Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (a) General Requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: three credits of science. To receive credit in science, students must meet the 40% laboratory and fieldwork requirement identified in §74.3(b)(2)(C) of this title (relating to Description of a Required Secondary Curriculum).

(b) Introduction. (1) Anatomy and Physiology. In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.

(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 scientifically testable.

(3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation 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 (scientific methods) and ethical and social decisions that involve science (the application of scientific information).

(5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. 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. 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.

Page 1 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (c) Knowledge and Skills. (1) The student conducts (A) demonstrate safe practices (1) demonstrate safe practices investigations, for at least 40% during laboratory and field during laboratory investigations of instructional time, using investigations safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:

(1) The student conducts (A) demonstrate safe practices (2) demonstrate safe practices investigations, for at least 40% during laboratory and field during field investigations of instructional time, using investigations safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:

Page 2 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (1) The student, for at least (B) demonstrate an (1) demonstrate an 40% of instructional time, understanding of the use and understanding of the use of conducts laboratory and field conservation of resources and resources investigations using safe, the proper disposal or environmentally appropriate, recycling of materials and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: (1) The student, for at least (B) demonstrate an (2) demonstrate an 40% of instructional time, understanding of the use and understanding of the conducts laboratory and field conservation of resources and conservation of resources investigations using safe, the proper disposal or environmentally appropriate, recycling of materials and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:

Page 3 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (1) The student, for at least (B) demonstrate an (3) demonstrate an 40% of instructional time, understanding of the use and understanding of the proper conducts laboratory and field conservation of resources and disposal or recycling of investigations using safe, the proper disposal or materials environmentally appropriate, recycling of materials and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: (2) The student uses scientific (A) know the definition of methods and equipment science and understand that it during laboratory and field has limitations, as specified in investigations. The student is subsection (b)(2) of this expected to: section

Page 4 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (B) know that scientific (1) know that scientific methods and equipment hypotheses are tentative and hypotheses are tentative during laboratory and field testable statements that must statements that must be investigations. The student is be capable of being supported capable of being supported or expected to: or not supported by not supported by observational observational evidence. evidence Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories

(2) The student uses scientific (B) know that scientific (2) know that scientific methods and equipment hypotheses are tentative and hypotheses are testable during laboratory and field testable statements that must statements that must be investigations. The student is be capable of being supported capable of being supported or expected to: or not supported by not supported by observational observational evidence. evidence Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories

(2) The student uses scientific (B) know that scientific (3) [know that] Hypotheses of methods and equipment hypotheses are tentative and durable explanatory power during laboratory and field testable statements that must which have been tested over a investigations. The student is be capable of being supported wide variety of conditions are expected to: or not supported by incorporated into theories observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories

Page 5 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (C) know scientific theories are (1) know scientific theories are methods and equipment based on natural and physical based on natural phenomena during laboratory and field phenomena and are capable investigations. The student is of being tested by multiple expected to: 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

(2) The student uses scientific (C) know scientific theories are (2) know scientific theories are methods and equipment based on natural and physical based on physical phenomena during laboratory and field phenomena and are capable investigations. The student is of being tested by multiple expected to: 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

Page 6 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (C) know scientific theories are (3) know scientific theories are methods and equipment based on natural and physical capable of being tested by during laboratory and field phenomena and are capable multiple independent investigations. The student is of being tested by multiple researchers expected to: 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

(2) The student uses scientific (C) know scientific theories are (4) [know that] Unlike methods and equipment based on natural and physical hypotheses, scientific theories during laboratory and field phenomena and are capable are well-established and highly- investigations. The student is of being tested by multiple reliable explanations, but they expected to: independent researchers. may be subject to change as Unlike hypotheses, scientific new areas of science and new theories are well-established technologies are developed and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed

(2) The student uses scientific (D) distinguish between methods and equipment scientific hypotheses and during laboratory and field scientific theories investigations. The student is expected to:

Page 7 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (E) plan and implement (1) plan descriptive methods and equipment descriptive, comparative, and investigations, including asking during laboratory and field experimental investigations, questions investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (2) plan descriptive methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, formulating testable investigations. The student is including asking questions, hypotheses expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (3) plan descriptive methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting equipment investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (4) plan descriptive methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting technology investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

Page 8 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (E) plan and implement (5) implement descriptive methods and equipment descriptive, comparative, and investigations, including asking during laboratory and field experimental investigations, questions investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (6) implement descriptive methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, formulating testable investigations. The student is including asking questions, hypotheses expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (7) implement descriptive methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting equipment investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (8) implement descriptive methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting technology investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

Page 9 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (E) plan and implement (9) plan comparative methods and equipment descriptive, comparative, and investigations, including asking during laboratory and field experimental investigations, questions investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (10) plan comparative methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, formulating testable investigations. The student is including asking questions, hypotheses expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (11) plan comparative methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting equipment investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (12) plan comparative methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting technology investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

Page 10 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (E) plan and implement (13) implement comparative methods and equipment descriptive, comparative, and investigations, including asking during laboratory and field experimental investigations, questions investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (14) implement comparative methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, formulating testable investigations. The student is including asking questions, hypotheses expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (15) implement comparative methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting equipment investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (16) implement comparative methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting technology investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

Page 11 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (E) plan and implement (17) plan experimental methods and equipment descriptive, comparative, and investigations, including asking during laboratory and field experimental investigations, questions investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (18) plan experimental methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, formulating testable investigations. The student is including asking questions, hypotheses expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (19) plan experimental methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting equipment investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (20) plan experimental methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting technology investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

Page 12 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (E) plan and implement (21) implement experimental methods and equipment descriptive, comparative, and investigations, including asking during laboratory and field experimental investigations, questions investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (22) implement experimental methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, formulating testable investigations. The student is including asking questions, hypotheses expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (23) implement experimental methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting equipment investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

(2) The student uses scientific (E) plan and implement (24) implement experimental methods and equipment descriptive, comparative, and investigations, including during laboratory and field experimental investigations, selecting technology investigations. The student is including asking questions, expected to: formulating testable hypotheses, and selecting equipment and technology

Page 13 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (F) collect and organize (1) collect qualitative data methods and equipment qualitative and quantitative using tools during laboratory and field data and make measurements investigations. The student is with accuracy and precision expected to: using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, meter sticks, dissection equpment, and models, diagrams, or samples of biological specimens or structures

Page 14 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (F) collect and organize (2) collect quantitative data methods and equipment qualitative and quantitative using tools during laboratory and field data and make measurements investigations. The student is with accuracy and precision expected to: using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, meter sticks, dissection equpment, and models, diagrams, or samples of biological specimens or structures

Page 15 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (F) collect and organize (3) organize qualitative data methods and equipment qualitative and quantitative using tools during laboratory and field data and make measurements investigations. The student is with accuracy and precision expected to: using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, meter sticks, dissection equpment, and models, diagrams, or samples of biological specimens or structures

Page 16 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (F) collect and organize (4) organize quantitative data methods and equipment qualitative and quantitative using tools during laboratory and field data and make measurements investigations. The student is with accuracy and precision expected to: using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, meter sticks, dissection equpment, and models, diagrams, or samples of biological specimens or structures

Page 17 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (F) collect and organize (5) make measurements with methods and equipment qualitative and quantitative accuracy using tools during laboratory and field data and make measurements investigations. The student is with accuracy and precision expected to: using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, meter sticks, dissection equpment, and models, diagrams, or samples of biological specimens or structures

Page 18 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (F) collect and organize (6) make measurements with methods and equipment qualitative and quantitative precision using tools during laboratory and field data and make measurements investigations. The student is with accuracy and precision expected to: using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, meter sticks, dissection equpment, and models, diagrams, or samples of biological specimens or structures

(2) The student uses scientific (G) analyze, evaluate, make (1) analyze data methods and equipment inferences, and predict trends during laboratory and field from data investigations. The student is expected to:

(2) The student uses scientific (G) analyze, evaluate, make (2) evaluate data methods and equipment inferences, and predict trends during laboratory and field from data investigations. The student is expected to:

Page 19 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (2) The student uses scientific (G) analyze, evaluate, make (3) make inferences from data methods and equipment inferences, and predict trends during laboratory and field from data investigations. The student is expected to:

(2) The student uses scientific (G) analyze, evaluate, make (4) predict trends from data methods and equipment inferences, and predict trends during laboratory and field from data investigations. The student is expected to:

(2) The student uses scientific (H) communicate valid (1) communicate valid methods and equipment conclusions supported by the conclusions supported by the during laboratory and field data through methods such as data through methods investigations. The student is lab reports, labeled drawings, expected to: graphic organizers, journals, summaries, oral reports, and technology-based reports

(3) The student uses critical (A) in all fields of science, (1) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique analyze scientific explanations and problem solving to make scientific explanations by using by using empirical evidence, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

Page 20 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) The student uses critical (A) in all fields of science, (2) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique analyze scientific explanations and problem solving to make scientific explanations by using by using logical reasoning, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (A) in all fields of science, (3) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique analyze scientific explanations and problem solving to make scientific explanations by using by using experimental testing, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (A) in all fields of science, (4) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique analyze scientific explanations and problem solving to make scientific explanations by using by using observational testing, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

Page 21 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) The student uses critical (A) in all fields of science, (5) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique evaluate scientific explanations and problem solving to make scientific explanations by using by using empirical evidence, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (A) in all fields of science, (6) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique evaluate scientific explanations and problem solving to make scientific explanations by using by using logical reasoning, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (A) in all fields of science, (7) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique evaluate scientific explanations and problem solving to make scientific explanations by using by using experimental testing, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

Page 22 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) The student uses critical (A) in all fields of science, (8) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique evaluate scientific explanations and problem solving to make scientific explanations by using by using observational testing, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (A) in all fields of science, (9) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique critique scientific explanations and problem solving to make scientific explanations by using by using empirical evidence, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (A) in all fields of science, (10) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique critique scientific explanations and problem solving to make scientific explanations by using by using logical reasoning, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

Page 23 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) The student uses critical (A) in all fields of science, (11) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique critique scientific explanations and problem solving to make scientific explanations by using by using experimental testing, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (A) in all fields of science, (12) in all fields of science, thinking, scientific reasoning, analyze, evaluate, and critique critique scientific explanations and problem solving to make scientific explanations by using by using observational testing, informed decisions within and empirical evidence, logical including examining all sides of outside the classroom. The reasoning, and experimental scientific evidence of those student is expected to: and observational testing, scientific explanations, so as including examining all sides of to encourage critical thinking scientific evidence of those by the student scientific explanations, so as to encourage critical thinking by the student

(3) The student uses critical (B) communicate and apply (1) communicate scientific thinking, scientific reasoning, scientific information extracted information extracted from and problem solving to make from various sources such as various sources informed decisions within and current events, news reports, outside the classroom. The published journal articles, and student is expected to: marketing materials

Page 24 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) The student uses critical (B) communicate and apply (2) apply scientific information thinking, scientific reasoning, scientific information extracted extracted from various sources and problem solving to make from various sources such as informed decisions within and current events, news reports, outside the classroom. The published journal articles, and student is expected to: marketing materials

(3) The student uses critical (C) draw inferences based on (1) draw inferences based on thinking, scientific reasoning, data related to promotional data related to promotional and problem solving to make materials for products and materials for products informed decisions within and services outside the classroom. The student is expected to:

(3) The student uses critical (C) draw inferences based on (2) draw inferences based on thinking, scientific reasoning, data related to promotional data related to promotional and problem solving to make materials for products and materials for services informed decisions within and services outside the classroom. The student is expected to:

(3) The student uses critical (D) evaluate the impact of (1) evaluate the impact of thinking, scientific reasoning, scientific research on society scientific research on society and problem solving to make and the environment informed decisions within and outside the classroom. The student is expected to:

(3) The student uses critical (D) evaluate the impact of (2) evaluate the impact of thinking, scientific reasoning, scientific research on society scientific research on the and problem solving to make and the environment environment informed decisions within and outside the classroom. The student is expected to:

Page 25 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (3) The student uses critical (E) evaluate models according thinking, scientific reasoning, to their limitations in and problem solving to make representing biological objects informed decisions within and or events outside the classroom. The student is expected to:

(3) The student uses critical (F) research and describe the (1) research the history of thinking, scientific reasoning, history of science and science and problem solving to make contributions of scientists informed decisions within and outside the classroom. The student is expected to:

(3) The student uses critical (F) research and describe the (2) research the contributions thinking, scientific reasoning, history of science and of scientists and problem solving to make contributions of scientists informed decisions within and outside the classroom. The student is expected to:

(3) The student uses critical (F) research and describe the (3) describe the history of thinking, scientific reasoning, history of science and science and problem solving to make contributions of scientists informed decisions within and outside the classroom. The student is expected to:

(3) The student uses critical (F) research and describe the (4) describe the contributions thinking, scientific reasoning, history of science and of scientists and problem solving to make contributions of scientists informed decisions within and outside the classroom. The student is expected to:

Page 26 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (4) The student evaluates the (A) analyze the chemical energy needs of the human reactions that provide energy body and the processes for the body through which these needs are fulfilled. The student is expected to:

(4) The student evaluates the (B) evaluate the means, (1) evaluate the means, energy needs of the human including the structure and including the structure of the body and the processes function of the digestive digestive system, by which through which these needs are system, by which energy is energy is processed within the fulfilled. The student is processed and stored within body expected to: the body

(4) The student evaluates the (B) evaluate the means, (2) evaluate the means, energy needs of the human including the structure and including the structure of the body and the processes function of the digestive digestive system, by which through which these needs are system, by which energy is energy is stored within the fulfilled. The student is processed and stored within body expected to: the body

(4) The student evaluates the (B) evaluate the means, (3) evaluate the means, energy needs of the human including the structure and including the function of the body and the processes function of the digestive digestive system, by which through which these needs are system, by which energy is energy is processed within the fulfilled. The student is processed and stored within body expected to: the body

(4) The student evaluates the (B) evaluate the means, (4) evaluate the means, energy needs of the human including the structure and including the function of the body and the processes function of the digestive digestive system, by which through which these needs are system, by which energy is energy is stored within the fulfilled. The student is processed and stored within body expected to: the body

Page 27 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (4) The student evaluates the (C) analyze the effects of (1) analyze the effects of energy needs of the human energy deficiencies in energy deficiencies in body and the processes malabsorption disorders such malabsorption disorders through which these needs are as diabetes, hypothyroidism, fulfilled. The student is and Crohn's disease expected to:

(4) The student evaluates the (D) analyze the effects of (1) analyze the effects of energy needs of the human energy excess in disorders energy excess in disorders body and the processes such as obesity as it relates to through which these needs are cardiovascular and fulfilled. The student is musculoskeletal systems expected to:

(5) The student differentiates (A) explain the coordination of (1) explain the coordination of the responses of the human muscles, bones, and joints that muscles that allows movement body to internal and external allows movement of the body of the body forces. The student is expected to:

(5) The student differentiates (A) explain the coordination of (2) explain the coordination of the responses of the human muscles, bones, and joints that bones that allows movement body to internal and external allows movement of the body of the body forces. The student is expected to:

(5) The student differentiates (A) explain the coordination of (3) explain the coordination of the responses of the human muscles, bones, and joints that joints that allows movement of body to internal and external allows movement of the body the body forces. The student is expected to:

Page 28 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (5) The student differentiates (B) investigate and report the (1) investigate the uses of the responses of the human uses of various diagnostic and various diagnostic body to internal and external therapeutic technologies technologies forces. The student is expected to:

(5) The student differentiates (B) investigate and report the (2) investigate the uses of the responses of the human uses of various diagnostic and various therapeutic body to internal and external therapeutic technologies technologies forces. The student is expected to:

(5) The student differentiates (B) investigate and report the (3) report the uses of various the responses of the human uses of various diagnostic and diagnostic technologies body to internal and external therapeutic technologies forces. The student is expected to:

(5) The student differentiates (B) investigate and report the (4) report the uses of various the responses of the human uses of various diagnostic and therapeutic technologies body to internal and external therapeutic technologies forces. The student is expected to:

(5) The student differentiates (C) interpret normal and (1) interpret normal contractility the responses of the human abnormal contractility conditions body to internal and external conditions such as in edema, forces. The student is glaucoma, aneurysms, and expected to: hemorrhage

(5) The student differentiates (C) interpret normal and (2) interpret abnormal the responses of the human abnormal contractility contractility conditions body to internal and external conditions such as in edema, forces. The student is glaucoma, aneurysms, and expected to: hemorrhage

Page 29 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (5) The student differentiates (D) analyze and describe the (1) analyze the effects of the responses of the human effects of pressure, pressure on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (2) analyze the effects of the responses of the human effects of pressure, movement on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (3) analyze the effects of the responses of the human effects of pressure, torque on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (4) analyze the effects of the responses of the human effects of pressure, tension on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (5) analyze the effects of the responses of the human effects of pressure, elasticity on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (6) describe the effects of the responses of the human effects of pressure, pressure on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

Page 30 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (5) The student differentiates (D) analyze and describe the (7) describe the effects of the responses of the human effects of pressure, movement on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (8) describe the effects of the responses of the human effects of pressure, torque on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (9) describe the effects of the responses of the human effects of pressure, tension on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (D) analyze and describe the (10) describe the effects of the responses of the human effects of pressure, elasticity on the human body body to internal and external movement, torque, tension, forces. The student is and elasticity on the human expected to: body

(5) The student differentiates (E) perform an investigation to (1) perform an investigation to the responses of the human determine causes and effects determine causes of force body to internal and external of force variance and variance forces. The student is communicate findings expected to:

(5) The student differentiates (E) perform an investigation to (2) perform an investigation to the responses of the human determine causes and effects determine effects of force body to internal and external of force variance and variance forces. The student is communicate findings expected to:

Page 31 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (5) The student differentiates (E) perform an investigation to (3) communicate findings [of the responses of the human determine causes and effects an investigation to determine body to internal and external of force variance and causes and effects of force forces. The student is communicate findings variance] expected to:

(6) The student examines the (A) investigate and describe (1) investigate the integration body processes that maintain the integration of the chemical of the chemical processes, homeostasis. The student is and physical processes, including equilibrium, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (2) investigate the integration body processes that maintain the integration of the chemical of the chemical processes, homeostasis. The student is and physical processes, including temperature, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (3) investigate the integration body processes that maintain the integration of the chemical of the chemical processes, homeostasis. The student is and physical processes, including pH balance, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 32 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (4) investigate the integration body processes that maintain the integration of the chemical of the chemical processes, homeostasis. The student is and physical processes, including chemical reactions, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (5) investigate the integration body processes that maintain the integration of the chemical of the chemical processes, homeostasis. The student is and physical processes, including passive transport, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (6) investigate the integration body processes that maintain the integration of the chemical of the chemical processes, homeostasis. The student is and physical processes, including active transport, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 33 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (7) investigate the integration body processes that maintain the integration of the chemical of the chemical processes, homeostasis. The student is and physical processes, including biofeedback, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (8) describe the integration of body processes that maintain the integration of the chemical the chemical processes, homeostasis. The student is and physical processes, including equilibrium, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (9) describe the integration of body processes that maintain the integration of the chemical the chemical processes, homeostasis. The student is and physical processes, including temperature, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 34 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (10) describe the integration of body processes that maintain the integration of the chemical the chemical processes, homeostasis. The student is and physical processes, including pH balance, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (11) describe the integration of body processes that maintain the integration of the chemical the chemical processes, homeostasis. The student is and physical processes, including chemical reactions, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (12) describe the integration of body processes that maintain the integration of the chemical the chemical processes, homeostasis. The student is and physical processes, including passive transport, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 35 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (13) describe the integration of body processes that maintain the integration of the chemical the chemical processes, homeostasis. The student is and physical processes, including active transport, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (14) describe the integration of body processes that maintain the integration of the chemical the chemical processes, homeostasis. The student is and physical processes, including biofeedback, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (15) investigate the integration body processes that maintain the integration of the chemical of the physical processes, homeostasis. The student is and physical processes, including equilibrium, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 36 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (16) investigate the integration body processes that maintain the integration of the chemical of the physical processes, homeostasis. The student is and physical processes, including temperature, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (17) investigate the integration body processes that maintain the integration of the chemical of the physical processes, homeostasis. The student is and physical processes, including pH balance, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (18) investigate the integration body processes that maintain the integration of the chemical of the physical processes, homeostasis. The student is and physical processes, including chemical reactions, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 37 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (19) investigate the integration body processes that maintain the integration of the chemical of the physical processes, homeostasis. The student is and physical processes, including passive transport, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (20) investigate the integration body processes that maintain the integration of the chemical of the physical processes, homeostasis. The student is and physical processes, including active transport, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (21) investigate the integration body processes that maintain the integration of the chemical of the physical processes, homeostasis. The student is and physical processes, including biofeedback, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 38 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (22) describe the integration of body processes that maintain the integration of the chemical the physical processes, homeostasis. The student is and physical processes, including equilibrium, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (23) describe the integration of body processes that maintain the integration of the chemical the physical processes, homeostasis. The student is and physical processes, including temperature, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (24) describe the integration of body processes that maintain the integration of the chemical the physical processes, homeostasis. The student is and physical processes, including pH balance, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 39 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (25) describe the integration of body processes that maintain the integration of the chemical the physical processes, homeostasis. The student is and physical processes, including chemical reactions, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (26) describe the integration of body processes that maintain the integration of the chemical the physical processes, homeostasis. The student is and physical processes, including passive transport, expected to: including equilibrium, that contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (A) investigate and describe (27) describe the integration of body processes that maintain the integration of the chemical the physical processes, homeostasis. The student is and physical processes, including active transport, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

Page 40 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (6) The student examines the (A) investigate and describe (28) describe the integration of body processes that maintain the integration of the chemical the physical processes, homeostasis. The student is and physical processes, including biofeedback, that expected to: including equilibrium, contribute to homeostasis temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis

(6) The student examines the (B) determine the body processes that maintain consequences of the failure to homeostasis. The student is maintain homeostasis expected to:

(7) The student examines the (A) illustrate conduction (1) illustrate conduction electrical conduction systems such as nerve systems processes and interactions. transmission or muscle The student is expected to: stimulation

(7) The student examines the (B) investigate the therapeutic (1) investigate the therapeutic electrical conduction uses and effects of external uses of external sources of processes and interactions. sources of electricity on the electricity on the body system The student is expected to: body system (7) The student examines the (B) investigate the therapeutic (2) investigate the therapeutic electrical conduction uses and effects of external effects of external sources of processes and interactions. sources of electricity on the electricity on the body system The student is expected to: body system (7) The student examines the (C) evaluate the application of (1) evaluate the application of electrical conduction advanced technologies such advanced technologies processes and interactions. as electroencephalogram, The student is expected to: electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion

Page 41 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (8) The student explores the (A) analyze the physical, (1) analyze the physical body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, circulatory [system] respiratory, and excretory

(8) The student explores the (A) analyze the physical, (2) analyze the physical body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, respiratory [system] respiratory, and excretory

(8) The student explores the (A) analyze the physical, (3) analyze the physical body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, excretory [system] respiratory, and excretory

(8) The student explores the (A) analyze the physical, (4) analyze the chemical body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, circulatory [system] respiratory, and excretory

