Science I Correlation
TEKS
(1) Scientific investigation and reasoning. The student,
for at least 40% of the instructional time, conducts
laboratory and field investigations following safety
procedures and environmentally appropriate and ethical
practices. The student is expected to:
(A) demonstrate safe practices during laboratory and
field investigations as outlined in the Texas Safety
Standards; and
Sample Questions
When heating liquids in a test tube over a burner, what safety
equipment does each student need?
A. eyewash, apron, tongs
*B. goggles, apron, tongs
C. fire extinguisher, goggles
D. eyewash, goggles, fire blanket
(B) practice appropriate use and conservation of
resources, including disposal, reuse, or recycling of
materials.
(2) Scientific investigation and reasoning. The student
uses scientific inquiry methods during laboratory and
field investigations. The student is expected to:
(A) plan and implement comparative and descriptive
investigations by making observations, asking welldefined questions, and using appropriate equipment and
technology;
(B) design and implement experimental investigations
by making observations, asking well-defined questions,
formulating testable hypotheses, and using appropriate
equipment and technology;
(C) collect and record data using the International
System of Units (SI) and qualitative means such as
labeled drawings, writing, and graphic organizers;
(D) construct tables and graphs, using repeated trials
and means, to organize data and identify patterns; and
(E) analyze data to formulate reasonable explanations,
communicate valid conclusions supported by the data,
and predict trends.
(3) Scientific investigation and reasoning. The student
uses critical thinking, scientific reasoning, and problem
solving to make informed decisions and knows the
contributions of relevant scientists. The student is
expected to:
(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;
(B) use models to represent aspects of the natural world
such as human body systems and plant and animal cells;
(C) identify advantages and limitations of models such
as size, scale, properties, and materials; and
(D) relate the impact of research on scientific thought
and society, including the history of science and
contributions of scientists as related to the content.
Becky Arndt Science I and II UIL Consultant
Which best describes the following
graphic?
A. Qualitative data
B. Inference
*C. Quantitative data
D. Hypothesis
What is the SI unit of mass?
A. Pound
B. Ton
C. Centigram
*D. Kilogram
A student heats 50 mL of water and places it in a beaker. He
then places a sugar cube in the heated water and records the
temperature of the water every minute for ten minutes. In
this experiment, what does the temperature represent?
A control
B independent variable
* C dependent variable
D responsive variable
Which of the following questions can not be answered using
the scientific method?
*A. Are roses more beautiful than daisies?
B. What are some of the effects of acid rain on trees?
C. How many kinds of trees are there in Oklahoma?
D. Which brand of paper towel absorbs the most liquid?
Bacteria can reproduce by dividing in half. An antibiotic that
kills the parent will also kill the offspring because:
A. all bacteria are killed by antibiotics
B. the offspring have not had enough time to
become resistant
*C. both parent and offspring have the same DNA
D. it mutates after every generation
An experiment is designed to measure the amount of friction
between different types of surfaces. Andy pulls a wooden
block across different surfaces using a spring scale, what
quantity is Andy measuring?
A Volume
B Mass
*C Force
D Weight
(4) Science investigation and reasoning. The student
How much liquid is shown in the container?
knows how to use a variety of tools and safety
A. 17.5 ml
equipment to conduct science inquiry. The student is
B. 18 ml
expected to:
*C. 18.2 ml
(A) use appropriate tools to collect, record, and analyze
D. 18.8 ml
information, including life science models, hand lens,
stereoscopes, microscopes, beakers, Petri dishes,
microscope slides, graduated cylinders, test tubes, meter
A student measures the mass of a wood block as 52.62 g. He
sticks, metric rulers, metric tape measures, timing
remeasures the rock three more times, getting a mass of
devices, hot plates, balances, thermometers, calculators,
52.51 g, 52.75 g , and 58.25 g. What can be concluded
water test kits, computers, temperature and pH probes,
concerning the block’s mass?
