAR EOC)
Nucleic acids and protein synthesisThe term nucleic acid is the name for DNA and RNA. They are composed of nucleotides. DNA molecules are double-stranded and RNA molecules are single-stranded. To initiate the process of information transfer, one strand of the double-stranded DNA chain serves as a template for the synthesis of a single strand of RNA that is complementary to the DNA strand. Read more...iWorksheets :4Vocabulary :3
B.6 (F) Predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance. Readiness Standard (Biology STAAR EOC)
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
B.6 (G) Recognize the significance of meiosis to sexual reproduction. Supporting Standard (Biology STAAR EOC)
Cell ReproductionThe process where one cell forms two identical daughter cells. Mitosis is how somatic—or non-reproductive cells—divide. Meiosis is cell division that creates sex cells, like female egg cells or male sperm cells. Meiosis has two cycles of cell division, called Meiosis I and Meiosis II. Read more...iWorksheets :4
B.6 (H) Describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms. Supporting Standard (Biology STAAR EOC)
DNA technology/genetic engineeringThis topic is about biology and Forensic science. Students will learn to identify the structure and function of DNA, RNA and protein. They will also learn to describe the importance of generic information to forensics. Read more...iWorksheets :4Vocabulary :3
Reporting Category 3: Biological Evolution and Classification - The student will demonstrate an understanding of the theory of biological evolution and the hierarchical classification of organisms.
(B.7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:
B.7 (A) Analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental. Readiness Standard (Biology STAAR EOC)
B.7 (B) Analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record. Supporting Standard (Biology STAAR EOC)
B.7 (C) Analyze and evaluate how natural selection produces change in populations, not individuals. Supporting Standard (Biology STAAR EOC)
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
B.7 (D) Analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success. Supporting Standard (Biology STAAR EOC)
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
B.7 (E) Analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species. Readiness Standard (Biology STAAR EOC)
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
B.7 (G) Analyze and evaluate scientific explanations concerning the complexity of the cell. Supporting Standard (Biology STAAR EOC)
Cell structure and functionMatch each Cell structure term to its definition like DNA, Lysosomes, Mitochondrion, Lipids, Endoplasmic reticulum, Osmosis and many more. What are the organelles that provide the energy to sperm cells? What hemoglobin, insulin, albumin and maltase are composed of? These animal and plant cell worksheets recommended for students of High School Biology. Read more...iWorksheets :3Vocabulary :5
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
(B.8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to:
B.8 (A) Define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community. Supporting Standard (Biology STAAR EOC)
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
B.8 (B) Categorize organisms using a hierarchical classification system based on similarities and differences shared among groups. Readiness Standard (Biology STAAR EOC)
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
B.8 (C) Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. Supporting Standard (Biology STAAR EOC)
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
Introduction to plantsWhich woody plant structure possesses vascular tissue lenticels? From which part of the seed will the leaves and upper portions of the stem of a plant develop? Match each plants term to its definition like Lactic acid fermentation, ovule, gymnosperm, guard cells, phloem, vascular tissue, root cap. Read more...iWorksheets :3Vocabulary :5
Microorganisms IITaxonomy is the classification of all known living organisms that shows
relationships between different organisms. Pseudopod is false feet; temporary fingerlike projections a one-celled organism, such as an amoeba, uses to move. Protozoa - single-celled, animal-like protist that has the ability to move. Mycelium - a mass of fungal hyphae that absorbs nutrients. Read more...iWorksheets :3Vocabulary :5
Introduction to animalsClassification - the process of grouping items together according to their
similarities. Kingdom - large category included in scientific classification system and the taxonomic category above phylum; scientists recognize six kingdoms: animals, plants, fungi, protista, eubacteria, and archaebacteria. Vertebrates - animals that have a backbone; five main groups of vertebrates: fish, birds, reptiles, amphibians and mammals. Read more...iWorksheets :4Vocabulary :3
Reporting Category 4: Biological Processes and Systems - The student will demonstrate an understanding of metabolic processes, energy conversions, and interactions and functions of systems in organisms.
