Search TEKS

Find resources aligned to Texas Essential Knowledge and Skills (TEKS)

CHEM.13

Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:

ELA.E3.15.A

write an analytical essay of sufficient length that includes:

CHEM.13.A

explain everyday examples that illustrate the four laws of thermodynamics;

ELA.E3.15.A.i

effective introductory and concluding paragraphs and a variety of sentence structures;

CHEM.13.B

investigate the process of heat transfer using calorimetry;

ELA.E3.15.A.ii

rhetorical devices, and transitions between paragraphs;

CHEM.13.C

classify processes as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and

ELA.E3.15.A.iii

a clear thesis statement or controlling idea;

CHEM.13.D

perform calculations involving heat, mass, temperature change, and specific heat.

ELA.E3.15.A.iv

a clear organizational schema for conveying ideas;

CHEM.14

Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to:

ELA.E3.15.A.v

relevant and substantial evidence and well-chosen details; and

ELA.E3.15.A.vi

information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources;

CHEM.14.A

describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations;

ELA.E3.15.B

write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include:

CHEM.14.B

compare fission and fusion reactions; and

CHEM.14.C

give examples of applications of nuclear phenomena such as nuclear stability, radiation therapy, diagnostic imaging, solar cells, and nuclear power.

ELA.E3.15.B.i

a clearly stated purpose combined with a well-supported viewpoint on the topic;

ELA.E3.15.B.ii

appropriate formatting structures (e.g., headings, graphics, white space);

ELA.E3.15.B.iii

relevant questions that engage readers and consider their needs;

ELA.E3.15.B.iv

accurate technical information in accessible language; and

ELA.E3.15.B.v

appropriate organizational structures supported by facts and details (documented if appropriate);

S.1.1

Specialized Topics in Science is intended to diversify programs of science study and give students the opportunity to study scientific topics in greater detail and with deeper understanding rather than provide remediation.

ELA.E3.15.C

write an interpretation of an expository or a literary text that:

ELA.E3.15.C.i

advances a clear thesis statement;

ELA.E3.15.C.ii

addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text;

S.1.2

Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

ELA.E3.15.C.iii

analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices;

STSC.1

Scientific and engineering practices. The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to explain phenomena or design solutions using appropriate tools and models. The student is expected to:

ELA.E3.15.C.iv

identifies and analyzes the ambiguities, nuances, and complexities within the text; and

STSC.1.A

ask questions and define problems related to specialized topics of study based on observations or information from text, phenomena, models, or investigations;

ELA.E3.15.C.v

anticipates and responds to readers' questions or contradictory information; and

STSC.1.B

apply science practices related to specialized topics of study to plan and conduct investigations or use engineering practices to design solutions to problems;

ELA.E3.15.D

produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view.

STSC.1.C

use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

ELA.E3.16

Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that includes:

STSC.1.D

use tools appropriate to the specialized topic of study;

ELA.E3.16.A

a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;

STSC.1.E

collect quantitative data using the International System of Units (SI) or qualitative data as evidence as appropriate to the specialized topic of study;

ELA.E3.16.B

accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);

STSC.1.F

organize quantitative or qualitative data using representations appropriate to the specialized topic of study such as scatter plots, line graphs, bar graphs, charts, data tables, diagrams, scientific drawings, and student-prepared models;

ELA.E3.16.C

an organizing structure appropriate to the purpose, audience, and context;

1 Resource

Writing the Converse, Inverse, and Contrapositive

Resource ID: GM1L5 Grade Range: 9 - 12 Subject: Math

Given a conditional statement, the student will write its converse, inverse, and contrapositive.

STSC.1.G

develop and use models to represent phenomena, systems, processes, or solutions to problems as appropriate to the specialized topic of study; and

ELA.E3.16.D

information on the complete range of relevant perspectives;

STSC.1.H

distinguish among scientific hypotheses, theories, and laws as appropriate to the specialized topic of study.

ELA.E3.16.E

demonstrated consideration of the validity and reliability of all primary and secondary sources used; and

STSC.2

Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:

ELA.E3.16.F

language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).

STSC.2.A

identify advantages and limitations of models such as their size, scale, properties, and materials as appropriate to the specialized topic of study;

ELA.E3.17

Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: