Embedded Files
There will be no foolish wand-waving or silly incantations in this class. As such, I don't expect many of you to appreciate the subtle science of the potion making. However, for those of you who possess the pre-disposition, I can teach you how to bewitch the mind and ensnare the senses; I can tell you how to brew glory ,bottle fame, and even put a stopper in death. " - Professor Severus Snape, Harry Potter and the Philosopher's Stone
Greetings Parents and Students!
Welcome to ECHS Science. I will be your host on a cosmic journey from the beginnings of space and time to the modern day as we explore the culmination of asking the eternal question: "Why?" We will, just as our ancestors did, work as a team, utilizing our ultimate tool: The Scientific Method to explore the strange and wondrous phenomena of both the microscopic and macroscopic world! This ranges all the way from how quantum particles (fermions, leptons, bosons) interact all the way to how the curvature of space-time (gravity) defines the formation and motion of planets, stars, and galaxies. The ultimate goal of this subject is not to memorize a series of strange factoids, rather it is to gain a better understanding of how to ask valuable, critical questions about natural phenomena and how to quantify observed phenomena in a repeatable, controlled environment. The key to functioning in a high speed, interconnected, and technologically complex world is being able to process and adapt to new and conflicting information in an analytical manner to draw conclusions. My goal is to help everyone I meet shape that key skill into a functional ability.
Chemistry Syllabus
Chemistry Syllabus
August
Week 1: Getting to Know You
August 16th - Orientation Day
August 18th - Safety Training and Contracts
Friday August 20th – Quiz #-1 - Safety Quiz
Week 2: Introduction to Chemistry
August 23th - Fundamentals of Chemistry
August 25th - History of Chemistry and the Alchemists
August 27th - Quiz# 0 - Intro to Chemistry
September
Week 3: The Metric System
August 30st - SI Units and the Metric System
September 1st - Unit Conversion and Dimensional Analysis
September 3rd - Quiz #1 - Unit Conversion
Week 4: Significant Figures
September 6th - Labor Day (NO SCHOOL)
September 8th - Significant Figures
September 10th - Quiz #2 - Significant Figures
Week 5: What's the Matter?
September 13th - Classifying Matter
September 15th - Atomic Theory
September 17th - Quiz #3 - Atomic Structure Basics
Week 6: Identifying and Classifying Elements
September 20st - Atomic Number and Atomic Symbol
September 22nd - Atomic Mass, Protons vs Neutrons
September 24th - Quiz #4 - Identifying/ Classifying Elements
Week 7: The Periodic Table
September 27th - Periodic Table Intro - Groups and Periods
September 29th - General Elemental Categories
October 1st - Quiz #5 - History of Chemistry
October
Week 8: Introduction to Chemical Bonds
October 4th - Defining Chemical Bonds
October 6th - Polarity and Structure
October 8th - Quiz #6 - Bonding Basics
Week 9: Chemical Compounds
October 11th: Indigenous People's Day (NO SCHOOL)
October 13th - Compound Nomenclature
October 15th - Quiz #7 - Chemical Formulas and Nomenclature
Week 10: EXAM WEEK
October 18th - Review Matter
October 19th - Review Atomic Structure
October 20th - Review Periodic Table/History
October 21st - Review Chemical Bonding Basics
October 22nd - First Nine Weeks Exam
Week 11: Molecular Formulas and Classifying Mixtures
October 25th - Molecular Formula and Molecular Mass
October 27th - Structural Formulas and Lewis Structures
October 29th - Quiz #8 - Molecular Formulas
November
Week 12: Stoichiometry
November 1st - The Mole and Avagadro
November 3rd - Empirical and Molecular Formula
November 5th - Quiz #9 - Stoichiometry
Week 13: Writing and Balancing Chemical Equations
November 8th - Writing Chemical Equations
November 10th - Balancing Equations
November 12th - Quiz #10 - Balancing Equations
Week 14: Stoichiometry Part 2
November 15th - Molar Ratios in Balanced Equations
November 17th - Yield and Efficiency
November 19th - Quiz #11 - Limits of Chemistry
Week 15: November 22 to November 26th
Thanksgiving Break - Don't Come to School (I Won't)
December
Week 16: Chemical Reactions Part 1
November 29th - Solution Concentrations
December 1st - Types of Chemical Reaction
December 3rd - Quiz #12 - Solution Reactions
Week 17: Chemical Reactions Part 2
December 6th - Oxidation-Reduction Reactions
December 8th - Displacement vs Synthesis Reactions
December 10th - Quiz#13 - Chemical Reactions
Week 18: EXAM WEEK
December 13th - Review Chemical Formulas
December 14th - Review Stoichiometry
December 15th - Review Chemical Equations
December 16th - Review Chemical Reactions
December 17th - Second Nine Weeks Exam
December 20th – 31st: Winter Break
Don't Come to School, SERIOUSLY
January
Week 19: Particle Motion and Diffusion
January 3rd – How Matter Moves
January 5th- Internal Energy and Diffusion Gradients
January 7th – Quiz #14 - Particles
Week 20: Gas Laws
January 10th - Properties of a Gas
January 12th - Gas Laws : Boyle, Charles, and Avagadro's Law
January 14th - Quiz #15 - Gas Laws
Week 21: Gas Laws Part 2
January 17th - Martin Luther King Day (NO SCHOOL)
January 19th - Ideal Gas Law and Kinetic Molecular Theory
January 21st - Quiz #16 - Kinetic Molecular Theory
Week 22: Thermochemistry
January 24th - Forms of Energy, Enthalpy
January 26th - Calorimetry Hess's Law
January 28th - Quiz #17 - Thermochemistry
February
Week 23: Quantum Theory
January 31st - Wave/Particle Nature of Light
February 2nd - Planck, Energy and Wavelength
February 4th - Quiz #18 - Quantum Electrodynamics
Week 24: Electron Configuration and Periodicity
February 7th - Quantum Numbers and Orbitals
February 9th - Electron Configurations and Periodic Trends
February 11th - Quiz #19 - Electron Configurations
Week 25: Models of Chemical Bonding
February 14th - Spectrum of Chemical Bonding
February 16th - Lewis Structures and the Octet Rule
February 18th - Quiz #19 - Chemical Models
Week 26: Molecular Geometry
February 21st - Periodic Trends
February 23rd - VSEPR Theory and the Shapes of Molecules
February 25th - Quiz #20 - Molecular Geometry
March
Week 27: EXAM WEEK
February 28th - President's Day (NO SCHOOL)
March 1st - Review Gases
March 2nd - Review Thermochemistry
March 3rd - Review Quantum Theory/Electrons
March 4th - Third Nine Weeks Exam
Week 28: March 7th to March 11th
SPRING BREAK!!!! NO SCHOOL!
