PART 2. TEXAS EDUCATION AGENCY

CHAPTER 112. TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE

The State Board of Education (SBOE) adopts amendments to §§112.1, 112.21, and 112.41 and new §§112.10 - 112.16, 112.17 - 112.20, and 112.31 - 112.39, concerning the Texas essential knowledge and skills (TEKS) for science. The amendments to §§112.1, 112.21, and 112.41 and new §§112.10, 112.17, and 112.31 are adopted without changes to the proposed text as published in the February 13, 2009, issue of the Texas Register (34 TexReg 927) and will not be republished. New §§112.11 - 112.16, 112.18 - 112.20, and 112.32 - 112.39 are adopted with changes to the proposed text as published in the February 13, 2009, issue of the Texas Register (34 TexReg 927). The sections establish the TEKS for science courses in elementary, middle school, and high school. The adopted amendments and new sections establish revised science TEKS for implementation beginning with the 2010-2011 school year.

In January, February, May, September, October, and December 2008, committees were convened to review the science TEKS. In April, May, September, and October 2008, committees were convened to develop TEKS for a new earth and space science course. During the September 2008 meeting, the SBOE received draft recommendations for proposed revisions to the science TEKS. Informal public feedback and feedback from expert reviewers was shared with the science TEKS review committees as they continued to work on their recommendations for proposed revisions in November and December 2008. A discussion item regarding the proposed revisions to 19 TAC Chapter 112 was presented to the Committee of the Full Board during the November 2008 meeting.

The Committee of the Full Board held a public hearing on 19 TAC Chapter 112, Texas Essential Knowledge and Skills for Science, Subchapter A, Elementary, Subchapter B, Middle School, and Subchapter C, High School, on January 21, 2009. At the January 23, 2009, meeting, the SBOE amended and approved the proposed revisions for first reading and filing authorization.

The Committee of the Full Board held a second public hearing on the proposed revisions to 19 TAC Chapter 112, Subchapters A - C, on March 25, 2009. At the March 27, 2009, meeting, the SBOE amended and approved the proposed revisions for second reading and final adoption.

The following changes were made to the proposed revisions to 19 TAC Chapter 112 since published as proposed.

Elementary.

The student expectation in subsection (b)(4)(A) in Kindergarten-Grade 5 that contains supplies and equipment lists was modified to re-order, remove, or add some supplies and equipment.

Grades 3-8 and All High School Courses.

The student expectation in subsection (b)(3)(A) in Grades 3-8 and in subsection (c)(3)(A) in all high school courses was amended to read, "in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student."

§112.12, Grade 1.

The student expectation in subsection (b)(8)(C) in Grade 1 was amended to add the phrase "and day and night."

§112.13, Grade 2.

The student expectation in subsection (b)(7)(A) in Grade 2 was substituted to read as follows: "observe and describe rocks by size, texture, and color."

The student expectation in subsection (b)(8)(D) in Grade 2 was substituted to read as follows: "observe, describe, and record patterns of objects in the sky, including the appearance of the Moon."

§112.14, Grade 3.

The student expectation in subsection (b)(6)(A) in Grade 3 was amended by inserting the word "mechanical" after the word "including."

The student expectation in subsection (b)(6)(B) in Grade 3 was substituted to read as follows: "demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons."

The knowledge and skills statement in subsection (b)(8) in Grade 3 was amended by substituting the phrase "in the Sun, Earth, and Moon system" with "among objects in the sky."

The following student expectation was added in Grade 3 as subsection (b)(8)(D): "identify the planets in Earth's solar system and their position in relation to the Sun."

The student expectation in subsection (b)(10)(B) in Grade 3 was amended by substituting the words "from the" with "in response to living in a certain."

The student expectation in subsection (b)(10)(C) in Grade 3 was amended by substituting the word "mealworms" with "frogs."

§112.15, Grade 4.

The knowledge and skills statement in subsection (b)(6) in Grade 4 was amended by substituting the word "occurs" with "exists."

The student expectation in subsection (b)(6)(A) in Grade 4 was amended by inserting the word "mechanical" after the word "including" and substituting the word "electrical" for "electricity."

The student expectation in subsection (b)(6)(D) in Grade 4 was substituted to read as follows: "design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism."

The student expectation in subsection (b)(8)(A) in Grade 4 was substituted to read as follows: "measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key."

The student expectation in subsection (b)(8)(C) in Grade 4 was amended by striking the phrase "in the reflection of sunlight," and adding the words "tides, seasons."

The student expectation in subsection (b)(9)(A) in Grade 4 was substituted to read as follows: "investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food."

§112.16, Grade 5.

The student expectation in subsection (b)(6)(A) in Grade 5 was amended by inserting the word "mechanical" after the word "including."

The following student expectation was added in Grade 5 as subsection (b)(6)(D): "design an experiment that tests the effect of force on an object."

The following student expectation was added in Grade 5 as subsection (b)(8)(D): "identify and compare the physical characteristics of the Sun, Earth, and Moon."

§112.18, Grade 6.

The student expectation in subsection (b)(2)(A) in Grade 6 was amended by adding the words "comparative and" to "descriptive investigations."

The student expectation in subsection (b)(5)(D) in Grade 6 was amended by substituting the word "compounds" with "a new substance."

The student expectation in subsection (b)(8)(B) in Grade 6 was amended by striking the word "motion" and adding the word "position."

The following student expectation was added in Grade 6 as subsection (b)(8)(E): "investigate how inclined planes and pulleys can be used to change the amount of force to move an object."

§112.19, Grade 7.

The student expectation in subsection (b)(2)(A) in Grade 7 was amended by adding the words "comparative and" to "descriptive investigations."

The student expectation in subsection (b)(7)(B) in Grade 7 was substituted to read as follows: "illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion."

The student expectation in subsection (b)(12)(A) in Grade 7 was amended by substituting the phrase "are adapted to perform" with "have adaptations that allow."

The student expectation in subsection (b)(14)(C) in Grade 7 was amended by adding the words "in the nucleus."

§112.20, Grade 8.

The student expectation in subsection (b)(2)(A) in Grade 8 was amended by adding the words "comparative and" to "descriptive investigations."

The student expectation in subsection (b)(2)(B) in Grade 8 was amended by adding the words "comparative and" to "experimental investigations."

The student expectation in subsection (b)(7)(C) in Grade 8 was amended by substituting the words "lunar cycle to its" with "position of the Moon and Sun to their."

High school.

A student expectation in subsection (c)(1) was modified where needed to read as follows: "demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials."

A student expectation in subsection (c)(3) was modified where needed to read as follows: "draw inferences based on data related to promotional materials for products and services."

A student expectation in subsection (c)(3) was modified where needed to read as follows: "communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials."

§112.32, Aquatic Science.

The student expectation in subsection (c)(3)(F) in Aquatic Science was substituted to read as follows: "research and describe the history of aquatic science and contributions of scientists."

§112.34, Biology.

The student expectation in subsection (c)(2)(C) in Biology was amended by substituting the words "new areas or science" with "new areas of science."

The student expectation in subsection (c)(2)(E) in Biology was amended by substituting the phrase "investigative procedures" with "descriptive, comparative, and experimental investigations."

The following student expectation was added in Biology as subsection (c)(3)(F): "research and describe the history of biology and contributions of scientists."

The following student expectation in subsection (c)(7)(B) was stricken in Biology: "analyze and evaluate the sufficiency or insufficiency of common ancestry to explain the sudden appearance, stasis, and sequential nature of groups in the fossil record." Also in Biology, the following student expectation in subsection (c)(7)(B) was added: "analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record."

The following student expectation was added in Biology as subsection (c)(7)(G): "analyze and evaluate scientific explanations concerning the complexity of the cell."

The following student expectation was added in Biology as subsection (c)(9)(D): "analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life."

§112.35, Chemistry.

The student expectation in subsection (c)(1)(A) in Chemistry was substituted to read as follows: "demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers."

The student expectation in subsection (c)(10)(G) in Chemistry was amended to correct the spelling of the name "Lowery" with "Lowry."

§112.36, Earth and Space Science.

The student expectation in subsection (c)(4)(A) in Earth and Space Science was amended by substituting the phrase "the concept of an expanding universe that originated about 14 billion years ago" with "current theories of the evolution of the universe, including estimates for the age of the universe."

The student expectation in subsection (c)(5)(B) in Earth and Space Science was amended by substituting the words "sources of heat" with "thermal energy sources."

The student expectation in subsection (c)(6)(A) in Earth and Space Science was amended by inserting the words "that could have occurred."

The student expectation in subsection (c)(7)(B) in Earth and Space Science was amended by striking the phrase "apply radiometric dating methods that can be used to" and adding the phrase "using radiometric dating methods."

The student expectation in subsection (c)(8)(A) in Earth and Space Science was substituted to read as follows: "analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data."

The student expectation in subsection (c)(13)(F) in Earth and Space Science was amended by adding the phrase "given the complexity of living systems."

§112.37, Environmental Systems.

The student expectation in subsection (c)(9)(G) in Environmental Systems was substituted to read as follows: "analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production."

The following student expectation was added in Environmental Systems as subsection (c)(9)(H): "analyze and evaluate different views on the existence of global warming."

§112.38, Physics.

The student expectation in subsection (c)(5)(C) in Physics was amended by substituting the words "their centers" with "them."

The Texas Education Agency determined that the rule actions will have no direct adverse economic impact for small businesses or microbusinesses; therefore, no regulatory flexibility analysis, specified in Texas Government Code, §2006.002, is required.

In accordance with the Texas Education Code, §7.102(f), the SBOE approved this rule action for adoption by a vote of two-thirds of its members to specify an effective date earlier than the beginning of the 2009-2010 school year. The earlier effective date will allow districts to begin preparing for implementation in the 2009-2010 school year and will provide for appropriate alignment with the new end-of-course exam development schedule. The effective date is 20 days after filing as adopted.

Following is a summary of public comments and corresponding responses regarding the proposed revisions to 19 TAC Chapter 112, Subchapters A - C.

Comment. One teacher expressed support for an emphasis on empirical data at the elementary grades.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the elementary TEKS are precise in providing examples for each objective.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the explicit expectation of investigative time in the elementary curriculum was helpful and agreed with the percentages used in the revisions.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Thirty-seven teachers, one administrator, two parents, and two community members commented that the percentage of time spent on classroom and outdoor investigations should be increased to 80% in all elementary grades.

Response. The SBOE disagreed and determined that the revised TEKS contained the appropriate percentage of time spent in classroom and outdoor investigations for each grade level.

Comment. One teacher expressed support for increased specificity at the elementary grades.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the concept of changes in materials caused by heating and cooling repeats throughout the grades with not enough difference in rigor to warrant so much repeatability.

Response. The SBOE disagreed and determined that the references to changes in materials caused by heating and cooling are appropriately placed in elementary grades in the revised TEKS.

Comment. One teacher commented that the proposed elementary TEKS reflect solid, teachable science for the Kindergarten-Grade 5 student.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the topic of magnets was repeated in many elementary grades.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and properly sequenced the topic of magnets throughout the grades.

Comment. One teacher commented that the quantity of science equipment was great and was a budget concern in the elementary grades.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. One teacher expressed opposition to the deletion of the systems TEKS in all grade levels.

Response. The SBOE disagreed and determined that the organizing concept of systems is integrated throughout the revised elementary TEKS.

Comment. One teacher commented that the concepts of the age of the world and reproduction as a basic need of life should be taught at the elementary grades.

Response. The SBOE disagreed and determined that the current placement of these concepts in secondary grades of the revised TEKS was more appropriate for these science concepts.

Comment. One teacher commented that the proposed elementary TEKS are broad and shallow.

Response. The SBOE disagreed and determined that the revised elementary TEKS had appropriate breadth and depth.

Comment. One teacher commented that the elementary TEKS should include more authentic tasks.

Response. The SBOE disagreed. Under statute, TEC, §28.002(i), the SBOE may not adopt rules that designate the methodology used by a teacher.

Comment. One teacher expressed opposition to the recommended percentages of science investigations in the proposed elementary TEKS.

Response. The SBOE disagreed and determined that the recommended percentages for classroom and laboratory investigations in the revised elementary TEKS were appropriate.

Comment. One teacher commented that the TAKScope lessons in science should be included.

Response. The SBOE disagreed. Under statute, TEC, §28.002(i), the SBOE may not adopt rules that designate the methodology used by a teacher.

Comment. One teacher commented that the laboratory and field language in the proposed elementary introduction is not strong enough to compel instruction.

Response. The SBOE disagreed. Under statute, TEC, §28.002(j), the SBOE may only require, by rule, a specific amount or percentage of time in a secondary science course that must be laboratory instruction.

Comment. One teacher commented that elementary children need to be provided environmental education outdoors and expressed support for the inclusion of 50% laboratory and field investigations.

Response. The SBOE agreed. The revised elementary TEKS state that, "the student conducts classroom and outdoor investigations." The introductions for each grade level include a recommendation for the percentage of time to be spent on laboratory and field investigations.

Comment. One teacher commented that the proposed elementary revisions are more detailed and to the point.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Six teachers commented that the proposed elementary TEKS need more mention of the solar system and order of planets.

Response. The SBOE agreed and strengthened the student expectations that address the solar system and planets. The SBOE also took action to approve changes to respond to this and other comments.

Comment. One teacher commented that the proposed elementary TEKS do not mention planets, only the Earth, Moon, and Sun system.

Response. The SBOE agreed and strengthened the student expectations that address planets. The SBOE also took action to approve additional changes to respond to this and other comments.

Comment. One teacher commented that if we all truly follow this very sensible approach to teaching science as found in the proposed TEKS, fifth grade teachers would simply reinforce what students discovered through logical, concrete, and expanding exposure to science concepts.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to this and other comments.

Comment. One teacher expressed concerned that the average teacher would not be able to easily interpret the elementary TEKS the way they are written.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and were grade-level specific. Further clarification of the standards should occur during curriculum development and professional development.

Comment. One teacher commented that the proposed elementary TEKS should specify time in minutes per week that students should spend in science by grade level and have some kind of accountability.

Response. The SBOE disagreed. Under statute, TEC, §28.002(i), the SBOE may not adopt rules that designate the time spent by a teacher or a student on a particular task or subject.

Comment. One teacher commented that gloves are not necessary at the elementary level.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. Two teachers commented that the order of the proposed elementary TEKS should be shifted so that the life science TEKS follow the section on process skills.

Response. The SBOE disagreed. The order of topics in the revised TEKS would not prevent educators from delivering instruction in a sequence that is effective in their classrooms.

Comment. Two teachers commented that "inexhaustible" resources should be included in the proposed elementary TEKS.

Response. The SBOE disagreed and determined that the use of only the terms "renewable" and "non-renewable" would be more clear and better understood.

Comment. One teacher commented that the materials and equipment for sifting should be added to the lists of tools in the proposed elementary TEKS.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. School districts may use additional equipment at their discretion. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. One teacher commented that the concept of vibrations producing sound was not represented in the proposed elementary TEKS.

Response. The SBOE determined that the presentation of energy, including sound energy, was appropriate as written in the revised elementary TEKS.

Comment. One teacher expressed support for inclusion of recycling and alternative energy concepts in the proposed elementary TEKS.

Response. The SBOE agreed. The SBOE retained the references to recycling and alternative energy in the revised elementary TEKS.

Comment. Twelve administrators and two university/college staff commented that the Kindergarten introduction be replaced and recommended text relating to the study of elementary science.

Response. The SBOE disagreed and determined that the introduction to the revised Kindergarten TEKS was sufficient and appropriate as written.

Comment. Twelve administrators and two university/college staff commented that numbers in the Kindergarten introductory paragraphs should be shifted to allow the time statement to stand alone, as follows: (4) Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time.

Response. The SBOE disagreed and determined that the introduction to the TEKS was sufficient and appropriate as written.

Comment. One teacher commented that "on a daily basis" should be changed to "one consistent week of each month" to show patterns in seasonal changes throughout the year in Kindergarten.

Response. The SBOE disagreed. The instructional delivery may be adjusted at the local level to best meet the needs of students and teachers.

Comment. One teacher commented that Kindergarten students should be using thermometers.

Response. The SBOE agreed. The revised TEKS include a demonstration thermometer in the list of suggested tools at the Kindergarten level.

Comment. One teacher commented that in Kindergarten, classroom and outdoor investigations should be 70% of the instructional time.

Response. The SBOE disagreed. The proposed revised TEKS include a recommendation that districts facilitate classroom and outdoor investigations for at least 80% of instructional time at the Kindergarten level.

Comment. One teacher commented that in Kindergarten, the following language should be moved from the introduction to a knowledge and skills statement, "The student for at least 80% of instructional time, conducts investigations in the classroom and outdoor investigations following home and school safety procedures."

Response. The SBOE disagreed. Under statute, TEC, §28.002(j), the SBOE may only require, by rule, a specific amount or percentage of time in a secondary science course that must be laboratory instruction.

Comment. Two hundred and sixty-six teachers commented that a student expectation in Kindergarten should read, "demonstrate how to use and conserve materials such as conserving water and reusing or recycling of paper."

Response. The SBOE disagreed and determined that the revised TEKS appropriately included the use, conservation, and reuse or recycling of plastic and metal, as well as paper.

Comment. One teacher commented that standard units of measurement, as well as nonstandard units, should be included in the proposed Kindergarten TEKS.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Two hundred and sixty-six teachers commented that a student expectation in Kindergarten should be simplified to remove the portion of the expectation that required students to make predictions based on observations and to simply expect students to make observations of patterns in nature such as the shapes of leaves.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Twelve administrators and two university/college staff commented that a student expectation in Kindergarten should be changed to, "explore what scientists do and how they investigate things in the natural world and use tools to help in their investigations."

Response. The SBOE disagreed and retained the proposed student expectation, "describe what scientists do," which would not prohibit educators from making connections between what scientists do with the science students are learning.

Comment. Ten teachers commented that timing devices should be removed from the proposed Kindergarten TEKS.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. Two hundred and sixty-six teachers commented that tools in Kindergarten should not include cameras, terrariums, aquariums, weather instruments (unless specified), clocks, collection nets, and nonstandard measuring items.

Response. The SBOE agreed that cameras should be removed from the equipment list but disagreed with additional recommended adjustments to the list and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE also took action to approve the proposal with additional changes in response to other comments.

Comment. Two hundred and sixty-six teachers commented that relative size and mass are not developmentally correct vocabulary for Kindergarten students.

Response. The SBOE disagreed and determined that the revised TEKS are grade appropriate and clearly written.

Comment. Twelve administrators and two university/college staff commented that a student expectation in Kindergarten should be changed to, "explore different forms of energy such as light, heat, and sound."

Response. The SBOE disagreed and determined that the phrase, "use the five senses to explore. . ." was an appropriate expectation.

Comment. Ten teachers commented that additional examples of movement, "such as a push or pull," should be added to the physical sciences in Kindergarten.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and included sufficient examples of movement.

Comment. Twelve administrators and two university/college staff commented that in Kindergarten, a student expectation should be revised to read, "observe and describe properties of water."

Response. The SBOE disagreed and determined that the revised TEKS included appropriate references regarding water.

Comment. Two hundred and sixty-six teachers commented that in Kindergarten, students should, "observe and describe objects in the sky such as the Moon and Sun." The reference to "stars" and "clouds" should be removed from the proposed student expectation.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate with the reference to stars and clouds.

Comment. Two teachers, nine administrators, and two university/college staff commented that in Kindergarten, the same text as Grade 3, as follows, should also be used: "The student knows that organisms undergo similar life processes and have structures that help them survive within their environments."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity.

Comment. Nine administrators and two university/college staff commented that in Kindergarten, the student expectation, "identify ways that young plants resemble the parent plant," should be deleted.

Response. The SBOE disagreed and determined that the revised student expectation was appropriate and provided necessary content for students.

Comment. One teacher commented that the skills in Grade 1 are not age appropriate, nor do they engage students in meaningful learning for their age.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate for Grade 1 students and retained the scientific investigation and reasoning process skills.

Comment. Ten administrators and two university/college staff commented that the introduction of Grade 1 be replaced and recommended text relating to the study of elementary science.

Response. The SBOE disagreed and determined that the introduction to the revised Grade 1 TEKS was sufficient and appropriate as written.

Comment. Ten administrators and two university/college staff commented that numbers in the introductory paragraphs of Grade 1 should be shifted to allow the 80% time statement to stand alone.

Response. The SBOE disagreed and determined that the introduction to the revised Grade 1 TEKS was sufficient and appropriate as written.

Comment. Two hundred and fifty-eight teachers expressed opposition to the inclusion of plastics in the list of materials reused or recycled in Grade 1.

Response. The SBOE disagreed and determined that the revised TEKS appropriately included the use, conservation, and reuse or recycling of plastics as well as other materials.

Comment. One teacher questioned the relevancy of finding a home for a classroom pet in Grade 1.

Response. The SBOE disagreed and determined that the examples, which are designated by the phrase "such as" in the revised TEKS, are appropriate.

Comment. Ten administrators and two university/college staff commented that students in Grade 1 should demonstrate how scientists investigate the natural world.

Response. The SBOE disagreed and determined that the revised student expectation, "describe what scientists do," was appropriate and may be inclusive of "how" scientists investigate and use tools.

Comment. Two hundred and fifty-eight teachers commented that the following items should be deleted from the Grade 1 tool list: nonstandard measuring items, clocks, cameras, terrariums and aquariums, collecting nets, and weather instruments (unless specified).

Response. The SBOE agreed that cameras should be deleted from the Grade 1 equipment list and determined that wind socks should replace weather vanes. The SBOE disagreed with the additional recommended changes and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE also took action to approve the proposal with additional changes in response to other comments.

Comment. One teacher expressed opposition to five-year-olds exploring magnets.

Response. The SBOE disagreed and determined that the revised TEKS contain knowledge and skills that are appropriate for Grade 1.

Comment. Two hundred and fifty-eight teachers commented that cameras should be removed from the tool list in Grade 1.

Response. The SBOE agreed and took action to amend the language in subsection (b)(4)(A) in Grade 1 to remove cameras from the list of tools.

Comment. Ten teachers commented that the heating and cooling reference in Grade 1 should read, "the addition or reduction of heat."

Response. The SBOE disagreed and determined that the reference to heating and cooling was appropriate.

Comment. Ten teachers commented that in Grade 1, students should "explore" rather than "identify and discuss" different forms of energy such as light, heat, and sound.

Response. The SBOE disagreed and determined that the revised TEKS contained skills and expectations that were appropriate for Grade 1.

Comment. Two hundred and fifty-eight teachers commented that in Grade 1, students should "explore" rather than "predict and describe" how a magnet can be used to push or pull an object.

Response. The SBOE disagreed and determined that the revised TEKS contained skills and expectations that were appropriate for Grade 1.

Comment. Ten teachers commented that the student expectation in Grade 1 relating to the movement of objects should state "such as a push or pull."

Response. The SBOE disagreed and determined that the revised TEKS contained sufficient examples such as moving in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

Comment. One teacher commented that it was difficult to determine what "gather evidence" looked like in Grade 1.

Response. The SBOE disagreed and determined that the language in the revised TEKS contained adequate clarification.

Comment. Two hundred and fifty-eight teachers commented that in Grade 1, students should "record weather information including temperature such as hot and cold, clear or cloudy, and rainy or icy" to be more developmentally appropriate in language and concepts.

Response. The SBOE disagreed and determined that the language of revised TEKS was clear and appropriate.

Comment. One teacher commented that the student expectation in Grade 1 where students "record changes" of the Moon and stars was not appropriate and that students should start with clouds.

Response. The SBOE disagreed and determined that this student expectation was appropriate and would not prevent a teacher from asking students to observe and record changes in clouds.

Comment. Two hundred and fifty-eight teachers commented that the proposed Grade 1 TEKS should include, "observe and describe objects in the sky such as the Moon and Sun" and delete reference to the clouds and stars.

Response. The SBOE disagreed and determined that the reference to the clouds and stars as examples was appropriate.

Comment. Two hundred and fifty-eight teachers commented that a student expectation in Grade 1 should be expanded to include characteristics of day and night.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(C) in Grade 1 to include characteristics of day and night.

Comment. Two hundred and fifty-eight teachers commented that in Grade 1, asking students to "demonstrate that air is all around us and observe that wind is moving air" was not developmentally appropriate.

Response. The SBOE disagreed and determined that this student expectation was reasonable and grade appropriate.

Comment. Ten administrators and two university/college staff commented that a knowledge and skills statement in Grade 1 should be revised to read, "The student knows that the living environment is composed of relationships between organisms." The commenters stated that the reference to life cycles should be deleted from the proposed statement.

Response. The SBOE disagreed and determined that the language on life cycles was appropriate.

Comment. One teacher commented that aquariums/terrariums would be very expensive for every elementary classroom, though ideal.

Response. The SBOE disagreed and determined that the revised Grade 1 TEKS contained appropriate equipment and supply lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. Two hundred and fifty-eight teachers commented that the proposed TEKS in Grade 1 related to energy transfer through food chains was not developmentally appropriate.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented that interdependence among living organisms in the Grade 1 TEKS was too complex.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. Two teachers, nine administrators, and two university/college staff commented that the concept of organisms resembling their parents should be deleted from the Grade 1 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and provided fundamental life science information for students.

Comment. Nine administrators and two university/college staff suggested adding the word "many" to a Grade 1 student expectation so it reads, "compare ways that many young animals resemble their parents."

Response. The SBOE disagreed and determined that this student expectation was appropriate as written and did not need an additional descriptor.

Comment. One teacher commented that the word "chicken" should be removed from a student expectation in Grade 1 that addresses life cycles.