(8) The student explores the (A) analyze the physical, (5) analyze the chemical body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, respiratory [system] respiratory, and excretory

(8) The student explores the (A) analyze the physical, (6) analyze the chemical body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, excretory [system] respiratory, and excretory

Page 42 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (8) The student explores the (A) analyze the physical, (7) analyze the biological body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, circulatory [system] respiratory, and excretory

(8) The student explores the (A) analyze the physical, (8) analyze the biological body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, respiratory [system] respiratory, and excretory

(8) The student explores the (A) analyze the physical, (9) analyze the biological body's transport systems. The chemical, and biological properties of transport student is expected to: properties of transport systems, including [the] systems, including circulatory, excretory [system] respiratory, and excretory

(8) The student explores the (B) determine the factors that body's transport systems. The alter the normal functions of student is expected to: transport systems

(8) The student explores the (C) contrast the interactions body's transport systems. The among the transport systems student is expected to:

(9) The student investigates (A) identify the effects of (1) identify the effects of environmental factors that environmental factors such as environmental factors affect the human body. The climate, pollution, radioactivity, student is expected to: chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems

Page 43 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (9) The student investigates (B) explore measures to environmental factors that minimize harmful affect the human body. The environmental factors on body student is expected to: systems

(10) The student investigates (A) analyze the relationships (1) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the integumentary the integumentary, nervous, [system] skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (2) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the integumentary [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (3) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the nervous [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

Page 44 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (A) analyze the relationships (4) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the nervous [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (5) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the skeletal [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (6) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the skeletal [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

Page 45 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (A) analyze the relationships (7) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the musculoskeletal the integumentary, nervous, [system] skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (8) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the musculoskeletal [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (9) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the cardiovascular the integumentary, nervous, [system] skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

Page 46 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (A) analyze the relationships (10) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the cardiovascular [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (11) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the respiratory the integumentary, nervous, [system] skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (12) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the respiratory [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

Page 47 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (A) analyze the relationships (13) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the gastrointestinal the integumentary, nervous, [system] skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (14) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the gastrointestinal [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (15) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the endocrine the integumentary, nervous, [system] skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

Page 48 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (A) analyze the relationships (16) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the endocrine [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (17) analyze the relationships structure and function of the between the anatomical between the anatomical human body. The student is structures and physiological structures of systems, expected to: functions of systems, including including the reproductive the integumentary, nervous, [system] skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (A) analyze the relationships (18) analyze the relationships structure and function of the between the anatomical between the physiological human body. The student is structures and physiological functions of systems, including expected to: functions of systems, including the reproductive [system] the integumentary, nervous, skeletal, musculoskeletal, cardiovascular, respiratory, gastrointestinal, endocrine, and reproductive

(10) The student investigates (B) evaluate the cause and (1) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the cells expected to: structure and function of cells, tissues, organs, and systems

Page 49 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (2) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the cells expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (3) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the function of cells human body. The student is congenital defects on the expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (4) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the function of cells human body. The student is congenital defects on the expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (5) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (6) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (7) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the function of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

Page 50 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (8) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the function of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (9) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (10) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (11) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the function of human body. The student is congenital defects on the organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (12) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the function of human body. The student is congenital defects on the organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (13) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems

Page 51 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (14) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the structure of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (15) evaluate the cause of structure and function of the effect of disease, trauma, and disease on the function of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (16) evaluate the effect of structure and function of the effect of disease, trauma, and disease on the function of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (17) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the structure of human body. The student is congenital defects on the cells expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (18) evaluate the effect of structure and function of the effect of disease, trauma, and trauma on the structure of cells human body. The student is congenital defects on the expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (19) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the function of cells human body. The student is congenital defects on the expected to: structure and function of cells, tissues, organs, and systems

Page 52 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (20) evaluate the effect of structure and function of the effect of disease, trauma, and trauma on the function of cells human body. The student is congenital defects on the expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (21) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the structure of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (22) evaluate the effect of structure and function of the effect of disease, trauma, and trauma on the structure of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (23) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the function of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (24) evaluate the effect of structure and function of the effect of disease, trauma, and trauma on the function of human body. The student is congenital defects on the tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (25) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the structure of human body. The student is congenital defects on the organs expected to: structure and function of cells, tissues, organs, and systems