Week 29: Intermolecular Forces
March 14th - Phase Changes and Types of Intermolecular Forces
March 16th - Water
March 18th - Quiz #21 - Intermolecular Forces
Week 31: Kinetics and Equilibrium
March 21st - Reaction Rates and Rate Laws
March 23rd - ICE Tables and Le Chatelier's Principle
March 25th - Quiz #22 - Equilibrium
April
Week 32: Acid-Base Equilibrium
March 28th - Definition of Acids, The pH Scale
March 30st - Neutralization Reactions, Buffers
April 1st - Quiz #23 - Acid-Base Equilibrium
Week 33: Thermodynamics
April 4th - Laws of Thermodynamics
April 6th - Gibbs Free Energy and Work
April 8th - Quiz #24 - Thermodynamics
Week 34: Radioactive Decay
April 11th - Radioactive Emissions
April 13th - Half-Life and Radioisotope Dating
April 15th – Good Friday (No School)
Week 35: Nuclear Reactions
April 18th - Nuclear Fission Reactions
April 20th - Stellar Fusion Reactions
April 22nd - Battle of Flowers (NO SCHOOL)
Week 36: April 26th to April 30th: EXAM WEEK
April 25th - Review Molecular Geometry
April 26th - Review Equilibrium
April 27th - Review Thermodynamics
April 28th - Review Nuclear Chemistry
April 29th - Fourth Nine Weeks Exam
May
Week 37: First Semester Review for Final
May 2nd - Matter Review
May 3rd - Atomic Structure Review
May 4th - Periodic Table Review
May 5th - Chemical Bonding Review
May 6th - Chemical Formulas and Equations Review
Week 38: Second Semester Review for Final
May 9th - Balancing Chemical Equations Review
May 10th - Stoichiometry Review Day 1
May 11th - Stoichiometry Review Day 2
May 12th - Gases Review
May 13th - Solutions Review
Week 39: FINAL EXAMS WEEK
May 16th - Equilibrium Review
May 17th - Acid/Base Review
May 18th - Thermochemistry
May 19th - Nuclear Chemistry Review
May 20th - Comprehensive Final Exam
Week 40: May 24th to May 28th: End of Year Independent Study Projects
May 23rd - Work/Study Day
May 25th - Presentations
May 27th - End of Year Celebration
Physics
Physics
August
Week 1: Getting to Know You
August 17th – Welcome and Class Expectations
August 19th – Safety Training Day
August 20th – Quiz #-1 - Safety and Online Resources Quiz
Week 2: Introduction to Physics
August 24th - The Nature of Physics and Scientific Notation
August 26th – Significant Figures and The Language of Physics
August 27th - Quiz# 0 - Intro to Physics
September
Week 3: Mathematics Overview
August 31st – Order of Operations, Arithmetic, Rearranging Equations, Cancelling
September 2nd – SI Units, Unit Conversion
September 3rd - Quiz #1 - Unit Conversion
Week 4: Movement
September 6th - Labor Day (NO SCHOOL)
September 7th – Distance and Displacement
September 9th – Defining Velocity
September 10th - Quiz #2 – Distance and Displacement
Week 5: Velocity
September 14th – Graphing Position vs Time
September 16th – Average Velocity and Linear Equations
September 17th - Quiz #3 - Velocity
Week 6: Acceleration
September 21st – Acceleration, Graphing Velocity vs Time
September 23rd – Reference Frames
September 24th - Quiz #4 - Acceleration
Week 7: Free Fall
September 28th – Falling and Pushed Objects
September 30th – Displacement of Falling Objects
October 1st - Quiz #5 – Free Fall
October
Week 8: Total Kinematics
October 5th – Applications of Kinematics
October 7th – Kinematics Formulas
October 8th - Quiz #6 – Applications of Kinematics
Week 9: Pythagorean Theorem and Trigonometry
October 11th: Indigenous People's Day (NO SCHOOL)
October 12th – The Pythagorean Theorem
October 14th – Trigonometry (Sine, Cosine, and Tangent)
October 15th - Quiz #7 - Trigonometry
Week 10: EXAM WEEK
October 18th - Review Mathematics
October 19th - Review Intro
October 20th - Review Kinematics
October 21st - Review Trigonometry
October 22nd - First Nine Weeks Exam
Week 11: Vectors
October 26th – Vector Definitions and Rules
October 28th – Vector Components
October 29th - Quiz #8 - Vectors
November
Week 12: Projectile Motion
November 2nd – Horizontal Launch, Maximum Height and Range
November 4th - Elevation and Depression Angles
November 5th - Quiz #9 – Projectile Motion
Week 13: Relative Motion
November 9th – Moving in the Same Direction
November 11th – Moving in Opposite Directions
November 12th - Quiz #10 – 2DRelative Motion
Week 14: Newton’s Laws
November 16th – Force and Free Bodies and The First Law of Motion
November 18th - Inertia and Equilibrium
November 19th - Quiz #11 – Newton’s Laws
Week 15: November 22 to November 26th
Thanksgiving Break - Don't Come to School (I Won't)
December
Week 16: Applied Forces
November 30th - Weight and Friction
December 2nd - Inclined Planes and Tension
December 3rd - Quiz #12 - Forces
Week 17: Work and Energy
December 7th – Kinetic and Potential Energy
December 9th - Conservation of Energy and Power
December 10th – Quiz #13 – Work and Energy
Week 18: EXAM WEEK
December 13th - Review Kinematics
December 14th - Review Vectors
December 15th - Review Forces
December 16th - Review Work and Energy
December 17th - Second Nine Weeks Exam
December 20th – 31st: Winter Break
Don't Come to School, Celebrate.
