Texas Requirements for Passing High School Chemistry

Is Chemistry Required in High School in Texas?

The State Board of Education (SBOE) has authority over graduation requirements for Texas public school students. Texas Administrative Code states the following science curriculum offerings required by school districts to satisfy the Foundation High School Program requirements:

Three credits:
Biology
Integrated Physics & Chemistry (IPC) or an advanced science course
An advanced science course

The typical high school student enrolled in Chemistry or IPC courses will study the following chemistry concepts:

§112.43. Chemistry

Introduction

(1) Chemistry. In Chemistry, students conduct laboratory and field investigations, use scientific practices during investigations, and make informed decisions using critical thinking and scientific problem-solving. Students study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory, chemical bonding, chemical stoichiometry, gas laws, solution chemistry, acid-base chemistry, thermochemistry, and nuclear chemistry. Students investigate how chemistry is an integral part of our daily lives. 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 includes 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.

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 Safety Data Sheets (SDS), scientific or graphing calculators, computers and probes, electronic balances, an adequate supply of consumable chemicals, and sufficient scientific glassware such as beakers, Erlenmeyer flasks, pipettes, graduated cylinders, volumetric flasks, and burettes;
(E) collect quantitative data using the International System of Units (SI) and qualitative data as evidence;
(F) organize quantitative and qualitative data using oral or written lab reports, labeled drawings, particle diagrams, charts, tables, graphs, journals, summaries, or technology-based reports;
(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 research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a [connections between grade-level appropriate science concepts and] science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers.

(5) Science concepts. The student understands the development of the Periodic Table and applies its predictive power. The student is expected to:

(A) explain the development of the Periodic Table over time using evidence such as chemical and physical properties;
(B) predict the properties of elements in chemical families, including alkali metals, alkaline earth metals, halogens, noble gases, and transition metals, based on valence electrons patterns using the Periodic Table; and
(C) analyze and interpret elemental data, including atomic radius, atomic mass, electronegativity, ionization energy, and reactivity to identify periodic trends.

(6) Science concepts. The student understands the development of atomic theory and applies it to real-world phenomena. The student is expected to:

(A) construct models using Dalton's Postulates, Thomson's discovery of electron properties, Rutherford's nuclear atom, Bohr's nuclear atom, and Heisenberg's Uncertainty Principle to show the development of modern atomic theory over time;
(B) describe the structure of atoms and ions, including the masses, electrical charges, and locations of protons and neutrons in the nucleus and electrons in the electron cloud;
(C) investigate the mathematical relationship between energy, frequency, and wavelength of light using the electromagnetic spectrum and relate it to the quantization of energy in the emission spectrum;
(D) calculate average atomic mass of an element using isotopic composition; and
(E) construct models to express the arrangement of electrons in atoms of representative elements using electron configurations and Lewis dot structures.

(7) Science concepts. The student knows how atoms form ionic, covalent, and metallic bonds. The student is expected to:

(A) construct an argument to support how periodic trends such as electronegativity can predict bonding between elements;
(B) name and write the chemical formulas for ionic and covalent compounds using International Union of Pure and Applied Chemistry (IUPAC) nomenclature rules;
(C) classify and draw electron dot structures for molecules with linear, bent, trigonal planar, trigonal pyramidal, and tetrahedral molecular geometries as explained by Valence Shell Electron Pair Repulsion (VSEPR) theory; and
(D) analyze the properties of ionic, covalent, and metallic substances in terms of intramolecular and intermolecular forces.

(8) Science concepts. The student understands how matter is accounted for in chemical substances. The student is expected to:

(A) define mole and apply the concept of molar mass to convert between moles and grams;
(B) calculate the number of atoms or molecules in a sample of material using Avogadro's number;
(C) calculate percent composition of compounds; and
(D) differentiate between empirical and molecular formulas.

(9) Science concepts. The student understands how matter is accounted for in chemical reactions. The student is expected to:

(A) interpret, write, and balance chemical equations, including synthesis, decomposition, single replacement, double replacement, and combustion reactions using the law of conservation of mass;
(B) differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;
(C) perform stoichiometric calculations, including determination of mass relationships, gas volume relationships, and percent yield; and
(D) describe the concept of limiting reactants in a balanced chemical equation.