collecting nets, insect traps, globes, digital cameras,
A. The mass is between 52 and 58 grams
journals/notebooks, and other equipment as needed to
B. The block changed sizes due to temperature
teach the curriculum; and
difference is the room
(B) use preventative safety equipment, including
*C. The blocks mass is most likely an average of the
chemical splash goggles, aprons, and gloves, and be
first three trials
prepared to use emergency safety equipment, including
D. All of the data need to be thrown out and
an eye/face wash, a fire blanket, and a fire extinguisher.
remeasured
(5) Matter and energy. The student knows that
Why can't food chains be of unlimited length?
interactions occur between matter and energy. The
A. scarcity of prey
*B. loss of energy
student is expected to:
C. too few organisms
D. law of nature
(A) recognize that radiant energy from the Sun is
transformed into chemical energy through the process of Prior to 1972, DDT was a commonly used pesticide.
According to the food chain, which organism would have the
photosynthesis;
greatest concentration of DDT?
(B) demonstrate and explain the cycling of matter
within living systems such as in the decay of biomass in
a compost bin; and
A. Algae
B. Small Fish
(C) diagram the flow of energy through living systems,
C. Large Fish
* D. Bird
including food chains, food webs, and energy pyramids.
(6) Matter and energy. The student knows that matter
Methane is one of the simplest organic compounds. It is
has physical and chemical properties and can undergo
composed of which of the following elements?
physical and chemical changes. The student is expected
*A. H and C
B. C and N
to:
C .N and S
D. O and H
(A) identify that organic compounds contain carbon and
other elements such as hydrogen, oxygen, phosphorus,
Which of the following represents a physical change?
A electricity is generated oxygen and hydrogen from water
nitrogen, or sulfur;
*B calcium is dissolved by stomach acids
(B) distinguish between physical and chemical changes
C natural gas is burned as a heat source
in matter in the digestive system; and
D condensation occurs on the outside of a glass of ice
water
(C) recognize how large molecules are broken down
into smaller molecules such as carbohydrates can be
broken down into sugars.
(7) Force, motion, and energy. The student knows that
In which scenario is work being done?
there is a relationship among force, motion, and energy.
A. A student holds a compressed spring in their hands
The student is expected to:
B. A car decelerating coming down a hill
(A) contrast situations where work is done with
C. A weightlifter holding a barbell for 5 seconds
different amounts of force to situations where no work is *D. A worker carriers a heavy beam while walking along a
done such as moving a box with a ramp and without a
flat surface
ramp, or standing still;
(B) illustrate the transformation of energy within an
organism such as the transfer from chemical energy to
heat and thermal energy in digestion; and
(C) demonstrate and illustrate forces that affect motion
Becky Arndt Science I and II UIL Consultant
Energy transformation that involve chemical changes also
produce:
A Electricity
B Sound
C Radiation
*D Heat
in everyday life such as emergence of seedlings, turgor
pressure, and geotropism.
(8) Earth and space. The student knows that natural
events and human activity can impact Earth systems.
The student is expected to:
(A) predict and describe how different types of
catastrophic events impact ecosystems such as floods,
hurricanes, or tornadoes;
(B) analyze the effects of weathering, erosion, and
deposition on the environment in ecoregions of Texas;
and
(C) model the effects of human activity on groundwater
and surface water in a watershed.
(9) Earth and space. The student knows components of
our solar system. The student is expected to:
(A) analyze the characteristics of objects in our solar
system that allow life to exist such as the proximity of
the Sun, presence of water, and composition of the
atmosphere; and
(B) identify the accommodations, considering the
characteristics of our solar system, that enabled manned
space exploration.
(10) Organisms and environments. The student knows
that there is a relationship between organisms and the
environment. The student is expected to:
(A) observe and describe how different environments,
including microhabitats in schoolyards and biomes,
support different varieties of organisms;
(B) describe how biodiversity contributes to the
sustainability of an ecosystem; and
(C) observe, record, and describe the role of ecological
succession such as in a microhabitat of a garden with
weeds.
