TEKS for Biology Lessons that are associated with Dye Sensitized Solar Cells (DSSC)

§112.43.

Scientific Processes are emphasized through my re-working of the Kit’s instructions and the introduction of intentional variations in the student’s construction of the cells.

1)  Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

(A)  demonstrate safe practices during field and laboratory investigations; and

(B)  make wise choices in the use and conservation of resources and the disposal or recycling of materials.

(2)  Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:

(A)  plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;

(B)  collect data and make measurements with precision;

(C)  organize, analyze, evaluate, make inferences, and predict trends from data; and

(D)  communicate valid conclusions.

(3)  Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;

(B)  evaluate promotional claims that relate to biological issues such as product labeling and advertisements;

(C)  evaluate the impact of research on scientific thought, society, and the environment;

(D)  describe the connection between biology and future careers;

(E)  evaluate models according to their adequacy in representing biological objects or events; and

(F)  research and describe the history of biology and contributions of scientists.

(9)  Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms. The student is expected to:

(A)  compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids;

(B)  compare the energy flow in photosynthesis to the energy flow in cellular respiration;

(C)  investigate and identify the effects of enzymes on food molecules; and

(D)  analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

(12)  Science concepts. The student knows that interdependence and interactions occur within an ecosystem. The student is expected to:

(A)  analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles;

(B)  interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;

(C)  compare variations, tolerances, and adaptations of plants and animals in different biomes;

(D)  identify and illustrate that long-term survival of species is dependent on a resource base that may be limited; and

(E)  investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

(13)  Science concepts. The student knows the significance of plants in the environment. The student is expected to:

(A)  evaluate the significance of structural and physiological adaptations of plants to their environments; and

(B)  survey and identify methods of reproduction, growth, and development of various types of plants.