(10) Science concepts. The student understands the principles of the kinetic molecular theory and ideal gas behavior. The student is expected to:

(A) describe the postulates of the kinetic molecular theory;
(B) describe and calculate the relationships among volume, pressure, number of moles, and temperature for an ideal gas; and
(C) define and apply Dalton's law of partial pressure.

(11) Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to:

(A) describe the unique role of water in solutions in terms of polarity;
(B) distinguish among types of solutions, including electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions;
(C) investigate how [factors that influence] solid and gas solubilities are influenced by [such as] temperature using solubility curves and how rates of dissolution are influenced by [such as] temperature, agitation, and surface area;
(D) investigate the general rules regarding solubility and predict the solubility of the products of a double replacement reaction;
(E) calculate the concentration of solutions in units of molarity; and
(F) calculate the dilutions of solutions using molarity.

(12) Science concepts. The student understands and applies various rules regarding acids and bases. The student is expected to:

(A) name and write the chemical formulas for acids and bases using IUPAC nomenclature rules;
(B) define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions;
(C) differentiate between strong and weak acids and bases;
(D) predict products in acid-base reactions that form water; and
(E) define pH and calculate the pH of a solution using the hydrogen ion concentration.

(13) Science concepts. The student understands the energy changes that occur in chemical reactions. The student is expected to:

(A) explain everyday examples that illustrate the four laws of thermodynamics;
(B) investigate the process of heat transfer using calorimetry;
(C) classify processes as exothermic or endothermic and represent energy changes that occur in chemical reactions using thermochemical equations or graphical analysis; and
(D) perform calculations involving heat, mass, temperature change, and specific heat.

(14) Science concepts. The student understands the basic processes of nuclear chemistry. The student is expected to:

(A) describe the characteristics of alpha, beta, and gamma radioactive decay processes in terms of balanced nuclear equations;
(B) compare fission and fusion reactions; and
(C) give examples of applications of nuclear phenomena such as nuclear stability, radiation therapy, diagnostic imaging, solar cells, and nuclear power.

§112.44. Integrated Physics and Chemistry

Introduction

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.

(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.

(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.

Knowledge and Skills

(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.

(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 [connections between grade-level appropriate science concepts and] 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;
(D) describe the nature of the four fundamental forces: gravitation; electromagnetic; the strong and weak nuclear forces, including fission and fusion; and mass-energy equivalency; and
(E) construct and communicate an explanation based on evidence for how changes in mass, charge, and distance affect the strength of gravitational and electrical forces between two objects.

(6) Science concepts. The student knows the impact of energy transfer and energy conservation in everyday life. The student is expected to:

(A) design and construct series and parallel circuits that model real-world circuits such as in-home wiring, automobile wiring, and simple electrical devices to evaluate the transfer of electrical energy;
(B) design, evaluate, and refine a device that generates electrical energy through the interaction of electric charges and magnetic fields;
(C) plan and conduct an investigation to provide evidence that energy is conserved within a closed system;
(D) investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as weather, living, and mechanical systems;
(E) plan and conduct an investigation to evaluate the transfer of energy or information through different materials by different types of waves such as wireless signals, ultraviolet radiation, and microwaves;
(F) construct and communicate an evidence-based explanation for how wave interference, reflection, and refraction are used in technology such as medicine, communication, and scientific research; and
(G) evaluate evidence from multiple sources to critique the advantages and disadvantages of various renewable and nonrenewable energy sources and their impact on society and the environment.

(7) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to:

(A) model basic atomic structure and relate an element's atomic structure to its bonding, reactivity, and placement on the Periodic Table;
(B) use patterns within the Periodic Table to predict the relative physical and chemical properties of elements;
(C) explain how physical and chemical properties of substances are related to their usage in everyday life such as in sunscreen, cookware, industrial applications, and fuels;
(D) explain how electrons can transition from a high energy level to a low energy state, emitting photons at different frequencies for different energy transitions;
(E) explain how atomic energy levels and emission spectra present evidence for the wave particle duality; and
(F) plan and conduct an investigation to provide evidence that the rate of reaction or dissolving is affected by multiple factors such as particle size, stirring, temperature, and concentration.