January
Week 19: Momentum and Collisions
January 3rd – Linear Momentum, Impulse, and Elastic Collisions
January 6th – Inelastic Collisions
January 7th – Quiz #14 – Momentum and Collisions
Week 20: Circular Motions
January 10th – Centripetal Acceleration and Force
January 12th – Laws of Universal Gravitation and Kepler’s Laws of Planetary Motion
January 14th - Quiz #15 - Gravitation
Week 21: Torque and Rotation
January 17th - Martin Luther King Day (NO SCHOOL)
January 18th – Rotational Motion
January 20th – Simple Machines
January 21st - Quiz #16 – Torque
Week 22: Fluid Mechanics
January 25th – Density and Buoyancy
January 27th – Pressure
January 28th - Quiz #17 - Fluids
February
Week 23: Heat
February 1st – Temperature and Heat Transfer
February 3rd – Specific and Latent Heat
February 4th - Quiz #18 - Heat
Week 25: Thermodynamics
February 8th – Heat, Work, and Internal Energy
February 10th – Second Law of Thermodynamics: Entropy
February 11th - Quiz #19 - Thermodynamics
Week 24: Periodic Motion
February 15th – Harmonic Motion
February 17th- Energy in Waves
February 18th - Quiz #19 – Periodic Motion
Week 26: Waves
February 22nd – Measuring Amplitude, Period, and Frequency
February 24th – Properties of Waves and Wave Interactions
February 25th - Quiz #20 – Vibration and Waves
March
Week 27: EXAM WEEK
February 28th – Review Harmonic Motion and Waves
March 1st – Review Momentum and Collisions
March 2nd - Review Circular Motion
March 3rd – Review Thermodynamics
March 4th - Third Nine Weeks Exam
Week 28: March 7th to March 11th
SPRING BREAK!!!! NO SCHOOL!
Week 29: Sound
March 14th –
March 15th – Sound Waves: Intensity, Resonance, and the Doppler Effect
March 17th - Harmonics and Music
March 18th - Quiz #21 - Sound
Week 31: Light and Reflection
March 22nd – Mirrors
March 24th – Color and Polarization
March 25th - Quiz #22 - Light
April
Week 32: Reflection and Interference
March 29th – Refraction of Light and Thin Lenses
March 31st – Interference and Diffraction
April 1st - Quiz #23 – Refraction and Interference
Week 33: Electrical Force
April 5th – Electrical Forces and Charge
April 7th – Maxwell’s Equations
April 8th - Quiz #24 - Electricity
Week 34: Electrical Energy and Current
April 12th – Electric Potential (Voltage) and Capacitance
April 13th – Current and Resistance
April 15th – Good Friday (No School)
Week 35: Electrical Circuits
April 18th – Schematics/Diagrams and Series Resistors
April 20th – Parallel Resistors and Complex Circuits
April 22nd - Battle of Flowers (NO SCHOOL)
Week 36: April 26th to April 30th: EXAM WEEK
April 25th - Review Sound
April 26th - Review Light
April 27th - Review Electricity
April 28th - Review Circuits
April 29th - Fourth Nine Weeks Exam
May
Week 37: First Semester Review for Final
May 2nd - Mathematics Review
May 3rd - Kinematics Structure Review
May 4th - Vectors Review
May 5th – Forces Review
May 6th - Work Review
Week 38: Second Semester Review for Final
May 9th - Momentum Review
May 10th – Circular Motion Review
May 11th - Thermodynamics Review
May 12th – Periodic Motion Review
May 13th - Sound Review
Week 39: FINAL EXAMS WEEK
May 16th - Electricity Review
May 17th - Circuits Review
May 18th – Magnetism Review
May 19th – Quantum Physics Review
May 20th - Comprehensive Final Exam
Week 40: May 24th to May 28th: End of Year Independent Study Projects
May 24th - Work/Study Day
May 26th - Presentations
May 27th - End of Year Celebration
Anatomy and Physiology
Anatomy and Physiology
August
Week 1: Getting to Know You
August 17th – Welcome and Class Expectations
August 19th – Safety Training Day
August 20th – Quiz #-1 - Safety and Online Resources Quiz
Week 2: The Human Body, An Orientation
August 23th – Overview of Anatomy and Physiology
August 26th – Life and the Language of Anatomy
August 27th - Quiz# 0 – The Human Body
September
Week 3: Chemistry
August 31st – Atoms and Elements
September 2nd – Biochemical Compounds
September 3rd - Quiz #1 – Chemistry Comes Alive!
Week 4: Cells
September 6th - Labor Day (NO SCHOOL)
September 7th – Organelles
September 9th – Cell Growth and Reproduction
September 10th - Quiz #2 – Cells, the Unit of Life
Week 5: Tissues
September 14th – Types of Tissue
September 16th – Tissue Repair and Development
September 17th - Quiz #3 – Tissue, the Living Fabric
Week 6: The Integumentary System
September 21st – The Skin and its Appendages
September 23rd – Homeostatic Imbalances of the Skin
September 24th - Quiz #4 – The Integumentary System
Week 7: Bones and Skeletal Tissue
September 27th – Cartilage, Classification of Bones
September 29th – Bone Structure and Development
October 1st - Quiz #5 – Bones and Skeletal Tissue
October
Week 8: The Skeleton
October 5th – The Axial Skeleton
October 7th – The Appendicular Skeleton
October 8th - Quiz #6 – The Skeleton
Week 9: Joints
October 11th: Indigenous People's Day (NO SCHOOL)
October 12th – Classification of Joints
October 14th – Developmental Aspects of Joints
October 15th - Quiz #7 - Joints
Week 10: EXAM WEEK
October 18th - Review Cells
October 19th - Review Tissue
October 20th - Review The Integumentary System
October 21st - Review The Skeletal System
October 22nd - First Nine Weeks Exam
Week 11: Muscle and Muscle Tissue
October 26th – Muscle Tissues and Skeletal Muscles
October 28th – Smooth Muscles, Muscle Development
October 29th - Quiz #8 – Muscles and their Tissues
November
Week 12: The Muscular System
November 2nd – Arrangement, Classification, and Leverage
November 4th – Muscles of the Body
November 5th - Quiz #9 – The Muscular System
Week 13: Fundamentals of the Nervous System and Nervous Tissue
Week 13: Fundamentals of the Nervous System and Nervous Tissue
November 9th – Electricity, Membrane Potentials
November 11th – Postsynaptic Potentials and Synaptic Integration
November 12th - Quiz #10 – Nervous Tissue and Physiology
Week 14: The Central Nervous System
November 16th – The Brain: Higher Mental Functions and Protection
November 18th – The Spinal Cord and Development of the CNS
November 19th - Quiz #11 – The Central Nervous System
Week 15: November 22 to November 26th
Thanksgiving Break - Don't Come to School (I Won't)
December
Week 16: The Peripheral Nervous System and Reflexes
November 30th – Transmission Lines: Nerve Structure and Repair
December 2nd – Motor Endings and Motor Reflex Activity
December 3rd - Quiz #12 – Peripheral Nervous System
Week 17: The Autonomic Nervous System
December 7th – The Uncontrolled Brain
December 9th – Developmental Aspects of ANS
December 10th – Quiz #13 – The Autonomic Nervous System
Week 18: EXAM WEEK
December 13th - Review Muscles
December 14th - Review Nervous Tissue
December 15th - Review The CNS
December 16th - Review The PNS/ANS
December 17th - Second Nine Weeks Exam
December 20th – 31st: Winter Break
Don't Come to School, Celebrate Joy.
January
Week 19: Sensation and Perception
January 4th – Vision
January 6th – Taste and Smell, Hearing and Balance
January 7th – Quiz #14 – Sensation and Perception
Week 20: The Endocrine System
January 11th – Chemical Structure of Hormones and Long Term Potentiation
January 13th – Hypothalamic Control and Glands
January 14th - Quiz #15 – The Endocrine System
Week 21: Blood
January 17th - Martin Luther King Day (NO SCHOOL)
January 18th – Transport, Regulation, and Protection
January 20th – Homeostasis and Trauma
January 21st - Quiz #16 – Blood
Week 22: The Heart
January 25th – The Structure of a Heart
January 27th – Cardiac Physiology
January 28th - Quiz #17 – The Heart
February
Week 23: Blood Vessels
February 1st – Exchange, Reservoirs, and Interconnections of Blood Vessels
February 3rd – Blood Pressure Regulation and Nutrient Exchange
February 4th - Quiz #18 – Blood Vessels
Week 24: The Lymphatic System
February 8th – Lymph Nodes and the Spleen
February 10th- The MALT and Lymphocytes
February 11th - Quiz #19 – The Lymphatic System
Week 25: The Immune System
February 15th – Innate Immunity
February 17th – Adaptive Immunity
February 18th - Quiz #19 – The Immune System
Week 26: The Respiratory System
February 22nd – Gas Exchange, Volume and Pressure Changes
February 24th – Exercise and Disease
February 25th - Quiz #20 – The Respiratory System
March
Week 27: EXAM WEEK
February 28th – Review Sensation and Perception
March 1st – Review Cardiovascular Systems
March 2nd - Review Immune Systems
March 3rd – Review The Respiratory System
March 4th - Third Nine Weeks Exam
Week 28: March 7th to March 11th
SPRING BREAK!!!! NO SCHOOL!
Week 29: The Digestive System
March 15th – Functional Anatomy of the Digestive Tract
March 16th – Physiology of Digestion/Absorption
March 18th - Quiz #21 – The Digestive System
Week 31: Nutrition
March 22nd – Nutrient Metabolism
March 23rd – Oxidative Phosphorylation
March 25th - Quiz #22 - Nutrition
April
Week 32: Urinary System
March 29th – Urine Formation and Filtration
March 31st – Transport and Elimination
April 1st - Quiz #23 – Refraction and Interference
Week 33: Fluids, Electrolytes, and pH Balance
April 4th – Body Fluids and Components
April 5th – Electrolytes
April 6th – Chemical Buffers
April 7th – Regulation and Abnormalities
April 8th - Quiz #24 - Fluids
Week 34: Male Reproductive Systems
April 12th – Male Anatomy, Spermatogenesis
April 14th – Male vs Female Development and Sexual Dimorphism
April 15th – Good Friday (No School)
Week 35: Female Reproductive Systems
April 19th – Female Anatomy, Oogenesis and the Menstrual Cycle
April 21st – Sexually Transmitted Infections
April 22nd - Battle of Flowers (NO SCHOOL)
Week 36: April 26th to April 30th: EXAM WEEK
April 25th - Review Digestive System
April 26th - Review Nutrition
April 27th - Review Urinary Systems
April 28th - Review Fluid and pH Balance
April 29th - Fourth Nine Weeks Exam
May
Week 37: First Semester Review for Final
May 2nd - Cells Review
May 3rd - Tissues Review
May 4th – Integumentary System Review
May 5th – Skeletal Systems Review
May 6th – Muscular Systems Review
Week 38: Second Semester Review for Final
May 9th – Nervous Tissue Review
May 10th – The Central Nervous System Review
May 11th – The Peripheral Nervous System Review
May 12th – Sensation and Perception Review
May 13th – The Endocrine System Review
Week 39: FINAL EXAMS WEEK
May 16th – The Cardiovascular System Review
May 17th – The Lymphatic and Immune Systems Review
May 18th – The Respiratory System Review
May 19th – The Digestive and Urinary Systems Review
May 20th - Comprehensive Final Exam
Week 40: May 24th to May 28th: End of Year Independent Study Projects
May 23rd - Work/Study Day
May 24th - Work/Study Day
May 25th - Presentations Round 1
May 26th - Presentations Round 2
May 27th - End of Year Celebration
Expectations and Requirements
Expectations and Requirements
Supplies:
Supplies:
3-ring binder w/ Dividers - for organizing notes
Notebook Paper/Composition Book - for taking notes
Pens or Pencils
Graphing Calculators will be provided in the classroom
Course Objectives:
Course Objectives:
Recognize the importance of advancing each child's physical and intellectual competence in the early childhood classroom
Analyze the social and emotional development in young children and adolescents.
Understand the need for establishing a safe, healthy learning environment to promote efficacious development in children and adolescents.
Nine Weeks Grade
Nine Weeks Grade
Grades will be calculated based on the following rubric:
Classwork/Daily Work: 20%
Quizzes: 20%
Labs/Projects 30%
Exams 30%
Class Procedures
Class Procedures
Beginning Class
Beginning Class
When you get to class you are required to copy down the objectives, agenda, and homework on your calendar. There will be a warm up question on the board to complete and turn in within the first 5 minutes of class. Tardies will be handled according to school policies.
General Class Procedure
General Class Procedure
My classes follow a very consistent daily regiment no matter the subject
5min Warm-Up
20min - Lecture/New Information
10-15min - In-Class Practice Problems
5-10min - Q&A/Clean Up
Notebook
Notebook
Each day we will be discussing new material and it will be critical that you maintain a record of the information for your own studies. Your notebook will be your review for the semester exam. Your notebook should be arranged to separate notes, reference materials (periodic table), current information/work, and previous information.