(11) Organisms and environments. The student knows
that populations and species demonstrate variation and
inherit many of their unique traits through gradual
processes over many generations. The student is
expected to:
(A) examine organisms or their structures such as
insects or leaves and use dichotomous keys for
identification;
(B) explain variation within a population or species by
comparing external features, behaviors, or physiology of
organisms that enhance their survival such as migration,
hibernation, or storage of food in a bulb; and
(C) identify some changes in genetic traits that have
occurred over several generations through natural
selection and selective breeding such as the Galapagos
Medium Ground Finch (Geospiza fortis) or domestic
Becky Arndt Science I and II UIL Consultant
As the human population expands the suburbs and urban
areas, freshwater supplies have been threatened. Which of
the following is the primary reason that growths in these
areas have reduced the aquifer recharge?
A. Diversion of streams increases runoff
*B. Decrease infiltration of water due to concrete and
pavement
C. Decreased consumption of water
D. Forest clearing promotes higher transpiration
Before humans can travel to Venus, what will scientists need
to invent?
A. space suits that astronauts can wear inside and outside
their spacecraft.
B. a method of communicating with astronauts as they travel
in space.
C. food that can be stored for a long period of time before
eating.
*D. new materials that can withstand the extreme heat and
chemicals on Venus.
Why doesn’t succession occur in climax communities?
A. All life there has completely evolved
B. There is no human intervention to cause damage to the
ecosystem
C. The abiotic factors are too unpredictable
*D. Conditions in the ecosystem are stable, resulting in
equilibrium
Which of the following has the most diversity?
*A Temperate forest
B Desert
C Taiga
D Tundra
Know how to use a dichotomous key.
This occurs when animals sleep through the winter.
A. Migration
*B. Hibernation
C. Succession
D. Natural Selection
Variations are inherited from parents. Which of the
following is a variation?
*A. Some plants are taller than others
B. All plants look the same
C. Animal have more young that can survive on resources
D. Increase in reproductive success
animals.
(12) Organisms and environments. The student knows
that living systems at all levels of organization
demonstrate the complementary nature of structure and
function. The student is expected to:
(A) investigate and explain how internal structures of
organisms have adaptations that allow specific functions
such as gills in fish, hollow bones in birds, or xylem in
plants;
(B) identify the main functions of the systems of the
human organism, including the circulatory, respiratory,
skeletal, muscular, digestive, excretory, reproductive,
integumentary, nervous, and endocrine systems;
(C) recognize levels of organization in plants and
animals, including cells, tissues, organs, organ systems,
and organisms;
(D) differentiate between structure and function in plant
and animal cell organelles, including cell membrane, cell
wall, nucleus, cytoplasm, mitochondrion, chloroplast,
and vacuole;
(E) compare the functions of a cell to the functions of
organisms such as waste removal; and
(F) recognize that according to cell theory all organisms
are composed of cells and cells carry on similar
functions such as extracting energy from food to sustain
life.
(13) Organisms and environments. The student knows
that a living organism must be able to maintain balance
in stable internal conditions in response to external and
internal stimuli. The student is expected to:
(A) investigate how organisms respond to external
stimuli found in the environment such as phototropism
and fight or flight; and
(B) describe and relate responses in organisms that may
result from internal stimuli such as wilting in plants and
fever or vomiting in animals that allow them to maintain
balance.
The nervous system works with the respiratory system by
A. releasing enzymes that control muscle contractions
B. exchanging gases between lungs and blood
C. regulating the amount of oxygen that blood cells carry
*D. signaling muscle tissues to contract
It contains most of the cell organelles. It is composed of a
mixture of water and soluble organic & inorganic
compounds.
*A. cytoplasm
B. cell wall
C. cell membrane
D. vacuole
What does the cell theory state?
A. Cells arise spontaneously
B. Every cell has one nucleus
C. Plants are not composed of cells
*D. All living things are made of cells
Parkinson’s disease is characterized by a slowing of voluntary moments, bradykinesia, muscular rigidity and
tremors. Which of the following body systems does it
affect?
