Content Clarification Tool (CCT)
Chemistry
(The information in this document is intended to provide specific concepts and skills which should be taught in the grade identified above. Although
the information was compiled from various TEA resources, items and vocabulary presented on TAKS may extend beyond what is outlined below.)
Knowledge and Skills
Statements
1)Scientific processes. The student, for at
least 40% of instructional time, conducts
field and laboratory investigations using
safe, environmentally appropriate, and
ethical practices. The student is expected to:
Elaboration
The student should
• Identify, locate, and know how to use laboratory
safety equipment including aprons, goggles,
gloves, fire extinguishers, fire blanket, safety
shower, eye wash, broken glass container, and
fume hood.
(A) demonstrate safe practices during field
and laboratory investigations; and
(B) make wise choices in the use and
conservation of resources and the disposal
or recycling of materials.
•
Use and identify the following basic laboratory
equipment: beaker, flask, graduated cylinder, test
tube, test tube rack, test tube holder, ring stand,
wire gauze, clay triangle, crucible with lid,
evaporation dish, watch glass, wash bottle, and
dropping pipette.
Vocabulary and
Symbolic
Representation
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Laboratory
Safety
Safety symbols
Recycling
Hypothesis
Model
Problem-solving
Knowledge and Skills
Statements
2) Scientific processes. The student uses
scientific methods during field and
laboratory investigations. The student is
expected to:
(A) plan and implement investigative
procedures including asking questions,
formulating testable hypotheses, and
selecting equipment and technology;
(B) collect data and make measurements
with precision;
(C) express and manipulate chemical
quantities using scientific conventions and
mathematical procedures such as
dimensional analysis, scientific notation,
and significant figures;
(D) organize, analyze, evaluate, make
inferences, and predict trends from data;
and
(E) communicate valid conclusions.
Elaboration
The student should
ƒ Identify the problem, research it, form a
hypothesis, test it and finally draw a conclusion
from data they have collected.
ƒ Formulate a testable hypothesis and demonstrate
the logical connections between the scientific
concepts guiding a hypothesis and the design of an
experiment.
ƒ Construct graphs, tables, and charts to make use of
models, which should be physical, conceptual, and
mathematical in culminating an explanation
Vocabulary and
Symbolic
Representation
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Analyze
Model
Research
Hypothesis
Knowledge and Skills
Statements
Elaboration
(3) Scientific processes. The student uses
critical thinking and scientific problem
solving to make informed decisions. The
student is expected to:
(A) analyze, review, and critique scientific
explanations, including hypotheses and
theories, as to their strengths and
weaknesses using scientific evidence and
information;
The student should
• Develop the abilities associated with accurate and
effective communication. These include writing and
following procedures, expressing concepts, reviewing
information, summarizing data, using language
appropriately, developing diagrams and charts,
explaining statistical analysis and constructing a
reasoned argument.
(B) make responsible choices in selecting
everyday products and services using
scientific information;
(C) evaluate the impact of research on
scientific thought, society, and the
environment;
(D) describe the connection between
chemistry and future careers; and
(E) research and describe the history of
chemistry and contributions of scientists.
Vocabulary and
Symbolic
Representation
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Scientific theories
Ethics
Society
Scientific principles
Scientific thinking
Knowledge and Skills
Statements
(4) Science concepts. The student knows
the characteristics of matter. The student is
expected to:
(A) differentiate between physical and
chemical properties of matter;
Elaboration
The student should
• Explain the structure and properties of solids, liquids,
and gases.
• Recognize the following physical properties of matter:
density, conductivity, melting point, boiling point,
malleability, conductivity, and specific heat capacity.
(B) analyze examples of solids, liquids, and • Identify and analyze properties of substances
gases to determine their compressibility,
(elements and compounds) and mixtures.
structure, motion of particles, shape, and
• Explain the composition of a pure substance and its
volume;
properties
• Differentiate between elements, compounds,
(C) investigate and identify properties of
heterogeneous mixtures, and homogeneous mixtures
mixtures and pure substances; and
(solutions).
• Classify changes of matter as physical or chemical.