Page 53 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (26) evaluate the effect of structure and function of the effect of disease, trauma, and trauma on the structure of human body. The student is congenital defects on the organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (27) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the function of human body. The student is congenital defects on the organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (28) evaluate effect of trauma structure and function of the effect of disease, trauma, and on the function of organs human body. The student is congenital defects on the expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (29) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the structure of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (30) evaluate the effect of structure and function of the effect of disease, trauma, and trauma on the structure of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (31) evaluate the cause of structure and function of the effect of disease, trauma, and trauma on the function of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems

Page 54 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (32) evaluate the effect of structure and function of the effect of disease, trauma, and trauma on the function of human body. The student is congenital defects on the systems expected to: structure and function of cells, tissues, organs, and systems (10) The student investigates (B) evaluate the cause and (33) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of cells expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (34) evaluate the effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of cells expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (35) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of cells expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (36) evaluate the effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of cells expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (37) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of tissues expected to: structure and function of cells, tissues, organs, and systems

Page 55 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (38) evaluate the effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (39) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (40) evaluate the effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of tissues expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (41) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (42) evaluate the effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of organs expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (43) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of organs expected to: structure and function of cells, tissues, organs, and systems

Page 56 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (B) evaluate the cause and (44) evaluate effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of organs expected to: structure and function of cells, tissues, organs, and systems (10) The student investigates (B) evaluate the cause and (45) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (46) evaluate the effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the structure of systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (47) evaluate the cause of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (B) evaluate the cause and (48) evaluate the effect of structure and function of the effect of disease, trauma, and congenital defects on the human body. The student is congenital defects on the function of systems expected to: structure and function of cells, tissues, organs, and systems

(10) The student investigates (C) research technological (1) research technological structure and function of the advances and limitations in the advances in the treatment of human body. The student is treatment of system disorders system disorders expected to:

Page 57 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (10) The student investigates (C) research technological (2) research technological structure and function of the advances and limitations in the limitations in the treatment of human body. The student is treatment of system disorders system disorders expected to:

(10) The student investigates (D) examine characteristics of structure and function of the the aging process on body human body. The student is systems expected to:

(11) The student describes the (A) explain embryological (1) explain embryological process of reproduction and development of tissues, development of tissues growth and development. The organs, and systems student is expected to:

(11) The student describes the (A) explain embryological (2) explain embryological process of reproduction and development of tissues, development of organs growth and development. The organs, and systems student is expected to:

(11) The student describes the (A) explain embryological (3) explain embryological process of reproduction and development of tissues, development of systems growth and development. The organs, and systems student is expected to:

(11) The student describes the (B) identify the functions of the (1) identify the functions of the process of reproduction and male and female reproductive male reproductive system growth and development. The systems student is expected to:

(11) The student describes the (B) identify the functions of the (2) identify the functions of the process of reproduction and male and female reproductive female reproductive system growth and development. The systems student is expected to:

Page 58 of 59 Updated: 10/24/2012 Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (11) The student describes the (C) summarize the human (1) summarize the human process of reproduction and growth and development cycle growth cycle growth and development. The student is expected to:

(11) The student describes the (C) summarize the human (2) summarize the human process of reproduction and growth and development cycle development cycle growth and development. The student is expected to:

(12) The student recognizes (A) recognize advances in (1) recognize advances in emerging technological stem cell research such as stem cell research advances in science. The cord blood utilization student is expected to:

(12) The student recognizes (B) recognize advances in (1) recognize advances in emerging technological bioengineering and transplant bioengineering advances in science. The technology student is expected to:

(12) The student recognizes (B) recognize advances in (2) recognize advances in emerging technological bioengineering and transplant transplant technology advances in science. The technology student is expected to:

Page 59 of 59 Updated: 10/24/2012