A. Endocrine
B. Immune
*C. Nervous
D. Muscular
Which of these is not a reaction to an external stimulus?
A. Animals shedding fur in the summer
B. Rash developing on skin due to contact with allergen
*C. Red and itchy eyes due to tiredness
D. Plant growing towards a window
A plant movement in response to sun’s motion across the sky is called:
A. Photosynthesis
C.Gravitropism
B. Phototropism
*D.Heliotropism
(14) Organisms and environments. The student knows
that reproduction is a characteristic of living organisms
and that the instructions for traits are governed in the
genetic material. The student is expected to:
(A) define heredity as the passage of genetic
instructions from one generation to the next generation;
In pea plants, tall is dominant over short. What pea size will
result when 1 tall (TT) and 1 short pea (tt) plant are crossed?
A. short plants only
*B. tall plants only
C. short and tall plants
D. midsize plants
(B) compare the results of uniform or diverse offspring
from sexual reproduction or asexual reproduction; and
Sponges reproduce through which form of asexual
reproduction?
A budding
*B fragmentation
C fission
D partitioning
(C) recognize that inherited traits of individuals are
governed in the genetic material found in the genes
within chromosomes in the nucleus.
Becky Arndt Science I and II UIL Consultant
Science II Correlation
(1) Scientific investigation and reasoning. The
student, for at least 40% of instructional time,
conducts laboratory and field investigations
following safety procedures and environmentally
appropriate and ethical practices. The student is
expected to:
(A) demonstrate safe practices during laboratory
and field investigations as outlined in the Texas
Safety Standards; and
(B) practice appropriate use and conservation of
resources, including disposal, reuse, or recycling of
materials.
(2) Scientific investigation and reasoning. The
student uses scientific inquiry methods during
laboratory and field investigations. The student is
expected to:
(A) plan and implement comparative and
descriptive investigations by making observations,
asking well-defined questions, and using
appropriate equipment and technology;
(B) design and implement comparative and
experimental investigations by making
observations, asking well-defined questions,
formulating testable hypotheses, and using
appropriate equipment and technology;
(C) collect and record data using the International
System of Units (SI) and qualitative means such as
labeled drawings, writing, and graphic organizers;
In an experiment testing the solubility of oil, alcohol,
and salt in water, it would be unsafe to heat the liquids
a. over a Bunsen burner
b. in a water bath
*c. using a match
d. using a hot plate
If an experiment confirms a hypothesis, the next
step is to see if the results are
a. biased.
*b. repeatable.
c. erroneous.
d. scientific.
When a scientist compares two objects or events, what
is he or she looking for?
a. differences in the data
b. causes and effects for the data
*c. similarities in the data
d. errors in the data
What is the SI unit of mass?
a. ton
b. pound
c. Centigram
*d. kilogram
(D) construct tables and graphs, using repeated
trials and means, to organize data and identify
patterns; and
(E) analyze data to formulate reasonable
explanations, communicate valid conclusions
supported by the data, and predict trends.
(3) Scientific investigation and reasoning. The
student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions
and knows the contributions of relevant scientists.
The student is expected to:
(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;
(B) use models to represent aspects of the natural
Becky Arndt Science I and II UIL Consultant
Weather prediction computer models are
often wrong because
a. the weathermen input inaccurate data
b. weather prediction is an exact science
* c. there are too many variables to cause change
d. moving air masses can change direction
Which of these individuals did not work at constructing
elements into an organized table or chart?
a de Chancourtois
b Meyer
c Mendeleev
*d van den Broek
world such as an atom, a molecule, space, or a
geologic feature;
(C) identify advantages and limitations of models
such as size, scale, properties, and materials; and
What is true about the graphic?
A. It is accurate but not precise
*B. It is precise but not accurate
C. It is both precise and accurate
D. It is neither precise not accurate
(D) relate the impact of research on scientific
thought and society, including the history of
science and contributions of scientists as related to
the content.