(D) describe the physical and chemical
• Understand the organizational structure of the periodic
characteristics of an element using the
table in relation to its horizontal rows (periods) and
periodic table and make inferences about
vertical columns (groups). For example:
its chemical behavior.
going from right to left on the
periodic table, you will find metals,
metalloids, then nonmetals.
• Apply the concept of periodicity to predict the
physical and chemical properties of an element.
Vocabulary and
Symbolic
Representation
• Matter
• Physical properties
• Chemical properties
• Mixture
• Substance
• Density
D=Mass/
Volume
• Atoms
• Volume
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Electrons
Nucleus
Periodic table
Groups
Periods
Metals
Metalloids
Nonmetals
Knowledge and Skills
Statements
Elaboration
(5) Science concepts. The student knows that
energy transformations occur during physical
or chemical changes in matter. The student is
expected to:
(A) identify changes in matter, determine the
nature of the change, and examine the forms of
energy involved;
The student should
• Understand how matter can be changed from one state
to either of the other.
• Comprehend how energy transformations occur
during phase transitions.
• Explain how each change of state is accompanied by a
change in the energy of the system. Possible phase
transitions include melting, boiling, freezing,
evaporation, condensation, vaporization, and
sublimation.
• Compare the amount of energy needed to move
molecules during phase changes. (solid to liquid, etc.)
• Apply the law of conservation of energy to explain
endothermic and exothermic reactions.
• Interpret the relationships between the laws of
thermodynamics and applies this knowledge to
explain concepts of enthalpy, entropy and free energy.
(B) identify and measure energy
transformations and exchanges involved in
chemical reactions; and
(C) measure the effects of the gain or loss of
heat energy on the properties of solids, liquids,
and gases.
Vocabulary and
Symbolic
Representation
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Phase transitions
Exothermic
Endothermic
Enthalpy (H)
Knowledge and Skills
Statements
Elaboration
(6) Science concepts. The student knows
that atomic structure is determined by
nuclear composition, allowable electron
cloud, and subatomic particles. The student
is expected to:
(A) describe the existence and properties of
subatomic particles;
The student should
• Understand the structure of the atom and uses this
knowledge to explain concepts of atomic orbitals and
electronic configurations.
• Identifies elements and isotopes using mass number
and atomic number.
• Recognize the relationship between atomic number of
an element and the number of protons.
• Be familiar with the relationship between properties
for elements and naturally occurring isotopes. For
example, the atomic number for an element or isotope
tells how many protons are in its atoms.
The student should understand the major insights
regarding the atomic model to the principal scientists
listed below:
• Particles – Democritus
• First atomic theory of matter – John Dalton
• Discovery of the electron – J. J. Thomson
• Discovery of the nucleus – Rutherford
• Discovery of charge of electron – Millikan
• Planetary model of atom – Neils Bohr
• Periodic table – Mendeleev
• Quantum of energy – Planck
• Uncertainty principle – Heisenberg
• Wave theory – de Broglie.
(B) analyze stable and unstable isotopes of
an element to determine the relationship
between the isotope's stability and its
application; and
(C) summarize the historical development
of the periodic table to understand the
concept of periodicity.
Vocabulary and
Symbolic
Representation
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Atomic number
Isotopes
Neutrons
Particles
Half-life
Atomic theory
Electron cloud
Knowledge and Skills
Statements
Elaboration
Vocabulary and
Symbolic
Representation
Knowledge and Skills
Statements
Elaboration
(7) Science concepts. The student knows
the variables that influence the behavior of
gases.
The student is expected to:
The student should
• Understand the variables that define a sample of gas
and the interrelationships between them.
• Applies gas laws to analyze data.
• Use knowledge of gas laws to predict behavior of
gases and solve problems.
• Be aware of the kinetic molecular theory and applies it
effectively.
(A) describe interrelationships among
temperature, particle number, pressure, and
volume of gases contained within a closed
system; and
(B) illustrate the data obtained from
investigations with gases in a closed
system and determine if the data are
consistent with the Universal Gas Law.