(B.9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to:
B.9 (B) Compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter. Supporting Standard (Biology STAAR EOC)
Cell processesFreeCellular metabolism is the set of chemical reactions that occur in living organisms in order to maintain life. Living organisms are unique in that they can extract energy from their environments and use it to carry out activities such as growth, development, and reproduction. Read more...iWorksheets :3Vocabulary :7
Photosynthesis and respirationPhotosynthesis may be thought of as a chemical reaction in which carbon dioxide from the air and water from the soil plus solar energy combine to produce carbohydrate and oxygen. What is similarity between human skeletal muscles and some bacteria? Match each Photosynthesis ad respiration term to its definition like Glucose, Chloroplast, Organelle, Guard Cells and many more. Read more...iWorksheets :4Vocabulary :2
(B.10) Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to:
B.10 (C) Analyze the levels of organization in biological systems and relate the levels to each other and to the whole system. Supporting Standard (Biology STAAR EOC)
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
(B.11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to:
B.11 (A) Describe the role of internal feedback mechanisms in the maintenance of homeostasis. Supporting Standard (Biology STAAR EOC)
Human biology IBronchi - large tubules that branch from the trachea to carry air in and out of the lungs. Capillaries - the smallest blood vessels found in very rich networks
between arteries and veins; the site where many substances are exchanged. Antibodies - a specific protein produced by B lymphocytes that attaches to an antigen and leads to its removal. Read more...iWorksheets :4Vocabulary :7
Human biology IIAntigen - a molecule that the immune system recognizes as part of the body or foreign to the body. Appendicular skeleton - a part of the skeleton composed of 126 bones found in the flexible regions of the body, including shoulders, hips and limbs. Axial skeleton - the central, anchoring part of the bony skeleton that
consists of the skull, backbone (vertebrae) and rib cage. Bile - a chemical produced by the liver and stored temporarily in the gall bladder that is released into the intestines to help in fat digestion. Read more...iWorksheets :3Vocabulary :7
Reporting Category 5: Interdependence within Environmental Systems - The student will demonstrate an understanding of the interdependence and interactions that occur within an environmental system and their significance.
(B.11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to:
B.11 (C) Summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems. Supporting Standard (Biology STAAR EOC)
Microorganisms IHyphae - threadlike filaments of branching cells that make up the bodies of multicellular fungi. Gymnosperm - group of vascular plants that develop seeds without a protective outer covering; they do not produce flowers or fruit. Flagellum - a tail-like structure found on bacteria and select protists which helps them to move. Volvox - a freshwater, chlorophyll-containing green alga, that occurs in ball-shaped colonies. Read more...iWorksheets :4Vocabulary :5
(B.12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:
B.12 (A) Interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms. Readiness Standard (Biology STAAR EOC)
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
B.12 (B) Compare variations and adaptations of organisms in different ecosystems. Supporting Standard (Biology STAAR EOC)
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
B.12 (C) Analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids. Readiness Standard (Biology STAAR EOC)
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
B.12 (E) Describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles. Supporting Standard (Biology STAAR EOC)
Ecology IMatch each ecology term to its definition like Energy pyramid, Decomposer, Carnivore, Ecosystem, Owl pellet, Omnivore and many more. Which human activity would be more likely to have a positive/negative impact on the environment? Which factor determines the type of terrestrial plants that grow in an area? Which energy transfer is least likely to be found in nature? Read more...iWorksheets :4Vocabulary :2
Ecology IIMatch each Ecology term to its definition like Trophic level, Food web, Consumer, Energy, Herbivore and more. Which component is not recycled in an ecosystem? Why Vultures, which are classified as scavengers, are an important part of an ecosystem? Which characteristic does creeping vine that is parasitic on other plants shares with all other heterotrophs? Read more...iWorksheets :3Vocabulary :2
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-5 and will be identified along with content standards.
(B.2) Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:
B.2 (F) Collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures. (Biology STAAR EOC)
The science of biologyThe processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Read more...iWorksheets :3
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
(B.3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
B.3 (F) Research and describe the history of biology and contributions of scientists. (Biology STAAR EOC)
Introduction to cellsAll living things are made from one or more cells. The nucleus is the control center of the cell. It houses the nucleolus and genetic material (chromatin) used for directing cell functions. Nuclear pores allow materials to pass in and out of the nucleus. The nuclear envelope is a membrane which surrounds and protects the nucleus. The nucleolus produces ribosomes. Ribosomes are factories that produce proteins needed by the cell. Lysosomes contain chemicals (enzymes) that break down and recycle harmful materials. Read more...iWorksheets :3Vocabulary :4
Genetics and heredity IHow many chromosomes would normally be contained in a gamete? Match each Genetics and heredity term to its definition like Genetic code, Crossing-over, Fertilization, Codon, Dominant allele, Ribosomes, Sex cells, Punnett square, Prophase II. Read more...iWorksheets :4Vocabulary :7
Evolution and classificationCategorize organisms using a hierarchical classification system based on similarities and differences. Evolutionary theory is a scientific explanation for the unity and diversity of life. Analyze the effects of evolutionary mechanisms, including genetic drift, gene flow, mutation and recombination. Read more...iWorksheets :3
TX.STAAR.C. STAAR Chemistry Assessment
Reporting Category 1: Matter and the Periodic Table - The student will demonstrate an understanding of the properties of matter and the periodic table.