Quizzes
Quizzes
EACH FRIDAY IS A QUIZ DAY FOR ALL CLASSES, and these quizzes comprise the vast majority of your grade in my class, if you know you are going to miss school, please let me know ahead of time so we can schedule a make-up quiz
Tutoring
Tutoring
If you need additional instruction, please get a pass from me to come in for tutoring. My official hours for tutoring everyday Monday to Wednesday during EIGHTH period (1:55pm-2:45PM) and after school by appointment from 3:30PM to 4:30PM
Absence and Make-up Work:
Absence and Make-up Work:
In order to receive credit for this course students must be present for 90% of all scheduled class days. You are responsible for recording the objectives and assignments from the days you were absent. In accordance with district policy, you will have one class day per day of absence due to illness or emergency to make up your work. The work from the class preceding your absence is due on the day you return to class. If you miss a class due to a school activity (athletics, band, field trip, ect.) you are expected to get the work you will miss ahead of time. This work will be due upon your return at the beginning of the class period. If you missed a test or quiz, you must consult with me to make an appointment to make up the test or quiz by the time you return to class.
Late Work Policy:
Late Work Policy:
Missing and late homework and daily assignments will be accepted within a 2 week time period of the initial due date with an immediate 30% reduction in overall score on the assignment in question. Any late or missing work turned in past this deadline will no longer be eligible for credit and the student will receive an automatic ZERO for the assignment.
Class Rules - These apply online and in person
Class Rules - These apply online and in person
Respect others’ beliefs, possessions, and personal space
Lab safety rules WILL be followed, anyone found violating safety procedure will be excused from class and receive a zero for the Lab
Come prepared for class with the supplies outlined previously
Wait your turn to speak and raise your hand in order to answer or ask a question.
Keep your phone silent and put away unless otherwise instructed.
Help to clean and maintain the classroom and school by throwing away trash in proper receptacles
Avoid the use of profanity, we speak as professionals and academics
Physical violence towards anyone in our classroom is unacceptable
Remain in your designated seat with your attention focused on the task at hand
Remain quiet and respectful unless it is your turn to speak
Uphold the standard rules of Southwest Preparatory and represent the best person you can be.
Students are expected to use the restroom before or after class.
No food or beverages are allowed in the classroom/lab. This is a safety issue as certain chemicals present in the lab can contaminate food and beverages.
Discipline
Discipline
Failure to follow class rules and procedures can hinder learning and possibly be dangerous, even life-
threatening in certain circumstances. Discipline will be handled according to the SWPS school policy,
however any student not following directions during Laboratory Procedures will be immediately exiled
from the classroom for the remainder of the lab and will receive a zero for the assignment.
Conferences
Conferences
Appointments can be set up with me through my email address. zachary.steadman@swprep.org
Available Times Monday through Friday:
6:45AM to 7:30AM
12:30PM to 1:15PM
3:30PM to 4:30PM
Calendar for 2021-2022
Calendar for 2021-2022
2023-2024 SWP BEXAR Calendar FINAL.pdfTexas Teks
Texas Teks
§112.35. Chemistry (One Credit), Adopted 2017.
(a) General requirements. Students shall be awarded one credit for successful completion of this course. Required prerequisites: one unit of high school science and Algebra I. Suggested prerequisite: completion of or concurrent enrollment in a second year of mathematics. This course is recommended for students in Grade 10, 11, or 12.
(b) Introduction.(1) Chemistry. In Chemistry, students conduct laboratory and field investigations, use scientific practices during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives.
(2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not currently scientifically testable.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific practices of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods and ethical and social decisions that involve the application of scientific information
(5) Scientific systems. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
(6) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.(1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:(A) demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles or chemical splash goggles, as appropriate, and fire extinguishers;(B) know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Safety Data Sheets (SDS); and(C) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses scientific practices to solve investigative questions. The student is expected to:(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change as new areas of science and new technologies are developed;(D) distinguish between scientific hypotheses and scientific theories;(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes;(F) collect data and make measurements with accuracy and precision;(G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;(H) organize, analyze, evaluate, make inferences, and predict trends from data; and(I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.
(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:(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;(B) communicate and apply scientific information extracted from various sources such as current events, published journal articles, and marketing materials;(C) draw inferences based on data related to promotional materials for products and services;(D) evaluate the impact of research on scientific thought, society, and the environment;(E) describe the connection between chemistry and future careers; and(F) describe the history of chemistry and contributions of scientists.
(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:(A) differentiate between physical and chemical changes and properties;(B) identify extensive properties such as mass and volume and intensive properties such as density and melting point;(C) compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and(D) classify matter as pure substances or mixtures through investigation of their properties.
(5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to:(A) explain the use of chemical and physical properties in the historical development of the Periodic Table;(B) identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, using the Periodic Table; and(C) interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table.(6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:(A) describe the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;(B) describe the mathematical relationships between energy, frequency, and wavelength of light using the electromagnetic spectrum;(C) calculate average atomic mass of an element using isotopic composition; and(D) express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures.
(7) Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to:(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;(B) write the chemical formulas of ionic compounds containing representative elements, transition metals and common polyatomic ions, covalent compounds, and acids and bases;(C) construct electron dot formulas to illustrate ionic and covalent bonds;(D) describe metallic bonding and explain metallic properties such as thermal and electrical conductivity, malleability, and ductility; and(E) classify molecular structure for molecules with linear, trigonal planar, and tetrahedral electron pair geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory.
(8) Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to:(A) define and use the concept of a mole;(B) calculate the number of atoms or molecules in a sample of material using Avogadro's number;(C) calculate percent composition of compounds;(D) differentiate between empirical and molecular formulas;(E) write and balance chemical equations using the law of conservation of mass;(F) differentiate among double replacement reactions, including acid-base reactions and precipitation reactions, and oxidation-reduction reactions such as synthesis, decomposition, single replacement, and combustion reactions;(G) perform stoichiometric calculations, including determination of mass and gas volume relationships between reactants and products and percent yield; and(H) describe the concept of limiting reactants in a balanced chemical equation.
(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:(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; and(B) describe the postulates of kinetic molecular theory.
(10) Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:(A) describe the unique role of water in solutions in terms of polarity;(B) apply the general rules regarding solubility through investigations with aqueous solutions;(C) calculate the concentration of solutions in units of molarity;(D) calculate the dilutions of solutions using molarity;(E) distinguish among types of solutions such as electrolytes and nonelectrolytes; unsaturated, saturated, and supersaturated solutions; and strong and weak acids and bases;(F) investigate factors that influence solid and gas solubilities and rates of dissolution such as temperature, agitation, and surface area;(G) define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water; and(H) define pH and calculate the pH of a solution using the hydrogen ion concentration.
(11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:(A) describe energy and its forms, including kinetic, potential, chemical, and thermal energies;(B) describe the law of conservation of energy and the processes of heat transfer in terms of calorimetry;(C) classify reactions as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and(D) perform calculations involving heat, mass, temperature change, and specific heat.
(12) Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to:(A) describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations; and(B) compare fission and fusion reactions.
