(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 ammeters, balances, ballistic carts or equivalent, batteries,
calipers, Celsius thermometers, consumable chemicals, collision apparatus, computers
and modeling software, constant velocity cars, data acquisition probes and software,
discharge tubes with power supply (H, He, Ne, Ar), dynamics and force demonstration
equipment, electroscopes, electrostatic generators, electrostatic kits, friction blocks,
graphing technology, hand-held visual spectroscopes, hot plates, iron filings, laser
pointers, light bulbs, macrometers, magnets, magnetic compasses, mass sets, metric
rulers, meter sticks, models and diagrams, motion detectors, multimeters, optics bench,
optics kit, optic lenses, pendulums, photogates, plane mirrors, polarized film, prisms,
protractors, resistors, ripple tank with wave generators, rope or string, scientific
calculators, simple machines, slinky springs, springs, spring scales, standard laboratory
glassware, stopwatches, switches, tuning forks, timing devices, trajectory apparatus,
voltmeters, wave motion ropes, wires, or other equipment and materials that will produce
the same results;
(E) collect quantitative data using the International System of Units (SI) and qualitative data
as evidence;
(F) organize quantitative and qualitative data using notebooks or engineering journals, bar
charts, line graphs, scatter plots, data tables, equations, conceptual mathematical
relationships, labeled drawings and diagrams, or graphic organizers such as Venn
diagrams;
(G) develop and use models to represent phenomena, systems, processes, or solutions to
engineering problems; and
(H) distinguish between scientific hypotheses, theories, and laws.
(3) 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) assess and optimize experimental processes and engineering designs.
(4) 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.
(5) 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;