(C.4) Science concepts. The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties. The student is expected to:
C.4 (A) Differentiate between physical and chemical changes and properties. Readiness Standard (Chemistry STAAR EOC)
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
C.4 (B) Identify extensive and intensive properties. Supporting Standard (Chemistry STAAR EOC)
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
C.4 (C) Compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume. Supporting Standard (Chemistry STAAR EOC)
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
(C.5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to:
C.5 (B) Use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals. Readiness Standard (Chemistry STAAR EOC)
C.5 (C) Use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy. Readiness Standard (Chemistry STAAR EOC)
Reporting Category 2: Atomic Structure and Nuclear Chemistry - The student will demonstrate an understanding of atomic theory and nuclear chemistry.
(C.6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:
C.6 (B) Understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
C.6 (C) Calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
C.6 (D) Use isotopic composition to calculate average atomic mass of an element. Supporting Standard (Chemistry STAAR EOC)
C.6 (E) Express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. Readiness Standard (Chemistry STAAR EOC)
Reporting Category 3: Bonding and Chemical Reactions - The student will demonstrate an understanding of how atoms form bonds and can qualify the changes that occur during chemical reactions.
(C.7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The student is expected to:
C.7 (A) Name ionic compounds containing main group or transition metals, covalent compounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules. Readiness Standard (Chemistry STAAR EOC)
C.7 (B) Write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases. Readiness Standard (Chemistry STAAR EOC)
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
Reporting Category 4: Gases and Thermochemistry - The student will demonstrate an understanding of the conditions that influence the behavior of gases and the energy changes that occur in chemical reactions.
(C.9) Science concepts. The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases. The student is expected to:
C.9 (A) Describe and calculate the relations between volume, pressure, number of moles, and temperature for an ideal gas as described by Boyle's law, Charles' law, Avogadro's law, Dalton's law of partial pressure, and the ideal gas law. Readiness Standard (Chemistry STAAR EOC)
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
C.9 (C) Describe the postulates of kinetic molecular theory. Supporting Standard (Chemistry STAAR EOC)
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
(C.11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:
C.11 (A) Understand energy and its forms, including kinetic, potential, chemical, and thermal energies. Supporting Standard (Chemistry STAAR EOC)
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
C.11 (C) Use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic. Readiness Standard (Chemistry STAAR EOC)
Reporting Category 5: Solutions - The student will demonstrate an understanding of solutions and can apply the factors that influence the behavior of solutions.
(C.10) Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:
C.10 (C) Calculate the concentration of solutions in units of molarity. Supporting Standard (Chemistry STAAR EOC)
C.10 (G) Define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid base reactions that form water. Supporting Standard (Chemistry STAAR EOC)
C.10 (H) Understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions. Readiness Standard (Chemistry STAAR EOC)
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-5 and will be identified along with content standards.
(C.2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:
C.2 (E) Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. (Chemistry STAAR EOC)
C.2 (G) Express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures. (Chemistry STAAR EOC)
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
(C.3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
C.3 (A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. (Chemistry STAAR EOC)
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
Reporting Category 1: Force and Motion - The student will demonstrate an understanding of the relationship of force and motion in one and two dimensions.
(P.4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to:
P.4 (A) Generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates. Readiness Standard (Physics STAAR EOC)
P.4 (B) Describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration. Readiness Standard (Physics STAAR EOC)
P.4 (C) Analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples. Supporting Standard (Physics STAAR EOC)
P.4 (D) Calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. Readiness Standard (Physics STAAR EOC)
Reporting Category 2: Gravitational, Electrical, Magnetic, and Nuclear Forces - The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.