Source: The provisions of this §112.35 adopted to be effective August 4, 2009, 34 TexReg 5063; amended to be effective August 27, 2018, 42 TexReg 5052.
(a) General requirements. Students shall be awarded one credit for successful completion of this course. Required prerequisites: one unit of high school science and Algebra I. Suggested prerequisite: completion of or concurrent enrollment in a second year of mathematics. This course is recommended for students in Grade 10, 11, or 12.
(b) Introduction.(1) Chemistry. In Chemistry, students conduct laboratory and field investigations, use scientific practices during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives.
(2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not currently scientifically testable.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific practices of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods and ethical and social decisions that involve the application of scientific information
(5) Scientific systems. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
(6) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.(1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:(A) demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles or chemical splash goggles, as appropriate, and fire extinguishers;(B) know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Safety Data Sheets (SDS); and(C) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses scientific practices to solve investigative questions. The student is expected to:(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change as new areas of science and new technologies are developed;(D) distinguish between scientific hypotheses and scientific theories;(E) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology, including graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes;(F) collect data and make measurements with accuracy and precision;(G) express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;(H) organize, analyze, evaluate, make inferences, and predict trends from data; and(I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports.
(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:(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;(B) communicate and apply scientific information extracted from various sources such as current events, published journal articles, and marketing materials;(C) draw inferences based on data related to promotional materials for products and services;(D) evaluate the impact of research on scientific thought, society, and the environment;(E) describe the connection between chemistry and future careers; and(F) describe the history of chemistry and contributions of scientists.
(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:(A) differentiate between physical and chemical changes and properties;(B) identify extensive properties such as mass and volume and intensive properties such as density and melting point;(C) compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and(D) classify matter as pure substances or mixtures through investigation of their properties.
(5) Science concepts. The student understands the historical development of the Periodic Table and can apply its predictive power. The student is expected to:(A) explain the use of chemical and physical properties in the historical development of the Periodic Table;(B) identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, using the Periodic Table; and(C) interpret periodic trends, including atomic radius, electronegativity, and ionization energy, using the Periodic Table.(6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:(A) describe the experimental design and conclusions used in the development of modern atomic theory, including Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, and Bohr's nuclear atom;(B) describe the mathematical relationships between energy, frequency, and wavelength of light using the electromagnetic spectrum;(C) calculate average atomic mass of an element using isotopic composition; and(D) express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis valence electron dot structures.
(7) Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to:(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;(B) write the chemical formulas of ionic compounds containing representative elements, transition metals and common polyatomic ions, covalent compounds, and acids and bases;(C) construct electron dot formulas to illustrate ionic and covalent bonds;(D) describe metallic bonding and explain metallic properties such as thermal and electrical conductivity, malleability, and ductility; and(E) classify molecular structure for molecules with linear, trigonal planar, and tetrahedral electron pair geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory.
(8) Science concepts. The student can quantify the changes that occur during chemical reactions. The student is expected to:(A) define and use the concept of a mole;(B) calculate the number of atoms or molecules in a sample of material using Avogadro's number;(C) calculate percent composition of compounds;(D) differentiate between empirical and molecular formulas;(E) write and balance chemical equations using the law of conservation of mass;(F) differentiate among double replacement reactions, including acid-base reactions and precipitation reactions, and oxidation-reduction reactions such as synthesis, decomposition, single replacement, and combustion reactions;(G) perform stoichiometric calculations, including determination of mass and gas volume relationships between reactants and products and percent yield; and(H) describe the concept of limiting reactants in a balanced chemical equation.
(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:(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; and(B) describe the postulates of kinetic molecular theory.
(10) Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:(A) describe the unique role of water in solutions in terms of polarity;(B) apply the general rules regarding solubility through investigations with aqueous solutions;(C) calculate the concentration of solutions in units of molarity;(D) calculate the dilutions of solutions using molarity;(E) distinguish among types of solutions such as electrolytes and nonelectrolytes; unsaturated, saturated, and supersaturated solutions; and strong and weak acids and bases;(F) investigate factors that influence solid and gas solubilities and rates of dissolution such as temperature, agitation, and surface area;(G) define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water; and(H) define pH and calculate the pH of a solution using the hydrogen ion concentration.
(11) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:(A) describe energy and its forms, including kinetic, potential, chemical, and thermal energies;(B) describe the law of conservation of energy and the processes of heat transfer in terms of calorimetry;(C) classify reactions as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and(D) perform calculations involving heat, mass, temperature change, and specific heat.
(12) Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to:(A) describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations; and(B) compare fission and fusion reactions.
Source: The provisions of this §112.35 adopted to be effective August 4, 2009, 34 TexReg 5063; amended to be effective August 27, 2018, 42 TexReg 5052.
§112.39. Physics (One Credit), Adopted 2017.
(a) General requirements. Students shall be awarded one credit for successful completion of this course. Algebra I is suggested as a prerequisite or corequisite. This course is recommended for students in Grade 9, 10, 11, or 12.(b) Introduction.
(1) Physics. In Physics, students conduct laboratory and field investigations, use scientific practices during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical-thinking skills.
(2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not currently scientifically testable by empirical science.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods and ethical and social decisions that involve the application of scientific information.
(5) Scientific systems. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
(6) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.(c) Knowledge and skills.
(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:(A) demonstrate safe practices during laboratory and field investigations; and(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence;(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change;(D) design and implement investigative procedures, including making observations, asking well defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, evaluating numerical answers for reasonableness, and identifying causes and effects of uncertainties in measured data;(E) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results;(F) 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, tuning forks, hand-held visual spectroscopes, discharge tubes with power supply (H, He, Ne, Ar), electromagnetic spectrum charts, laser pointers, micrometer, caliper, computer, data acquisition probes, scientific calculators, graphing technology, electrostatic kits, electroscope, inclined plane, optics bench, optics kit, polarized film, prisms, pulley with table clamp, motion detectors, photogates, friction blocks, ballistic carts or equivalent, resonance tube, stroboscope, resistors, copper wire, switches, iron filings, and/or other equipment and materials that will produce the same results;(G) make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;(H) organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs;(I) communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; and(J) express relationships among physical variables quantitatively, including the use of graphs, charts, and equations.
(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:(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;(C) explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society;(D) research and describe the connections between physics and future careers; and(E) express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically.
(4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to:(A) generate and interpret graphs and charts describing different types of motion, including investigations using real-time technology such as motion detectors or photogates;(B) describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration;(C) analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples; and(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 using methods, including free-body force diagrams.