Vocabulary and
Symbolic
Representation
• Boyle’s lawP1V1=P2V2
• Charles’ law
V1/T1=V2/T2
• Combined gas lawP1V1/T1=P2V2/T2
• Ideal gas lawPV=nRT
Dalton’s lawP=P + P+P
• Universal gas law
Knowledge and Skills
Statements
Elaboration
(8).Scientific concept. The student knows
how atoms form bonds to acquire a stable
arrangement of electrons. The student is
expected to:
The student should
• Recognize how atoms will gain or lose electrons in
order to become more stable, or to form a stable octet,
as is found in the noble gases.
• Understand the relationship of the electron
configuration to chemical reactivity.
• Identify electron interactions as the main factor that
determines the outcome of a chemical reaction.
• Comprehends the difference between ionic and
covalent bonds, and the influences of these bonds on
physical and chemical properties of resulting
compounds.
• Understands how the attraction between molecules
affects properties of matter and chemical bonding
forces.
(A) identify characteristics of atoms
involved in chemical bonding;
(B) investigate and compare the physical
and chemical properties of ionic and
covalent compounds;
(C) compare the arrangement of atoms in
molecules, ionic crystals, polymers, and
metallic substances; and
(D) describe the influence of
intermolecular forces on the physical and
chemical properties of covalent
compounds.
Vocabulary and
Symbolic
Representation
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Valence electrons
Ionic bonds
Covalent bonds
Intermolecular
theory
Noble gases
Knowledge and Skills
Statements
Elaboration
(9) Science concepts. The student knows
the processes, effects, and significance of
nuclear fission and nuclear fusion. The
student is expected to:
(A) compare fission and fusion reactions in
terms of the masses of the reactants and
products and the amount of energy released
in the nuclear reactions;
The student should
• Define nuclear chemistry as the study of changes in
the composition of the nucleus of the atom.
• Understand the similarities and differences between
fission and fusion.
• Describe the process of transmutation and how it
undergoes decay.
• Comprehend the concept of half life and isotopes, and
uses this knowledge to explain real world applications
of radioisotopes.
• List the beneficial uses of radioisotopes, including
medical diagnosis, medical treatment, and dating
ancient materials
• Evaluate the impact of using nuclear energy as it
continues to have a major impact in other areas of
science, technology, medicine, energy production and
national security.
(B) investigate radioactive elements to
determine half-life;
(C) evaluate the commercial use of nuclear
energy and medical uses of radioisotopes;
and
(D) evaluate environmental issues
associated with the storage, containment,
and disposal of nuclear wastes.
Vocabulary and
Symbolic
Representation
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Fission
Fusion
Radioactive half life
Nuclear energy
Isotopes
Knowledge and Skills
Statements
Elaboration
(10) Science concepts. The student knows
common oxidation-reduction reactions.
The student is expected to:
The student should
• Compare the oxidation-reduction processes and
describe the differences
• Analyze the relationship between oxidation-reduction
reactions. The student should be able to write
balanced equations.
• Explain the half-reaction method used to balance
redox equations.
• Understand the process of electroplating and its most
important applications.
• Know the most commonly used metals for
electroplating such as gold, silver, copper, etc.
(A) identify oxidation-reduction processes;
and
(B) demonstrate and document the effects
of a corrosion process and evaluate the
importance of electroplating metals.
Vocabulary and
Symbolic
Representation
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Oxidation state
Oxidation
Reduction
Redox reaction
Half-Reaction
Cathode
Anode
Knowledge and Skills
Statements
Elaboration
11) Science concepts. The student knows
that balanced chemical equations are used
to interpret and describe the interactions of
matter. The student is expected to:
The student should
• Recognize and write equations for the major types of
chemical reactions--synthesis, decomposition, single
replacement, double replacement, and redox reactions.
• Evaluate a chemical reaction and write equations,
determine formulas, and balance chemical equations
using coefficients.
Summarize the basic concepts of stoichiometry:
Make the following measurements using the specified
equipment:
• Volume: graduated cylinder, pipette, volumetric
flask, buret
• Mass: electronic or dial-a-gram balances.
(A) identify common elements and
compounds using scientific nomenclature;
(B) demonstrate the use of symbols,
formulas, and equations in describing
interactions of matter such as chemical and
nuclear reactions; and
(C) explain and balance chemical and
nuclear equations using number of atoms,
masses, and charge.