Response. The SBOE disagreed and determined that the student expectation provided examples, indicated by the phrase "such as," to allow flexibility in implementation at the local level.

Comment. One teacher commented that the use of the term "system" only in the life science area of the Grade 1 TEKS will lead to teacher misconceptions.

Response. The SBOE disagreed and determined that many recurring themes, such as systems, may be used in the earth science and physical science areas. The revised TEKS do not limit the theme of systems to be only used in the life science area.

Comment. Nine administrators and two university/college staff commented that a section in the Grade 2 introduction should be replaced and recommended text relating to the study of elementary science.

Response. The SBOE disagreed and determined that the introduction of the revised TEKS was sufficient, appropriate, and did not need additional details.

Comment. Thirty-seven teachers, one administrator, two parents, and two community members commented that the last sentence of introduction paragraph (3) in Grade 2 should be revised to read, "Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time."

Response. The SBOE disagreed and determined that the recommended percentages of time for classroom and outdoor investigations in the revised TEKS were appropriate for Grade 2.

Comment. Eight administrators and two university/college staff commented that a section of the introduction in Grade 2 should be shifted to allow the time statement regarding classroom and outdoor investigation to stand alone, as follows: (4) Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of instructional time.

Response. The SBOE disagreed and determined that the introduction to the revised Grade 2 TEKS was sufficient and appropriate as written.

Comment. Eight administrators and two university/college staff commented that a portion of the introduction in Grade 2 be edited to read, "demonstrate position, frame of reference, and a change in position and motion."

Response. The SBOE disagreed and determined that the introductory language, in which students are expected to "demonstrate a change in motion and position," was appropriate in clarity and rigor.

Comment. One teacher commented that the following language should be moved from the introduction to a knowledge and skills statement in the Grade 2 TEKS: "The student for at least 60% of instructional time conducts investigations in the classroom and outdoor investigations following home and school safety procedures."

Response. The SBOE disagreed. Under statute, TEC, §28.002(j), the SBOE may only require, by rule, a specific amount or percentage of time in a secondary science course that must be laboratory instruction.

Comment. One teacher commented that it was important to intentionally connect what scientists do with the science the students are learning.

Response. The SBOE disagreed and retained the student expectation, "describe what scientists do," which would not prohibit educators from making connections between what scientists do with the science students are learning.

Comment. One hundred and fifty-seven teachers commented that terrariums, aquariums, clocks, and collection nets should be deleted from the list of tools found in the Grade 2 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. Ten teachers commented that the word "relative" should be removed from the student expectation in Grade 2 that reads, "classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid." The teachers also commented that "magnetism" should be added to this list of physical properties.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and provided sufficient examples of physical properties.

Comment. Two hundred and sixty teachers supported a student expectation in Grade 2 relating to classification of matter by physical properties.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Ten teachers commented that the phrase "heating and cooling" should be replaced with "the addition or reduction of heat" in Grade 2.

Response. The SBOE disagreed and determined that use of the term "heating and cooling" was appropriate for this grade level.

Comment. Two hundred and sixty teachers commented that the phrase "justify the selection of those materials based on their physical properties" was not developmentally appropriate for Grade 2.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. Eight administrators and two university/college staff commented that a student expectation in Grade 2 should be replaced with, "demonstrate that everyday objects can use or produce light, heat, or sound energy."

Response. The SBOE disagreed and determined that the revised TEKS were clear and appropriate.

Comment. One teacher commented that a student expectation in Grade 2, "investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter" was not developmentally appropriate.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented that a student expectation in Grade 2, "investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter" was unclear.

Response. The SBOE disagreed and determined that the revised TEKS were clear and appropriate.

Comment. One administrator commented that magnets are repeated and that scaffolding was appropriate; repeating content was not in the Grade 2 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and presented magnets in a developmentally sequenced manner.

Comment. Ten teachers commented that magnetism should be moved from the section on force, motion, and energy to the section on matter and energy.

Response. The SBOE disagreed and determined that the revised TEKS included appropriate placement of references to magnetism.

Comment. One teacher commented that the phrase, "tracing the changes in the position of an object over time" needs more clarification in the Grade 2 student expectation.

Response. The SBOE disagreed. Definition of the standards should occur during curriculum development and professional development.

Comment. Eight administrators and two university/college staff commented that a student expectation in Grade 2 should be revised to read, "trace the changes in the position relative to a frame of reference of an object. . ."

Response. The SBOE disagreed and determined that the revised TEKS were clear and specific.

Comment. Five teachers commented that a student expectation in Grade 2 should be edited to read, "compare patterns of movement of objects such as sliding, rolling, spinning, and balancing."

Response. The SBOE disagreed and determined that the addition of the concept of "balancing" in the revised TEKS was not necessary.

Comment. Two hundred and sixty teachers commented that a student expectation in Grade 2 should be edited to read, "observe and describe rocks by size, texture, and color."

Response. The SBOE agreed and took action to amend subsection (b)(7)(A) in Grade 2 as recommended.

Comment. One teacher questioned how the average student would really observe a boulder and compare it to rocks as described in the Grade 2 TEKS.

Response. The SBOE agreed and took action to amend the language in subsection (b)(7)(A) in Grade 2 to delete the references to boulders and gravel.

Comment. Two hundred and sixty teachers commented that a student expectation in Grade 2, "distinguishing between natural and manmade resources" should be deleted.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Two hundred and sixty teachers commented that a student expectation in Grade 2 should be edited to read, "measure, record, and graph weather information including temperature, wind conditions, and cloud cover in order to identify patterns in the data."

Response. The SBOE disagreed and determined that the revised TEKS, including measuring precipitation, were grade level specific and attainable by the general student.

Comment. One teacher commented that the student expectation, "observe, describe, and record patterns caused by objects in the sky, including shadows and the appearance of the moon" may lead to the misconception that the phases of the Moon are caused by the Earth and needs to be clarified in the Grade 2 TEKS.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(D) in Grade 2 to read, "observe, describe, and record patterns of objects in the sky, including the appearance of the Moon."

Comment. Ten teachers commented that they would prefer a more clear explanation of how the shadows should be interpreted as phases of the Moon in the Grade 2 TEKS.

Response. The SBOE agreed and revised the student expectation in subsection (b)(8)(D) in Grade 2 to delete the reference to shadows.

Comment. Two hundred and sixty teachers commented that a student expectation in Grade 2 should be edited to read, "observe, describe, and record patterns caused by objects in the sky including the appearance of the Moon."

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(D) in Grade 2 to read, "observe, describe, and record patterns of objects in the sky, including the appearance of the Moon."

Comment. Two hundred and sixty-one teachers commented that a student expectation in Grade 2 should be edited to read, "identify factors in the environment including temperature that affect growth of living things."

Response. The SBOE disagreed and determined that this student expectation provided more details and examples regarding factors that affect growth and behavior.

Comment. Six administrators and two university/college staff suggested deleting the phrase "organisms resemble their parents" from the Grade 2 TEKS.

Response. The SBOE disagreed and determined that the phrase "organisms resemble their parents" was appropriate.

Comment. One administrator commented that the concept that organisms resemble parents should remain in the Grade 2 TEKS.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Two hundred and sixty teachers commented that the word "unique" was not developmentally appropriate and should be deleted from the Grade 2 TEKS.

Response. The SBOE disagreed and determined that the language in the revised TEKS was clear and appropriate.

Comment. One teacher commented that the recurring themes in the Grade 3 introduction are patterns, relationships, and cycles. The teacher stated that there was no systems theme (explicitly) mentioned in the proposed TEKS.

Response. The SBOE disagreed. The introduction of the revised TEKS in Grade 3 does include systems as a recurring theme, in addition to patterns, cycles, models, change, and constancy.

Comment. Nine administrators and two university/college staff commented that the Grade 3 introduction be replaced and recommended text relating to the study of elementary science.

Response. The SBOE disagreed and determined that the introduction of the revised TEKS was sufficient and appropriate.

Comment. Thirty-seven teachers, one administrator, two parents, and two community members commented that the last sentence of the Grade 3 introduction paragraph (3) be revised to read, "Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time."

Response. The SBOE disagreed and determined that the recommended percentages of time for classroom and outdoor investigations in the revised TEKS were appropriate.

Comment. Nine administrators and two university/college staff commented that the Grade 3 introduction be separated to allow the time statement to stand alone.

Response. The SBOE disagreed and determined that the introduction to the revised Grade 3 TEKS was sufficient and appropriate as written.

Comment. One teacher commented that the statement, "The student for at least 60% of instructional time, conducts investigations in the classroom and outdoor investigations following home and school safety procedures," should be moved to a student expectation in the Grade 3 TEKS.

Response. The SBOE disagreed. Under statute, TEC, §28.002(j), the SBOE may only require, by rule, a specific amount or percentage of time in a secondary science course that must be laboratory instruction.

Comment. Two hundred and fifty-three teachers commented that maps are not aligned with other content area TEKS for Grade 3.

Response. The SBOE disagreed and determined that this student expectation was appropriate, reasonable, and attainable by the general student in Grade 3.

Comment. Two hundred and fifty-three teachers commented that hot plates are not safe and should be removed from the equipment list in Grade 3. Sound recorders, terrariums, and aquariums should also be deleted from the list of tools. Spring scales should be added to the list of tools in order to measure force.

Response. The SBOE agreed and took action to amend subsection (b)(4)(A) in Grade 3 to include spring scales. The SBOE disagreed with the removal of other items from the list and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE also took action to approve the proposal with additional changes in response to other comments.

Comment. Two hundred and fifty-three teachers commented that in Grade 3, gloves are not needed since there are no hot plates listed on the equipment list.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. Ten teachers commented that in Grade 3, the phrase "heating and cooling" should be replaced with "the addition or reduction of heat."

Response. The SBOE disagreed and determined that the reference to "heating and cooling" was appropriate for this grade level.

Comment. One teacher commented that the concept of vibrations producing sound was not represented anywhere in elementary TEKS.

Response. The SBOE disagreed and determined that the coverage of energy, including sound energy, through exploring and differentiating forms of energy, was appropriate in the revisions to the elementary TEKS.

Comment. Two hundred and fifty-three teachers commented that in Grade 3, mechanical energy should be included in the forms of energy that students explore.

Response. The SBOE agreed and took action to amend subsection (b)(6)(A) in Grade 3 to include mechanical energy. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Two hundred and fifty-two teachers commented that in Grade 3, a student expectation on position and motion should be changed to "show work being done" and that the example of "pulleys and wagons" should replace "cars."

Response. The SBOE agreed and took action to amend subsection (b)(6)(B) in Grade 3 to include the phrase "show work being done" and examples of "pulleys and wagons." The SBOE also took action to approve additional changes to respond to other comments.

Comment. Eleven administrators and two university/college staff commented that in Grade 3, the concept of position relative to a frame of reference should be included.

Response. The SBOE disagreed and determined that the student expectation relating to position and motion needed no additional clarification with respect to frame of reference.

Comment. One teacher commented that magnetism was already covered in the "matter and energy" strand and does not need to be repeated in the "force, energy and motion" strand of the TEKS in Grade 3, and that the concepts of "push or pull, equilibrium, electricity" should be included, as recommended in national standards.

Response. The SBOE disagreed and determined that the revised TEKS appropriately address the concept of magnetism in two strands of Grade 3. The SBOE also disagreed that additional descriptors were needed.

Comment. One teacher commented that in Grade 3, the formation of soil by weathered rock and decomposing organic matter was probably too abstract for students.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented that in Grade 3, students were perhaps not ready to cognitively comprehend the Earth/Moon/Sun system.

Response. The SBOE agreed and took action to amend subsection (b)(8) in Grade 3 to read, "The student knows there are recognizable patterns in the natural world and among objects in the sky."

Comment. Two hundred and fifty-three teachers commented that in Grade 3, students should, "use models that demonstrate the characteristics and relationship of the planets and the Sun, Earth and Moon system including orbit and position in order to align astronomy concepts."

Response. The SBOE agreed and took action to amend subsection (b)(8) in Grade 3 to add another student expectation as paragraph (8)(D) that reads, "identify the planets in Earth's solar system and their position in relation to the Sun." In addition, the use of models to represent the natural world was already included the revised TEKS.

Comment. One teacher commented that in Grade 3, the genetic connection is an important concept and that the statement "organisms resemble their parents" should remain in the TEKS.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Two hundred and fifty-two teachers commented that in Grade 3, the concept, "students explore some characteristics of organisms are inherited and some behaviors are learned from the environment" was not developmentally appropriate.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student. The SBOE took action to clarify this language by amending subsection (b)(10)(B) in Grade 3 to include, " behaviors are learned in response to living in a certain environment."

Comment. Two hundred and fifty-three teachers commented that in Grade 3, students should learn the life cycle of the frog, rather than the mealworm.

Response. The SBOE agreed and took action to amend the language in subsection (b)(10)(C) in Grade 3 to replace mealworms with frogs.

Comment. One teacher commented that in Grade 4, the focus of the introduction in subsection (a) seemed to be earth science with some life science. The new emphasis placed on the use of models to understand systems was very helpful.

Response. The SBOE agreed. The SBOE also took additional action to respond to other comments.

Comment. A community representative commented that in Grade 4, the introduction in paragraph (1) should be replaced and recommended text relating to scientific hypotheses and theories.

Response. The SBOE disagreed and determined that the introduction of the revised TEKS was sufficient and appropriate.

Comment. Nine administrators and two university/college staff commented that in Grade 4, the introduction in paragraph (3) should be replaced and recommended text relating to the study of elementary science.

Response. The SBOE disagreed and determined that the introduction of the revised TEKS was sufficient and appropriate.

Comment. Nine administrators and two university/college staff commented that the instructional time recommendation should stand alone in the introduction of the Grade 4 TEKS.

Response. The SBOE disagreed and determined that the introduction to the revised Grade 4 TEKS was sufficient and appropriate as written.

Comment. Thirty-seven teachers, one administrator, two parents, and two community representatives commented that the last sentence in the introduction in paragraph (3) of Grade 4 TEKS should read, "Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time."

Response. The SBOE disagreed and determined that the recommended percentages of time for classroom and outdoor investigations in the revised TEKS were appropriate.

Comment. Two teachers and two university/college staff commented that the fourth introductory paragraph needs to be restored in the Grade 4 TEKS, to read, "All grade levels should address the physical, natural, and living environments." The commenters recommended that subsequent paragraphs that begin with "within the natural environment" and "within the living environment" be renumbered. The commenters further suggested the addition of a new statement to read, "within the physical environment, students learn to measure physical properties of matter and to compare and contrast a variety of mixtures and solutions" followed by "the students explore different forms of energy."

Response. The SBOE disagreed and determined that the introduction to the revised TEKS was sufficient and appropriate.

Comment. Nine administrators and two university/college staff suggested the deletion of a sentence in the introduction of the Grade 4 TEKS that reads, "The students will design an experiment to test the effect of force on objects."

Response. The SBOE disagreed and determined that the revised TEKS introduction was adequate and appropriate.

Comment. One teacher suggested editing a knowledge and skills statement in Grade 4 related to conducting scientific investigations to read, "Scientific investigation and reasoning. The student, for at least 50% of instructional time, conducts investigations in the classroom."

Response. The SBOE disagreed. Under statute, TEC, §28.002(j), the SBOE may only require, by rule, a specific amount or percentage of time in a secondary science course that must be laboratory instruction.

Comment. One teacher commented that in Grade 4, repeated investigations are ideal but are not well aligned with mathematics, because averaging did not occur until middle school.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. Ten teachers questioned whether there was accuracy in evaluating product claims found in labels and if some type of experiment was needed related to the knowledge and skills statement in the Grade 4 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were clear as written. Further definition of the standards should occur during curriculum development and professional development.

Comment. One teacher commented that in Grade 4, a "stream table" was alarming.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and tool lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. Two hundred and sixty-one teachers suggested revisions to the student expectation in Grade 4 relating to the equipment and supply list, including the removal of hot plates and the addition of the spring scales.

Response. The SBOE agreed and took action to amend subsection (b)(4)(A) in Grade 4 to include spring scales. The SBOE disagreed with the removal of other items from the list and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE also took action to approve the proposal with additional changes in response to other comments.

Comment. Two hundred and sixty-one teachers expressed opposition to the inclusion of gloves on the list of supplies in the Grade 4 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. The SBOE did, however, take action to approve the proposal with additional changes in response to other comments.

Comment. Five teachers suggested that the phrase "heating and cooling" be replaced with "addition or reduction of heat" in the Grade 4 TEKS.

Response. The SBOE disagreed and determined that use of the term "heating and cooling" was appropriate for this grade level.

Comment. Five teachers suggested that clarification of "compare and contrast a variety of mixtures and solutions such as rocks in sand or water, or sugar water" in the Grade 4 TEKS was needed.

Response. The SBOE disagreed and determined that the revised TEKS contained adequate examples of varieties of mixtures and solutions.

Comment. A teacher commented that students struggled with the terms "mixtures," "solutions," "insulators," and "conductors," and questioned the readiness of students to understand these concepts in the Grade 4 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were clear and attainable by the general student.

Comment. Two teachers, 11 administrators, and two university/college staff suggested revision of a knowledge and skills statement in the Grade 4 TEKS to read, "The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems."

Response. The SBOE agreed and took action to amend the language in subsection (b)(6) in Grade 4 to replace the word "occurs" with the word "exists." The SBOE also took action to approve additional changes to respond to other comments.

Comment. One administrator suggested that a student expectation in the Grade 4 be revised to read, "explore the uses of energy including light, thermal, electrical, and sound energy."

Response. The SBOE agreed and took action to amend subsection (b)(6)(A) in Grade 4 so that "electricity" was changed to "electrical." The SBOE disagreed with the suggested change from "differentiate among forms of" to "explore the uses of" and determined that the level of rigor in the revised TEKS was appropriate.

Comment. Two teachers commented that a student expectation in Grade 4 be revised to read, "differentiate among forms of energy and how they travel."

Response. The SBOE disagreed and determined that the revised TEKS, which expect students to differentiate among forms of energy, was appropriate and rigorous.

Comment. Eleven teachers commented that a student expectation in Grade 4 be edited to read, "differentiate among forms of energy, including sound, electricity, light and heat/thermal." The teachers also requested clarification of the term "differentiate."

Response. The SBOE agreed and also took action to amend the language in subsection (b)(6)(A) in Grade 4 to read, "differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal." The SBOE determined that further clarification of the term "differentiate" was not needed.

Comment. Two hundred and sixty-one teachers requested the addition of the term "mechanical" to a Grade 4 student expectation so that it reads, "differentiate among forms of energy including mechanical, sound, electricity, light, and heat/thermal."

Response. The SBOE agreed and took action to amend the language in subsection (b)(6)(A) in Grade 4 to read, "differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal."

Comment. One teacher suggested the replacement of the term "electricity" with "electrical" when referring to forms of energy.

Response. The SBOE agreed and took action to amend the language in subsection (b)(6)(A) in Grade 4 to read, "differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal."

Comment. Eleven administrators and two university/college staff suggested that a student expectation in Grade 4 be revised to read, "investigate the flow of electricity in a circuit."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in scope and rigor.

Comment. One teacher requested the deletion of the Grade 4 student expectation, "design an experiment to test the effect of force of an object."

Response. The SBOE disagreed with the deletion, but took action to clarify the language in subsection (b)(6)(D) in Grade 4 to read, "design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism."

Comment. Two teachers requested examples for clarification of the Grade 4 student expectation, "design an experiment to test the effect of force of an object."

Response. The SBOE agreed and took action to amend the language in subsection (b)(6)(D) in Grade 4 to read, "design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism."

Comment. One teacher suggested editing a portion of the student expectation, "design an experiment to test the effect of force of an object," by replacing the last part of the sentence to read, "effect of force on an object."

Response. The SBOE agreed and took action to amend the language in subsection (b)(6)(D) in Grade 4 to read, "design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism."

Comment. Two hundred and sixty-one teachers commented that a student expectation in Grade 4 be edited to read, "observe an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism."

Response. The SBOE agreed with the suggestion to add examples to subsection (b)(6)(D) in Grade 4 such as a push or a pull, gravity, friction, or magnetism. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Ten teachers questioned the placement of a student expectation related to life sciences within a broader knowledge and skill statement related to earth sciences in the Grade 4 TEKS.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(A) in Grade 4 to read, "measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key."

Comment. A teacher, ten administrators, and two university/college staff commented that a student expectation in Grade 4 be edited to read, "identify seasonal weather patterns that result from changes in air temperature, wind patterns, and precipitation."

Response. The SBOE disagreed with the language in the comment, but took action to amend the language in subsection (b)(8)(A) in Grade 4 to read, "measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key."

Comment. Two hundred and sixty-one teachers commented that a student expectation in Grade 4 be revised to read, "measure and record changes in weather and make predictions using weather maps."

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(A) in Grade 4 to read, "measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key."

Comment. Two hundred and sixty-one teachers requested that a student expectation in Grade 4 be edited to read, "explain the role of the sun as a major source of energy for Earth and understand its role in the creation of the wind and in the water cycle."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in wording and rigor.

Comment. Ten teachers requested more specificity in a student expectation in Grade 4 related to the appearance of the Moon and patterns of change in shadows.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(C) in Grade 4 to read, "collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time."

Comment. A teacher commented that in Grade 4, implied reference to phases of the moon was confusing, and a section should be deleted from a student expectation to add clarity.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(C) in Grade 4 to read, "collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time."

Comment. An administrator commented that in Grade 4, if "reflection of sunlight" refers to albedo, it was not developmentally appropriate for fourth grade students.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(C) in Grade 4 to read, "collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time."

Comment. Two hundred and sixty-one teachers commented that a Grade 4 student expectation should be revised to read, "collect and analyze data to identify sequences and predict patterns of change in the Sun, Earth and Moon including reflection of sunlight, tides, and in the observable appearance of the Moon over time."

Response. The SBOE agreed to add a reference to tides in subsection (b)(8)(C) in Grade 4, but disagreed with other edits and determined that the clarity and level of rigor was appropriate in the revised TEKS.

Comment. Eleven administrators and two university/college staff suggested revision of a Grade 4 student expectation to read, "investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food."

Response. The SBOE agreed and took action to amend the language in subsection (b)(9)(A) in Grade 4 to read, "investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food."

Comment. Eleven administrators and two university/college staff requested the addition of a new Grade 4 student expectation that reads, "Predict how changes in the ecosystem affect the food web such as a fire in a forest."

Response. The SBOE disagreed and determined that the organization of the revised TEKS was clear and appropriate.

Comment. One teacher and an administrator suggested the insertion of the phrase "organisms resemble their parents" into the Grade 4 knowledge and skill statement, "The student knows that organisms undergo similar life processes and have structures that help them survive within their environment."

Response. The SBOE disagreed and determined that the revised knowledge and skill statement was appropriate in rigor and depth.

Comment. One teacher commented that a Grade 4 student expectation related to exploring how adaptations enable organisms to survive in their environment should be more aligned with the Grade 3 and 5 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in alignment in regards to adaptations of organisms.

Comment. Two hundred and sixty-one teachers suggested the revision of a Grade 4 student expectation to read, "explore, illustrate and compare life cycles in living organisms, such as butterflies, beetles, mealworms, radishes or lima beans."

Response. The SBOE disagreed and determined the list of example organisms in the revised TEKS was clear and appropriate.

Comment. One teacher noted that the Grade 5 introductory statement lists just three "environments" in which investigations occur.

Response. The SBOE disagreed and determined that the revised TEKS allow flexibility in conducting investigations and addressing concepts in a variety of ways.

Comment. One university/college staff person suggested that the Grade 5 introduction be replaced and recommended text relating to scientific hypotheses and theories.

Response. The SBOE disagreed and determined that the introduction of the revised TEKS was sufficient and appropriate as written.

Comment. Thirteen administrators and two university/college staff commented that in Grade 5, the introduction in paragraph (3) should be replaced and recommended text relating to the study of elementary science.

Response. The SBOE disagreed and determined that the introduction of the revised TEKS was sufficient and appropriate.

Comment. Thirty-seven teachers, one administrator, two parents, and two community representatives requested that the percentage of time spent in classrooms and outdoor investigations should be raised to 80% in all elementary grades.

Response. The SBOE disagreed and determined that the recommended percentages of time for classroom and outdoor investigations in the revised TEKS were appropriate.

Comment. Thirteen administrators and two university/college staff suggested that the time statement for instruction in the introduction should stand alone and that districts should be encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.

Response. The SBOE disagreed and determined that the introduction to the revised Grade 5 TEKS was sufficient and appropriate.

Comment. One teacher suggested the revision of a knowledge and skills statement in the Grade 5 TEKS to read, "Scientific investigation and reasoning. The student, for at least 50% of instructional time, conducts investigations in the classroom."

Response. The SBOE disagreed. Under statute, TEC, §28.002(j), the SBOE may only require, by rule, a specific amount or percentage of time in a secondary science course that must be laboratory instruction.

Comment. Fifteen teachers commented that a student expectation in Grade 5 be revised to read, "describe, plan and implement descriptive investigations asking well-defined questions, and selecting and using appropriate equipment and technology."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and grade level specific.

Comment. Thirteen teachers and two university/college staff suggested the revision of a Grade 5 student expectation to read, "describe, plan and implement comparative investigations asking well-defined questions, formulating testable hypotheses, and selecting and using appropriate equipment and technology and implement simple experimental investigations testing one variable, asking well-defined questions, formulating testable hypotheses and selecting and using appropriate equipment and technology."

Response. The SBOE disagreed and determined that the revised TEKS were clear and complete.

Comment. Fourteen teachers and two university/college staff suggested expanding a Grade 5 student expectation into three parts addressing descriptive, comparative, and experimental investigations.

Response. The SBOE disagreed and determined that the revised TEKS were clear and complete.

Comment. Two teachers suggested revision of a Grade 5 student expectation to read, "draw conclusions from simple graphs, tables."

Response. The SBOE disagreed and determined that the revised TEKS contained a reasonable expectation related to the construction of graphs.

Comment. One teacher requested the replacement of "drawing or developing a model" with "evaluate models" in a Grade 5 student expectation.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and rigorous.

Comment. One teacher commented that a Grade 5 student expectation that asks a student to draw or develop a model was "ridiculous" and wondered how this student expectation should be taught.

Response. The SBOE disagreed and determined that the revised TEKS were clear and appropriate.

Comment. Two hundred and fifty teachers requested revision of a Grade 5 student expectation related to drawing or developing a model to read, "represent the natural world using models and identify their limitations."

Response. The SBOE disagreed and determined that the revised TEKS were clear and appropriate.

Comment. One teacher commented that a Grade 5 student expectation related to drawing or developing a model presumes a lot regarding the child's readiness to turn concrete objects into abstract representations, and that most children this age should not be expected to visualize the mechanisms of technologies they cannot concretely explore.

Response. The SBOE disagreed and determined that the revised TEKS were clear and attainable by the general student.

Comment. One teacher requested that specific scientists be listed for classroom study in a Grade 5 student expectation.

Response. The SBOE disagreed. The revised TEKS can be further defined during curriculum development and professional development.

Comment. Two hundred and fifty teachers suggested revisions to the student expectation in Grade 5 relating to the equipment and supply list, including the addition of spring scales.

Response. The SBOE agreed and took action to amend subsection (b)(4)(A) in Grade 5 to include spring scales. The SBOE also took action to approve the proposal with additional changes in response to other comments.

Comment. Twelve administrators and two university/college staff requested revision of a Grade 5 knowledge and skills statement to read, "the student knows that energy exists in many forms and can be observed in cycles, patterns, and systems."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate.

Comment. Two hundred and fifty-four teachers requested revision of a Grade 5 student expectation to read, "explore energy including mechanical, light, thermal electrical, and sound energy."

Response. The SBOE agreed and took action to amend the language in subsection (b)(6)(A) in Grade 5 to read, "explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy."

Comment. Twelve administrators and two university/college staff suggested the insertion of the words, "differentiate and explore among" uses of energy in a student expectation.

Response. The SBOE disagreed and determined that the revised TEKS were clear and rigorous.

Comment. Twelve administrators and two university/college staff requested revision of a Grade 5 student expectation to read, "demonstrate that light travels in a straight line until it strikes an object and is reflected or travels from one medium to another and it is refracted."

Response. The SBOE disagreed and determined that the revised TEKS were clear.

Comment. Two hundred and fifty teachers requested the addition of a Grade 5 student expectation, "design an experiment that tests the effect of force on an object."

Response. The SBOE agreed and took action to amend the language in subsection (b)(6) in Grade 5 to add another student expectation as paragraph (6)(D) that reads, "design an experiment that tests the effect of force on an object."

Comment. Twelve administrators and two university/college staff requested revision of a Grade 5 knowledge and skills statement to read, "The student knows that there are recognizable patterns in the natural world and the solar system."

Response. The SBOE disagreed and determined that in response to public comments, adjustments had been made to include reference to planets at earlier grade levels.

Comment. Two teachers requested inclusion of the planets in the solar system and their relationship to the Sun in the Grade 5 TEKS.

Response. The SBOE disagreed and determined that in response to public comments, adjustments had been made to include reference to planets at earlier grade levels.

Comment. One teacher commented that a student expectation in Grade 5 related to weather and climate should be moved to Grade 4.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in their coverage of the earth sciences.

Comment. Two hundred and fifty teachers requested revision of a Grade 5 student expectation to read, "explain how the Sun and ocean interact in the water cycle and in weather patterns."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in the coverage of natural patterns among the Sun, Earth, and Moon system.

Comment. Twelve administrators and two university/college staff requested deletion of the phrase "approximately every 24 hours" from the Grade 5 student expectation that reads, "demonstrate that Earth rotates on its axis once approximately every 24 hours causing the daylight/night cycle and the apparent movement of the Sun across the sky."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in the coverage of natural patterns among the Sun, Earth, and Moon system.

Comment. Two hundred and fifty teachers requested revision of a Grade 5 student expectation to read, "demonstrate that the Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and revolves around the Sun every 365 days."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in scope and depth.

Comment. Two hundred and fifty-one teachers expressed support for the insertion of a new student expectation in the Grade 5 TEKS, "identify and compare the physical characteristics of the Sun, Earth and Moon."

Response. The SBOE agreed and took action to amend the language in subsection (b)(8) in Grade 5 to add another student expectation as paragraph (8)(D) that reads, "identify and compare the physical characteristics of the Sun, Earth, and Moon."

Comment. Twelve administrators and two university/college staff requested the addition of a Grade 5 student expectation, "identify the planets in our solar system and their position in relation to the Sun."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in the coverage of the planets with the changes made to the proposed revised TEKS in earlier grades.

Comment. One teacher commented that there are too many TEKS in Grade 5 and that all of the TEKS related to organisms and environments should be deleted.

Response. The SBOE disagreed and determined that the reference to organisms and environments in the revised TEKS was appropriate and related to significant student understandings.

Comment. One teacher requested the insertion of the phrase, "organisms resemble their parents" in a Grade 5 knowledge and skills statement related to organisms.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in scope and depth.

Comment. Nine teachers commented that they strongly support content-based TEKS revisions in middle school.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the SBOE should adopt the middle school TEKS as presented by the writing team with the changes added to the TEKS document adopted at first reading in January 2009.

Response. The SBOE disagreed. The SBOE took action to approve changes to respond to other comments.

Comment. One teacher commented that instruction related to simple machines is not found in any grade level in middle school.

Response. The SBOE disagreed and determined that the revised TEKS address simple machines adequately in elementary grades.

Comment. One teacher commented that a focus on interactions and equilibrium of body systems needs to be added to the middle school TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered life science objectives satisfactorily.

Comment. One teacher commented that the middle school TEKS are "an inch deep and a mile wide."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in depth of content coverage.

Comment. Two teachers commented that they do not like the new structure and prefer spiraling of the content in middle school.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and provided more focus and depth of content for each year of study than the 1998 TEKS.

Comment. Three teachers questioned inclusion of the statement "students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable" in the middle school TEKS.

Response. The SBOE disagreed and determined that the revised TEKS will help students understand science with more depth and with more applications to situations outside the science classroom.

Comment. One teacher commented that organisms and the environment are general to Grades 5-8, and asked why there was an emphasis on physical science in Grade 7, life science in Grade 7, and earth science in Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and determined that a grade level focus at the middle school level would allow students to learn about organisms and the environment at each of the grade levels, with the primary emphasis on the life sciences at Grade 7.

Comment. Two teachers commented on the financial considerations and asked if the state will provide funds to purchase necessary equipment and supplies for middle school.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. At this time, each district is responsible for purchasing classroom/lab instructional materials.

Comment. One teacher commented that Grade 6 students are not functioning at the intelligence level that these TEKS require.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. Five teachers commented that the new middle school TEKS are less vague and allow for a greater understanding of content.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher expressed support for the new middle school TEKS because they have greater depth and students will no longer be bored and frustrated.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher expressed opposition to the new middle school TEKS and wondered if any research was completed on the effectiveness of the 1998 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and provided more focus and depth of content for each year of study. An effectiveness study of the 1998 science TEKS was not completed.

Comment. One teacher commented that due to the increasing complexity of content and concepts it seems reasonable to go back to year-long focus strands in middle school.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher expressed opposition to the proposed changes in middle school that tend to go back to the past and expressed a preference for the broader integration that currently exists because the district has spent years aligning the curriculum so that each successive year builds on what was taught the previous year.

Response. The SBOE disagreed and determined that although the revised TEKS focus on physical science at Grade 6, life science at Grade 7, and earth science at Grade 8, the TEKS still provide opportunities for integration across the science disciplines. This arrangement provides more depth in the core content of each science discipline.

Comment. One teacher commented that a student who is being tested in Grade 8 over concepts taught in Grade 6 may have a disadvantage in meeting standards which have not been spiraled across the Grade 7 and 8 levels.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and since the state assessments are built upon the TEKS, adjustments will be made to assessments as appropriate based on the revised TEKS.

Comment. One teacher commented that Prekindergarten-Grade 8 students need a strong foundation in scientific claims and evidence, performing inquiry-based investigations, problem solving, and critical thinking in order to achieve success in their high school science courses. In addition, the commenter indicated that it is critical for teachers to have a clear specific framework that vertically aligns across grade levels and allows students to build upon sound scientific concepts and skills needed to compete in a global society.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One administrator expressed support for moving toward 40% labs in middle school.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One administrator commented that the new middle school TEKS represent excellent work because it is now easier to see what each grade level is expected to teach. The commenter recommended that the current textbooks for middle schools be aligned to the proposed TEKS to ensure all students have a consistent tool for research/reading/studying as well as the same teacher curriculum, e.g., model lessons for each student expectation.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments. The recommendations are outside the scope of the current rule action.

Comment. One teacher commented on a preference for the spiraled curriculum that has been in place over the past 10 years in middle school.

Response. The SBOE disagreed. The revised TEKS were appropriate and focus on physical science at Grade 6, life science at Grade 7, and earth science at Grade 8. The TEKS still provide opportunities for spiraling across the science disciplines. This arrangement provides more depth in the core content of each science discipline.

Comment. One teacher commented that the new middle school TEKS are less vague and should allow for a greater understanding of living systems without re-teaching material.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that ecology and environmental science should be removed from Grades 6 and 8 and added to Grade 7 instead.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and provided reasonable life science integration at the Grade 6 and 8 levels.

Comment. One teacher commented that the integrated method of teaching middle school science should stay for several reasons: (1) it is better for high school preparation; (2) it allows the students to build a solid science foundation; (3) it currently has teaching resources; and (4) any change will place too much pressure on Grade 8 students to recall material for TAKS testing.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and provided more focus and depth of content coverage for each year of study. Since the state assessments are built upon the TEKS, adjustments will be made to assessments as appropriate based on the revised TEKS.

Comment. One teacher expressed support for the new Grade 6 science TEKS.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that some of the Grade 6 student expectations are not developmentally appropriate. For example, calculating density at Grade 6 is too advanced. Also, it would be more beneficial for Grade 6 students to understand the parts of an atom and the differences between physical and chemical properties. The concepts of molecules and compounds should be taught in Grade 7 or 8.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and attainable by the general student.

Comment. One teacher commented that the new Grade 6 TEKS removed the focus on surface and ground water and that this action should not have occurred. The teacher also commented that there are many current news stories that would support the continued inclusion of surface and ground water information.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and provided adequate coverage of the environment at the different middle school grade levels.

Comment. One teacher commented that there is no genetics component in the revised Grade 6 TEKS and referenced advancements in genetics (cloning, stem cell research, etc.) as reasons to include this as an important area to be introduced at the Grade 6 level.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and determined that the life science focus, including genetics, was more appropriate for the Grade 7 level.

Comment. One teacher commented that genetics are only covered in Grade 7 TEKS and proposed either an introduction to the subject in Grade 6 or a continuation of the subject in Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and determined that the life science focus, including genetics, was more appropriate for the Grade 7 level.

Comment. One teacher commented that the Grade 6 TEKS do not include genetics content and also lack an instructional focus on surface and ground water.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and determined that the life science focus, including genetics, was appropriate for the Grade 7 level. In addition, surface and ground water are included at the Grade 8 level.

Comment. An administrator commented that the Grade 6 content is too difficult; too much information is presented; and questioned if students have the ability to handle density, compounds and mixtures, decimals and metrics, and computers in the lab.

Response. The SBOE disagreed and determined that the revised Grade 6 TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented on the need to remove ecology and environmental science from Grade 6 and move the content to Grade 7.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and determined that the ecology and environmental science content in the Grade 6 TEKS would be retained.

Comment. One teacher commented that the new Grade 6 science TEKS do not match Grade 6 mathematics TEKS when referring to manipulating formulas (which is in Grade 7 mathematics).

Response. The SBOE disagreed and determined that the level of mathematics required in the revised TEKS was appropriate, reasonable, and attainable by the general Grade 6 student.

Comment. One teacher expressed support for the new "earthy" types of science in Grade 6, however, questioned whether Grade 6 students are functioning at the intellectual level required for the amount of material that the students must cover such as matter and energy; compounds, mixtures and density; using metrics and decimals; and computer usage when many students do not have access to computers on a regular basis.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and attainable by the general Grade 6 student.

Comment. Two teachers and one university/college staff person questioned whether Grade 6 students are able to learn about physical science before high school and indicated that Grade 6 would be the foundational year for chemistry and physics, leaving 3-4 years (Grades 7-10) before the students actually take these courses. The commenter suggested earth science in Grade 6 and physical science for Grade 8 because students are not required to know earth science to graduate.

Response. The SBOE disagreed and determined that the focus on the physical sciences at the Grade 6 level was appropriate.

Comment. One teacher commented that the TEKS for Grades 6-8 science do not mention simple machines and that the study of simple machines is the basis of modern physics. The comment also indicated that students who were not successful in many other areas of science really blossomed when investigating and learning about simple machines.

Response. The SBOE disagreed and determined that the revised TEKS address simple machines adequately in elementary grades.

Comment. One teacher questioned the addition of a sentence in the Grade 6 TEKS that states that students know that some questions are outside the realm of science because they deal with phenomena that are not scientifically accurate.

Response. The SBOE disagreed and determined that the revised TEKS will help students understand science with more depth and with more applications to situations outside the science classroom.

Comment. Thirteen administrators and two university/college staff requested that a Grade 6 introductory statement be replaced and recommended text relating to scientific, descriptive, and comparative investigations.

Response. The SBOE disagreed about adding all the introductory language suggested in the comments but did take action to add language in subsection (b)(2)(A) in Grade 6 that addresses comparative investigations.

Comment. An administrator commented that the Grade 6 TEKS should not include the word "compounds" and the words "chemical reactions" because Grade 6 students will not yet have been introduced to atomic structure, bonding or valence electrons, therefore, it is inappropriate to introduce compounds or chemical reactions.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered physical science objectives satisfactorily.

Comment. One teacher commented that the Grade 6 TEKS should omit the words, "including calculations and measurements."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Fourteen administrators and two university/college staff suggested that student expectations in Grade 6 include, "design and implement comparative and experimental investigations."

Response. The SBOE agreed and took action to amend the language in subsection (b)(2)(A) in Grade 6 to address comparative investigations.

Comment. One teacher commented that the verb "know" is a concern and would require a rubric indicating the level of "knowing."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One administrator commented on a Grade 6 student expectation for students to "recognize that a limited number of the many known elements comprise the largest portion of a solid." The administrator commented that this integration of earth science and physical science was random and isolated.

Response. The SBOE disagreed and determined that the inclusion of this student expectation in the TEKS was appropriate.

Comment. One teacher requested the omission of a statement in the Grade 6 TEKS or a change to read, "differentiate between symbols and compound formulas."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Fourteen teachers requested replacement of a student expectation in the Grade 6 TEKS with the statement, "recognize that elements combine to form compounds such as H₂O, NaCl and CO₂."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One administrator expressed the belief that an existing statement should be omitted from the Grade 6 TEKS or changed to, "identify element symbols and compound formulas."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher asked for a definition of "the most basic level" that appears in the Grade 6 TEKS as part of the statement, "differentiate between elements and compounds on the most basic level."

Response. The SBOE determined that clarification of the standards should occur during curriculum development and professional development. The SBOE took action to approve the proposal with additional changes in response to other comments.

Comment. One administrator commented that a Grade 6 student expectation that references "production of gas" and "color change" was a common result from both a physical and chemical change. The administrator commented that the indicators cited go beyond a physical change.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity. The references to "production of gas" and "color change" are normally associated with a chemical reaction.

Comment. Fifteen teachers requested that a Grade 6 student expectation relating to formation of compounds be revised to reference the formation of new substances.

Response. The SBOE agreed and took action to amend the language in subsection (b)(5)(D) in Grade 6 to read, "identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change."

Comment. Two teachers, ten administrators, and two university/college staff requested the addition of a new student expectation to the Grade 6 TEKS that reads, "recognize that elements combine to form compounds, such as water, carbon dioxide and sodium chloride."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and did not need another student expectation on chemical equations in Grade 6.

Comment. One teacher, ten administrators, and three university/college staff requested an addition to the Grade 6 TEKS for students to "identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and did not need another student expectation on organic compounds in Grade 6.

Comment. One teacher commented that calculating density is highly unnecessary and too abstract for Grade 6 students.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in mathematical computations and rigor.

Comment. Fourteen teachers requested a substitution in the Grade 6 TEKS to read, "classify substances based on physical properties including volume and density."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Fourteen teachers requested the deletion of the term "logical" from the Grade 6 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were written with appropriate language and clarity.

Comment. Three teachers, 13 administrators, and two university/college staff requested revisions to a Grade 6 student expectation relating to changes caused by unbalanced forces.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8)(B) in Grade 6 to read, "identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces."

Comment. Fourteen teachers requested the deletion of the Grade 6 student expectation requiring students to calculate average speed using distance and time measurements. The teachers commented that this student expectation should be moved to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in the placement of physical science concepts in the middle school standards.

Comment. Twelve teachers and two university/college staff requested adding a new Grade 6 student expectation relating to planes and pulleys and the amount of force to move an object.

Response. The SBOE agreed and took action to amend the language in subsection (b)(8) in Grade 6 to add another student expectation as paragraph (8)(E) that reads, "investigate how inclined planes and pulleys can be used to change the amount of force to move an object."

Comment. Four teachers, 13 administrators, and two university/college staff requested a new Grade 6 student expectation to read, "investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, and rocket launches."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and did not need an additional student expectation in physical science.

Comment. Ten administrators and two university/college staff requested an edit to a Grade 6 knowledge and skills statement to read, "Force, motion, and energy. The student knows that energy occurs in many forms and can change forms."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity.

Comment. Fourteen teachers requested an edit of a Grade 6 knowledge and skills statement to read, "the student knows that there is a relationship among force, motion, and energy."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity.

Comment. One administrator commented that the Grade 6 TEKS should keep the statements related to the Law of Conservation of Energy and the forms and types of energy.

Response. The SBOE agreed and retained language related to conservation of energy and forms of energy in the revised TEKS.

Comment. Nine teachers and one university/college staff person requested the deletion of the Grade 6 student expectation that requires the student to, "classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation" and suggested that it be moved to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered earth science objectives satisfactorily.

Comment. One teacher commented that the Grade 6 student expectation related to identifying the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American seems redundant to a similar student expectation in Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered earth science objectives satisfactorily.

Comment. Ten teachers commented and requested a deletion of the Grade 6 student expectation describing how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building. The teachers stated that this student expectation could be moved to another grade level.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered earth science objectives satisfactorily.

Comment. One teacher commented that the Grade 6 student expectation describing how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building seems to be the same as a student expectation in Grade 8 and should be clarified.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered earth science objectives satisfactorily.

Comment. One teacher commented that the term "understand" is not easily applied in the Grade 6 classroom and may require a rubric indicating the "level of understanding."

Response. The SBOE disagreed. Teaching of the standards should be determined during curriculum development and professional development. The SBOE took action to approve the proposal with additional changes in response to other comments.

Comment. Two teachers commented that the Grade 6 TEKS relating to the history and future of space exploration, including the types of equipment and transportation needed for space travel should be moved to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered earth science objectives satisfactorily throughout the middle school science standards.

Comment. Ten teachers requested that Grade 6 TEKS related to earth and space science include components of the solar system; characteristics of objects in the solar system that allow life to exist such as the proximity of the sun, presence of water, and composition of the atmosphere; identification of the accommodations, considering the characteristics of the solar system, that enable manned space exploration; and the history and future of space exploration, including the types of equipment and transportation needed for space travel.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered earth science objectives satisfactorily throughout the middle school science standards.

Comment. Ten teachers commented that the Grade 6 TEKS related to biotic parts of an ecosystem in which organisms interact and the levels of organization within an ecosystem, including organism, population, community, and ecosystem, should be moved into a newly developed student expectation.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need an additional student expectation in life science at the Grade 6 level.

Comment. Ten teachers requested that the topics related to organisms and environments; classifications into Domains and Kingdoms; cellular composition of organisms; prokaryotic and eukaryotic cells; taxonomic classifications of living organisms; and characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction be moved to Grade 7.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered life science objectives satisfactorily throughout the middle school science standards.

Comment. One teacher and one administrator commented that the Grade 6 topic regarding taxonomy is an important topic and noted that there will be a four-year gap before the topic will be taught again in biology.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered life science objectives satisfactorily throughout the middle school science standards.

Comment. One teacher commented that, in addition to organism interactions, Grade 6 students should be able to identify internal and external stimuli and responses as this changes the overall interactions in an ecosystem.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Ten teachers requested a new Grade 6 standard related to the relationship between organisms and environments, including these student expectations: observe and describe how different environments and biomes support different varieties of organisms; describe how biodiversity contributes to the sustainability of an ecosystem; describe the role of ecological succession after a natural disaster; describe biotic and abiotic parts of an ecosystem in which organisms interact; and diagram the levels of organization within an ecosystem including organism, population, community, and ecosystem.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and did not need an additional student expectation in life science at Grade 6.

Comment. One teacher expressed support for a Grade 7 curriculum that addresses the needs and interests of students and requested continued emphasis on the biological aspects of Grade 7 science. Response: The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that it is difficult to develop all of the Grade 7 concepts to a level of mastery such that the Grade 8 student will be in a better position to pass the Texas Assessment of Knowledge and Skills (TAKS) test.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in depth and were attainable by the general student. Assessments will be based on the adopted TEKS.

Comment. One teacher commented that since students begin to study the Periodic Table in Grade 6, this should also be included in the Grade 7 TEKS for continuity.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered physical science objectives satisfactorily throughout the middle school standards.

Comment. One teacher expressed support for the revisions to the Grade 7 TEKS which enable more effective coverage of the strands with a common theme of life science.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Thirteen administrators and two university/college staff requested that a Grade 7 introductory statement be replaced and recommended text relating to scientific, descriptive, and comparative investigations.

Response. The SBOE disagreed about adding all the introductory language suggested in the comments but did take action to add language in subsection (b)(2)(A) in Grade 7 that addresses comparative investigations.

Comment. One teacher commented that the Grade 7 TEKS should include descriptive investigations to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the Grade 7 introduction needed to address force and motion as it applies to machines. The teacher stated that the inclusion of equations related to Newton's Laws is essential in Grade 7.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Fourteen administrators and two community staff suggested that a Grade 7 student expectation related to scientific investigation and reasoning should be edited to add language relating to comparative investigations.

Response. The SBOE agreed and took action to amend the language in subsection (b)(2)(A) in Grade 7 to read, "plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology."

Comment. One teacher commented that the Grade 7 TEKS related to collecting and recording data used the word "qualitative" and asked why the word "quantitative" was not used.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that teachers should not be told which models they must use in Grade 7 and that although all teachers use models, they should be used at the teacher's discretion and not just in life science.

Response. The SBOE disagreed and determined that the revised TEKS were of appropriate specificity.

Comment. One administrator disagreed with the need for tools such as test kits, collecting nets, and insect traps in Grade 7 science.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate science equipment and supplies lists.

Comment. One teacher commented that, "cycling of matter within living systems" is a broad concept and asked if the intent is to focus on decay of biomass.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered life science objectives satisfactorily. The "such as" statement (decay of biomass) is an optional example that may be used by teachers and that can be further clarified during professional development.

Comment. Fourteen teachers suggested that a Grade 7 student expectation be edited to read, "identify the role of decomposers in the cycling of matter within living systems, such as in the decay of biomass in a compost bin."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity. The intent of the TEKS was the cycling of matter within living systems and the decay of biomass was intended as an example only.

Comment. One teacher suggested that a Grade 7 student expectation be edited to read, "recognize some of the cycles that exist in science and their relationship between matter and energy, such as the water cycle, carbon dioxide/oxygen cycle, nitrogen cycle, lunar cycle, and the three types of rocks that exist on earth."

Response. The SBOE disagreed and determined that the revised TEKS addressed the cycling of matter and energy with clarity and included appropriate examples.

Comment. One administrator suggested that a Grade 7 student expectation that asks students to "diagram" the flow of energy be changed to "describe" or "explain."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Twelve administrators and two university/college staff suggested that a Grade 7 student expectation, "identify that organic compounds contain carbon and other elements such as hydrogen, phosphorus, nitrogen, or sulfur" be moved to Grade 6.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered physical science objectives satisfactorily throughout the middle school science standards.

Comment. One teacher suggested deleting the Grade 7 student expectation, "identify that organic compounds contain carbon and other elements such as hydrogen, phosphorus, nitrogen, or sulfur," or editing the student expectation to read, "identify by the compound formula that organic compounds. . . ."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One administrator commented that the Grade 7 TEKS requiring students to identify that organic compounds contain carbon and other elements is the only time the term "organic" is mentioned in middle school and it appears to be a random vocabulary term.

Response. The SBOE disagreed and determined that the revised TEKS used appropriate terminology.

Comment. One teacher commented that a Grade 7 student expectation on physical and chemical changes in the digestive system should be placed in biology. The teacher further indicated that Grade 7 needed more content in the chemistry section of the TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and provided more integration of life science with physical science at the middle school level. In addition, the SBOE determined that additional chemistry content was not needed in Grade 7.

Comment. One teacher commented that a Grade 7 student expectation, "recognize how large molecules are broken down into smaller molecules such as carbohydrates" is about compounds. The teacher also suggested that the student expectation should begin with, "identify that compounds are broken down. . . ."

Response. The SBOE disagreed and determined that the revised TEKS were specific and appropriate in clarity.

Comment. One teacher commented that the Grade 7 student expectation, "recognize how large molecules are broken down into smaller molecules such as carbohydrates" is too complex for students and should be deleted.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One administrator commented that the Grade 7 TEKS needed to emphasize physical science concepts related to force, motion, and energy. The administrator stated that this includes basic tools that do work and are parallel to the life science examples in the human body.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and covered physical science objectives satisfactorily throughout the middle school science standards.

Comment. Thirteen administrators and two university/college staff expressed the need to replace the proposed Grade 7 student expectation, "contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still" with a student expectation that reads, "investigate how lever-type structures within the human body are related to work."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Two teachers commented that there is confusion with the Grade 7 student expectation that addresses when work is done. The teachers commented that when an object is moved, work is done; and when the object does not move, work is not done.

Response. The SBOE disagreed and determined that this student expectation was appropriate in clarity.

Comment. Fourteen teachers commented that a Grade 7 student expectation related to work should be edited to read, "investigate how inclined planes and first class levers allow the body to do work with less force."

Response. The SBOE disagreed and determined that this student expectation was appropriate in clarity.

Comment. One teacher questioned whether a Grade 7 student expectation related to work and force is referring to Newton's Laws.

Response. The SBOE determined that this student expectation was appropriate in clarity. Further clarification will be provided through professional development.

Comment. Thirteen administrators and two university/college staff commented that a Grade 7 student expectation should be replaced with, "illustrate the transformation of energy within an organism, such as the transfer from chemical to mechanical or thermal energy."

Response. The SBOE agreed and took action to amend the language in subsection (b)(7)(B) in Grade 7 to read, "illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion."

Comment. Fourteen teachers commented that a Grade 7 student expectation should be replaced with, "illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy."

Response. The SBOE agreed and took action to amend the language in subsection (b)(7)(B) in Grade 7 to read, "illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion."

Comment. One teacher commented that the Grade 7 TEKS related to work and energy would be more beneficial if it included Newton's Laws and some equations.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Ten teachers commented that the Grade 7 TEKS related to organisms and environments should be moved to the Grade 8 and replaced with text relating to organisms and environments and domains and kingdoms.

Response. The SBOE disagreed and determined that the organization of the revised TEKS was appropriate.

Comment. Five teachers commented that the phrase "in ecoregions of Texas" should be deleted from the Grade 7 TEKS.

Response. The SBOE disagreed and determined that the revised TEKS include appropriate language.

Comment. One teacher asked whether all examples of weathering, erosion, and deposition in the Grade 7 TEKS only take place in the ecoregions of Texas.

Response. The SBOE determined that the revised TEKS are appropriate. Further clarification will be provided through professional development.

Comment. Ten teachers commented that an introductory statement in Grade 7 should be moved to Grade 6 and be revised with text relating to organisms and environment.

Response. The SBOE disagreed and determined that the organization of revised TEKS was appropriate.

Comment. One teacher commented that the focus on using school grounds to teach Grade 7 science needs to be kept intact.

Response. The SBOE disagreed and determined that the revised Grade 7 TEKS do not prohibit teachers from using school grounds for science investigations.

Comment. Five teachers commented that a Grade 7 student expectation should read, "observe and describe how different environments, including biomes, support different varieties of organisms."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity when addressing environments and biomes.

Comment. Nine teachers commented that all Grade 7 TEKS related to the relationship between organisms and the environment should be moved to Grade 6.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and determined that concepts such as biomes, biodiversity, and ecological succession were appropriately placed at the Grade 7 level.

Comment. Fourteen teachers commented that the Grade 7 TEKS related to organisms and environments should be edited and recommended text relating to living organisms.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity.

Comment. One teacher expressed opposition to a Grade 7 student expectation being changed from "ecosystem" to "microhabitat." The teacher commented that the term ecosystem is better because there are more examples to use.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not prevent a teacher from using examples to illustrate an ecosystem.

Comment. Five teachers commented that a Grade 7 student expectation should be edited to read, "describe the role of ecological succession after a natural disaster."

Response. The SBOE disagreed and determined that the student expectation was appropriate in clarity.

Comment. Thirteen administrators and two university/college staff commented that a Grade 7 student expectation should be edited to read, "observe, record, and describe the role of ecological succession of a garden with weeds or a natural disaster."

Response. The SBOE disagreed and determined that the student expectation was appropriate in clarity and did not need an additional example.

Comment. Ten teachers commented that several Grade 7 student expectations related to organisms should be moved to a new section of the TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriately sequenced in Grade 7.

Comment. Five teachers commented that the term "in a bulb" should be deleted from a Grade 7 student expectation that reads, "explain variation within a population or species by comparing external features, behaviors, physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb."

Response. The SBOE disagreed and determined that the student expectation included appropriate specificity.

Comment. Fourteen teachers commented that a Grade 7 student expectation should be revised to add the genus species name to the Galapagos Medium Ground Finch (Geospiza fortis).

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Ten teachers commented that a Grade 7 student expectation related to the identification of some changes in genetic traits should be moved to a new section of the TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriately sequenced in Grade 7.

Comment. One administrator commented that a Grade 7 student expectation related to organisms and environments is too broad.

Response. The SBOE disagreed and determined that the student expectation was appropriate in specificity and in clarity.

Comment. Thirteen administrators and two university/college staff commented that a Grade 7 student expectation should be edited and recommended text relating to adaptations.

Response. The SBOE agreed and took action to amend the language in subsection (b)(12)(A) in Grade 7 to read, "investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants."

Comment. One teacher commented that examples related to internal structures of organisms in the Grade 7 TEKS do not need to be limited to life science.

Response. The SBOE disagreed and determined that the revised TEKS in Grade 7 were more focused than Grade 6 or 8 on the life sciences and that examples in life sciences were appropriate.

Comment. Thirteen teachers and two university/college staff commented that a Grade 7 student expectation should be edited to read, "identify several main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems."

Response. The SBOE disagreed and determined that the revised TEKS did not need the term "main" as a qualifier to a list of human body systems.

Comment. One administrator commented that a Grade 7 student expectation should be edited to read, "identify the main functions of the system. . . ." The administrator commented that the term "function" needs to be plural to indicate several functions for each body system.

Response. The SBOE disagreed and determined that the student expectation was appropriate in clarity and that the term "function" did not need to be plural.

Comment. Five teachers commented that a Grade 7 student expectation should be edited to read, "recognize that according to the cell theory all organisms are composed of cells which carry on similar functions, such as extracting energy from food to sustain life."

Response. The SBOE disagreed and determined that the student expectation was appropriate in clarity and did not need to be revised.

Comment. Fourteen teachers commented that a Grade 7 knowledge and skills statement should be edited to read, "The student knows that a living organism must be able to maintain internal balance in response to external and internal stimuli."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need to be revised.

Comment. One teacher asked whether the Grade 7 student expectation related to organisms and environments should include both an external and internal response in the statement.

Response. The SBOE determined that the revised TEKS would include both external and internal response to stimuli.

Comment. One teacher expressed concern over the Grade 7 TEKS and the lack of scaffolding about genetic inheritance prior to high school biology.

Response. The SBOE disagreed and determined that the revised TEKS adequately sequenced the life science content in middle school.

Comment. One administrator commented that it is imperative for students to understand that adaptations are due to genetic mutations and survival rates rather than environmental manipulation.

Response. The SBOE disagreed and determined that the revised TEKS addressed adaptations sufficiently.

Comment. Thirteen administrators and two university/college staff suggested that a Grade 7 student expectation be edited to specify reference to the nucleus.

Response. The SBOE agreed and took action to amend the language in subsection (b)(14)(C) in Grade 7 to read, "recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus."

Comment. One teacher expressed support for the Grade 8 TEKS that are more direct and relate to each other better.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the Grade 8 ecology and environmental TEKS should be moved to Grade 7.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of life science concepts throughout the middle school standards.

Comment. One teacher suggested that the solar system TEKS be moved from Grades 6 and 7 to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of earth/space science content in the middle school standards.

Comment. One teacher expressed support for the inclusion of weather and Earth/Moon systems in Grade 8.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that genetics is only covered in Grade 7. The teacher proposed that genetics be extended into the introduction in Grade 6 or be continued into Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of life science content, including genetics, in the middle school standards.

Comment. Thirteen administrators and two university/college staff suggested that a Grade 8 introductory statement be replaced and recommended text relating to scientific, descriptive, and comparative investigations.

Response. The SBOE disagreed with adding all the introductory language suggested, but did take action to add language in subsection (b)(2)(A) and (B) in Grade 8 that addresses comparative investigations.

Comment. One teacher suggested that a Grade 8 introductory statement be revised to indicate that a student "recognize" if an equation is balanced, not to actually "balance" the equation.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Ten administrators and two university/college staff suggested that a Grade 8 student expectation be edited to read, "design and implement comparative and experimental investigations. . . ."

Response. The SBOE agreed and took action to amend the language of subsection (b)(2)(A) and (B) in Grade 8 to include comparative investigations in Grade 8.

Comment. One administrator commented that anemometer and psychrometer are not appropriate tools for Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists.

Comment. Ten administrators and two university/college staff commented that a Grade 8 student expectation should be edited to read, "demonstrate and calculate how unbalanced forces (net forces) change the object's acceleration resulting in a change in speed or direction or both (speed and direction) of the object's motion."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Ten administrators and one university/college staff person commented that a Grade 8 student expectation should be edited to read, "differentiate among speed, velocity, and acceleration."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Fourteen teachers commented that a Grade 8 student expectation should be edited to read, "differentiate between velocity and acceleration."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Five teachers and ten administrators suggested moving a Grade 8 student expectation related to Newton's law of inertia to Grade 6.

Response. The SBOE disagreed and determined that the TEKS provided an appropriate sequence of physical science content, including Newton's law of inertia, in the middle school standards.

Comment. One teacher expressed support for the weather and Earth/Moon system to be included at the Grade 8 level.

Response. The SBOE agreed and took action to amend the language in subsection (b)(7)(C) in Grade 8 to read, "relate the position of the Moon and Sun to their effect on ocean tides."

Comment. Eight teachers, ten administrators, and two university/college staff suggested that a Grade 8 student expectation that reads, "relate the lunar cycles to its effect on ocean tides" be replaced with the statement, "relate the positions of the Moon and Sun to their effect on ocean tides."

Response. The SBOE agreed and took action to amend the language in subsection (b)(7)(C) in Grade 8 to read, "relate the position of the Moon and Sun to their effect on ocean tides."

Comment. One teacher commented that a Grade 8 student expectation that references nebulae suggests that it is a "different" component of the universe. The teacher stated that in reality, a nebula is a stage in a star's development.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that a Grade 8 student expectation on classifying galaxies may confuse students. The teacher stated that our galaxy is classified as a spiral galaxy (not disc-shaped) and it does appear like a disc from the "side."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity.

Comment. Ten administrators and two university/college staff commented that a Grade 8 student expectation that reads, "describe the historical development of evidence that supports plate tectonic theory" be replaced with the statement, "illustrate the historical development of evidence that supports plate tectonic theory."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Nine teachers commented that a Grade 8 student expectation that reads, "relate plate tectonics to the formation of crustal features" be replaced with the statement, "illustrate how plate tectonics causes major geological events, such as ocean basins, earthquakes, volcanic eruptions, and mountain building."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need specific examples of crustal features.

Comment. One teacher commented that Grade 8 students do not need topographic maps and satellite views to identify land features and predict how they were shaped by erosion and weathering.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and the use of topographic maps and satellite views were reasonable tools for students to use in the classroom.

Comment. Nine teachers suggested moving a student expectation that reads, "classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation" from Grade 6 to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of earth science content, including rocks, in the middle school standards.

Comment. Nine teachers suggested moving a student expectation that reads, "analyze the effects of weathering, erosion, and deposition on the environment" from Grade 7 to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of earth science content in the middle school standards.

Comment. Nine teachers suggested moving a student expectation that reads, "predict and describe how the different types of catastrophic events, such as floods, hurricanes, or tornadoes impact ecosystems" from Grade 7 to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of earth science content, including catastrophic events, in the middle school standards.

Comment. One administrator commented that the teaching of genetics in Grade 8 must be a continued theme in life science and must be included when exploring how environmental changes affect organisms and the traits in subsequent populations.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity.

Comment. One teacher suggested moving all Grade 8 TEKS related to organisms and environments to Grade 7.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of life science content, including organisms and environments, in the middle school standards.

Comment. Nine teachers suggested deleting all Grade 8 TEKS related to organisms and environments because they are too complex for students.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. Fourteen teachers suggested adding, the word "polluted" to further describe the runoff in the statement, "recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems."

Response. The SBOE disagreed and determined that the revised TEKS were clear and did not need additional language.

Comment. Nine teachers suggested moving a student expectation that reads, "model the effects of human activity on ground water and surface water in a watershed" from Grade 7 to Grade 8.

Response. The SBOE disagreed and determined that the revised TEKS provided an appropriate sequence of earth science content, including watersheds, in the middle school standards.

Comment. One teacher expressed support for an emphasis on empirical data and science as a means to investigate the natural world in high school.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher expressed support for the proposed high school TEKS that were more detailed than the previous TEKS.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Four teachers and 738 community members expressed support for inclusion of the strengths and weaknesses language in the proposed TEKS.

Response. The SBOE disagreed and took action to replace the phrase "strengths and weaknesses" with new language that reads ". . . examining all sides of the scientific evidence. . ." in subsection (b)(3)(A) in Grades 3-8 and in subsection (c)(3)(A) in all high school courses.

Comment. Five teachers and 105 community members expressed opposition to inclusion of the strengths and weaknesses language in the proposed TEKS.

Response. The SBOE agreed and took action to include new language that reads, ". . . examining all sides of the scientific evidence. . ." in subsection (b)(3)(A) in Grades 3-8 and in subsection (c)(3)(A) in all high school courses.

Comment. One teacher expressed support for including creationism in the proposed TEKS.

Response. The SBOE disagreed and did not take action relating to references to creationism.

Comment. Sixteen teachers, one parent, 124 community members, and 28 university/college staff expressed opposition to creationism in the proposed TEKS.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher and eight community members expressed support for the January 2009 SBOE amendments as written.

Response. The SBOE agreed and retained many of the amendments from the January meeting.

Comment. Three teachers, one administrator, 18 parents, 377 community members, and 90 university/college staff expressed opposition to the January 2009 SBOE amendments as written.

Response. The SBOE agreed and removed some of the amendments from the January meeting, but retained many of the amendments.

Comment. One teacher commented that wetlands needed to be added to the list of aquatic environments in the proposed aquatic science TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and additional descriptors regarding wetlands were not needed.

Comment. One university/college staff person commented that the word "observational" should be added as a method of scientific investigation in the proposed astronomy TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and additional descriptors regarding scientific investigations were not needed.

Comment. Two university/college staff commented that students should, "understand the use" of the listed technology in astronomy. The commenters also stated that sextants could be deleted as they are not currently used in astronomy.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and astronomical technology referenced in the revised TEKS were only examples.

Comment. One teacher commented that a student expectation in the proposed astronomy TEKS should be revised to read, "observe and record the apparent movement of the sun during the day and the moon during the night."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need to be revised.

Comment. One teacher commented that the reference to the zodiac should be deleted in the proposed astronomy TEKS.

Response. The SBOE disagreed and determined that the TEKS appropriately referenced constellations of the zodiac.

Comment. One teacher commented that a student expectation in the proposed astronomy TEKS should be revised to read, "Kuiper belt objects, including Pluto."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need additional language referencing Pluto.

Comment. Two university/college staff commented that a new student expectation should be added to the proposed astronomy TEKS that addresses the origin of the major bodies of the solar system.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and an additional student expectation regarding the origin of the major bodies of the solar system was not needed.

Comment. Two university/college staff commented that the word "estimates" should be changed to "measurements" in a phrase found in the proposed astronomy TEKS. The commenters stated that measurements have moved beyond crude estimates to measurements of high precision for the age of the universe.

Response. The SBOE disagreed and determined that the revised TEKS appropriately used the term "estimate."

Comment. Two university/college staff commented that "theories" of the fate of the universe should be used rather than "hypotheses" in the proposed astronomy TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and that the language regarding hypotheses was accurate.

Comment. One teacher commented that students should "recognize" ground-based technology rather than "analyze" ground-based technology in the proposed astronomy TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in verb choice.

Comment. One teacher commented that more specific information on plants should be added to the proposed biology TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that additional information on plants was not needed.

Comment. One university/college staff person commented that the history of science discovery, especially DNA, is needed in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that additional information on the history of DNA discovery is not needed.

Comment. One teacher commented that the scope of the proposed biology TEKS is too large and looked like Advanced Placement (AP) Biology.

Response. The SBOE disagreed and determined that the TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One university/college staff person expressed a need to include human population dynamics, and the consequence of ever-increasing human populations, in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the TEKS were appropriate in scope and addressed human population dynamics in a reasonable manner.

Comment. Fourteen teachers and two university/college staff suggested that a new introduction be included in the proposed biology, chemistry, and physics TEKS. The commenters' introduction provided extensive detail on descriptive, comparative, and experimental investigations.

Response. The SBOE disagreed and determined that the introductions in the revised TEKS were appropriate in clarity and did not need a more extensive explanation of scientific inquiry.

Comment. Twelve administrators and two university/college staff commented that students in biology need to plan and implement descriptive, comparative, and experimental investigations, including asking well-defined questions, formulating testable hypotheses in comparative and experimental studies, and selecting equipment and technology.

Response. The SBOE agreed and took action to amend the language in subsection (c)(2)(E) in biology to read, "plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology."

Comment. One teacher commented that because of financial strains, the proposed biology TEKS should delete data collecting probes, gel electrophoresis apparatus, micropipettes, and camera from the equipment list.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. At this time, each district is responsible for purchasing classroom/lab instructional materials.

Comment. One teacher commented that the term "equivalent" should be used instead of "such as" in the proposed biology TEKS equipment list.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. At this time, each district is responsible for purchasing classroom/lab instructional materials.

Comment. Twelve administrators and two university/college staff commented that students in biology should evaluate the impact of scientific research on society and the environment and describe the connection between biology and future careers.

Response. The SBOE disagreed and did not revise the student expectation as suggested. However the SBOE did take action to amend subsection (c)(3) in biology to add another student expectation as paragraph (3)(F) that reads, "research and describe the history of biology and contributions of scientists."

Comment. Six administrators and two university/college staff commented that factors influencing cell differentiation are numerous and complex. The commenters stated that the proposed biology TEKS as written are more appropriate for a PhD dissertation than a biology classroom.

Response. The SBOE disagreed and determined that the TEKS were appropriate, reasonable, and attainable by the general student.

Comment. Six administrators and two university/college staff commented that non-Mendelian genetics in the proposed biology TEKS is too vague and covers too many areas. The commenters stated that more specificity is needed.

Response. The SBOE disagreed and determined that the revised TEKS were specific and were appropriate in clarity in regard to non-Mendelian genetics.

Comment. Six administrators and two university/college staff commented that the regulation of gene expression in the proposed biology TEKS is too specific for high school and should be deleted.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not delete information regarding gene expression.

Comment. One teacher commented that biology students should know, rather than describe, various DNA techniques, and also include cloning and stem cell research.

Response. The SBOE disagreed and determined that the verb choice in regard to DNA techniques in the revised TEKS was appropriate in clarity and rigor.

Comment. Seven teachers, 220 community members, and 38 university/college staff expressed support for evolution in the proposed biology TEKS.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Seven community members expressed opposition to evolution in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the revised TEKS provided appropriate coverage of evolution.

Comment. Two teachers and two university/college staff commented that the term "analyze and evaluate" needs to be replaced with "analyze" for each student expectation in the proposed biology TEKS evolutionary theory section.

Response. The SBOE disagreed and determined that the verb choice "analyze and evaluate" in the revised TEKS pertaining to evolutionary theory was more specific and appropriate in clarity.

Comment. Two university/college staff commented that the term "analyze and evaluate" needs to be replaced with "understand" for each student expectation in the proposed biology TEKS evolutionary theory section.

Response. The SBOE disagreed and determined that the verb choice "analyze and evaluate" in the revised TEKS pertaining to evolutionary theory was more specific and appropriate in clarity.

Comment. Three teachers, one administrator, 18 parents, 377 community members, and 90 university/college staff commented that the term "analyze and evaluate" needs to be replaced with "identify" for each student expectation in the proposed biology TEKS evolutionary theory section.

Response. The SBOE disagreed and determined that the verb choice "analyze and evaluate" in the revised TEKS pertaining to evolutionary theory was more specific and appropriate in clarity.

Comment. One teacher commented that the anatomical, molecular, and developmental aspects of common ancestry in the proposed biology TEKS do not need to be included.

Response. The SBOE disagreed and determined that the revised TEKS were more specific and were appropriate in clarity.

Comment. Three teachers, one administrator, 18 parents, 377 community members, and 90 university/college staff expressed opposition to the amendment language "sufficiency or insufficiency of common ancestry" in the biology TEKS.

Response. The SBOE agreed and took action to remove the "sufficiency or insufficiency of common ancestry" language from subsection (c)(7)(B) in biology. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Two university/college staff commented that natural selection produces change in populations, not individuals. They requested that "describe the sufficiency" be deleted in the proposed biology TEKS.

Response. The SBOE agreed and took action to remove the language "describe the sufficiency" from subsection (c)(7)(B) in biology. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that "sufficiency or insufficiency of common ancestry" is opening the door to creationism/intelligent design in the proposed biology TEKS.

Response. The SBOE agreed and took action to remove the language "sufficiency or insufficiency of common ancestry" from subsection (c)(7)(B) in biology.

Comment. Thirteen administrators and two university/college staff commented that "sufficiency or insufficiency of common ancestry" and the term "sudden appearance" should be eliminated in the proposed biology TEKS.

Response. The SBOE agreed that the "sufficiency or insufficiency of common ancestry" language should be removed and took action to amend subsection (c)(7)(B) in biology to remove the language. In regard to the phrase "sudden appearance," the SBOE determined that the phrase was acceptable and retained it in subsection (c)(7)(B) in biology.

Comment. One teacher commented that the term "evidence" should substitute for "sufficiency or insufficiencies" in the proposed biology TEKS. Response: The SBOE disagreed and removed the "sufficiency or insufficiencies" language from subsection (c)(7)(B) in biology. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that "sufficiency or insufficiency of common ancestry" contradicts the student expectation that provides evidence for common ancestry in the proposed biology TEKS.

Response. The SBOE agreed and took action to remove the "sufficiency or insufficiency of common ancestry" language from subsection (c)(7)(B) in biology. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Three teachers, one administrator, 18 parents, 377 community members, and 90 university/college staff commented that the amendment language "analyze and evaluate how" should be replaced with "describe" in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the verb choice "analyze and evaluate" in the revised TEKS was appropriate in clarity and rigor.

Comment. One teacher commented that the amendment language "analyze and evaluate how" should be replaced with "recognize" in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the verb choice "analyze and evaluate how" in the revised TEKS was appropriate in clarity and rigor.

Comment. One teacher commented that the amendment language "analyze and evaluate how" should be replaced with "understand" in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the verb choice "analyze and evaluate how" in the revised TEKS was appropriate in clarity and rigor.

Comment. Three teachers, one administrator, 18 parents, 377 community members, and 90 university/college staff commented that the amendment language "analyze and evaluate" should be replaced with "recognize" in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the verb choice "analyze and evaluate" in the revised TEKS was appropriate in clarity and rigor.

Comment. One teacher and eight community members commented that the amendment language "analyze and evaluate" should be retained in the proposed biology TEKS.

Response. The SBOE agreed. The SBOE retained the verb choice "analyze and evaluate" in the revised TEKS.

Comment. Two university/college staff commented that students in biology should recognize the effects of other evolutionary mechanisms including genetic drift, gene flow, mutation, and recombination.

Response. The SBOE disagreed and determined that the proposed TEKS were appropriate in rigor and that additional evolutionary mechanisms did not need to be addressed in the standards.

Comment. Twelve administrators and two university/college staff commented that students in biology should compare characteristics of taxonomic groups including currently recognized kingdoms.

Response. The SBOE disagreed and determined that the proposed TEKS were appropriate in rigor and specificity.

Comment. Twelve administrators and two university/college staff commented that students in biology should identify and investigate the role of enzymes as biological catalysts.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not need additional information on the role of enzymes in biology.

Comment. One teacher commented that the biological systems are composed of multiple levels, therefore, it would be too ambiguous in the proposed biology TEKS. The teacher commented that the original wording was better.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and content.

Comment. Twelve administrators and two university/college staff commented that the intention of "levels of organization" in the proposed biology TEKS is unclear. The commenters asked whether this was a reference to cells, tissues, organisms, or a larger system.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity with respect to "levels of organization."

Comment. Twelve administrators and two university/college staff commented that "such as" examples need to be included in the student expectation that reads, "investigate and analyze how organisms, populations, and communities respond to external factors."

Response. The SBOE disagreed and determined that the revised TEKS were more specific, less repetitive, and appropriate in clarity without examples provided.

Comment. Twelve administrators and two university/college staff commented that students in biology should analyze the flow of energy and the cycling of matter through trophic levels using various models, including food chains, food webs, and ecological pyramids.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in specificity, clarity, and rigor.

Comment. One teacher, eight administrators, and two university/college staff commented that flow of matter should include the water cycle, in addition to the carbon and nitrogen cycles that are referenced in the proposed biology TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need to address the water cycle in the flow of matter.

Comment. Four teachers commented that Texas needs more conceptual chemistry that relates to the everyday citizen.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. Five teachers commented that there are too many calculations in the proposed chemistry TEKS.

Response. The SBOE disagreed and determined that the calculations in the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented that the mathematics level is too high in chemistry.

Response. The SBOE disagreed and determined that the mathematics level in the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented on the "crazy expectations" for students in chemistry. The teacher commented that this will lead to more dropouts of students and teachers.

Response. The SBOE disagreed and determined that the student expectations in the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher expressed support for the revisions in chemistry. The teacher commented that the emphasis on mathematics problem solving is appropriate.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher expressed support for the proposed chemistry TEKS because they are more detailed than the 1998 TEKS.

Response. The SBOE agreed that the revised TEKS are more detailed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher expressed support for the streamlined content in the proposed chemistry TEKS which made it more manageable.

Response. The SBOE agreed that the revised TEKS are more manageable. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the proposed chemistry TEKS are very clear, concise, and tell the teacher exactly what to teach.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that the proposed chemistry TEKS are on a level too high for the majority of her students. The teacher stated that her non-college bound students would be left behind.

Response. The SBOE disagreed and determined that the content level of the revised TEKS was appropriate, reasonable, and attainable by the general student.

Comment. Three teachers commented that there was too much content in the proposed chemistry course.

Response. The SBOE disagreed and determined that the content level of the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented that there was not a student expectation in chemistry that addressed the idea of equilibrium (Le Chatelier's Principle) and what affects rates of reactions and that information on this topic should be included.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not need additional content in equilibrium and rates of reactions.

Comment. One teacher commented that calculation of a pH in chemistry was beyond the mathematics level of students. The teacher commented that this type of calculation is found in Algebra II.

Response. The SBOE disagreed and determined that the level of mathematics calculations in the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented that the proposed chemistry TEKS cover too much material and students will not learn content in depth. The teacher commented that there are also too many calculations in the chemistry TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in content coverage and attainable by the general student. In addition, the level of mathematics calculations in the revised TEKS were reasonable and attainable by the general student.

Comment. One teacher expressed support for the detail in the proposed chemistry TEKS. The teacher commented that the vagueness of the current chemistry TEKS was frustrating.

Response. The SBOE agreed that the revised TEKS contained appropriate specificity and detail. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented that references to the Periodic Table in chemistry should have been changed to the Periodic Table of Elements.

Response. The SBOE disagreed and determined that the revised TEKS appropriately reference the Periodic Table.

Comment. Twenty-seven administrators and four university/college staff commented that in the introduction, students in chemistry need to plan and implement descriptive, comparative, and experimental investigations, including asking well-defined questions, formulating testable hypotheses in comparative and experimental studies, and selecting equipment and technology.

Response. The SBOE disagreed and determined that the introduction was appropriate and provided sufficient information on scientific investigations.

Comment. One teacher commented on the need for teachers to teach ethics.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher commented on the need not to teach ethics.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in addressing ethics.

Comment. One teacher commented that it will be difficult for schools to ensure students have adequate access to graphing calculators, computers, and probes in chemistry labs.

Response. The SBOE disagreed and determined that the equipment and supplies listed in the revised TEKS were appropriate and reasonable for the general student.

Comment. Two teachers and 15 administrators commented that electronic balances should be deleted from chemistry equipment list.

Response. The SBOE disagreed and determined that the revised TEKS contained appropriate equipment and supply lists. At this time, each district is responsible for purchasing classroom/lab instructional materials.

Comment. Four teachers commented that graphing calculators in chemistry are nice, but are not practical in every school. The teachers recommended that the reference to this tool should be deleted.

Response. The SBOE disagreed with deleting graphing calculators and determined that the revised TEKS were reasonable in regard to the equipment and supply lists.

Comment. One teacher commented that the list of equipment in chemistry should use the term "equivalent" instead of "such as."

Response. The SBOE disagreed and determined that the revised TEKS were reasonable in regard to the equipment and supply lists. The items found on the chemistry list are noted as optional and use the term "such as" and refer to optional items that can be used in the classroom.

Comment. One teacher commented that the chemistry TEKS should list the non-glass items first, after safety equipment.

Response. The SBOE disagreed and determined that the revised TEKS listed equipment appropriately.

Comment. One teacher commented that chemistry students should use critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.

Response. The SBOE agreed. The chemistry knowledge and skills statement in subsection (c)(3) provides for critical thinking and problem solving. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Three teachers commented that the chemistry TEKS should list names of scientists.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and allowed teachers flexibility to select scientists for their curriculum.

Comment. Sixteen administrators and two university/college staff suggested that the following student expectation be deleted from the chemistry TEKS: "identify extensive and intensive properties."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and should include information on extensive and intensive properties.

Comment. One teacher commented that a knowledge and skills statement in chemistry should be revised to read, "The student understands the historical development of the Periodic Table of Elements and can use the arrangement of elements to predict properties of elements in a chemical family or period."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and depth of understanding in regard to the Periodic Table of Elements.

Comment. Seventeen administrators and two university/college staff commented that a student expectation in chemistry should be revised to read, "use the Periodic Table to identify and explain the properties of transition metals, and of chemical families, including alkali metals, alkaline earth metals, halogens, and noble gases."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed transition elements in the proper classification within chemical families.

Comment. Two university/college staff asked why some scientists are listed, while other scientists such as Curie are not listed in the focus of the atomic theory section in the proposed chemistry TEKS.

Response. The SBOE determined that the revised TEKS were appropriate in clarity and provided flexibility for teachers to select which scientists to study during the atomic theory unit.

Comment. One teacher expressed support for the students learning about the history of the current model of the atom in chemistry.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Two teachers commented that a list of scientists' names should be included in the proposed chemistry TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and allowed teachers flexibility in selecting various scientists to study.

Comment. One teacher commented that it was awkward to primarily reference the Bohr model in the proposed chemistry TEKS. The teacher stated that the focus on the positions of electrons around the nucleus may lead to misconceptions.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed many models of atomic theory, including the Bohr model.

Comment. Five teachers commented that the following student expectation in the proposed chemistry TEKS should be deleted: "understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and should include information on the mathematical relationships between energy, frequency, and wavelength of light.

Comment. Seven teachers suggested that calculations be removed from a student expectation in the proposed chemistry TEKS that addresses the electromagnetic spectrum. The teachers suggested that the student expectation read, "understand the relationship between energy, frequency, and wavelength and how these relate to the electromagnetic spectrum."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and should include calculations related to the mathematical relationships between energy, frequency, and wavelength of light.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light; relate the use of atomic emission spectra to historic development of atomic theory."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need additional information on emission spectra.

Comment. Eighteen teachers commented that the calculation in the proposed chemistry TEKS using Planck's constant was not necessary or appropriate for students. The teachers commented that this type of calculation should be deleted or moved to physics or AP Chemistry.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in mathematical computations and rigor.

Comment. Fourteen administrators and two university staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "understand the relationships among energy, frequency, and wavelength of light."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and should include information on the mathematical relationships between energy, frequency, and wavelength of light.

Comment. Two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "understand and use the appropriate analogy of the relationships among energy, frequency and wavelength."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and should include information on the mathematical relationships between energy, frequency, and wavelength of light.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "use isotopic composition to explain average atomic mass of an element."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and addressed isotopic composition in a clear manner.

Comment. One teacher commented that a student expectation in the proposed chemistry TEKS should be edited to read, "use isotopic composition and percent abundance data to calculate average atomic mass of an element."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and addressed isotopic composition in a clear manner.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "understand and use the appropriate analogy of the relationships among energy, frequency and wavelength."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and should include information on the mathematical relationships between energy, frequency, and wavelength of light.

Comment. One teacher commented that there was too much emphasis on metallic bonding in chemistry. The teacher commented that it would be better to emphasize ionic and covalent bonding in general chemistry.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor.

Comment. One teacher commented that chemistry students need to study characteristics of ionic and covalent bonding, not just metallic bonding.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed ionic and covalent bonding in an accurate manner.

Comment. Thirteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "write the chemical formulas of common ionic compounds containing polyatomic ions, main group or transition metals, covalent compounds, acids, and bases."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed the writing of chemical formulas in an accurate manner.

Comment. Three teachers commented that chemistry students should use a chart to reference polyatomic ions. The teachers commented that students should not be expected to memorize a list of polyatomic ions.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not require students to memorize a list of polyatomic ions.

Comment. Five teachers commented that covalent compounds were too general in chemistry. The teachers suggested that binary covalent compounds be stated rather than covalent compounds.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need a specific reference to binary covalent compounds.

Comment. Thirteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "construct and identify electron dot structures to illustrate ionic and covalent bonds."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed ionic and covalent bonds in an accurate manner.

Comment. One teacher commented that chemistry students should study Lewis valence electron dot structures.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not need additional information on Lewis valence electron dot structures.

Comment. Thirteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "use metallic bonding to explain properties of metals such as thermal and electrical conductivity, malleability and ductility."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need additional information on metallic bonding.

Comment. Four teachers commented that metallic bonding concepts were not needed in a regular chemistry class and recommended deletion of this student expectation.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor.

Comment. One teacher commented that the proposed chemistry TEKS did not specify the Electron Sea Model theory.

Response. The SBOE agreed and determined that the revised TEKS were appropriate in clarity and did not need to specify the Electron Sea Model Theory in a student expectation.

Comment. Thirteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "relate Valence Shell Electron Pair Repulsion (VSEPR) theory to shapes of molecules including linear, trigonal planar or tetrahedral electron pair geometries."

Response. The SBOE disagreed and determined that the revised TEKS address the VSEPR theory with appropriate rigor.

Comment. Seven teachers commented that students did not need to predict molecular structures using VSEPR theory and recommended deletion. The teachers commented that this student expectation should be in an advanced chemistry class only.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should predict molecular structures using VSEPR theory.

Comment. One teacher commented that chemistry students should not study electron pair geometry. The teacher commented that this was not typically covered in a first year chemistry course.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should study electron pair geometry.

Comment. One teacher commented that factors that affect chemical reactions were in the previous chemistry TEKS and should still be included in the proposed chemistry TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not need additional information on factors that affect chemical reactions.

Comment. Twelve administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "calculate percent composition and distinguish between empirical and molecular formulas."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should be able to calculate empirical and molecular formulas.

Comment. One teacher commented that the proposed chemistry TEKS should separate these ideas: know a formula, calculate percent composition, and then use percent composition information to determine an empirical and molecular formula.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should be able to calculate empirical and molecular formulas.

Comment. One teacher commented that chemistry students should be able to identify types of chemical reactions. The teacher commented that students should know these types of reactions: combustion, synthesis, decomposition, single replacement, and double replacement.

Response. The SBOE agreed. The types of reactions are embedded within the revised student expectations.

Comment. One teacher commented that chemistry students should first be able to identify the types of a reaction and then predict the products.

Response. The SBOE agreed. The types of reactions are embedded within the revised student expectations. The TEKS do not mandate an instruction plan for teaching concepts.

Comment. Seventeen teachers commented that stoichiometric calculations in chemistry were difficult and recommended that this student expectation be deleted.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should perform stoichiometric calculations.

Comment. Three teachers commented that stoichiometric calculations in chemistry were good and should remain.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. Two university/college staff commented that chemistry students should understand that limiting reagents determine the products of chemical reactions.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that additional information on limiting reagents was not needed.

Comment. Twelve administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "perform stoichiometric calculations including determination of mass relationships between reactants and products and calculation of percent yield." The commenters also recommended that this student expectation could be reworded to read, "understand limiting reagents determine the products of chemical reactions and apply to real world applications such as in an industrial setting."

Response. The SBOE disagreed and determined that the revised TEKS regarding stoichiometric calculations and chemical reactions were appropriate in clarity and rigor.

Comment. Twelve administrators and two university/college staff commented that chemistry students should understand the concept of a limiting reactant.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not need an additional student expectation on limiting reactants.

Comment. Four teachers commented that calculations using gas laws were not appropriate for chemistry students. The teachers stated that students should know the relationships between volume, pressure, number of moles, and temperature.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should perform calculations using gas laws.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "use kinetic molecular theory to predict changes in behavior of gases."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and addressed kinetic molecular theory in an accurate manner.

Comment. One teacher commented that the proposed chemistry TEKS should add the Gay-Lussac law to the current list of gas laws, or replace them all with the Combined Gas Law.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed all of the gas laws in an accurate manner.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "describe and calculate the relationship 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."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "recognize stoichiometric changes of mass and volume relationships between reactants and products for reactions involving gases."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "recognize stoichiometric changes of mass and volume relationships between reactants and products for reactions involving gases."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that a student expectation in the proposed chemistry TEKS should be edited to read, "distinguish between real and ideal gases as defined according to the postulates of the kinetic molecular theory."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that the section on solution chemistry was lengthy and very challenging.

Response. The SBOE disagreed and determined that the revised TEKS on solution chemistry were specific and appropriate in clarity and rigor.

Comment. Thirteen administrators and two university/college staff commented that chemistry students should be given the general rules regarding solubility, instead of the proposed language, "develop and use general rules" as they investigate properties of aqueous solutions.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need to specify that students be given the general rules on solubility.

Comment. One teacher commented that chemistry students did not need to develop the rules of solubility if they were already printed on their End-of-Course exam chart.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and since the state assessments are built upon the TEKS, adjustments will be made to assessments as appropriate based on the revised TEKS.

Comment. Two teachers, 13 administrators, and two university/college staff commented that the following student expectation should be deleted from the proposed chemistry TEKS: "use molarity to calculate the dilutions of solutions."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in mathematical computations and rigor.

Comment. Thirteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "distinguish between Arrhenius and Bronsted-Lowry definitions; and predict products in acid base reactions that form water."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that the following should be deleted from the proposed chemistry TEKS: "distinguishing between Arrhenius and Bronsted-Lowry acids and bases."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that if chemistry students were not predicting products in the chemical reactions objective, they should not be required to predict the products in acid/base reactions.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that there was no "e" in the name "Lowry."

Response. The SBOE agreed and the spelling error in subsection (c)(10)(G) in chemistry was corrected.

Comment. One teacher commented that precipitation reactions and oxidation-reduction reactions should be moved to AP Chemistry.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor for the general chemistry student.

Comment. One teacher commented that chemistry students may be confused when redox reactions are placed next to solution chemistry. The teacher asked if students need to know redox reactions.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Thirteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "define pH and use the hydrogen or hydroxide ion to determine the integer value pH of a solution."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Two teachers commented that pH calculations should be removed from chemistry. The teachers stated that students should only use pH to identify a substance as an acid or base.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should calculate pH in chemistry.

Comment. One teacher commented that degrees of disassociation in chemistry should be moved to PreAP or AP Chemistry.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor for the general chemistry student.

Comment. One teacher commented that the focus in chemistry was on enthalpy, and that entropy was visibly missing.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in the coverage of fundamental chemistry content.

Comment. One teacher commented that kinetic and potential energy should be moved to AP Chemistry.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students should learn about kinetic and potential energy.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "understand energy and recognize its forms including kinetic and potential."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed forms of energy in an accurate manner.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "apply the law of conservation of energy to process of heat transfer and use calorimetry to calculate the heat of a chemical process."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity.

Comment. One teacher commented that chemistry students should be able to classify reactions as exothermic or endothermic based on observations. The teacher commented that calculations were not needed.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students need to calculate the energy of exothermic and endothermic reactions.

Comment. One teacher commented that chemistry thermochemical reactions should be moved to AP Chemistry.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that learning about thermochemical reactions was attainable by the general chemistry student.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "use thermochemical reaction equations to classify energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that the calculations in thermochemical reactions should be removed.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students need to calculate the energy of thermochemical reactions.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "use calorimetry to measure and compare heat contained in chemical process."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed calorimetry in an accurate manner.

Comment. One teacher commented that chemistry calorimetry should be moved to PreAP or AP Chemistry.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that chemistry calorimetry was attainable by the general chemistry student.

Comment. One teacher commented that calculations in chemistry calorimetry should be removed.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that calculations in chemistry calorimetry were attainable by the general chemistry student.

Comment. Fourteen administrators and two university/college staff commented that the following should be deleted from chemistry: "use calorimetry to calculate the heat of a chemical process."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that calculations in chemistry calorimetry were attainable by the general chemistry student.

Comment. One teacher commented that the nuclear unit in chemistry was supposed to be a fun unit and wondered why nuclear applications were missing.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that the following be deleted from the proposed chemistry TEKS: "describe radioactive decay process in terms of balanced nuclear equations."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and that students need to balance nuclear equations.

Comment. One teacher questioned whether the radioactive decay process in chemistry included half-life concepts and calculations.

Response. The SBOE determined that the revised TEKS are appropriate in clarity. Further clarification of standards will occur during curriculum development and professional development.

Comment. Fourteen administrators and two university/college staff commented that a student expectation in the proposed chemistry TEKS should be edited to read, "compare fission and fusion reactions and evaluate their applications."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that there are too many TEKS in Earth and Space Science (ESS). The teacher recommended focusing only on Earth-Space systems.

Response. The SBOE disagreed and determined that the revised TEKS in ESS contained a reasonable number of student expectations that address a comprehensive course in Earth and space science.

Comment. Three teachers, one administrator, 18 parents, 377 community members, and 90 university/college staff commented that the ESS TEKS should be approved as written, with no revisions, changes, or amendments.

Response. The SBOE disagreed and amended student expectations prior to final adoption. The SBOE took action to approve additional changes to respond to public comments.

Comment. One teacher commented that the ESS TEKS should be approved as amended in January 2009.

Response. The SBOE disagreed and amended student expectations prior to final adoption. The SBOE took action to approve additional changes to respond to public comments.

Comment. One teacher commented that the ESS TEKS are written with appropriate rigor and that the course is a good capstone class.

Response. The SBOE agreed. The SBOE also took action to approve additional changes to respond to other comments.

Comment. One teacher expressed concern about the removal of traditional concepts in Earth science in the proposed ESS TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor.

Comment. One teacher commented that the proposed ESS TEKS covered too much information and should follow "less is more" philosophy.

Response. The SBOE disagreed and determined that the revised TEKS in ESS contained a reasonable number of student expectations that address a comprehensive course in Earth and space science.

Comment. One university/college staff person commented that the word "observational" should be added as a method of scientific investigation, especially in the area of astronomy, which is addressed in the proposed ESS TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and addressed a variety of scientific investigations that are essential to ESS.

Comment. One teacher asked why the equipment list for ESS was included and suggested using the term "equivalent" instead of "such as."

Response. The SBOE disagreed and determined that the revised TEKS were reasonable in regard to the equipment and supply lists. The items found on the equipment list are only suggestions.

Comment. One teacher commented that astronomical observations in the proposed ESS TEKS should be covered in astronomy, not in ESS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate.

Comment. One teacher commented that the insertion of the words "differing theories" in ESS implies that there is another major scientific theory beyond the Big Bang Theory. The teacher stated that astrophysicists do not have differing theories for the origin of the universe. The teacher also stated that language for differing theories implies creationism and makes the language for science weaker.

Response. The SBOE disagreed and determined that the revised TEKS in regard to theories in ESS were appropriate in clarity and rigor. The SBOE did, however, take action to amend subsection (c)(4)(A) to read, "evaluate the evidence concerning the Big Bang model such as red shift and cosmic microwave background radiation and current theories of the evolution of the universe, including estimates for the age of the universe."

Comment. One teacher and two university/college staff commented that the following original language in the proposed ESS knowledge and skill statement should be retained: "The student knows that Earth's place in the solar system is explained by the solar nebular accretionary disk model." The commenters stated that this language was pedagogically correct and was the appropriate explanation for a high school class.

Response. The SBOE disagreed with the original language regarding solar nebular accretionalary disk model and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Two university/college staff commented that by inserting "are thought to allow" into the ESS student expectation, "...kinetic heat of impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation..." is incorrect since there is no ambiguity or scientific question about the heat sources necessary for the Earth separating into different zones (mantle, outer core, inner core) during formation. The phrase "are thought to allow" implies incorrect and unnecessary doubt.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor. The SBOE did, however, take action to amend subsection (c)(5)(B) to read, "investigate thermal energy sources, including kinetic heat of impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation into layers."

Comment. Two university/college staff commented that an ESS student expectation should not include the reference to the "original hydrogen-helium" atmosphere. There is no evidence that the earth ever had such an atmosphere, as it was not massive enough to collect gas from the circumstellar disk.

Response. The SBOE agreed and took action to amend the language in subsection (c)(6)(A) in ESS to read, "analyze the changes of Earth's atmosphere that could have occurred through time from the original hydrogen-helium atmosphere, the carbon dioxide-water vapor-methane atmosphere, and the current nitrogen-oxygen atmosphere."

Comment. Two university/college staff commented that by inserting, "the evidence that the" into a proposed ESS student expectation, "evaluate the evidence that the Earth's cooling led to tectonic activity..." is unnecessary and implies a doubt about these processes that earth scientists do not share.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that a proposed ESS student expectation should ask students to "describe" radiometric dating methods, rather than "apply" radiometric dating methods.

Response. The SBOE disagreed. The SBOE, however, took action to amend the language in subsection (c)(7)(B) in ESS to read, "calculate the ages of igneous rocks from Earth and the Moon and meteorites using radiometric dating methods."

Comment. Two university/college staff commented that a proposed ESS student expectation suggests that students evaluate fossil types and assess arguments for and against universal common descent. The commenters stated that students should simply "understand" the fossil types and "understand the evidence of universal common descent based on the fossil record." The commenters also stated that there are no arguments against common descent in the fossil record.

Response. The SBOE disagreed but slightly changed the student expectation in subsection (c)(8)(A) in ESS to read, "analyze and evaluate a variety of fossil types, such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data."

Comment. One teacher commented that a proposed ESS student expectation should ask students to "describe" the motion history of tectonic plates, rather than "calculate" the motion history of tectonic plates.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher commented that a proposed ESS student expectation on the causes and history of eustatic sea level changes should be deleted as it is not appropriate for high school students.

Response. The SBOE disagreed and determined that the revised student expectation was appropriate in rigor.

Comment. One teacher commented that a proposed ESS student expectation on scientific hypotheses for the origin of life should be deleted as it is not appropriate for high school students.

Response. The SBOE disagreed and determined that the revised student expectation was appropriate in content and rigor.

Comment. One teacher commented that a proposed ESS student expectation on the dynamics of surface and groundwater movement should be deleted as it is not appropriate for high school students.

Response. The SBOE disagreed and determined that the revised student expectation was appropriate in rigor.

Comment. One university/college staff person commented that the history of science discovery, especially DNA, is needed in the proposed environmental systems TEKS. The commenters stated that science and biology are products of individual efforts and experiments through time.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and addressed fundamental environmental science content.

Comment. One university/college staff person commented that there is a need to include human population dynamics and the consequence of ever-increasing human populations in the proposed environmental systems TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and addressed fundamental environmental science content.

Comment. One teacher commented that the proposed environmental systems course should not be limited to Grades 11-12.

Response. The SBOE disagreed and determined that the grade requirements are appropriate.

Comment. One teacher commented that equipment list for environmental science may not be needed. The teacher suggested that the TEKS could say "or equivalent" instead of using the term "such as."

Response. The SBOE disagreed and determined that the revised TEKS were reasonable in regard to the equipment and supply lists. The items found on the environmental science list are only suggestions.

Comment. One teacher commented that the Integrated Physics and Chemistry (IPC) TEKS could clarify careers by adding the phrase "of scientists of those disciplines."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and addressed scientific careers in an accurate manner.

Comment. One teacher commented that the IPC TEKS should retain the original wording in the motion and force unit and also specify relevant examples that make the wording more specific.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. One teacher asked who would supply the moving toys for the IPC course.

Response. The SBOE determined that the revised TEKS listed appropriate and reasonable supplies and equipment to teach the IPC course. At this time, each district is responsible for purchasing classroom/lab instructional materials.

Comment. Two teachers commented that the proposed physics list of equipment and supplies was excessive.

Response. The SBOE disagreed and determined that the revised TEKS included reasonable equipment and supply lists. The items found on the physics list following the term "such as" are only suggestions.

Comment. Two university/college staff commented that descriptive titles to each content knowledge and skills statement for physics should be added. For example: KS 4 - Laws of Motion; KS 5 - Forces in the Physical World; KS 6 - Conservation of Energy and Momentum; KS 7 - Characteristics of Waves; KS 8 - Atomic Structure.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in structure.

Comment. Two teachers commented about the high level of mathematics in the proposed physics TEKS.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and were based on reasonable levels of algebraic understanding.

Comment. One teacher expressed opposition to the proposed physics course being suitable for students in Grades 9-12. The teacher stated that algebra should be a prerequisite for physics.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and were based on reasonable levels of algebraic understanding. The general requirements for the physics course include Algebra I as a suggested prerequisite or co-requisite. Comment: Sixteen administrators and two university/college staff commented that the introduction to the proposed physics TEKS should include additional topics, electricity and magnetism, which are covered in the student expectations.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need additional language in the introduction.

Comment. Fourteen administrators and two university/college staff commented that the introduction to the proposed physics TEKS should be replaced with a common statement found in biology, chemistry, and physics.

Response. The SBOE disagreed and determined that the revised introduction is appropriate for the physics TEKS.

Comment. Fifteen administrators and two university/college staff commented that a statement on scientific processes should be replaced and recommended text relating to descriptive, comparative, and experimental investigations.

Response. The SBOE disagreed and determined that the revised introduction is appropriate for the physics TEKS.

Comment. One teacher commented that rolls of white craft paper should be deleted from the proposed physics equipment list.

Response. The SBOE disagreed and determined that the revised TEKS included reasonable equipment and supply lists.

Comment. Fifteen administrators and two university/college staff commented that the equipment list in the proposed physics TEKS should be streamlined and recommended a list with a number of items removed.

Response. The SBOE disagreed and determined that the revised TEKS included reasonable equipment and supply lists.

Comment. One teacher expressed opposition to the proposed physics equipment list. The teacher suggested the use of the term "or equivalent" instead of "such as" in the physics list.

Response. The SBOE disagreed and determined that the revised TEKS included reasonable equipment and supply lists. The items found on the physics list following the term "such as" are only suggestions.

Comment. One teacher commented that ticker timers and cathode ray tubes with horseshoe magnets should be deleted from the proposed physics equipment list.

Response. The SBOE disagreed and determined that the revised TEKS included reasonable equipment and supply lists.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be revised to read, "use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate."

Response. The SBOE disagreed and determined that the revised TEKS included reasonable equipment and supply lists.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be revised to read, "generate and interpret graphs and charts describing different types of motion, including the use of real-time technology such as motion detectors, sensors, or photogates."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate and did not need the additional term "sensors" on the physics equipment list.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be revised to read, "analyze and describe accelerated motion in two dimensions, including projectile and circular examples."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and required an acceptable level of calculations in physics.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be revised to read, "analyze and describe 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."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and required an acceptable level of calculations in physics.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be revised to read, "demonstrate an understanding of the work-energy theorem in various situations."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and required an acceptable level of calculations in physics.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be revised to read, "understand and calculate mechanical energy, power, impulse, and momentum of a physical system."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and required an acceptable level of calculations in physics.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be revised to read, "describe and predict image formation as a consequence of reflection."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and rigor.

Comment. Fifteen administrators and two university/college staff commented that a student expectation in the proposed physics TEKS should be added to read, "describe and predict the effects of different media on refraction, including critical angles."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not need an additional student expectation to describe refraction.

Comment. One teacher commented that a student expectation in the proposed physics TEKS that addresses mass-energy equivalence should be deleted because it is not appropriate for high school students.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate, reasonable, and attainable by the general student.

Comment. One teacher commented that the student expectation in physics that addresses applications of atomic and nuclear phenomena should be deleted because it is not appropriate for high school students.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor.

Comment. One teacher commented that digital cameras should be deleted from the physics equipment list. The teacher also suggested adding superconducting quantum interference devices to the equipment list.

Response. The SBOE disagreed and determined that additional physics equipment did not need to be added. Digital cameras are not included on the physics equipment list.

Comment. Two university/college staff commented that a student expectation in physics should be revised to read, "give examples of applications of atomic and nuclear phenomena such as radiation therapy, diagnostic imaging, and nuclear power and examples of applications of quantum phenomena such as digital cameras and plasma screens."

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in rigor and did not need an additional example.

Comment. Sixteen administrators commented that the Introduction to the proposed biology, chemistry, and physics TEKS should be replaced and recommended text relating to scientific inquiry and scientific, descriptive, and comparative investigations.

Response. The SBOE disagreed and determined that the revised TEKS were appropriate in clarity and did not need a more extensive explanation of scientific inquiry in the introduction.

SUBCHAPTER A. ELEMENTARY

19 TAC §§112.1, 112.10 - 112.16

The amendment and new sections are adopted under the Texas Education Code, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements; and §28.002, which authorizes the SBOE to by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks and addressed on the assessment instruments.

The amendment and new sections implement the Texas Education Code, §7.102(c)(4) and §28.002.

§112.11.Science, Kindergarten, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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."

(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time.

(4) In Kindergarten, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.

(A) A central theme throughout the study of scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment is active engagement in asking questions, communicating ideas, and exploring with scientific tools. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations.

(B) Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture. The importance of light, heat, and sound energy is identified as it relates to the students' everyday life. The location and motion of objects are explored.

(C) Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather. Other patterns are observed in the appearance of objects in the sky.

(D) In life science, students recognize the interdependence of organisms in the natural world. They understand that all organisms have basic needs that can be satisfied through interactions with living and nonliving things. Students will investigate the life cycle of plants and identify likenesses between parents and offspring.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;

(B) discuss the importance of safe practices to keep self and others safe and healthy; and

(C) demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reusing or recycling paper, plastic, and metal.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(B) plan and conduct simple descriptive investigations such as ways objects move;

(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;

(D) record and organize data and observations using pictures, numbers, and words; and

(E) communicate observations with others about simple descriptive investigations.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:

(A) identify and explain a problem such as the impact of littering on the playground and propose a solution in his/her own words;

(B) make predictions based on observable patterns in nature such as the shapes of leaves; and

(C) explore that scientists investigate different things in the natural world and use tools to help in their investigations.

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as terrariums and aquariums; and

(B) use senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.

(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to:

(A) observe and record properties of objects, including relative size and mass, such as bigger or smaller and heavier or lighter, shape, color, and texture; and

(B) observe, record, and discuss how materials can be changed by heating or cooling.

(6) Force, motion, and energy. The student knows that energy, force, and motion are related and are a part of their everyday life. The student is expected to:

(A) use the five senses to explore different forms of energy such as light, heat, and sound;

(B) explore interactions between magnets and various materials;

(C) observe and describe the location of an object in relation to another such as above, below, behind, in front of, and beside; and

(D) observe and describe the ways that objects can move such as in a straight line, zigzag, up and down, back and forth, round and round, and fast and slow.

(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to:

(A) observe, describe, compare, and sort rocks by size, shape, color, and texture;

(B) observe and describe physical properties of natural sources of water, including color and clarity; and

(C) give examples of ways rocks, soil, and water are useful.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A) observe and describe weather changes from day to day and over seasons;

(B) identify events that have repeating patterns, including seasons of the year and day and night; and

(C) observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.

(9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:

(A) differentiate between living and nonliving things based upon whether they have basic needs and produce offspring; and

(B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

(A) sort plants and animals into groups based on physical characteristics such as color, size, body covering, or leaf shape;

(B) identify parts of plants such as roots, stem, and leaves and parts of animals such as head, eyes, and limbs;

(C) identify ways that young plants resemble the parent plant; and

(D) observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower, and fruit.

§112.12.Science, Grade 1, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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."

(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 80% of instructional time.

(4) In Grade 1, students observe and describe the natural world using their five senses. Students do science as inquiry in order to develop and enrich their abilities to understand the world around them in the context of scientific concepts and processes. Students develop vocabulary through their experiences investigating properties of common objects, earth materials, and organisms.

(A) A central theme in first grade science is active engagement in asking questions, communicating ideas, and exploring with scientific tools in order to explain scientific concepts and processes like scientific investigation and reasoning; matter and energy; force, motion, and energy; Earth and space; and organisms and environment. Scientific investigation and reasoning involves practicing safe procedures, asking questions about the natural world, and seeking answers to those questions through simple observations and descriptive investigations.

(B) Matter is described in terms of its physical properties, including relative size and mass, shape, color, and texture. The importance of light, heat, and sound energy is identified as it relates to the students' everyday life. The location and motion of objects are explored.

(C) Weather is recorded and discussed on a daily basis so students may begin to recognize patterns in the weather. In addition, patterns are observed in the appearance of objects in the sky.

(D) In life science, students recognize the interdependence of organisms in the natural world. They understand that all organisms have basic needs that can be satisfied through interactions with living and nonliving things. Students will investigate life cycles of animals and identify likenesses between parents and offspring.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(A) recognize and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;

(B) recognize the importance of safe practices to keep self and others safe and healthy; and

(C) identify and learn how to use natural resources and materials, including conservation and reuse or recycling of paper, plastic, and metals.

(2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world;

(B) plan and conduct simple descriptive investigations such as ways objects move;

(C) collect data and make observations using simple equipment such as hand lenses, primary balances, and non-standard measurement tools;

(D) record and organize data using pictures, numbers, and words; and

(E) communicate observations and provide reasons for explanations using student-generated data from simple descriptive investigations.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student is expected to:

(A) identify and explain a problem such as finding a home for a classroom pet and propose a solution in his/her own words;

(B) make predictions based on observable patterns; and

(C) describe what scientists do.

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect, record, and compare information using tools, including computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins; weather instruments such as classroom demonstration thermometers and wind socks; and materials to support observations of habitats of organisms such as aquariums and terrariums; and

(B) measure and compare organisms and objects using non-standard units.

(5) Matter and energy. The student knows that objects have properties and patterns. The student is expected to:

(A) classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture; and

(B) predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.

(6) Force, motion, and energy. The student knows that force, motion, and energy are related and are a part of everyday life. The student is expected to:

(A) identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life;

(B) predict and describe how a magnet can be used to push or pull an object;

(C) describe the change in the location of an object such as closer to, nearer to, and farther from; and

(D) demonstrate and record the ways that objects can move such as in a straight line, zig zag, up and down, back and forth, round and round, and fast and slow.

(7) Earth and space. The student knows that the natural world includes rocks, soil, and water that can be observed in cycles, patterns, and systems. The student is expected to:

(A) observe, compare, describe, and sort components of soil by size, texture, and color;

(B) identify and describe a variety of natural sources of water, including streams, lakes, and oceans; and

(C) gather evidence of how rocks, soil, and water help to make useful products.

(8) Earth and space. The student knows that the natural world includes the air around us and objects in the sky. The student is expected to:

(A) record weather information, including relative temperature, such as hot or cold, clear or cloudy, calm or windy, and rainy or icy;

(B) observe and record changes in the appearance of objects in the sky such as clouds, the Moon, and stars, including the Sun;

(C) identify characteristics of the seasons of the year and day and night; and

(D) demonstrate that air is all around us and observe that wind is moving air.

(9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to:

(A) sort and classify living and nonliving things based upon whether or not they have basic needs and produce offspring;

(B) analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver; and

(C) gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter.

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

(A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

(B) identify and compare the parts of plants;

(C) compare ways that young animals resemble their parents; and

(D) observe and record life cycles of animals such as a chicken, frog, or fish.

§112.13.Science, Grade 2, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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."

(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of instructional time.

(4) In Grade 2, careful observation and investigation are used to learn about the natural world and reveal patterns, changes, and cycles. Students should understand that certain types of questions can be answered by using observation and investigations and that the information gathered in these may change as new observations are made. As students participate in investigation, they develop the skills necessary to do science as well as develop new science concepts.

(A) Within the physical environment, students expand their understanding of the properties of objects such as shape, mass, temperature, and flexibility then use those properties to compare, classify, and then combine the objects to do something that they could not do before. Students manipulate objects to demonstrate a change in motion and position.

(B) Within the natural environment, students will observe the properties of earth materials as well as predictable patterns that occur on Earth and in the sky. The students understand that those patterns are used to make choices in clothing, activities, and transportation.

(C) Within the living environment, students explore patterns, systems, and cycles by investigating characteristics of organisms, life cycles, and interactions among all the components within their habitat. Students examine how living organisms depend on each other and on their environment.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures. The student is expected to:

(A) identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;

(B) describe the importance of safe practices; and

(C) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal.

(2) Scientific investigation and reasoning. The student develops abilities necessary to do scientific inquiry in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events during observations and investigations;

(B) plan and conduct descriptive investigations such as how organisms grow;

(C) collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools;

(D) record and organize data using pictures, numbers, and words;

(E) communicate observations and justify explanations using student-generated data from simple descriptive investigations; and

(F) compare results of investigations with what students and scientists know about the world.

(3) Scientific investigation and reasoning. The student knows that information and critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:

(A) identify and explain a problem in his/her own words and propose a task and solution for the problem such as lack of water in a habitat;

(B) make predictions based on observable patterns; and

(C) identify what a scientist is and explore what different scientists do.

(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect, record, and compare information using tools, including computers, hand lenses, rulers, primary balances, plastic beakers, magnets, collecting nets, notebooks, and safety goggles; timing devices, including clocks and stopwatches; weather instruments such as thermometers, wind vanes, and rain gauges; and materials to support observations of habitats of organisms such as terrariums and aquariums; and

(B) measure and compare organisms and objects using non-standard units that approximate metric units.

(5) Matter and energy. The student knows that matter has physical properties and those properties determine how it is described, classified, changed, and used. The student is expected to:

(A) classify matter by physical properties, including shape, relative mass, relative temperature, texture, flexibility, and whether material is a solid or liquid;

(B) compare changes in materials caused by heating and cooling;

(C) demonstrate that things can be done to materials to change their physical properties such as cutting, folding, sanding, and melting; and

(D) combine materials that when put together can do things that they cannot do by themselves such as building a tower or a bridge and justify the selection of those materials based on their physical properties.

(6) Force, motion, and energy. The student knows that forces cause change and energy exists in many forms. The student is expected to:

(A) investigate the effects on an object by increasing or decreasing amounts of light, heat, and sound energy such as how the color of an object appears different in dimmer light or how heat melts butter;

(B) observe and identify how magnets are used in everyday life;

(C) trace the changes in the position of an object over time such as a cup rolling on the floor and a car rolling down a ramp; and

(D) compare patterns of movement of objects such as sliding, rolling, and spinning.

(7) Earth and space. The student knows that the natural world includes earth materials. The student is expected to:

(A) observe and describe rocks by size, texture, and color;

(B) identify and compare the properties of natural sources of freshwater and saltwater; and

(C) distinguish between natural and manmade resources.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A) measure, record, and graph weather information, including temperature, wind conditions, precipitation, and cloud coverage, in order to identify patterns in the data;

(B) identify the importance of weather and seasonal information to make choices in clothing, activities, and transportation;

(C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions; and

(D) observe, describe, and record patterns of objects in the sky, including the appearance of the Moon.

(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:

(A) identify the basic needs of plants and animals;

(B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and

(C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area.

(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

(A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water;

(B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; and

(C) investigate and record some of the unique stages that insects undergo during their life cycle.

§112.14.Science, Grade 3, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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."

(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific methods, analyzing information, making informed decisions, and using tools to collect and record information while addressing the content and vocabulary in physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 60% of instructional time.

(4) In Grade 3, students learn that the study of science uses appropriate tools and safe practices in planning and implementing investigations, asking and answering questions, collecting data by observing and measuring, and by using models to support scientific inquiry about the natural world.

(A) Students recognize that patterns, relationships, and cycles exist in matter. Students will investigate the physical properties of matter and will learn that changes occur. They explore mixtures and investigate light, sound, and heat/thermal energy in everyday life. Students manipulate objects by pushing and pulling to demonstrate changes in motion and position.

(B) Students investigate how the surface of Earth changes and provides resources that humans use. As students explore objects in the sky, they describe how relationships affect patterns and cycles on Earth. Students will construct models to demonstrate Sun, Earth, and Moon system relationships and will describe the Sun's role in the water cycle.

(C) Students explore patterns, systems, and cycles within environments by investigating characteristics of organisms, life cycles, and interactions among all components of the natural environment. Students examine how the environment plays a key role in survival. Students know that when changes in the environment occur organisms may thrive, become ill, or perish.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following school and home safety procedures and environmentally appropriate practices. The student is expected to:

(A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat; and

(B) make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper, aluminum cans, and plastics.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

(A) plan and implement descriptive investigations, including asking and answering questions, making inferences, and selecting and using equipment or technology needed, to solve a specific problem in the natural world;

(B) collect data by observing and measuring using the metric system and recognize differences between observed and measured data;

(C) construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize, examine, and evaluate measured data;

(D) analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations;

(E) demonstrate that repeated investigations may increase the reliability of results; and

(F) communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.

(3) Scientific investigation and reasoning. The student knows that information, critical thinking, scientific problem solving, and the contributions of scientists are used in making decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) draw inferences and evaluate accuracy of product claims found in advertisements and labels such as for toys and food;

(C) represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations, including size, properties, and materials; and

(D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

(B) use safety equipment as appropriate, including safety goggles and gloves.

(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

(A) measure, test, and record physical properties of matter, including temperature, mass, magnetism, and the ability to sink or float;

(B) describe and classify samples of matter as solids, liquids, and gases and demonstrate that solids have a definite shape and that liquids and gases take the shape of their container;

(C) predict, observe, and record changes in the state of matter caused by heating or cooling; and

(D) explore and recognize that a mixture is created when two materials are combined such as gravel and sand and metal and plastic paper clips.

(6) Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to:

(A) explore different forms of energy, including mechanical, light, sound, and heat/thermal in everyday life;

(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons; and

(C) observe forces such as magnetism and gravity acting on objects.

(7) Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to:

(A) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains;

(B) investigate rapid changes in Earth's surface such as volcanic eruptions, earthquakes, and landslides;

(C) identify and compare different landforms, including mountains, hills, valleys, and plains; and

(D) explore the characteristics of natural resources that make them useful in products and materials such as clothing and furniture and how resources may be conserved.

(8) Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(A) observe, measure, record, and compare day-to-day weather changes in different locations at the same time that include air temperature, wind direction, and precipitation;

(B) describe and illustrate the Sun as a star composed of gases that provides light and heat energy for the water cycle;

(C) construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions; and

(D) identify the planets in Earth's solar system and their position in relation to the Sun.

(9) Organisms and environments. The student knows that organisms have characteristics that help them survive and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

(A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;

(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field; and

(C) describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(A) explore how structures and functions of plants and animals allow them to survive in a particular environment;

(B) explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food; and

(C) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs.

§112.15.Science, Grade 4, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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."

(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.

(4) In Grade 4, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(A) Within the natural environment, students know that earth materials have properties that are constantly changing due to Earth's forces. The students learn that the natural world consists of resources, including renewable and nonrenewable, and their responsibility to conserve our natural resources for future generations. They will also explore Sun, Earth, and Moon relationships. The students will recognize that our major source of energy is the Sun.

(B) Within the living environment, students know and understand that living organisms within an ecosystem interact with one another and with their environment. The students will recognize that plants and animals have basic needs, and they are met through a flow of energy known as food webs. Students will explore how all living organisms go through a life cycle and that adaptations enable organisms to survive in their ecosystem.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

(B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor investigations. The student is expected to:

(A) plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions;

(B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps;

(C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data;

(D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured;

(E) perform repeated investigations to increase the reliability of results; and

(F) communicate valid, oral, and written results supported by data.

(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) draw inferences and evaluate accuracy of services and product claims found in advertisements and labels such as for toys, food, and sunscreen;

(C) represent the natural world using models such as rivers, stream tables, or fossils and identify their limitations, including accuracy and size; and

(D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and

(B) use safety equipment as appropriate, including safety goggles and gloves.

(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

(A) measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float;

(B) predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water; and

(C) compare and contrast a variety of mixtures and solutions such as rocks in sand, sand in water, or sugar in water.

(6) Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and heat/thermal;

(B) differentiate between conductors and insulators;

(C) demonstrate that electricity travels in a closed path, creating an electrical circuit, and explore an electromagnetic field; and

(D) design an experiment to test the effect of force on an object such as a push or a pull, gravity, friction, or magnetism.

(7) Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:

(A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants;

(B) observe and identify slow changes to Earth's surface caused by weathering, erosion, and deposition from water, wind, and ice; and

(C) identify and classify Earth's renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A) measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key;

(B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process; and

(C) collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time.

(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:

(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and

(B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environment. The student is expected to:

(A) explore how adaptations enable organisms to survive in their environment such as comparing birds' beaks and leaves on plants;

(B) demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and

(C) explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans.

§112.16.Science, Grade 5, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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."

(2) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(3) The study of elementary science includes planning and safely implementing classroom and outdoor investigations using scientific processes, including inquiry methods, analyzing information, making informed decisions, and using tools to collect and record information, while addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences. Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of instructional time.

(4) In Grade 5, investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations and that methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. They have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(A) Within the physical environment, students learn about the physical properties of matter, including magnetism, physical states of matter, relative density, solubility in water, and the ability to conduct or insulate electrical and heat energy. Students explore the uses of light, thermal, electrical, and sound energies.

(B) Within the natural environment, students learn how changes occur on Earth's surface and that predictable patterns occur in the sky. Students learn that the natural world consists of resources, including nonrenewable, renewable, and alternative energy sources.

(C) Within the living environment, students learn that structure and function of organisms can improve the survival of members of a species. Students learn to differentiate between inherited traits and learned behaviors. Students learn that life cycles occur in animals and plants and that the carbon dioxide-oxygen cycle occurs naturally to support the living environment.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and

(B) make informed choices in the conservation, disposal, and recycling of materials.

(2) Scientific investigation and reasoning. The student uses scientific methods during laboratory and outdoor investigations. The student is expected to:

(A) describe, plan, and implement simple experimental investigations testing one variable;

(B) ask well-defined questions, formulate testable hypotheses, and select and use appropriate equipment and technology;

(C) collect information by detailed observations and accurate measuring;

(D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence;

(E) demonstrate that repeated investigations may increase the reliability of results;

(F) communicate valid conclusions in both written and verbal forms; and

(G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) evaluate the accuracy of the information related to promotional materials for products and services such as nutritional labels;

(C) draw or develop a model that represents how something works or looks that cannot be seen such as how a soda dispensing machine works; and

(D) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums and aquariums; and

(B) use safety equipment, including safety goggles and gloves.

(5) Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classified, changed, and used. The student is expected to:

(A) classify matter based on physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and floating), solubility in water, and the ability to conduct or insulate thermal energy or electric energy;

(B) identify the boiling and freezing/melting points of water on the Celsius scale;

(C) demonstrate that some mixtures maintain physical properties of their ingredients such as iron filings and sand; and

(D) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water.

(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy;

(B) demonstrate that the flow of electricity in circuits requires a complete path through which an electric current can pass and can produce light, heat, and sound;

(C) demonstrate that light travels in a straight line until it strikes an object or travels through one medium to another and demonstrate that light can be reflected such as the use of mirrors or other shiny surfaces and refracted such as the appearance of an object when observed through water; and

(D) design an experiment that tests the effect of force on an object.

(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful resources. The student is expected to:

(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels;

(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth's surface by wind, water, and ice;

(C) identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and biofuels; and

(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A) differentiate between weather and climate;

(B) explain how the Sun and the ocean interact in the water cycle;

(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky; and

(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.

(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

(A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;

(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;

(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and

(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.

(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;

(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and

(C) describe the differences between complete and incomplete metamorphosis of insects.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on July 15, 2009.

TRD-200902903

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Effective date: August 4, 2009

Proposal publication date: February 13, 2009

For further information, please call: (512) 475-1497

19 TAC §§112.17 - 112.21

The new sections and amendment are adopted under the Texas Education Code, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements; §28.002, which authorizes the SBOE to by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks and addressed on the assessment instruments; and §28.008, which authorizes the SBOE to incorporate college readiness standards and expectations approved by the commissioner of education and the Texas Higher Education Coordinating Board into the essential knowledge and skills identified by the board under §28.002(c).

The new sections and amendment implement the Texas Education Code, §§7.102(c)(4), 28.002, and 28.008.

§112.18.Science, Grade 6, Beginning with School Year 2010-2011.

(a) Introduction.

(1) Science, as defined by the National Academy of Science, 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.

(2) 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 become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

(3) Grade 6 science is interdisciplinary in nature; however, much of the content focus is on physical science. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

(4) The strands for Grade 6 include:

(A) Scientific investigations and reasoning.

(i) To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

(ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.

(iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(B) Matter and energy.

(i) Matter can be classified as elements, compounds, or mixtures. Students have already had experience with mixtures in Grade 5, so Grade 6 will concentrate on developing an understanding of elements and compounds. It is important that students learn the differences between elements and compounds based on observations, description of physical properties, and chemical reactions. Elements are represented by chemical symbols, while compounds are represented by chemical formulas. Subsequent grades will learn about the differences at the molecular and atomic level.

(ii) Elements are classified as metals, nonmetals, and metalloids based on their physical properties. The elements are divided into three groups on the Periodic Table. Each different substance usually has a different density, so density can be used as an identifying property. Therefore, calculating density aids classification of substances.

(iii) Energy resources are available on a renewable, nonrenewable, or indefinite basis. Understanding the origins and uses of these resources enables informed decision making. Students should consider the ethical/social issues surrounding Earth's natural energy resources, while looking at the advantages and disadvantages of their long-term uses.

(C) Force, motion, and energy. Energy occurs in two types, potential and kinetic, and can take several forms. Thermal energy can be transferred by conduction, convection, or radiation. It can also be changed from one form to another. Students will investigate the relationship between force and motion using a variety of means, including calculations and measurements.

(D) Earth and space. The focus of this strand is on introducing Earth's processes. Students should develop an understanding of Earth as part of our solar system. The topics include organization of our solar system, the role of gravity, and space exploration.

(E) Organisms and environments. Students will gain an understanding of the broadest taxonomic classifications of organisms and how characteristics determine their classification. The other major topics developed in this strand include the interdependence between organisms and their environments and the levels of organization within an ecosystem.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) use models to represent aspects of the natural world such as a model of Earth's layers;

(C) identify advantages and limitations of models such as size, scale, properties, and materials; and

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum; and

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

(5) Matter and energy. The student knows the differences between elements and compounds. The student is expected to:

(A) know that an element is a pure substance represented by chemical symbols;

(B) recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere;

(C) differentiate between elements and compounds on the most basic level; and

(D) identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change.

(6) Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

(A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;

(B) calculate density to identify an unknown substance; and

(C) test the physical properties of minerals, including hardness, color, luster, and streak.

