Texas Register, Volume 38, Number 21, Pages 3215-3396, May 24, 2013 Page: 3,264
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vestigation 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 (sci-
entific methods) and ethical and social decisions that involve science
(the application of scientific information).
(5) Science, systems, and models. A system is a collec-
tion of cycles, structures, and processes that interact. All systems have
basic properties that can be described in space, time, energy, and mat-
ter. Change and constancy occur in systems as patterns and can be
observed, measured, and modeled. These patterns help to make pre-
dictions 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) The student, for at least 40% of instructional time, con-
ducts 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 con-
servation of resources and the proper disposal or recycling of materials.
(2) The student uses scientific methods and equipment dur-
ing 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 incorpo-
rated into theories;
(C) know scientific theories are based on natural and
physical phenomena and are capable of being tested by multiple inde-
pendent researchers. Unlike hypotheses, scientific theories are well-es-
tablished 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 sci-
entific 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 spreadsheet software, data-collecting probes, computers,
standard laboratory glassware, microscopes, various prepared slides,
animal restraints, stereoscopes, electronic balances, micropipettors,
hand lenses, surgical and imagining equipment, thermometers, hot
plates, lab notebooks or journals, timing devices, Petri dishes, lab
incubators, dissection equipment, 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 re-
ports.(3) 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 cri-
tique scientific explanations by using empirical evidence, logical rea-
soning, and experimental and observational testing, including examin-
ing all sides of scientific evidence of those scientific explanations, so
as to encourage critical thinking by the student;
(B) communicate and apply scientific information ex-
tracted from various sources such as current events, news reports, pub-
lished journal articles, and marketing materials;
(C) draw inferences based on data related to promo-
tional 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 objects or events; and
(F) research and describe the history of human biology
and contributions of scientists in that field.
(4) The student understands how complex body systems
and structures contribute to identity. The student is expected to:
(A) identify complex systems and structures that make
up the human body and function together to maintain homeostasis;
(B) describe the similarities in function and overall
anatomical organization;
(C) use directional terms to describe the position of
anatomical structures in relation to other structures or locations in the
body and regional terms to specify specific anatomical landmarks on
the body;
(D) identify the structures and function of a cell and of
human deoxyribonucleic acid (DNA);
(E) explain the purpose of restriction enzymes;
(F) explain how gel electrophoresis is used in Restric-
tion Fragment Length Polymorphism (RFLP) analysis;
(G) compare and contrast the structure and function of
various types of human tissue;
(H) explain how the structure and distribution of tissues
in the body contribute to human identity;
(I) identify and locate bones of the human skeletal sys-
tem;
(J) explain the purpose of the bones of the human skele-
tal system, including protecting the body's internal organs, allowing for
movement, and providing a great range of mobility; and
(K) describe how the specific structure of bones reveals
characteristics such as gender, stature, age, and ethnicity.
(5) The student understands that communication between
body systems is crucial in maintaining homeostasis and understands
the role that electrical and chemical communication play. The student
is expected to:
(A) explain how communication between body systems
plays a role in maintaining homeostasis and how errors in electrical
communication can impact homeostasis;
(B) identify the two main subdivisions of the nervous
system: the central nervous system (CNS), including the brain and38 TexReg 3264 May 24, 2013 Texas Register
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Texas. Secretary of State. Texas Register, Volume 38, Number 21, Pages 3215-3396, May 24, 2013, periodical, May 24, 2013; Austin, Texas. (https://texashistory.unt.edu/ark:/67531/metapth313174/m1/48/: accessed March 28, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting UNT Libraries Government Documents Department.