(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:
P.5 (A) Research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces. Supporting Standard (Physics STAAR EOC)
P.5 (F) Design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. Readiness Standard (Physics STAAR EOC)
P.5 (G) Investigate and describe the relationship between electric and magnetic fields in applications such as generators, motors, and transformers. Supporting Standard (Physics STAAR EOC)
ElectromagnetismThe production of a magnetic field around an electrical current is called electromagnetism. Read more...iWorksheets :3
Reporting Category 3: Momentum and Energy - The student will demonstrate an understanding of momentum and energy.
(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to:
P.6 (A) Investigate and calculate quantities using the work-energy theorem in various situations. Readiness Standard (Physics STAAR EOC)
P.6 (B) Investigate examples of kinetic and potential energy and their transformations. Readiness Standard (Physics STAAR EOC)
Chemical ReactionsChemical reaction is a process in which one or more substances, are converted to one or more different products. Synthesis - a chemical reaction where two or more elements or compounds combine to form a single product. Single Replacement Reaction - a chemical reaction where a more active element replaces a less active element in a compound. Decomposition - a chemical reaction in which a compound is broken down into simpler compounds or elements. Read more...iWorksheets :6Vocabulary :3
P.6 (C) Calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system. Readiness Standard (Physics STAAR EOC)
Matter and EnergyMatter is any substance that has mass and takes up space. Energy can be transferred as heat or as work. Energy is a property that matter has. Read more...iWorksheets :3
P.6 (E) Describe how the macroscopic properties of a thermodynamic system such as temperature, specific heat, and pressure are related to the molecular level of matter, including kinetic or potential energy of atoms. Supporting Standard (Physics STAAR EOC)
States of MatterThere are Four states of matter observable in everyday life: solid, liquid, gas, and plasma. Matter in the solid state has a fixed volume and shape, with component particles (atoms, molecules or ions) close together and fixed into place. Matter in the liquid state has a fixed volume, but has a variable shape that adapts to fit its container. Its particles are close together but move freely. Matter in the gaseous state has both variable volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter in the plasma state has variable volume and shape. Read more...iWorksheets :3
P.6 (G) Analyze and explain everyday examples that illustrate the laws of thermodynamics, including the law of conservation of energy and the law of entropy. Supporting Standard (Physics STAAR EOC)
Reporting Category 4: Waves and Quantum Phenomena - The student will demonstrate an understanding of waves and quantum phenomena.
(P.7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:
P.7 (B) Investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (C) Compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves. Supporting Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (D) Investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-4 and will be identified along with content standards.
(P.1) Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:
P.1 (A) Demonstrate safe practices during laboratory and field investigations. (Physics STAAR EOC)
(P.2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:
P.2 (F) Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. (Physics STAAR EOC)
The Science of ChemistryWhich substance is a binary compound - ammonia, argon, glucose or glycerol? Which molecule is polar and contains polar bonds? Which atom will form an ionic bond with a Br atom - N, Li, O or C? By which process is petroleum separated into its components according to their different boiling points? Read more...iWorksheets :3
P.2 (G) Use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer. (Physics STAAR EOC)
P.2 (H) Make measurements with accuracy and precision and record data using scientific notation and International System (SI) units. (Physics STAAR EOC)
P.2 (L) Express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations. (Physics STAAR EOC)
(P.3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
P.3 (A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. (Physics STAAR EOC)
P.3 (F) Express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. (Physics STAAR EOC)
Reporting Category 3: Biological Evolution and Classification - The student will demonstrate an understanding of the theory of biological evolution and the hierarchical classification of organisms.
(B.7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:
B.7 (A) Analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental. Readiness Standard (Biology STAAR EOC)
B.7 (B) Analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record. Supporting Standard (Biology STAAR EOC)
Reporting Category 5: Interdependence within Environmental Systems - The student will demonstrate an understanding of the interdependence and interactions that occur within an environmental system and their significance.
(B.12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:
B.12 (B) Compare variations and adaptations of organisms in different ecosystems. Supporting Standard (Biology STAAR EOC)
Reporting Category 2: Atomic Structure and Nuclear Chemistry - The student will demonstrate an understanding of atomic theory and nuclear chemistry.
(C.6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:
C.6 (B) Understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
C.6 (C) Calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
Reporting Category 4: Gases and Thermochemistry - The student will demonstrate an understanding of the conditions that influence the behavior of gases and the energy changes that occur in chemical reactions.