(7) Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable. The student is expected to:

(A) research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources; and

(B) design a logical plan to manage energy resources in the home, school, or community.

(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to:

(A) compare and contrast potential and kinetic energy;

(B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;

(C) calculate average speed using distance and time measurements;

(D) measure and graph changes in motion; and

(E) investigate how inclined planes and pulleys can be used to change the amount of force to move an object.

(9) Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to:

(A) investigate methods of thermal energy transfer, including conduction, convection, and radiation;

(B) verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting; and

(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

(10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:

(A) build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;

(B) classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;

(C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and

(D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

(11) Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:

(A) describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;

(B) understand that gravity is the force that governs the motion of our solar system; and

(C) describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

(12) Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

(A) understand that all organisms are composed of one or more cells;

(B) recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;

(C) recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;

(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;

(E) describe biotic and abiotic parts of an ecosystem in which organisms interact; and

(F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

§112.19.Science, Grade 7, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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.

(2) 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 become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

(3) Grade 7 science is interdisciplinary in nature; however, much of the content focus is on organisms and the environment. National standards in science are organized as a multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

(4) The strands for Grade 7 include:

(A) Scientific investigation and reasoning.

(i) To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

(ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.

(iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(B) Matter and energy. Matter and energy are conserved throughout living systems. Radiant energy from the Sun drives much of the flow of energy throughout living systems due to the process of photosynthesis in organisms described as producers. Most consumers then depend on producers to meet their energy needs. Decomposers play an important role in recycling matter. Organic compounds are composed of carbon and other elements that are recycled due to chemical changes that rearrange the elements for the particular needs of that living system. Large molecules such as carbohydrates are composed of chains of smaller units such as sugars, similar to a train being composed of multiple box cars. Subsequent grade levels will learn about the differences at the molecular and atomic level.

(C) Force, motion, and energy. Force, motion, and energy are observed in living systems and the environment in several ways. Interactions between muscular and skeletal systems allow the body to apply forces and transform energy both internally and externally. Force and motion can also describe the direction and growth of seedlings, turgor pressure, and geotropism. Catastrophic events of weather systems such as hurricanes, floods, and tornadoes can shape and restructure the environment through the force and motion evident in them. Weathering, erosion, and deposition occur in environments due to the forces of gravity, wind, ice, and water.

(D) Earth and space. Earth and space phenomena can be observed in a variety of settings. Both natural events and human activities can impact Earth systems. There are characteristics of Earth and relationships to objects in our solar system that allow life to exist.

(E) Organisms and environments.

(i) Students will understand the relationship between living organisms and their environment. Different environments support different living organisms that are adapted to that region of Earth. Organisms are living systems that maintain a steady state with that environment and whose balance may be disrupted by internal and external stimuli. External stimuli include human activity or the environment. Successful organisms can reestablish a balance through different processes such as a feedback mechanism. Ecological succession can be seen on a broad or small scale.

(ii) Students learn that all organisms obtain energy, get rid of wastes, grow, and reproduce. During both sexual and asexual reproduction, traits are passed onto the next generation. These traits are contained in genetic material that is found on genes within a chromosome from the parent. Changes in traits sometimes occur in a population over many generations. One of the ways a change can occur is through the process of natural selection. Students extend their understanding of structures in living systems from a previous focus on external structures to an understanding of internal structures and functions within living things.

(iii) All living organisms are made up of smaller units called cells. All cells use energy, get rid of wastes, and contain genetic material. Students will compare plant and animal cells and understand the internal structures within them that allow them to obtain energy, get rid of wastes, grow, and reproduce in different ways. Cells can organize into tissues, tissues into organs, and organs into organ systems. Students will learn the major functions of human body systems such as the ability of the integumentary system to protect against infection, injury, and ultraviolet (UV) radiation; regulate body temperature; and remove waste.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student, for at least 40% of the instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) use models to represent aspects of the natural world such as human body systems and plant and animal cells;

(C) identify advantages and limitations of models such as size, scale, properties, and materials; and

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4) Science investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum; and

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

(5) Matter and energy. The student knows that interactions occur between matter and energy. The student is expected to:

(A) recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis;

(B) demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin; and

(C) diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids.

(6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to:

(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur;

(B) distinguish between physical and chemical changes in matter in the digestive system; and

(C) recognize how large molecules are broken down into smaller molecules such as carbohydrates can be broken down into sugars.

(7) Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to:

(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still;

(B) illustrate the transformation of energy within an organism such as the transfer from chemical energy to heat and thermal energy in digestion; and

(C) demonstrate and illustrate forces that affect motion in everyday life such as emergence of seedlings, turgor pressure, and geotropism.

(8) Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to:

(A) predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes;

(B) analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas; and

(C) model the effects of human activity on groundwater and surface water in a watershed.

(9) Earth and space. The student knows components of our solar system. The student is expected to:

(A) analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; and

(B) identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.

(10) Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:

(A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

(B) describe how biodiversity contributes to the sustainability of an ecosystem; and

(C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

(11) Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:

(A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;

(B) explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and

(C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.

(12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:

(A) investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;

(B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;

(C) recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;

(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;

(E) compare the functions of a cell to the functions of organisms such as waste removal; and

(F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life.

(13) Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:

(A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

(B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.

(14) Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:

(A) define heredity as the passage of genetic instructions from one generation to the next generation;

(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction; and

(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.

§112.20.Science, Grade 8, Beginning with School Year 2010-2011.

(a) Introduction.

(1) 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.

(2) 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 become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

(3) Grade 8 science is interdisciplinary in nature; however, much of the content focus is on earth and space science. National standards in science are organized as multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

(4) The strands for Grade 8 include:

(A) Scientific investigation and reasoning.

(i) To develop a rich knowledge of science and the natural world, students must become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.

(ii) Scientific investigations are conducted for different reasons. All investigations require a research question, careful observations, data gathering, and analysis of the data to identify the patterns that will explain the findings. Descriptive investigations are used to explore new phenomena such as conducting surveys of organisms or measuring the abiotic components in a given habitat. Descriptive statistics include frequency, range, mean, median, and mode. A hypothesis is not required in a descriptive investigation. On the other hand, when conditions can be controlled in order to focus on a single variable, experimental research design is used to determine causation. Students should experience both types of investigations and understand that different scientific research questions require different research designs.

(iii) Scientific investigations are used to learn about the natural world. Students should understand that certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Models have limitations and based on new discoveries are constantly being modified to more closely reflect the natural world.

(B) Matter and energy. Students recognize that matter is composed of atoms. Students examine information on the Periodic Table to recognize that elements are grouped into families. In addition, students understand the basic concept of conservation of mass. Lab activities will allow students to demonstrate evidence of chemical reactions. They will use chemical formulas and balanced equations to show chemical reactions and the formation of new substances.

(C) Force, motion, and energy. Students experiment with the relationship between forces and motion through the study of Newton's three laws. Students learn how these forces relate to geologic processes and astronomical phenomena. In addition, students recognize that these laws are evident in everyday objects and activities. Mathematics is used to calculate speed using distance and time measurements.

(D) Earth and space. Students identify the role of natural events in altering Earth systems. Cycles within Sun, Earth, and Moon systems are studied as students learn about seasons, tides, and lunar phases. Students learn that stars and galaxies are part of the universe and that distances in space are measured by using light waves. In addition, students use data to research scientific theories of the origin of the universe. Students will illustrate how Earth features change over time by plate tectonics. They will interpret land and erosional features on topographic maps. Students learn how interactions in solar, weather, and ocean systems create changes in weather patterns and climate.

(E) Organisms and environments. In studies of living systems, students explore the interdependence between these systems. Interactions between organisms in ecosystems, including producer/consumer, predator/prey, and parasite/host relationships, are investigated in aquatic and terrestrial systems. Students describe how biotic and abiotic factors affect the number of organisms and populations present in an ecosystem. In addition, students explore how organisms and their populations respond to short- and long-term environmental changes, including those caused by human activities.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

(C) identify advantages and limitations of models such as size, scale, properties, and materials; and

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

(5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud;

(B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity;

(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements;

(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts;

(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and

(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

(6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to:

(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion;

(B) differentiate between speed, velocity, and acceleration; and

(C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.

(7) Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to:

(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons;

(B) demonstrate and predict the sequence of events in the lunar cycle; and

(C) relate the position of the Moon and Sun to their effect on ocean tides.

(8) Earth and space. The student knows characteristics of the universe. The student is expected to:

(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification;

(B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star;

(C) explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe;

(D) model and describe how light years are used to measure distances and sizes in the universe; and

(E) research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

(9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:

(A) describe the historical development of evidence that supports plate tectonic theory;

(B) relate plate tectonics to the formation of crustal features; and

(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

(10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:

(A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;

(B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and

(C) identify the role of the oceans in the formation of weather systems such as hurricanes.

(11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:

(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;

(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

(C) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and

(D) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on July 15, 2009.

TRD-200902904

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Effective date: August 4, 2009

Proposal publication date: February 13, 2009

For further information, please call: (512) 475-1497

19 TAC §§112.31 - 112.39, 112.41

The new sections and amendment are adopted under the Texas Education Code, §7.102(c)(4), which authorizes the SBOE to establish curriculum and graduation requirements; §28.002, which authorizes the SBOE to by rule identify the essential knowledge and skills of each subject of the required curriculum that all students should be able to demonstrate and that will be used in evaluating textbooks and addressed on the assessment instruments; §28.008, which authorizes the SBOE to incorporate college readiness standards and expectations approved by the commissioner of education and the Texas Higher Education Coordinating Board into the essential knowledge and skills identified by the board under §28.002(c); and §28.025, which authorizes the SBOE to by rule determine curriculum requirements for the minimum, recommended, and advanced high school programs that are consistent with the required curriculum under §28.002.

The new sections and amendment implement the Texas Education Code, §§7.102(c)(4), 28.002, 28.008, and 28.025.

§112.32.Aquatic Science, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Required prerequisite: one unit of high school Biology. Suggested prerequisite: Chemistry or concurrent enrollment in Chemistry. This course is recommended for students in Grades 10, 11, or 12.

(b) Introduction.

(1) Aquatic Science. In Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on aquatic systems. Investigations and field work in this course may emphasize fresh water or marine aspects of aquatic science depending primarily upon the natural resources available for study near the school. Students who successfully complete Aquatic Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments, work collaboratively with peers, and develop critical-thinking and problem-solving 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 scientifically testable.

(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.

(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 chemical, electrical, and fire safety, and safe handling of live and preserved organisms; 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 scientific methods 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)(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 which 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 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, handling, and maintaining appropriate equipment and technology;

(F) collect data individually or collaboratively, make measurements with precision and accuracy, record values using appropriate units, and calculate statistically relevant quantities to describe data, including mean, median, and range;

(G) demonstrate the use of course apparatuses, equipment, techniques, and procedures;

(H) organize, analyze, evaluate, build models, make inferences, and predict trends from data;

(I) perform calculations using dimensional analysis, significant digits, and scientific notation; and

(J) communicate valid conclusions using essential vocabulary and multiple modes of expression such as lab reports, labeled drawings, graphic organizers, 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) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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 research and technology on scientific thought, society, and the environment;

(E) describe the connection between aquatic science and future careers; and

(F) research and describe the history of aquatic science and contributions of scientists.

(4) Science concepts. Students know that aquatic environments are the product of Earth systems interactions. The student is expected to:

(A) identify key features and characteristics of atmospheric, geological, hydrological, and biological systems as they relate to aquatic environments;

(B) apply systems thinking to the examination of aquatic environments, including positive and negative feedback cycles; and

(C) collect and evaluate global environmental data using technology such as maps, visualizations, satellite data, Global Positioning System (GPS), Geographic Information System (GIS), weather balloons, buoys, etc.

(5) Science concepts. The student conducts long-term studies on local aquatic environments. Local natural environments are to be preferred over artificial or virtual environments. The student is expected to:

(A) evaluate data over a period of time from an established aquatic environment documenting seasonal changes and the behavior of organisms;

(B) collect baseline quantitative data, including pH, salinity, temperature, mineral content, nitrogen compounds, and turbidity from an aquatic environment;

(C) analyze interrelationships among producers, consumers, and decomposers in a local aquatic ecosystem; and

(D) identify the interdependence of organisms in an aquatic environment such as in a pond, river, lake, ocean, or aquifer and the biosphere.

(6) Science concepts. The student knows the role of cycles in an aquatic environment. The student is expected to:

(A) identify the role of carbon, nitrogen, water, and nutrient cycles in an aquatic environment, including upwellings and turnovers; and

(B) examine the interrelationships between aquatic systems and climate and weather, including El Niño and La Niña, currents, and hurricanes.

(7) Science concepts. The student knows the origin and use of water in a watershed. The student is expected to:

(A) identify sources and determine the amounts of water in a watershed, including rainfall, groundwater, and surface water;

(B) identify factors that contribute to how water flows through a watershed; and

(C) identify water quantity and quality in a local watershed.

(8) Science concepts. The student knows that geological phenomena and fluid dynamics affect aquatic systems. The student is expected to:

(A) demonstrate basic principles of fluid dynamics, including hydrostatic pressure, density, salinity, and buoyancy;

(B) identify interrelationships between ocean currents, climates, and geologic features; and

(C) describe and explain fluid dynamics in an upwelling and lake turnover.

(9) Science concepts. The student knows the types and components of aquatic ecosystems. The student is expected to:

(A) differentiate among freshwater, brackish, and saltwater ecosystems;

(B) identify the major properties and components of different marine and freshwater life zones; and

(C) identify biological, chemical, geological, and physical components of an aquatic life zone as they relate to the organisms in it.

(10) Science concepts. The student knows environmental adaptations of aquatic organisms. The student is expected to:

(A) classify different aquatic organisms using tools such as dichotomous keys;

(B) compare and describe how adaptations allow an organism to exist within an aquatic environment; and

(C) compare differences in adaptations of aquatic organisms to fresh water and marine environments.

(11) Science concepts. The student knows about the interdependence and interactions that occur in aquatic environments. The student is expected to:

(A) identify how energy flows and matter cycles through both fresh water and salt water aquatic systems, including food webs, chains, and pyramids; and

(B) evaluate the factors affecting aquatic population cycles.

(12) Science concepts. The student understands how human activities impact aquatic environments. The student is expected to:

(A) predict effects of chemical, organic, physical, and thermal changes from humans on the living and nonliving components of an aquatic ecosystem;

(B) analyze the cumulative impact of human population growth on an aquatic system;

(C) investigate the role of humans in unbalanced systems such as invasive species, fish farming, cultural eutrophication, or red tides;

(D) analyze and discuss how human activities such as fishing, transportation, dams, and recreation influence aquatic environments; and

(E) understand the impact of various laws and policies such as The Endangered Species Act, right of capture laws, or Clean Water Act on aquatic systems.

§112.33.Astronomy, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Suggested prerequisite: one unit of high school science. This course is recommended for students in Grade 11 or 12.

(b) Introduction.

(1) Astronomy. In Astronomy, students conduct laboratory and field investigations, use scientific methods, and make informed decisions using critical thinking and scientific problem solving. Students study the following topics: astronomy in civilization, patterns and objects in the sky, our place in space, the moon, reasons for the seasons, planets, the sun, stars, galaxies, cosmology, and space exploration. Students who successfully complete Astronomy will acquire knowledge within a conceptual framework, conduct observations of the sky, work collaboratively, 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 scientifically testable.

(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.

(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; 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 scientific methods 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)(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 which 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 making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology;

(F) collect data and make measurements with accuracy and precision;

(G) organize, analyze, evaluate, make inferences, and predict trends from data, including making new revised hypotheses when appropriate;

(H) communicate valid conclusions in writing, oral presentations, and through collaborative projects; and

(I) use astronomical technology such as telescopes, binoculars, sextants, computers, and software.

(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) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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 research on scientific thought, society, and the environment; and

(E) describe the connection between astronomy and future careers.

(4) Science concepts. The student recognizes the importance and uses of astronomy in civilization. The student is expected to:

(A) research and describe the use of astronomy in ancient civilizations such as the Egyptians, Mayans, Aztecs, Europeans, and the native Americans;

(B) research and describe the contributions of scientists to our changing understanding of astronomy, including Ptolemy, Copernicus, Tycho Brahe, Kepler, Galileo, Newton, Einstein, and Hubble, and the contribution of women astronomers, including Maria Mitchell and Henrietta Swan Leavitt;

(C) describe and explain the historical origins of the perceived patterns of constellations and the role of constellations in ancient and modern navigation; and

(D) explain the contributions of modern astronomy to today's society, including the identification of potential asteroid/comet impact hazards and the Sun's effects on communication, navigation, and high-tech devices.

(5) Science concepts. The student develops a familiarity with the sky. The student is expected to:

(A) observe and record the apparent movement of the Sun and Moon during the day;

(B) observe and record the apparent movement of the Moon, planets, and stars in the nighttime sky; and

(C) recognize and identify constellations such as Ursa Major, Ursa Minor, Orion, Cassiopeia, and constellations of the zodiac.

(6) Science concepts. The student knows our place in space. The student is expected to:

(A) compare and contrast the scale, size, and distance of the Sun, Earth, and Moon system through the use of data and modeling;

(B) compare and contrast the scale, size, and distance of objects in the solar system such as the Sun and planets through the use of data and modeling;

(C) examine the scale, size, and distance of the stars, Milky Way, and other galaxies through the use of data and modeling;

(D) relate apparent versus absolute magnitude to the distances of celestial objects; and

(E) demonstrate the use of units of measurement in astronomy, including Astronomical Units and light years.

(7) Science concepts. The student knows the role of the Moon in the Sun, Earth, and Moon system. The student is expected to:

(A) observe and record data about lunar phases and use that information to model the Sun, Earth, and Moon system;

(B) illustrate the cause of lunar phases by showing positions of the Moon relative to Earth and the Sun for each phase, including new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter, and waning crescent;

(C) identify and differentiate the causes of lunar and solar eclipses, including differentiating between lunar phases and eclipses; and

(D) identify the effects of the Moon on tides.

(8) Science concepts. The student knows the reasons for the seasons. The student is expected to:

(A) recognize that seasons are caused by the tilt of Earth's axis;

(B) explain how latitudinal position affects the length of day and night throughout the year;

(C) recognize that the angle of incidence of sunlight determines the concentration of solar energy received on Earth at a particular location; and

(D) examine the relationship of the seasons to equinoxes, solstices, the tropics, and the equator.

(9) Science concepts. The student knows that planets of different size, composition, and surface features orbit around the Sun. The student is expected to:

(A) compare and contrast the factors essential to life on Earth such as temperature, water, mass, and gases to conditions on other planets;

(B) compare the planets in terms of orbit, size, composition, rotation, atmosphere, natural satellites, and geological activity;

(C) relate the role of Newton's law of universal gravitation to the motion of the planets around the Sun and to the motion of natural and artificial satellites around the planets; and

(D) explore the origins and significance of small solar system bodies, including asteroids, comets, and Kuiper belt objects.

(10) Science concepts. The student knows the role of the Sun as the star in our solar system. The student is expected to:

(A) identify the approximate mass, size, motion, temperature, structure, and composition of the Sun;

(B) distinguish between nuclear fusion and nuclear fission, and identify the source of energy within the Sun as nuclear fusion of hydrogen to helium;

(C) describe the eleven-year solar cycle and the significance of sunspots; and

(D) analyze solar magnetic storm activity, including coronal mass ejections, prominences, flares, and sunspots.

(11) Science concepts. The student knows the characteristics and life cycle of stars. The student is expected to:

(A) identify the characteristics of main sequence stars, including surface temperature, age, relative size, and composition;

(B) characterize star formation in stellar nurseries from giant molecular clouds, to protostars, to the development of main sequence stars;

(C) evaluate the relationship between mass and fusion on the dying process and properties of stars;

(D) differentiate among the end states of stars, including white dwarfs, neutron stars, and black holes;

(E) compare how the mass and gravity of a main sequence star will determine its end state as a white dwarf, neutron star, or black hole;

(F) relate the use of spectroscopy in obtaining physical data on celestial objects such as temperature, chemical composition, and relative motion; and

(G) use the Hertzsprung-Russell diagram to plot and examine the life cycle of stars from birth to death.

(12) Science concepts. The student knows the variety and properties of galaxies. The student is expected to:

(A) describe characteristics of galaxies;

(B) recognize the type, structure, and components of our Milky Way galaxy and location of our solar system within it; and

(C) compare and contrast the different types of galaxies, including spiral, elliptical, irregular, and dwarf.

(13) Science concepts. The student knows the scientific theories of cosmology. The student is expected to:

(A) research and describe the historical development of the Big Bang Theory, including red shift, cosmic microwave background radiation, and other supporting evidence;

(B) research and describe current theories of the evolution of the universe, including estimates for the age of the universe; and

(C) research and describe scientific hypotheses of the fate of the universe, including open and closed universes and the role of dark matter and dark energy.

(14) Science concepts. The student recognizes the benefits and challenges of space exploration to the study of the universe. The student is expected to:

(A) identify and explain the contributions of human space flight and future plans and challenges;

(B) recognize the advancement of knowledge in astronomy through robotic space flight;

(C) analyze the importance of ground-based technology in astronomical studies;

(D) recognize the importance of space telescopes to the collection of astronomical data across the electromagnetic spectrum; and

(E) demonstrate an awareness of new developments and discoveries in astronomy.

§112.34.Biology, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisites: none. This course is recommended for students in Grade 9, 10, or 11.

(b) Introduction.

(1) Biology. In Biology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment.

(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 scientifically testable.

(3) Scientific inquiry. 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.

(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 (scientific methods) and ethical and social decisions that involve science (the application of scientific information).

(5) Science, systems, and models. 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.

(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; 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 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)(2) 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 which have been tested over a wide variety of conditions are incorporated into theories;

(C) know 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 and new technologies are developed;

(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, cameras, 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.

(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) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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 biology and contributions of scientists.

(4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to:

(A) compare and contrast prokaryotic and eukaryotic cells;

(B) investigate and explain cellular processes, including homeostasis, energy conversions, transport of molecules, and synthesis of new molecules; and

(C) compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza.

(5) Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to:

(A) describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms;

(B) examine specialized cells, including roots, stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium;

(C) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and

(D) recognize that disruptions of the cell cycle lead to diseases such as cancer.

(6) Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics. The student is expected to:

(A) identify components of DNA, and describe how information for specifying the traits of an organism is carried in the DNA;

(B) recognize that components that make up the genetic code are common to all organisms;

(C) explain the purpose and process of transcription and translation using models of DNA and RNA;

(D) recognize that gene expression is a regulated process;

(E) identify and illustrate changes in DNA and evaluate the significance of these changes;

(F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian inheritance;

(G) recognize the significance of meiosis to sexual reproduction; and

(H) describe how techniques such as DNA fingerprinting, genetic modifications, and chromosomal analysis are used to study the genomes of organisms.

(7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:

(A) analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental;

(B) analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record;

(C) analyze and evaluate how natural selection produces change in populations, not individuals;

(D) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success;

(E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species;

(F) analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and

(G) analyze and evaluate scientific explanations concerning the complexity of the cell.

(8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to:

(A) define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community;

(B) categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and

(C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals.

(9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to:

(A) compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids;

(B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy and matter;

(C) identify and investigate the role of enzymes; and

(D) analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as the DNA molecule for self-replicating life.

(10) Science concepts. The student knows that biological systems are composed of multiple levels. The student is expected to:

(A) describe the interactions that occur among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness in animals;

(B) describe the interactions that occur among systems that perform the functions of transport, reproduction, and response in plants; and

(C) analyze the levels of organization in biological systems and relate the levels to each other and to the whole system.

(11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to:

(A) describe the role of internal feedback mechanisms in the maintenance of homeostasis;

(B) investigate and analyze how organisms, populations, and communities respond to external factors;

(C) summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems; and

(D) describe how events and processes that occur during ecological succession can change populations and species diversity.

(12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to:

(A) interpret relationships, including predation, parasitism, commensalism, mutualism, and competition among organisms;

(B) compare variations and adaptations of organisms in different ecosystems;

(C) analyze the flow of matter and energy through trophic levels using various models, including food chains, food webs, and ecological pyramids;

(D) recognize that long-term survival of species is dependent on changing resource bases that are limited;

(E) describe the flow of matter through the carbon and nitrogen cycles and explain the consequences of disrupting these cycles; and

(F) describe how environmental change can impact ecosystem stability.

§112.35.Chemistry, Beginning with School Year 2010-2011 (One Credit).

(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 math. 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 methods 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 scientifically testable.

(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.

(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, and fire extinguishers;

(B) know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS); 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 methods 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 which 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, sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, safety goggles, and burettes, electronic balances, and an adequate supply of consumable chemicals;

(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) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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 research on scientific thought, society, and the environment;

(E) describe the connection between chemistry and future careers; and

(F) research and 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 and intensive properties;

(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) use the Periodic Table to identify and explain the properties of chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals; and

(C) use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy.

(6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:

(A) understand 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) understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light;

(C) calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light;

(D) use isotopic composition to calculate average atomic mass of an element; and

(E) express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures.

(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent 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 common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases;

(C) construct electron dot formulas to illustrate ionic and covalent bonds;

(D) describe the nature of metallic bonding and apply the theory to explain metallic properties such as thermal and electrical conductivity, malleability, and ductility; and

(E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using 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) use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material;

(C) calculate percent composition and empirical and molecular formulas;

(D) use the law of conservation of mass to write and balance chemical equations; and

(E) perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield.