(5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:(A) describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces;(B) describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers;(C) describe and calculate how the magnitude of the electric force between two objects depends on their charges and the distance between their centers;(D) identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers;(E) characterize materials as conductors or insulators based on their electric properties; and(F) investigate and calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations.
(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:(A) investigate and calculate quantities using the work-energy theorem in various situations;(B) investigate examples of kinetic and potential energy and their transformations;(C) calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;(D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension; and(E) explain everyday examples that illustrate the four laws of thermodynamics and the processes of thermal energy transfer.
(7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:(A) examine and describe oscillatory motion and wave propagation in various types of media;(B) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength;(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;(D) investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect; and(E) describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens.
(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to:(A) describe the photoelectric effect and the dual nature of light;(B) compare and explain the emission spectra produced by various atoms;(C) calculate and describe the applications of mass-energy equivalence; and(D) give examples of applications of atomic and nuclear phenomena using the standard model such as nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power and examples of applications of quantum phenomena.
Source: The provisions of this §112.39 adopted to be effective August 4, 2009, 34 TexReg 5063; amended to be effective August 27, 2018, 42 TexReg 5052.
(a) General requirements. Students shall be awarded one credit for successful completion of this course. Algebra I is suggested as a prerequisite or corequisite. This course is recommended for students in Grade 9, 10, 11, or 12.(b) Introduction.
(1) Physics. In Physics, students conduct laboratory and field investigations, use scientific practices during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical-thinking skills.
(2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not currently scientifically testable by empirical science.
(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods and ethical and social decisions that involve the application of scientific information.
(5) Scientific systems. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
(6) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.(c) Knowledge and skills.
(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:(A) demonstrate safe practices during laboratory and field investigations; and(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
(2) Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to:(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;(B) know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence;(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but may be subject to change;(D) design and implement investigative procedures, including making observations, asking well defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, evaluating numerical answers for reasonableness, and identifying causes and effects of uncertainties in measured data;(E) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), balances, batteries, dynamics demonstration equipment, collision apparatus, lab masses, magnets, plane mirrors, convex lenses, stopwatches, trajectory apparatus, graph paper, magnetic compasses, protractors, metric rulers, spring scales, thermometers, slinky springs, and/or other equipment and materials that will produce the same results;(F) 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, tuning forks, hand-held visual spectroscopes, discharge tubes with power supply (H, He, Ne, Ar), electromagnetic spectrum charts, laser pointers, micrometer, caliper, computer, data acquisition probes, scientific calculators, graphing technology, electrostatic kits, electroscope, inclined plane, optics bench, optics kit, polarized film, prisms, pulley with table clamp, motion detectors, photogates, friction blocks, ballistic carts or equivalent, resonance tube, stroboscope, resistors, copper wire, switches, iron filings, and/or other equipment and materials that will produce the same results;(G) make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;(H) organize, evaluate, and make inferences from data, including the use of tables, charts, and graphs;(I) communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports; and(J) express relationships among physical variables quantitatively, including the use of graphs, charts, and equations.
(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:(A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student;(B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;(C) explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society;(D) research and describe the connections between physics and future careers; and(E) express, manipulate, and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically.
(4) Science concepts. The student knows and applies the laws governing motion in a variety of situations. The student is expected to:(A) generate and interpret graphs and charts describing different types of motion, including investigations using real-time technology such as motion detectors or photogates;(B) describe and analyze motion in one dimension using equations and graphical vector addition with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, frames of reference, and acceleration;(C) analyze and describe accelerated motion in two dimensions, including using equations, graphical vector addition, and projectile and circular examples; and(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 using methods, including free-body force diagrams.
(5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:(A) describe the concepts of gravitational, electromagnetic, weak nuclear, and strong nuclear forces;(B) describe and calculate how the magnitude of the gravitational force between two objects depends on their masses and the distance between their centers;(C) describe and calculate how the magnitude of the electric force between two objects depends on their charges and the distance between their centers;(D) identify and describe examples of electric and magnetic forces and fields in everyday life such as generators, motors, and transformers;(E) characterize materials as conductors or insulators based on their electric properties; and(F) investigate and calculate current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations.
(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:(A) investigate and calculate quantities using the work-energy theorem in various situations;(B) investigate examples of kinetic and potential energy and their transformations;(C) calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;(D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension; and(E) explain everyday examples that illustrate the four laws of thermodynamics and the processes of thermal energy transfer.
(7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:(A) examine and describe oscillatory motion and wave propagation in various types of media;(B) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength;(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;(D) investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect; and(E) describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens.
(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to:(A) describe the photoelectric effect and the dual nature of light;(B) compare and explain the emission spectra produced by various atoms;(C) calculate and describe the applications of mass-energy equivalence; and(D) give examples of applications of atomic and nuclear phenomena using the standard model such as nuclear stability, fission and fusion, radiation therapy, diagnostic imaging, semiconductors, superconductors, solar cells, and nuclear power and examples of applications of quantum phenomena.
Source: The provisions of this §112.39 adopted to be effective August 4, 2009, 34 TexReg 5063; amended to be effective August 27, 2018, 42 TexReg 5052.
§130.224. Anatomy and Physiology (One Credit), Adopted 2015.
(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Biology and a second science credit. Recommended prerequisite: a course from the Health Science Career Cluster. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.
(3) The Anatomy and Physiology course is designed for students to conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology will study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.
(4) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.
(5) Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(6) Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).
(7) A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
(8) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(9) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective manner; and(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team.
(2) The student, for at least 40% of instructional time, conducts field and laboratory investigations 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:(A) demonstrate safe practices during laboratory and field investigations; and(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
(3) The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(4) of this section;(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science are created and new technologies emerge;(D) distinguish between scientific hypotheses and scientific theories;(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;(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, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;(G) analyze, evaluate, make inferences, and predict trends from data; and(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
(4) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. 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;(B) communicate and apply scientific information extracted from various sources such as accredited scientific journals, institutions of higher learning, current events, news reports, published journal articles, and marketing materials;(C) draw inferences based on data related to promotional materials for products and services;(D) evaluate the impact of scientific research on society and the environment;(E) evaluate models according to their limitations in representing biological objects or events; and(F) research and describe the history of science and contributions of scientists.
