Integrated Physics and Chemistry TEKS Correlations
(4) Science concepts. The student knows concepts of force and motion evident in
everyday life. The student is expected to:
(B)investigate and describe applications of Newton’s laws such as in vehicle restraints, sports activities, geological processes, and satellite orbits;
81.
Why does an object with a mass of 60 kg have a different weight on Jupiter than on Earth?
A.
B.
C.
D.
Jupiter is farther from the sun.
The surface of the Earth is about 75% water.
There are more moons orbiting Jupiter.
Earth has less mass than Jupiter.
X
20
9
18
8
16
7
14
2
Acceleration (m/s )
10
2
Acceleration (m/s )
W
6
5
4
3
12
10
8
6
2
4
1
2
1
2
3
4
5
6
7
8
9
10
Force (N)
82.
2
3
4
5
6
7
8
9
10
Force (N)
An identical horizontal force is applied to two blocks, W and X, which rest on a frictionless surface. The
graphs show the relationship between the applied force and the acceleration of each block. Based on the
graphs, the mass of block X is —
A.
B.
C.
D.
83.
1
the same as that of block W
two times greater than that of block W
half the mass of that of block W
four times greater than that of block W
A science class is studying forces. Two students drop golf balls with the same diameter from the top of the
science building. Golf ball A has a mass of 25 grams and golf ball B has a mass of 15 grams. Which of the
following best predicts which ball will fall to the ground first?
A.
B.
C.
D.
Golf ball A will hit the ground first because it is heavier than golf ball B.
Golf ball B will hit the ground first because its surface has fewer dimples, which increase air resistance.
Golf ball B will hit the ground first because it is denser than golf ball B.
Golf ball A and golf ball B will hit the ground at the same time because the air resistance is the same.
Charles A. Dana Center
Science TEKS Toolkit
www.sciencetekstoolkit.org
Items 81-83 look at Newton’s second law in three ways. The first item focuses on the
differences between mass and weight and on whether the students really understand that
weight is a force. The second item is another item that could be placed in TAKS objective 1,
since the students are analyzing a graph. But they also need to understand how force, mass,
and acceleration are related. The third item has to do with falling objects and whether students
understand that acceleration due to gravity affects all objects the same way as long as the air
resistance is the same on the objects.
Charles A. Dana Center
Science TEKS Toolkit
www.sciencetekstoolkit.org