(C.11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:
C.11 (A) Understand energy and its forms, including kinetic, potential, chemical, and thermal energies. Supporting Standard (Chemistry STAAR EOC)
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-5 and will be identified along with content standards.
(C.2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:
C.2 (E) Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. (Chemistry STAAR EOC)
Reporting Category 1: Force and Motion - The student will demonstrate an understanding of the relationship of force and motion in one and two dimensions.
(P.4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to:
P.4 (A) Generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates. Readiness Standard (Physics STAAR EOC)
P.4 (B) Describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration. Readiness Standard (Physics STAAR EOC)
P.4 (C) Analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples. Supporting Standard (Physics STAAR EOC)
P.4 (D) Calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. Readiness Standard (Physics STAAR EOC)
Reporting Category 2: Gravitational, Electrical, Magnetic, and Nuclear Forces - The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.
(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:
P.5 (A) Research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces. Supporting Standard (Physics STAAR EOC)
P.5 (F) Design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. Readiness Standard (Physics STAAR EOC)
Reporting Category 3: Momentum and Energy - The student will demonstrate an understanding of momentum and energy.
(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to:
P.6 (C) Calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system. Readiness Standard (Physics STAAR EOC)
Reporting Category 4: Waves and Quantum Phenomena - The student will demonstrate an understanding of waves and quantum phenomena.
(P.7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:
P.7 (B) Investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (C) Compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves. Supporting Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (D) Investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-4 and will be identified along with content standards.
(P.1) Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:
P.1 (A) Demonstrate safe practices during laboratory and field investigations. (Physics STAAR EOC)
(P.2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:
P.2 (F) Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. (Physics STAAR EOC)
P.2 (G) Use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer. (Physics STAAR EOC)
P.2 (H) Make measurements with accuracy and precision and record data using scientific notation and International System (SI) units. (Physics STAAR EOC)
P.2 (L) Express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations. (Physics STAAR EOC)
(P.3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
P.3 (A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. (Physics STAAR EOC)
P.3 (F) Express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. (Physics STAAR EOC)
Reporting Category 3: Biological Evolution and Classification - The student will demonstrate an understanding of the theory of biological evolution and the hierarchical classification of organisms.
(B.7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:
B.7 (A) Analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental. Readiness Standard (Biology STAAR EOC)
B.7 (B) Analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record. Supporting Standard (Biology STAAR EOC)
Reporting Category 5: Interdependence within Environmental Systems - The student will demonstrate an understanding of the interdependence and interactions that occur within an environmental system and their significance.
(B.12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:
B.12 (B) Compare variations and adaptations of organisms in different ecosystems. Supporting Standard (Biology STAAR EOC)
Reporting Category 2: Atomic Structure and Nuclear Chemistry - The student will demonstrate an understanding of atomic theory and nuclear chemistry.
(C.6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:
C.6 (B) Understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
C.6 (C) Calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
Reporting Category 4: Gases and Thermochemistry - The student will demonstrate an understanding of the conditions that influence the behavior of gases and the energy changes that occur in chemical reactions.
(C.11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:
C.11 (A) Understand energy and its forms, including kinetic, potential, chemical, and thermal energies. Supporting Standard (Chemistry STAAR EOC)
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-5 and will be identified along with content standards.
(C.2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:
C.2 (E) Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. (Chemistry STAAR EOC)
Reporting Category 1: Force and Motion - The student will demonstrate an understanding of the relationship of force and motion in one and two dimensions.
(P.4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to:
P.4 (A) Generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates. Readiness Standard (Physics STAAR EOC)
P.4 (B) Describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration. Readiness Standard (Physics STAAR EOC)
P.4 (C) Analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples. Supporting Standard (Physics STAAR EOC)
P.4 (D) Calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. Readiness Standard (Physics STAAR EOC)
Reporting Category 2: Gravitational, Electrical, Magnetic, and Nuclear Forces - The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.
(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:
P.5 (A) Research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces. Supporting Standard (Physics STAAR EOC)
P.5 (F) Design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. Readiness Standard (Physics STAAR EOC)
Reporting Category 3: Momentum and Energy - The student will demonstrate an understanding of momentum and energy.