(4) Scientific investigation and reasoning. The
student knows how to use a variety of tools and
safety equipment to conduct science inquiry. The
student is expected to:
(A) use appropriate tools to collect, record, and
analyze information, including lab
journals/notebooks, beakers, meter sticks,
graduated cylinders, anemometers, psychrometers,
hot plates, test tubes, spring scales, balances,
microscopes, thermometers, calculators, computers,
spectroscopes, timing devices, and other equipment
as needed to teach the curriculum; and
(B) use preventative safety equipment, including
chemical splash goggles, aprons, and gloves, and
be prepared to use emergency safety equipment,
including an eye/face wash, a fire blanket, and a
fire extinguisher.
(5) Matter and energy. The student knows that
matter is composed of atoms and has chemical and
physical properties. The student is expected to:
(A) describe the structure of atoms, including the
masses, electrical charges, and locations, of protons
and neutrons in the nucleus and electrons in the
electron cloud;
(B) identify that protons determine an element's
identity and valence electrons determine its
chemical properties, including reactivity;
(C) interpret the arrangement of the Periodic
Table, including groups and periods, to explain
how properties are used to classify elements;
(D) recognize that chemical formulas are used to
identify substances and determine the number of
atoms of each element in chemical formulas
containing subscripts;
(E) investigate how evidence of chemical reactions
indicate that new substances with different
properties are formed; and
(F) recognize whether a chemical equation
Becky Arndt Science I and II UIL Consultant
A student measures the mass of a rock as 45.66 g.
He remeasures thrice more, getting masses of 45.47 g
45.62 g and 48.99 g. What can you conclude about the
rock's mass?
a. The mass of the rock is between 47 and 48 g
b. The rock expanded and contracted while he
measured
c. The measurement of 48.99 g is accurate
*d. The rock's mass is closer to the average of the first
three measurements
A group of students measures the displacement of a toy
car. Which of the following tools is needed to collect
this data?
A. Balance
*B. Meter Stick
C. Graduated Cylinder
D. Spring Scale
Which is true when comparing a sodium ion to a
sodium atom?
a. The sodium ion has more mass
* b. The sodium atom has more mass
c. The sodium atom has more neutrons than the
sodium ion
d. The sodium ion has more protons than the sodium
atom
An element’s reactivity and ability to burn in oxygen are determined by its
*a. electrons
b. protons
c. neutrons
d. atomic radius
Balance the following equation:
___C2H6 + ___O2
a. 1,1,1,1
b. 1,3.5,2,3
* c. 2,7,4,6
d. 2,1,2,3
___CO2 + ___ H2O
containing coefficients is balanced or not and how
that relates to the law of conservation of mass.
(6) Force, motion, and energy. The student knows
that there is a relationship between force, motion,
and energy. The student is expected to:
(A) demonstrate and calculate how unbalanced
forces change the speed or direction of an object's
motion;
(B) differentiate between speed, velocity, and
acceleration; and
(C) investigate and describe applications of
Newton's law of inertia, law of force and
acceleration, and law of action-reaction such as in
vehicle restraints, sports activities, amusement park
rides, Earth's tectonic activities, and rocket
launches.
(7) Earth and space. The student knows the effects
resulting from cyclical movements of the Sun,
Earth, and Moon. The student is expected to:
(A) model and illustrate how the tilted Earth
rotates on its axis, causing day and night, and
revolves around the Sun causing changes in
seasons;
(B) demonstrate and predict the sequence of events
in the lunar cycle; and
Which can not cause acceleration to change?
A. Force
B. Velocity
*C. Inertia
D.Direction change
When a ball is thrown up into the air, which of these
decreases as the height of the ball increases?
a. displacement and velocity
b. velocity only
*c. velocity and acceleration
d. acceleration only
During a solar equinox, the sun is directly above the
earth’s:
a. north pole
b. tropic of cancer
*c. equator
d. tropic of Capricorn
If Earth rotated on its axis in the same time it revolved
around the sun, the length of the day and year would be
A. longer
B. unchanged
*C. equal
D. shorter
(C) relate the position of the Moon and Sun to
their effect on ocean tides.