(5) The student evaluates the energy needs of the human body and the processes through which these needs are fulfilled. The student is expected to:(A) analyze the chemical reactions that provide energy for the body;(B) evaluate the modes, including the structure and function of the digestive system, by which energy is processed and stored within the body;(C) analyze the effects of energy deficiencies in malabsorption disorders as they relate to body systems such as Crohn's disease and cystic fibrosis; and(D) analyze the effects of energy excess in disorders as they relate to body systems such as cardiovascular, endocrine, muscular, skeletal, and pulmonary.
(6) The student differentiates the responses of the human body to internal and external forces. The student is expected to:(A) explain the coordination of muscles, bones, and joints that allows movement of the body;(B) investigate and report the uses of various diagnostic and therapeutic technologies;(C) interpret normal and abnormal contractility conditions such as in edema, glaucoma, aneurysms, and hemorrhage;(D) analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body; and(E) perform an investigation to determine causes and effects of force variance and communicate findings.
(7) The student examines the body processes that maintain homeostasis. The student is expected to:(A) investigate and describe the integration of the chemical and physical processes, including equilibrium, temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis; and(B) determine the consequences of the failure to maintain homeostasis.
(8) The student examines the electrical conduction processes and interactions. The student is expected to:(A) illustrate conduction systems such as nerve transmission or muscle stimulation;(B) investigate the therapeutic uses and effects of external sources of electricity on the body system; and(C) evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion.
(9) The student explores the body's transport systems. The student is expected to:(A) analyze the physical, chemical, and biological properties of transport systems, including circulatory, respiratory, and excretory;(B) determine the factors that alter the normal functions of transport systems; and(C) contrast the interactions among the transport systems.
(10) The student investigates environmental factors that affect the human body. The student is expected to:(A) identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and(B) explore measures to minimize harmful environmental factors on body systems.
(11) The student investigates the structure and function of the human body. The student is expected to:(A) analyze the relationships between the anatomical structures and physiological functions of systems, including the integumentary, nervous, skeletal, muscular, cardiovascular, respiratory, digestive, urinary, immune, endocrine, and reproductive systems;(B) evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;(C) research technological advances and limitations in the treatment of system disorders; and(D) examine characteristics of the aging process on body systems.
(12) The student describes the process of reproduction and growth and development. The student is expected to:(A) explain embryological development of cells, tissues, organs, and systems;(B) identify the functions of the male and female reproductive systems; and(C) summarize the human growth and development cycle.
(13) The student recognizes emerging technological advances in science. The student is expected to:(A) recognize advances in stem cell research such as cord blood use; and(B) recognize advances in bioengineering and transplant technology.
Source: The provisions of this §130.224 adopted to be effective August 28, 2017, 40 TexReg 9123.
(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Biology and a second science credit. Recommended prerequisite: a course from the Health Science Career Cluster. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
(2) The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.
(3) The Anatomy and Physiology course is designed for students to conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology will study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.
(4) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.
(5) Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked.
(6) Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).
(7) A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment.
(8) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
(9) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:(A) demonstrate verbal and non-verbal communication in a clear, concise, and effective manner; and(B) exhibit the ability to cooperate, contribute, and collaborate as a member of a team.
(2) The student, for at least 40% of instructional time, conducts field and laboratory investigations 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:(A) demonstrate safe practices during laboratory and field investigations; and(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
(3) The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:(A) know the definition of science and understand that it has limitations, as specified in subsection (b)(4) of this section;(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories;(C) know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science are created and new technologies emerge;(D) distinguish between scientific hypotheses and scientific theories;(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;(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, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;(G) analyze, evaluate, make inferences, and predict trends from data; and(H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.
(4) The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. 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;(B) communicate and apply scientific information extracted from various sources such as accredited scientific journals, institutions of higher learning, current events, news reports, published journal articles, and marketing materials;(C) draw inferences based on data related to promotional materials for products and services;(D) evaluate the impact of scientific research on society and the environment;(E) evaluate models according to their limitations in representing biological objects or events; and(F) research and describe the history of science and contributions of scientists.
(5) The student evaluates the energy needs of the human body and the processes through which these needs are fulfilled. The student is expected to:(A) analyze the chemical reactions that provide energy for the body;(B) evaluate the modes, including the structure and function of the digestive system, by which energy is processed and stored within the body;(C) analyze the effects of energy deficiencies in malabsorption disorders as they relate to body systems such as Crohn's disease and cystic fibrosis; and(D) analyze the effects of energy excess in disorders as they relate to body systems such as cardiovascular, endocrine, muscular, skeletal, and pulmonary.
(6) The student differentiates the responses of the human body to internal and external forces. The student is expected to:(A) explain the coordination of muscles, bones, and joints that allows movement of the body;(B) investigate and report the uses of various diagnostic and therapeutic technologies;(C) interpret normal and abnormal contractility conditions such as in edema, glaucoma, aneurysms, and hemorrhage;(D) analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body; and(E) perform an investigation to determine causes and effects of force variance and communicate findings.
(7) The student examines the body processes that maintain homeostasis. The student is expected to:(A) investigate and describe the integration of the chemical and physical processes, including equilibrium, temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis; and(B) determine the consequences of the failure to maintain homeostasis.
(8) The student examines the electrical conduction processes and interactions. The student is expected to:(A) illustrate conduction systems such as nerve transmission or muscle stimulation;(B) investigate the therapeutic uses and effects of external sources of electricity on the body system; and(C) evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion.
(9) The student explores the body's transport systems. The student is expected to:(A) analyze the physical, chemical, and biological properties of transport systems, including circulatory, respiratory, and excretory;(B) determine the factors that alter the normal functions of transport systems; and(C) contrast the interactions among the transport systems.
(10) The student investigates environmental factors that affect the human body. The student is expected to:(A) identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and(B) explore measures to minimize harmful environmental factors on body systems.
(11) The student investigates the structure and function of the human body. The student is expected to:(A) analyze the relationships between the anatomical structures and physiological functions of systems, including the integumentary, nervous, skeletal, muscular, cardiovascular, respiratory, digestive, urinary, immune, endocrine, and reproductive systems;(B) evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;(C) research technological advances and limitations in the treatment of system disorders; and(D) examine characteristics of the aging process on body systems.
(12) The student describes the process of reproduction and growth and development. The student is expected to:(A) explain embryological development of cells, tissues, organs, and systems;(B) identify the functions of the male and female reproductive systems; and(C) summarize the human growth and development cycle.
(13) The student recognizes emerging technological advances in science. The student is expected to:(A) recognize advances in stem cell research such as cord blood use; and(B) recognize advances in bioengineering and transplant technology.
Source: The provisions of this §130.224 adopted to be effective August 28, 2017, 40 TexReg 9123.
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