(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to:
P.6 (C) Calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system. Readiness Standard (Physics STAAR EOC)
Reporting Category 4: Waves and Quantum Phenomena - The student will demonstrate an understanding of waves and quantum phenomena.
(P.7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:
P.7 (B) Investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (C) Compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves. Supporting Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (D) Investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-4 and will be identified along with content standards.
(P.1) Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:
P.1 (A) Demonstrate safe practices during laboratory and field investigations. (Physics STAAR EOC)
(P.2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:
P.2 (F) Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. (Physics STAAR EOC)
P.2 (G) Use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer. (Physics STAAR EOC)
P.2 (H) Make measurements with accuracy and precision and record data using scientific notation and International System (SI) units. (Physics STAAR EOC)
P.2 (L) Express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations. (Physics STAAR EOC)
(P.3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
P.3 (A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. (Physics STAAR EOC)
P.3 (F) Express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. (Physics STAAR EOC)
Reporting Category 3: Biological Evolution and Classification - The student will demonstrate an understanding of the theory of biological evolution and the hierarchical classification of organisms.
(B.7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:
B.7 (A) Analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental. Readiness Standard (Biology STAAR EOC)
B.7 (B) Analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record. Supporting Standard (Biology STAAR EOC)
Reporting Category 5: Interdependence within Environmental Systems - The student will demonstrate an understanding of the interdependence and interactions that occur within an environmental system and their significance.
(B.12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:
B.12 (B) Compare variations and adaptations of organisms in different ecosystems. Supporting Standard (Biology STAAR EOC)
Reporting Category 2: Atomic Structure and Nuclear Chemistry - The student will demonstrate an understanding of atomic theory and nuclear chemistry.
(C.6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:
C.6 (B) Understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
C.6 (C) Calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light. Supporting Standard (Chemistry STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
Reporting Category 4: Gases and Thermochemistry - The student will demonstrate an understanding of the conditions that influence the behavior of gases and the energy changes that occur in chemical reactions.
(C.11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:
C.11 (A) Understand energy and its forms, including kinetic, potential, chemical, and thermal energies. Supporting Standard (Chemistry STAAR EOC)
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-5 and will be identified along with content standards.
(C.2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to:
C.2 (E) Plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals. (Chemistry STAAR EOC)
Reporting Category 1: Force and Motion - The student will demonstrate an understanding of the relationship of force and motion in one and two dimensions.
(P.4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to:
P.4 (A) Generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors or photogates. Readiness Standard (Physics STAAR EOC)
P.4 (B) Describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration. Readiness Standard (Physics STAAR EOC)
P.4 (C) Analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples. Supporting Standard (Physics STAAR EOC)
P.4 (D) Calculate the effect of forces on objects, including the law of inertia, the relationship between force and acceleration, and the nature of force pairs between objects. Readiness Standard (Physics STAAR EOC)
Reporting Category 2: Gravitational, Electrical, Magnetic, and Nuclear Forces - The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.
(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:
P.5 (A) Research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces. Supporting Standard (Physics STAAR EOC)
P.5 (F) Design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations. Readiness Standard (Physics STAAR EOC)
Reporting Category 3: Momentum and Energy - The student will demonstrate an understanding of momentum and energy.
(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to:
P.6 (C) Calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system. Readiness Standard (Physics STAAR EOC)
Reporting Category 4: Waves and Quantum Phenomena - The student will demonstrate an understanding of waves and quantum phenomena.
(P.7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:
P.7 (B) Investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (C) Compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves. Supporting Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
P.7 (D) Investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect. Readiness Standard (Physics STAAR EOC)
Vibrations and WavesVibration is the analogous motion of the particles of a mass of air or the like, whose state of equilibrium has been disturbed, as in transmitting sound. Read more...iWorksheets :4
Scientific Process Skills: These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1-4 and will be identified along with content standards.
(P.1) Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:
P.1 (A) Demonstrate safe practices during laboratory and field investigations. (Physics STAAR EOC)
(P.2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:
P.2 (F) Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. (Physics STAAR EOC)
P.2 (G) Use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer. (Physics STAAR EOC)
P.2 (H) Make measurements with accuracy and precision and record data using scientific notation and International System (SI) units. (Physics STAAR EOC)
P.2 (L) Express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations. (Physics STAAR EOC)
(P.3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
P.3 (A) In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. (Physics STAAR EOC)
P.3 (F) Express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. (Physics STAAR EOC)