Vocabulary and
Symbolic
Representation
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Scientific notation
Scientific
nomenclature
Formula units
Mole
Atoms
Molecules
Reaction types
Catalysts
Molecular formula
Coefficient
Empirical formula
Knowledge and Skills
Statements
12) Science concepts. The student knows
the factors that influence the solubility of
solutes in a solvent. The student is
expected to:
(A) demonstrate and explain effects of
temperature and the nature of solid solutes
on the solubility of solids;
(B) develop general rules for solubility
through investigations with aqueous
solutions; and
(C) evaluate the significance of water as a
solvent in living organisms and in the
environment.
Elaboration
The student should
• Understand solubility and explains the factors
affecting it.
• Know the different types of solutions, and can find the
molarity, molality, normality and percentage
composition of a solution.
• Measure and compare rates of reaction in solutions
• Understand the significance of water as a solvent.
• Understand water is the solvent for the electrolytes
and nutrients needed by the cells, and also the solvent
to carry waste material away from the cells.
Vocabulary and
Symbolic
Representation
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Solubility
Solvents
Solutes
Solutions
Saturated
Unsaturated
Supersaturated
Electrolyte
Knowledge and Skills
Statements
13) Science concepts. The student knows
relationships among the concentration,
electrical conductivity, and colligative
properties of a solution. The student is
expected to:
(A) compare unsaturated, saturated, and
supersaturated solutions;
(B) interpret relationships among ionic and
covalent compounds, electrical
conductivity, and colligative properties of
water; and
(C) measure and compare the rates of
reaction of a solid reactant in solutions of
varying concentration.
Elaboration
The student should understand
• Know the conditions of solubility and the relationship
between temperature and pressure.
• Compare the rules of solubility and their effect on
resulting compounds
• Understand how to calculate the ability of an aqueous
solution to conduct electricity
• Understand how to measure the rate of reaction and
determine the amount of one product.
Vocabulary and
Symbolic
Representation
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Colligative
Conductivity
Electrolytes
Ionization
Concentration
Ionic compounds
Covalent compound
Rate of reaction
Polarity
Knowledge and Skills
Statements
Elaboration
(14) Science concepts. The student knows
the properties and behavior of acids and
bases. The student is expected to:
The student should
• Understand acids, bases, and salts and defines them
and their properties.
• Identifies acids/bases as strong or weak and justifies
the classification.
• Uses knowledge of acids/bases and applies it to
explain reactions of household chemicals. Explain the
concepts of pH, acid-base equilibrium, buffers, and
titration.
• Interprets and explains neutralization reactions
• Analyze the effects of acid precipitation and air
pollutants on the environment, such as when sulfur
dioxide and nitrogen oxide combine with moisture in
the air to form sulfuric and nitric acids.
• Understand physiological buffering and its ability to
maintain and correct pH in the body.
(A) analyze and measure common
household products using a variety of
indicators to classify the products as acids
or bases;
(B) demonstrate the electrical conductivity
of acids and bases;
(C) identify the characteristics of a
neutralization reaction; and
(D) describe effects of acids and bases on
an ecological system.
Vocabulary and
Symbolic
Representation
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Corrosive
Metals
Indicators
Neutralization
Pollutant
Acid
Base
Buffer
Salt
Knowledge and Skills
Statements
Elaboration
15) Science concepts. The student knows
factors involved in chemical reactions. The
student is expected to:
The student should
• Understand when a chemical reaction occurs there is a
net energy transfer between the reaction system and
the surroundings.
• Explain how exothermic/endothermic reactions
interact with the surroundings
• Know the factors affecting rates of reactions and
understands the principles of chemical equilibrium.
• Analyze substances that change the rate of a chemical
reaction without being changed in the reaction. They
are generally used to speed up a chemical reaction.
(A) verify the law of conservation of
energy by evaluating the energy exchange
that occurs as a consequence of a chemical
reaction; and
(B) relate the rate of a chemical reaction to
temperature, concentration, surface area,
and presence of a catalyst.
Vocabulary and
Symbolic
Representation
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Chemical reaction
Law of
Conversation
Endothermic
Exothermic
Catalyst
Reactants