(8) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to:

(A) investigate how changes in properties are indicative of chemical reactions such as hydrochloric acid with a metal, oxidation of metal, combustion, and neutralizing an acid with a base;
(B) develop and use models to balance chemical equations and support the claim that atoms, and therefore mass, are conserved during a chemical reaction;
(C) research and communicate the uses, advantages, and disadvantages of nuclear reactions in current technologies; and
(D) construct and communicate an evidence-based explanation of the environmental impact of the end-products of chemical reactions such as those that may result in degradation of water, soil, air quality, and global climate change.

Additionally, students may also need to complete an end-of-course Chemistry assessment to test comprehension skills. This assessment covers the following topics:

State of Texas Assessments of Academic Readiness Resources - End of Course Chemistry (9-12)

1 - The student will demonstrate an understanding of the properties of matter and the periodic table.
- 1.C.4 - The student knows the characteristics of matter and can analyze the relationships between chemical and physical changes and properties.
  - 1.C.4.A - differentiate between physical and chemical changes and properties;
  - 1.C.4.B - identify extensive and intensive properties;
  - 1.C.4.C - compare solids, liquids, and gases in terms of compressibility, structure, shape, and volume; and
  - 1.C.4.D - classify matter as pure substances or mixtures through investigation of their properties.
- 1.C.5 - The student understands the historical development of the Periodic Table and can apply its predictive power.
  - 1.C.5.A - explain the use of chemical and physical properties in the historical development of the Periodic Table;
  - 1.C.5.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
  - 1.C.5.C - use the Periodic Table to identify and explain periodic trends, including atomic and ionic radii, electronegativity, and ionization energy.
2 - The student will demonstrate an understanding of atomic theory and nuclear chemistry.
- 2.C.6 - The student knows and understands the historical development of atomic theory.
  - 2.C.6.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;
  - 2.C.6.B - understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light;
  - 2.C.6.C - calculate the wavelength, frequency, and energy of light using Planck’s constant and the speed of light;
  - 2.C.6.D - use isotopic composition to calculate average atomic mass of an element; and
  - 2.C.6.E - express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures.
- 2.C.12 - The student understands the basic processes of nuclear chemistry.
  - 2.C.12.A - describe the characteristics of alpha, beta, and gamma radiation;
  - 2.C.12.B - describe radioactive decay process in terms of balanced nuclear equations; and
  - 2.C.12.C - compare fission and fusion reactions.
3 - The student will demonstrate an understanding of how atoms form bonds and can quantify the changes that occur during chemical reactions.
- 3.C.7 - The student knows how atoms form ionic, metallic, and covalent bonds.
  - 3.C.7.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;
  - 3.C.7.B - write the chemical formulas of common polyatomic ions, ionic compounds containing main group or transition metals, covalent compounds, acids, and bases;
  - 3.C.7.C - construct electron dot formulas to illustrate ionic and covalent bonds;
  - 3.C.7.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
  - 3.C.7.E - predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.
- 3.C.8 - The student can quantify the changes that occur during chemical reactions.
  - 3.C.8.A - define and use the concept of a mole;
  - 3.C.8.B - use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material;
  - 3.C.8.C - calculate percent composition and empirical and molecular formulas;
  - 3.C.8.D - use the law of conservation of mass to write and balance chemical equations; and
  - 3.C.8.E - perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield.
4 - The student will demonstrate an understanding of the conditions that influence the behavior of gases and the energy changes that occur in chemical reactions.
- 4.C.9 - The student understands the principles of ideal gas behavior, kinetic molecular theory, and the conditions that influence the behavior of gases.
  - 4.C.9.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;
  - 4.C.9.B - perform stoichiometric calculations, including determination of mass and volume relationships between reactants and products for reactions involving gases; and
  - 4.C.9.C - describe the postulates of kinetic molecular theory.
- 4.C.11 - The student understands the energy changes that occur in chemical reactions.
  - 4.C.11.A - understand energy and its forms, including kinetic, potential, chemical, and thermal energies;
  - 4.C.11.B - understand the law of conservation of energy and the processes of heat transfer;
  - 4.C.11.C - use thermochemical equations to calculate energy changes that occur in chemical reactions and classify reactions as exothermic or endothermic;