(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;

(B) perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases; and

(C) 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 chemical and biological systems;

(B) develop and use general rules regarding solubility through investigations with aqueous solutions;

(C) calculate the concentration of solutions in units of molarity;

(D) use molarity to calculate the dilutions of solutions;

(E) distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions;

(F) investigate factors that influence 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;

(H) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;

(I) define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution; and

(J) distinguish between degrees of dissociation for strong and weak acids and bases.

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

(A) understand energy and its forms, including kinetic, potential, chemical, and thermal energies;

(B) understand the law of conservation of energy and the processes of heat transfer;

(C) use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic;

(D) perform calculations involving heat, mass, temperature change, and specific heat; and

(E) use calorimetry to calculate the heat of a chemical process.

(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 radiation;

(B) describe radioactive decay process in terms of balanced nuclear equations; and

(C) compare fission and fusion reactions.

§112.36.Earth and Space Science, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Required prerequisites: three units of science, one of which may be taken concurrently, and three units of mathematics, one of which may be taken concurrently. This course is recommended for students in Grade 12 but may be taken by students in Grade 11.

(b) Introduction.

(1) Earth and Space Science (ESS). ESS is a capstone course designed to build on students' prior scientific and academic knowledge and skills to develop understanding of Earth's system in space and time.

(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 scientifically testable.

(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) ESS themes. An Earth systems approach to the themes of Earth in space and time, solid Earth, and fluid Earth defined the selection and development of the concepts described in this paragraph.

(A) Earth in space and time. Earth has a long, complex, and dynamic history. Advances in technologies continue to further our understanding of the origin, evolution, and properties of Earth and planetary systems within a chronological framework. The origin and distribution of resources that sustain life on Earth are the result of interactions among Earth's subsystems over billions of years.

(B) Solid Earth. The geosphere is a collection of complex, interacting, dynamic subsystems linking Earth's interior to its surface. The geosphere is composed of materials that move between subsystems at various rates driven by the uneven distribution of thermal energy. These dynamic processes are responsible for the origin and distribution of resources as well as geologic hazards that impact society.

(C) Fluid Earth. The fluid Earth consists of the hydrosphere, cryosphere, and atmosphere subsystems. These subsystems interact with the biosphere and geosphere resulting in complex biogeochemical and geochemical cycles. The global ocean is the thermal energy reservoir for surface processes and, through interactions with the atmosphere, influences climate. Understanding these interactions and cycles over time has implications for life on Earth.

(6) Earth and space science strands. ESS has three strands used throughout each of the three themes: systems, energy, and relevance.

(A) Systems. A system is a collection of interacting physical, chemical, and biological processes that involves the flow of matter and energy on different temporal and spatial scales. Earth's system is composed of interdependent and interacting subsystems of the geosphere, hydrosphere, atmosphere, cryosphere, and biosphere within a larger planetary and stellar system. Change and constancy occur in Earth's system and can be observed, measured as patterns and cycles, and described or presented in models used to predict how Earth's system changes over time.

(B) Energy. The uneven distribution of Earth's internal and external thermal energy is the driving force for complex, dynamic, and continuous interactions and cycles in Earth's subsystems. These interactions are responsible for the movement of matter within and between the subsystems resulting in, for example, plate motions and ocean-atmosphere circulation.

(C) Relevance. The interacting components of Earth's system change by both natural and human-influenced processes. Natural processes include hazards such as flooding, earthquakes, volcanoes, hurricanes, meteorite impacts, and climate change. Some human-influenced processes such as pollution and nonsustainable use of Earth's natural resources may damage Earth's system. Examples include climate change, soil erosion, air and water pollution, and biodiversity loss. The time scale of these changes and their impact on human society must be understood to make wise decisions concerning the use of the land, water, air, and natural resources. Proper stewardship of Earth will prevent unnecessary degradation and destruction of Earth's subsystems and diminish detrimental impacts to individuals and society.

(c) Knowledge and skills.

(1) Scientific processes. The student conducts laboratory and field investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A) demonstrate safe practices during laboratory and field investigations;

(B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials; and

(C) use the school's technology and information systems in a wise and ethical manner.

(2) Scientific processes. The student uses scientific methods 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)(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 which 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) demonstrate the use of course equipment, techniques, and procedures, including computers and web-based computer applications;

(F) use a wide variety of additional course apparatuses, equipment, techniques, and procedures as appropriate such as satellite imagery and other remote sensing data, Geographic Information Systems (GIS), Global Positioning System (GPS), scientific probes, microscopes, telescopes, modern video and image libraries, weather stations, fossil and rock kits, bar magnets, coiled springs, wave simulators, tectonic plate models, and planetary globes;

(G) organize, analyze, evaluate, make inferences, and predict trends from data;

(H) use mathematical procedures such as algebra, statistics, scientific notation, and significant figures to analyze data using the International System (SI) units; and

(I) communicate valid conclusions supported by data using several formats such as technical reports, lab reports, labeled drawings, graphic organizers, journals, presentations, and technical posters.

(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) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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 research on scientific thought, society, and public policy;

(E) explore careers and collaboration among scientists in Earth and space sciences; and

(F) learn and understand the contributions of scientists to the historical development of Earth and space sciences.

(4) Earth in space and time. The student knows how Earth-based and space-based astronomical observations reveal differing theories about the structure, scale, composition, origin, and history of the universe. The student is expected to:

(A) evaluate the evidence concerning the Big Bang model such as red shift and cosmic microwave background radiation and current theories of the evolution of the universe, including estimates for the age of the universe;

(B) explain how the Sun and other stars transform matter into energy through nuclear fusion; and

(C) investigate the process by which a supernova can lead to the formation of successive generation stars and planets.

(5) Earth in space and time. The student understands the solar nebular accretionary disk model. The student is expected to:

(A) analyze how gravitational condensation of solar nebular gas and dust can lead to the accretion of planetesimals and protoplanets;

(B) investigate thermal energy sources, including kinetic heat of impact accretion, gravitational compression, and radioactive decay, which are thought to allow protoplanet differentiation into layers;

(C) contrast the characteristics of comets, asteroids, and meteoroids and their positions in the solar system, including the orbital regions of the terrestrial planets, the asteroid belt, gas giants, Kuiper Belt, and Oort Cloud;

(D) explore the historical and current hypotheses for the origin of the Moon, including the collision of Earth with a Mars-sized planetesimal;

(E) compare terrestrial planets to gas-giant planets in the solar system, including structure, composition, size, density, orbit, surface features, tectonic activity, temperature, and suitability for life; and

(F) compare extra-solar planets with planets in our solar system and describe how such planets are detected.

(6) Earth in space and time. The student knows the evidence for how Earth's atmospheres, hydrosphere, and geosphere formed and changed through time. The student is expected to:

(A) analyze the changes of Earth's atmosphere that could have occurred through time from the original hydrogen-helium atmosphere, the carbon dioxide-water vapor-methane atmosphere, and the current nitrogen-oxygen atmosphere;

(B) evaluate the role of volcanic outgassing and impact of water-bearing comets in developing Earth's atmosphere and hydrosphere;

(C) investigate how the formation of atmospheric oxygen and the ozone layer impacted the formation of the geosphere and biosphere; and

(D) evaluate the evidence that Earth's cooling led to tectonic activity, resulting in continents and ocean basins.

(7) Earth in space and time. The student knows that scientific dating methods of fossils and rock sequences are used to construct a chronology of Earth's history expressed in the geologic time scale. The student is expected to:

(A) evaluate relative dating methods using original horizontality, rock superposition, lateral continuity, cross-cutting relationships, unconformities, index fossils, and biozones based on fossil succession to determine chronological order;

(B) calculate the ages of igneous rocks from Earth and the Moon and meteorites using radiometric dating methods; and

(C) understand how multiple dating methods are used to construct the geologic time scale, which represents Earth's approximate 4.6-billion-year history.

(8) Earth in space and time. The student knows that fossils provide evidence for geological and biological evolution. Students are expected to:

(A) analyze and evaluate a variety of fossil types such as transitional fossils, proposed transitional fossils, fossil lineages, and significant fossil deposits with regard to their appearance, completeness, and alignment with scientific explanations in light of this fossil data;

(B) explain how sedimentation, fossilization, and speciation affect the degree of completeness of the fossil record; and

(C) evaluate the significance of the terminal Permian and Cretaceous mass extinction events, including adaptive radiations of organisms after the events.

(9) Solid Earth. The student knows Earth's interior is differentiated chemically, physically, and thermally. The student is expected to:

(A) evaluate heat transfer through Earth's subsystems by radiation, convection, and conduction and include its role in plate tectonics, volcanism, ocean circulation, weather, and climate;

(B) examine the chemical, physical, and thermal structure of Earth's crust, mantle, and core, including the lithosphere and asthenosphere;

(C) explain how scientists use geophysical methods such as seismic wave analysis, gravity, and magnetism to interpret Earth's structure; and

(D) describe the formation and structure of Earth's magnetic field, including its interaction with charged solar particles to form the Van Allen belts and auroras.

(10) Solid Earth. The student knows that plate tectonics is the global mechanism for major geologic processes and that heat transfer, governed by the principles of thermodynamics, is the driving force. The student is expected to:

(A) investigate how new conceptual interpretations of data and innovative geophysical technologies led to the current theory of plate tectonics;

(B) describe how heat and rock composition affect density within Earth's interior and how density influences the development and motion of Earth's tectonic plates;

(C) explain how plate tectonics accounts for geologic processes and features, including sea floor spreading, ocean ridges and rift valleys, subduction zones, earthquakes, volcanoes, mountain ranges, hot spots, and hydrothermal vents;

(D) calculate the motion history of tectonic plates using equations relating rate, time, and distance to predict future motions, locations, and resulting geologic features;

(E) distinguish the location, type, and relative motion of convergent, divergent, and transform plate boundaries using evidence from the distribution of earthquakes and volcanoes; and

(F) evaluate the role of plate tectonics with respect to long-term global changes in Earth's subsystems such as continental buildup, glaciation, sea level fluctuations, mass extinctions, and climate change.

(11) Solid Earth. The student knows that the geosphere continuously changes over a range of time scales involving dynamic and complex interactions among Earth's subsystems. The student is expected to:

(A) compare the roles of erosion and deposition through the actions of water, wind, ice, gravity, and igneous activity by lava in constantly reshaping Earth's surface;

(B) explain how plate tectonics accounts for geologic surface processes and features, including folds, faults, sedimentary basin formation, mountain building, and continental accretion;

(C) analyze changes in continental plate configurations such as Pangaea and their impact on the biosphere, atmosphere, and hydrosphere through time;

(D) interpret Earth surface features using a variety of methods such as satellite imagery, aerial photography, and topographic and geologic maps using appropriate technologies; and

(E) evaluate the impact of changes in Earth's subsystems on humans such as earthquakes, tsunamis, volcanic eruptions, hurricanes, flooding, and storm surges and the impact of humans on Earth's subsystems such as population growth, fossil fuel burning, and use of fresh water.

(12) Solid Earth. The student knows that Earth contains energy, water, mineral, and rock resources and that use of these resources impacts Earth's subsystems. The student is expected to:

(A) evaluate how the use of energy, water, mineral, and rock resources affects Earth's subsystems;

(B) describe the formation of fossil fuels, including petroleum and coal;

(C) discriminate between renewable and nonrenewable resources based upon rate of formation and use;

(D) analyze the economics of resources from discovery to disposal, including technological advances, resource type, concentration and location, waste disposal and recycling, and environmental costs; and

(E) explore careers that involve the exploration, extraction, production, use, and disposal of Earth's resources.

(13) Fluid Earth. The student knows that the fluid Earth is composed of the hydrosphere, cryosphere, and atmosphere subsystems that interact on various time scales with the biosphere and geosphere. The student is expected to:

(A) quantify the components and fluxes within the hydrosphere such as changes in polar ice caps and glaciers, salt water incursions, and groundwater levels in response to precipitation events or excessive pumping;

(B) analyze how global ocean circulation is the result of wind, tides, the Coriolis effect, water density differences, and the shape of the ocean basins;

(C) analyze the empirical relationship between the emissions of carbon dioxide, atmospheric carbon dioxide levels, and the average global temperature trends over the past 150 years;

(D) discuss mechanisms and causes such as selective absorbers, major volcanic eruptions, solar luminance, giant meteorite impacts, and human activities that result in significant changes in Earth's climate;

(E) investigate the causes and history of eustatic sea-level changes that result in transgressive and regressive sedimentary sequences; and

(F) discuss scientific hypotheses for the origin of life by abiotic chemical processes in an aqueous environment through complex geochemical cycles given the complexity of living systems.

(14) Fluid Earth. The student knows that Earth's global ocean stores solar energy and is a major driving force for weather and climate through complex atmospheric interactions. The student is expected to:

(A) analyze the uneven distribution of solar energy on Earth's surface, including differences in atmospheric transparency, surface albedo, Earth's tilt, duration of insolation, and differences in atmospheric and surface absorption of energy;

(B) investigate how the atmosphere is heated from Earth's surface due to absorption of solar energy, which is re-radiated as thermal energy and trapped by selective absorbers; and

(C) explain how thermal energy transfer between the ocean and atmosphere drives surface currents, thermohaline currents, and evaporation that influence climate.

(15) Fluid Earth. The student knows that interactions among Earth's five subsystems influence climate and resource availability, which affect Earth's habitability. The student is expected to:

(A) describe how changing surface-ocean conditions, including El Niño-Southern Oscillation, affect global weather and climate patterns;

(B) investigate evidence such as ice cores, glacial striations, and fossils for climate variability and its use in developing computer models to explain present and predict future climates;

(C) quantify the dynamics of surface and groundwater movement such as recharge, discharge, evapotranspiration, storage, residence time, and sustainability;

(D) explain the global carbon cycle, including how carbon exists in different forms within the five subsystems and how these forms affect life; and

(E) analyze recent global ocean temperature data to predict the consequences of changing ocean temperature on evaporation, sea level, algal growth, coral bleaching, hurricane intensity, and biodiversity.

§112.37.Environmental Systems, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Suggested prerequisite: one unit high school life science and one unit of high school physical science. This course is recommended for students in Grade 11 or 12.

(b) Introduction.

(1) Environmental Systems. In Environmental Systems, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats, ecosystems and biomes, interrelationships among resources and an environmental system, sources and flow of energy through an environmental system, relationship between carrying capacity and changes in populations and ecosystems, and changes in environments.

(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 scientifically testable.

(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.

(c) Knowledge and skills.

(1) Scientific processes. The student, for at least 40% of instructional time, conducts hands-on 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 appropriate first aid responses to accidents that could occur in the field such as insect stings, animal bites, overheating, sprains, and breaks; 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 scientific methods 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)(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 which 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) follow or plan and implement investigative procedures, including making observations, asking questions, formulating testable hypotheses, and selecting equipment and technology;

(F) collect data individually or collaboratively, make measurements with precision and accuracy, record values using appropriate units, and calculate statistically relevant quantities to describe data, including mean, median, and range;

(G) demonstrate the use of course apparatuses, equipment, techniques, and procedures, including meter sticks, rulers, pipettes, graduated cylinders, triple beam balances, timing devices, pH meters or probes, thermometers, calculators, computers, Internet access, turbidity testing devices, hand magnifiers, work and disposable gloves, compasses, first aid kits, binoculars, field guides, water quality test kits or probes, soil test kits or probes, 100-foot appraiser's tapes, tarps, shovels, trowels, screens, buckets, and rock and mineral samples;

(H) use a wide variety of additional course apparatuses, equipment, techniques, materials, and procedures as appropriate such as air quality testing devices, cameras, flow meters, Global Positioning System (GPS) units, Geographic Information System (GIS) software, computer models, densiometers, clinometers, and field journals;

(I) organize, analyze, evaluate, build models, make inferences, and predict trends from data;

(J) perform calculations using dimensional analysis, significant digits, and scientific notation; and

(K) 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.

(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) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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 research on scientific thought, society, and the environment;

(E) describe the connection between environmental science and future careers; and

(F) research and describe the history of environmental science and contributions of scientists.

(4) Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to:

(A) identify native plants and animals using a dichotomous key;

(B) assess the role of native plants and animals within a local ecosystem and compare them to plants and animals in ecosystems within four other biomes;

(C) diagram abiotic cycles, including the rock, hydrologic, carbon, and nitrogen cycles;

(D) make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and local biomes;

(E) measure the concentration of solute, solvent, and solubility of dissolved substances such as dissolved oxygen, chlorides, and nitrates and describe their impact on an ecosystem;

(F) predict how the introduction or removal of an invasive species may alter the food chain and affect existing populations in an ecosystem;

(G) predict how species extinction may alter the food chain and affect existing populations in an ecosystem; and

(H) research and explain the causes of species diversity and predict changes that may occur in an ecosystem if species and genetic diversity is increased or reduced.

(5) Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:

(A) summarize methods of land use and management and describe its effects on land fertility;

(B) identify source, use, quality, management, and conservation of water;

(C) document the use and conservation of both renewable and non-renewable resources as they pertain to sustainability;

(D) identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;

(E) analyze and evaluate the economic significance and interdependence of resources within the environmental system; and

(F) evaluate the impact of waste management methods such as reduction, reuse, recycling, and composting on resource availability.

(6) Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to:

(A) define and identify the components of the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere and the interactions among them;

(B) describe and compare renewable and non-renewable energy derived from natural and alternative sources such as oil, natural gas, coal, nuclear, solar, geothermal, hydroelectric, and wind;

(C) explain the flow of energy in an ecosystem, including conduction, convection, and radiation;

(D) investigate and explain the effects of energy transformations in terms of the laws of thermodynamics within an ecosystem; and

(E) investigate and identify energy interactions in an ecosystem.

(7) Science concepts. The student knows the relationship between carrying capacity and changes in populations and ecosystems. The student is expected to:

(A) relate carrying capacity to population dynamics;

(B) calculate birth rates and exponential growth of populations;

(C) analyze and predict the effects of non-renewable resource depletion; and

(D) analyze and make predictions about the impact on populations of geographic locales due to diseases, birth and death rates, urbanization, and natural events such as migration and seasonal changes.

(8) Science concepts. The student knows that environments change naturally. The student is expected to:

(A) analyze and describe the effects on areas impacted by natural events such as tectonic movement, volcanic events, fires, tornadoes, hurricanes, flooding, tsunamis, and population growth;

(B) explain how regional changes in the environment may have a global effect;

(C) examine how natural processes such as succession and feedback loops restore habitats and ecosystems;

(D) describe how temperature inversions impact weather conditions, including El Niño and La Niña oscillations; and

(E) analyze the impact of temperature inversions on global warming, ice cap and glacial melting, and changes in ocean currents and surface temperatures.

(9) Science concepts. The student knows the impact of human activities on the environment. The student is expected to:

(A) identify causes of air, soil, and water pollution, including point and nonpoint sources;

(B) investigate the types of air, soil, and water pollution such as chlorofluorocarbons, carbon dioxide, pH, pesticide runoff, thermal variations, metallic ions, heavy metals, and nuclear waste;

(C) examine the concentrations of air, soil, and water pollutants using appropriate units;

(D) describe the effect of pollution on global warming, glacial and ice cap melting, greenhouse effect, ozone layer, and aquatic viability;

(E) evaluate the effect of human activities, including habitat restoration projects, species preservation efforts, nature conservancy groups, hunting, fishing, ecotourism, all terrain vehicles, and small personal watercraft, on the environment;

(F) evaluate cost-benefit trade-offs of commercial activities such as municipal development, farming, deforestation, over-harvesting, and mining;

(G) analyze how ethical beliefs can be used to influence scientific practices such as methods for increasing food production;

(H) analyze and evaluate different views on the existence of global warming;

(I) discuss the impact of research and technology on social ethics and legal practices in situations such as the design of new buildings, recycling, or emission standards;

(J) research the advantages and disadvantages of "going green" such as organic gardening and farming, natural methods of pest control, hydroponics, xeriscaping, energy-efficient homes and appliances, and hybrid cars;

(K) analyze past and present local, state, and national legislation, including Texas automobile emissions regulations, the National Park Service Act, the Clean Air Act, the Clean Water Act, the Soil and Water Resources Conservation Act, and the Endangered Species Act; and

(L) analyze past and present international treaties and protocols such as the environmental Antarctic Treaty System, Montreal Protocol, and Kyoto Protocol.

§112.38.Integrated Physics and Chemistry, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Prerequisites: none. This course is recommended for students in Grade 9 or 10.

(b) Introduction.

(1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter.

(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 scientifically testable.

(3) Scientific inquiry. 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.

(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 (scientific methods) and ethical and social decisions that involve science (the application of scientific information).

(5) Science, systems, and models. 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.

(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; 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 scientific methods 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)(2) of this section;

(B) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(C) collect data and make measurements with precision;

(D) organize, analyze, evaluate, make inferences, and predict trends from data; and

(E) communicate valid conclusions.

(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to:

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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 research on scientific thought, society, and the environment;

(E) describe connections between physics and chemistry and future careers; and

(F) research and describe the history of physics and chemistry and contributions of scientists.

(4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to:

(A) describe and calculate an object's motion in terms of position, displacement, speed, and acceleration;

(B) measure and graph distance and speed as a function of time using moving toys;

(C) investigate how an object's motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects;

(D) assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects;

(E) apply the concept of conservation of momentum using action and reaction forces such as students on skateboards;

(F) describe the gravitational attraction between objects of different masses at different distances, including satellites; and

(G) examine electrical force as a universal force between any two charged objects and compare the relative strength of the electrical force and gravitational force.

(5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to:

(A) recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins;

(B) demonstrate common forms of potential energy, including gravitational, elastic, and chemical, such as a ball on an inclined plane, springs, and batteries;

(C) demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric forces;

(D) investigate the law of conservation of energy;

(E) investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as in weather, living, and mechanical systems;

(F) evaluate the transfer of electrical energy in series and parallel circuits and conductive materials;

(G) explore the characteristics and behaviors of energy transferred by waves, including acoustic, seismic, light, and waves on water as they superpose on one another, bend around corners, reflect off surfaces, are absorbed by materials, and change direction when entering new materials;

(H) analyze energy conversions such as those from radiant, nuclear, and geothermal sources; fossil fuels such as coal, gas, oil; and the movement of water or wind; and

(I) critique the advantages and disadvantages of various energy sources and their impact on society and the environment.

(6) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to:

(A) examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms, ions, or molecules of the substances and the strength of the forces of attraction between those particles;

(B) relate chemical properties of substances to the arrangement of their atoms or molecules;

(C) analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity;

(D) relate the physical and chemical behavior of an element, including bonding and classification, to its placement on the Periodic Table; and

(E) relate the structure of water to its function as a solvent and investigate the properties of solutions and factors affecting gas and solid solubility, including nature of solute, temperature, pressure, pH, and concentration.

(7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to:

(A) investigate changes of state as it relates to the arrangement of particles of matter and energy transfer;

(B) recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons;

(C) demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products;

(D) analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks and classify them as exothermic or endothermic reactions;

(E) describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; and

(F) research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion.

§112.39.Physics, Beginning with School Year 2010-2011 (One Credit).

(a) General requirements. Students shall be awarded one credit for successful completion of this course. Algebra I is suggested as a prerequisite or co-requisite. 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 methods 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 scientifically testable.

(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.

(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. Hypotheses of durable explanatory power which 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) design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness;

(F) demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers;

(G) 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, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer;

(H) make measurements with accuracy and precision and record data using scientific notation and International System (SI) units;

(I) identify and quantify causes and effects of uncertainties in measured data;

(J) organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs;

(K) 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

(L) express and manipulate 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) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) communicate and apply scientific information extracted from various sources such as 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) explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society;

(E) research and describe the connections between physics and future careers; and

(F) express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition.

(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 the use of real-time technology such as motion detectors or photogates;

(B) describe and analyze motion in one dimension using equations with the concepts of distance, displacement, speed, average velocity, instantaneous velocity, and acceleration;

(C) analyze and describe accelerated motion in two dimensions using equations, including projectile and circular examples;

(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;

(E) develop and interpret free-body force diagrams; and

(F) identify and describe motion relative to different frames of reference.

(5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to:

(A) research and describe the historical development of 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 electrical force between two objects depends on their charges and the distance between them;

(D) identify examples of electric and magnetic forces in everyday life;

(E) characterize materials as conductors or insulators based on their electrical properties;

(F) design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements connected in both series and parallel combinations;

(G) investigate and describe the relationship between electric and magnetic fields in applications such as generators, motors, and transformers; and

(H) describe evidence for and effects of the strong and weak nuclear forces in nature.

(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;

(E) describe how the macroscopic properties of a thermodynamic system such as temperature, specific heat, and pressure are related to the molecular level of matter, including kinetic or potential energy of atoms;

(F) contrast and give examples of different processes of thermal energy transfer, including conduction, convection, and radiation; and

(G) analyze and explain everyday examples that illustrate the laws of thermodynamics, including the law of conservation of energy and the law of entropy.

(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;

(E) describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin convex lens; and

(F) describe the role of wave characteristics and behaviors in medical and industrial applications.

(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) describe the significance of mass-energy equivalence and apply it in explanations of phenomena such as nuclear stability, fission, and fusion; and

(D) give examples of applications of atomic and nuclear phenomena such as radiation therapy, diagnostic imaging, and nuclear power and examples of applications of quantum phenomena such as digital cameras.

This agency hereby certifies that the adoption has been reviewed by legal counsel and found to be a valid exercise of the agency's legal authority.

Filed with the Office of the Secretary of State on July 15, 2009.

TRD-200902905

Cristina De La Fuente-Valadez

Director, Policy Coordination

Texas Education Agency

Effective date: August 4, 2009

Proposal publication date: February 13, 2009

For further information, please call: (512) 475-1497