| (a) General requirements. Students shall be awarded
one credit for successful completion of this course. This course is
recommended for students in Grades 9 and 10.
(b) Introduction.
(1) Integrated Physics and Chemistry. In Integrated
Physics and Chemistry, students conduct laboratory and field investigations,
use engineering practices, use scientific practices 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. By the end of Grade 12, students are expected to gain sufficient
knowledge of the scientific and engineering practices across the disciplines
of science to make informed decisions using critical thinking and
scientific problem solving.
(2) Nature of science. Science, as defined by the National
Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the
knowledge generated through this process." This vast body of changing
and increasing knowledge is described by physical, mathematical, and
conceptual models. Students should know that some questions are outside
the realm of science because they deal with phenomena that are not
currently scientifically testable.
(3) Scientific hypotheses and theories. Students are
expected to know that:
(A) hypotheses are tentative and testable statements
that must be capable of being supported or not supported by observational
evidence. Hypotheses of durable explanatory power that have been tested
over a wide variety of conditions are incorporated into theories;
and
(B) 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.
(4) Scientific inquiry. Scientific inquiry is the planned
and deliberate investigation of the natural world using scientific
and engineering practices. Scientific methods of investigation are
descriptive, comparative, or experimental. The method chosen should
be appropriate to the question being asked. Student learning for different
types of investigations include descriptive investigations, which
involve collecting data and recording observations without making
comparisons; comparative investigations, which involve collecting
data with variables that are manipulated to compare results; and experimental
investigations, which involve processes similar to comparative investigations
but in which a control is identified.
(A) Scientific practices. Students should be able to
ask questions, plan and conduct investigations to answer questions,
and explain phenomena using appropriate tools and models.
(B) Engineering practices. Students should be able
to identify problems and design solutions using appropriate tools
and models.
(5) Science and social ethics. Scientific decision
making is a way of answering questions about the natural world involving
its own set of ethical standards about how the process of science
should be carried out. 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).
(6) Science consists of recurring themes and making
connections between overarching concepts. Recurring themes include
systems, models, and patterns. 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, while models allow for boundary specification and provide
a tool for understanding the ideas presented. 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.
(7) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Scientific and engineering practices. The student,
for at least 40% of instructional time, asks questions, identifies
problems, and plans and safely conducts classroom, laboratory, and
field investigations to answer questions, explain phenomena, or design
solutions using appropriate tools and models. The student is expected
to:
(A) ask questions and define problems based on observations
or information from text, phenomena, models, or investigations;
(B) apply scientific practices to plan and conduct
descriptive, comparative, and experimental investigations and use
engineering practices to design solutions to problems;
(C) use appropriate safety equipment and practices
during laboratory, classroom, and field investigations as outlined
in Texas Education Agency-approved safety standards;
(D) use appropriate tools such as data-collecting probes,
software applications, the internet, standard laboratory glassware,
metric rulers, meter sticks, spring scales, multimeters, Gauss meters,
wires, batteries, light bulbs, switches, magnets, electronic balances,
mass sets, Celsius thermometers, hot plates, an adequate supply of
consumable chemicals, lab notebooks or journals, timing devices, models,
and diagrams;
(E) collect quantitative data using the International
System of Units (SI) and qualitative data as evidence;
(F) organize quantitative and qualitative data using
labeled drawings and diagrams, graphic organizers, charts, tables,
and graphs;
(G) develop and use models to represent phenomena,
systems, processes, or solutions to engineering problems; and
(H) distinguish between scientific hypotheses, theories,
and laws.
(2) Scientific and engineering practices. The student
analyzes and interprets data to derive meaning, identify features
and patterns, and discover relationships or correlations to develop
evidence-based arguments or evaluate designs. The student is expected
to:
(A) identify advantages and limitations of models such
as their size, scale, properties, and materials;
(B) analyze data by identifying significant statistical
features, patterns, sources of error, and limitations;
(C) use mathematical calculations to assess quantitative
relationships in data; and
(D) evaluate experimental and engineering designs.
(3) Scientific and engineering practices. The student
develops evidence-based explanations and communicates findings, conclusions,
and proposed solutions. The student is expected to:
(A) develop explanations and propose solutions supported
by data and models and consistent with scientific ideas, principles,
and theories;
(B) communicate explanations and solutions individually
and collaboratively in a variety of settings and formats; and
(C) engage respectfully in scientific argumentation
using applied scientific explanations and empirical evidence.
(4) Scientific and engineering practices. The student
knows the contributions of scientists and recognizes the importance
of scientific research and innovation on society. The student is expected
to:
(A) analyze, evaluate, and critique scientific explanations
and solutions by using empirical evidence, logical reasoning, and
experimental and observational testing, so as to encourage critical
thinking by the student;
(B) relate the impact of past and current research
on scientific thought and society, including research methodology,
cost-benefit analysis, and contributions of diverse scientists as
related to the content; and
(C) research and explore resources such as museums,
libraries, professional organizations, private companies, online platforms,
and mentors employed in a science, technology, engineering, and mathematics
(STEM) field in order to investigate STEM careers.
(5) Science concepts. The student knows the relationship
between force and motion in everyday life. The student is expected
to:
(A) investigate, analyze, and model motion in terms
of position, velocity, acceleration, and time using tables, graphs,
and mathematical relationships;
(B) analyze data to explain the relationship between
mass and acceleration in terms of the net force on an object in one
dimension using force diagrams, tables, and graphs;
(C) apply the concepts of momentum and impulse to design,
evaluate, and refine a device to minimize the net force on objects
during collisions such as those that occur during vehicular accidents,
sports activities, or the dropping of personal electronic devices;
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