  - 4.C.11.D - perform calculations involving heat, mass, temperature change, and specific heat; and
  - 4.C.11.E - use calorimetry to calculate the heat of a chemical process.
5 - The student will demonstrate an understanding of solutions and can apply the factors that influence the behavior of solutions.
- 5.C.10 - The student understands and can apply the factors that influence the behavior of solutions.
  - 5.C.10.A - describe the unique role of water in chemical and biological systems;
  - 5.C.10.B - develop and use general rules regarding solubility through investigations with aqueous solutions;
  - 5.C.10.C - calculate the concentration of solutions in units of molarity;
  - 5.C.10.D - use molarity to calculate the dilutions of solutions;
  - 5.C.10.E - distinguish between types of solutions such as electrolytes and nonelectrolytes and unsaturated, saturated, and supersaturated solutions;
  - 5.C.10.F - investigate factors that influence solubilities and rates of dissolution such as temperature, agitation, and surface area;
  - 5.C.10.G - define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water;
  - 5.C.10.H - understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions;
  - 5.C.10.I - define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution; and
  - 5.C.10.J - distinguish between degrees of dissociation for strong and weak acids and bases.
6 - These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions from reporting categories 1–5 and will be identified along with content standards.
- 6.C.1 - The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.
  - 6.C.1.A - demonstrate safe practices during laboratory and field investigations, including the appropriate use of safety showers, eyewash fountains, safety goggles, and fire extinguishers;
  - 6.C.1.B - know specific hazards of chemical substances such as flammability, corrosiveness, and radioactivity as summarized on the Material Safety Data Sheets (MSDS); and
  - 6.C.1.C - demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
- 6.C.2 - The student uses scientific methods to solve investigative questions.
  - 6.C.2.A - know the definition of science and understand that it has limitations, as specified in chapter 112.35, subsection (b)(2) of 19 TAC;
  - 6.C.2.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;
  - 6.C.2.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;
  - 6.C.2.D - distinguish between scientific hypotheses and scientific theories;
  - 6.C.2.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;
  - 6.C.2.F - collect data and make measurements with accuracy and precision;
  - 6.C.2.G - express and manipulate chemical quantities using scientific conventions and mathematical procedures, including dimensional analysis, scientific notation, and significant figures;
  - 6.C.2.H - organize, analyze, evaluate, make inferences, and predict trends from data; and
  - 6.C.2.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.
- 6.C.3 - The student uses critical thinking, scientific reasoning, and problem-solving to make informed decisions within and outside the classroom.
  - 6.C.3.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;
  - 6.C.3.B - communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;
  - 6.C.3.C - draw inferences based on data related to promotional materials for products and services;
  - 6.C.3.D - evaluate the impact of research on scientific thought, society, and the environment;
  - 6.C.3.E - describe the connection between chemistry and future careers; and
  - 6.C.3.F - research and describe the history of chemistry and contributions of scientists.

Does Texas Award High School Credit for Passing the AP Chemistry Exam?

Credit by Exam (CBE) is one method for students to demonstrate proficiency in grade level or course content. The Texas Education Code (TEC), §28.023, allows students to either accelerate a grade level or earn credit for a course on the basis credit by examination.

Students who have had no prior instruction must be awarded credit for the applicable course if the student receives one of the following scores:

Three or higher on an AP exam
A scaled score of 50 or higher on a CLEP exam
80% or higher on any other locally approved exam

Additionally, if a student is given credit on the basis of an examination on which the student scored 80% or higher, the school district must enter the examination score on the student's transcript, and the student is not required to take an applicable end-of-course assessment instrument for the course.

Students who have had prior instruction in a course may be awarded credit for the applicable course, subject to local district policy, if the student scores 70% or higher on a CBE approved by the local board of trustees. Prior instruction is determined by the local school district.

Texas Requirements for Passing High School Chemistry | General Chemistry 1

Is Chemistry Required in High School in Texas?

§112.43. Chemistry

§112.44. Integrated Physics and Chemistry

Does Texas Award High School Credit for Passing the AP Chemistry Exam?