(8) Earth and space. The student knows
By studying starlight, astronomers may learn which of
characteristics of the universe. The student is
the following?
expected to:
A. Elemental composition
(A) describe components of the universe, including
B. Speed of a star relative to Earth
stars, nebulae, and galaxies, and use models such as
C. Surface temperature
the Herztsprung-Russell diagram for classification;
*D. All of these
(B) recognize that the Sun is a medium-sized star
near the edge of a disc-shaped galaxy of stars and
that the Sun is many thousands of times closer to
Earth than any other star;
(C) explore how different wavelengths of the
electromagnetic spectrum such as light and radio
waves are used to gain information about distances
and properties of components in the universe;
(D) model and describe how light years are used to
measure distances and sizes in the universe; and
(E) research how scientific data are used as
evidence to develop scientific theories to describe
the origin of the universe.
Becky Arndt Science I and II UIL Consultant
If the Hubble telescope detects a red shift in the light of
a distant star, the star is
*a. moving away from Earth
b. approaching Earth
c. moving the same speed as Earth
d. stationary in space
A light second is a unit of measuring:
a. time in space
*b. distance in space
c. mass in space
d. force in space
(9) Earth and space. The student knows that
natural events can impact Earth systems. The
student is expected to:
(A) describe the historical development of
evidence that supports plate tectonic theory;
(B) relate plate tectonics to the formation of crustal
features; and
(C) interpret topographic maps and satellite views
to identify land and erosional features and predict
how these features may be reshaped by weathering.
Which factor will have the greatest impact on the
weathering rate of a bedrock surface?
a. air pressure
b. isolation
c. age of the bedrock
*d. climate
Part of the east coast of South America and the west coast of
Africa have matching fossils within the same series of rock
layers. This provides evidence that these two continents were
once:
a. separated by a small lake that animals could easily cross
b. located near the magnetic north pole of the earth
c. in different hemispheres of the earth
*d. joined together as a single landmass
(10) Earth and space. The student knows that
climatic interactions exist among Earth, ocean, and
weather systems. The student is expected to:
(A) recognize that the Sun provides the energy that
drives convection within the atmosphere and
oceans, producing winds and ocean currents;
Which of these will have the greatest effect on a
region’s climate?
a. Distance from the ocean
*b. Distance from the equator
c. Number of forests in the region
d. Number of mountain ranges in the region
(B) identify how global patterns of atmospheric
movement influence local weather using weather
maps that show high and low pressures and fronts;
and
These lines on a weather map connect points of equal
pressure.
*A. Isobars
B. Isotherms
C. High
D. Low
(C) identify the role of the oceans in the formation
of weather systems such as hurricanes.
(11) Organisms and environments. The student
knows that interdependence occurs among living
systems and the environment and that human
activities can affect these systems. The student is
expected to:
(A) describe producer/consumer, predator/prey,
and parasite/host relationships as they occur in food
webs within marine, freshwater, and terrestrial
ecosystems;
(B) investigate how organisms and populations in
an ecosystem depend on and may compete for
biotic and abiotic factors such as quantity of light,
water, range of temperatures, or soil composition;
(C) explore how short- and long-term
environmental changes affect organisms and traits
in subsequent populations; and
(D) recognize human dependence on ocean
systems and explain how human activities such as
runoff, artificial reefs, or use of resources have
modified these systems.
Becky Arndt Science I and II UIL Consultant
How do decomposers obtain their energy?
A. Hunting prey and killing them
B. Converting CO2 and H2O into energy
C. Producing energy from sunlight
*D. Absorbing energy from dead organisms
Only ten percent of energy stored in an organism is
passed on to the next higher trophic level. Of the
remaining energy, some is used for life processes, and
the rest is
A. Used in reproduction
B. Stored in lipids
C. Stored in muscles
*D. Eliminated as thermal energy
Becky Arndt Science I and II UIL Consultant
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