Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter I - HEALTH SCIENCE
Section 127.423 - Anatomy and Physiology (One Credit), Adopted 2021
Universal Citation: 19 TX Admin Code ยง 127.423
Current through Reg. 49, No. 38; September 20, 2024
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
(1) No later than August 31,
2024, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials
that cover the essential knowledge and skills identified in this
section.
(2) If the commissioner
makes the determination that instructional materials funding has been made
available, this section shall be implemented beginning with the 2024-2025
school year and apply to the 2024-2025 and subsequent school years.
(3) If the commissioner does not make the
determination that instructional materials funding has been made available
under this subsection, the commissioner shall determine no later than August 31
of each subsequent school year whether instructional materials funding has been
made available. If the commissioner determines that instructional materials
funding has been made available, the commissioner shall notify the State Board
of Education and school districts that this section shall be implemented for
the following school year.
(b) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: one credit in biology and one credit in chemistry, Integrated Physics and Chemistry, or physics. Recommended prerequisite: a course from the Health Science Career Cluster. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.
(c) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards,
industry-relevant technical knowledge, and college and career readiness skills
for students to further their education and succeed in current and emerging
professions.
(2) The Health Science
Career Cluster focuses on planning, managing, and providing therapeutic
services, diagnostic services, health informatics, support services, and
biotechnology research and development.
(3) The Anatomy and Physiology course is
designed for students to 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 will study a variety of topics, including the structure and function
of the human body and the interaction of body systems for maintaining
homeostasis.
(4) Science, as
defined by the National Academy of Sciences, is the "use of evidence to
construct testable explanations and predictions of natural phenomena, as well
as the knowledge generated through this process." This vast body of changing
and increasing knowledge is described by physical, mathematical, and conceptual
models. Students should know that some questions are outside the realm of
science because they deal with phenomena that are not currently scientifically
testable.
(5) Students are expected
to know that:
(A) hypotheses are tentative and
testable statements that must be capable of being supported or not supported by
observational evidence. Hypotheses of durable explanatory power that have been
tested over a wide variety of conditions are incorporated into theories;
and
(B) scientific theories are
based on natural and physical phenomena and are capable of being tested by
multiple independent researchers. Unlike hypotheses, scientific theories are
well established and highly reliable explanations, but they may be subject to
change as new areas of science and new technologies are developed.
(6) Scientific inquiry is the
planned and deliberate investigation of the natural world using scientific and
engineering practices. Scientific methods of investigation are descriptive,
comparative, or experimental. The method chosen should be appropriate to the
question being asked. Student learning for different types of investigations
include descriptive investigations, which involve collecting data and recording
observations without making comparisons; comparative investigations, which
involve collecting data with variables that are manipulated to compare results;
and experimental investigations, which involve processes similar to comparative
investigations but in which a control is identified.
(A) Scientific practices. Students should be
able to ask questions, plan and conduct investigations to answer questions, and
explain phenomena using appropriate tools and models.
(B) Engineering practices. Students should be
able to identify problems and design solutions using appropriate tools and
models.
(7) Scientific
decision making is a way of answering questions about the natural world
involving its own set of ethical standards about how the process of science
should be carried out. Students should be able to distinguish between
scientific decision-making methods (scientific methods) and ethical and social
decisions that involve science (the application of scientific
information).
(8) Science consists
of recurring themes and making connections between overarching concepts.
Recurring themes include systems, models, and patterns. All systems have basic
properties that can be described in space, time, energy, and matter. Change and
constancy occur in systems as patterns and can be observed, measured, and
modeled. These patterns help to make predictions that can be scientifically
tested, while models allow for boundary specification and provide a tool for
understanding the ideas presented. Students should analyze a system in terms of
its components and how these components relate to each other, to the whole, and
to the external environment.
(9)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or
extracurricular organizations.
(10)
Statements that contain the word "including" reference content that must be
mastered, while those containing the phrase "such as" are intended as possible
illustrative examples.
(d) Knowledge and skills.
(1) Employability skills. The student
demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) demonstrate verbal and non-verbal
communication in a clear, concise, and effective manner;
(B) exhibit the ability to cooperate,
contribute, and collaborate as a member of a team; and
(C) investigate necessary skills for heath
careers related to anatomy and physiology.
(2) Scientific and engineering practices. The
student, for at least 40% of instructional time, asks questions, identifies
problems, and plans and safely conducts classroom, laboratory, and field
investigations to answer questions, explain phenomena, or design solutions
using appropriate tools and models. The student is expected to:
(A) ask questions and define problems based
on observations or information from text, phenomena, models, or
investigations;
(B) apply
scientific practices to plan and conduct descriptive, comparative, and
experimental investigations and use engineering practices to design solutions
to problems;
(C) use appropriate
safety equipment and practices during laboratory, classroom, and field
investigations as outlined in Texas Education Agency-approved safety
standards;
(D) use appropriate
tools such as lab notebooks or journals, calculators, spreadsheet software,
data-collecting probes, computers, standard laboratory glassware, microscopes,
various prepared slides, stereoscopes, metric rulers, meter sticks, electronic
balances, micro pipettors, hand lenses, Celsius thermometers, hot plates,
timing devices, Petri dishes, agar, lab incubators, dissection equipment,
reflex hammers, pulse oximeters, stethoscope, otoscope, blood pressure monitors
(sphygmomanometers), pen lights, ultrasound equipment, and models, diagrams, or
samples of biological specimens or structures;
(E) collect quantitative data using the
International System of Units (SI) and United States customary units and
qualitative data as evidence;
(F)
organize quantitative and qualitative data using lab reports, labeled drawings,
graphic organizers, journals, summaries, oral reports, and technology-based
reports;
(G) develop and use models
to represent phenomena, systems, processes, or solutions to engineering
problems; and
(H) distinguish among
scientific hypotheses, theories, and laws.
(3) Scientific and engineering practices. The
student analyzes and interprets data to derive meaning, identify features and
patterns, and discover relationships or correlations to develop evidence-based
arguments or evaluate designs. The student is expected to:
(A) identify advantages and limitations of
models such as their size, scale, properties, and materials;
(B) analyze data by identifying significant
statistical features, patterns, sources of error, and limitations;
(C) use mathematical calculations to assess
quantitative relationships in data; and
(D) evaluate experimental and engineering
designs.
(4) Scientific
and engineering practices. The student develops evidence-based explanations and
communicates findings, conclusions, and proposed solutions. The student is
expected to:
(A) develop explanations and
propose solutions supported by data and models and consistent with scientific
ideas, principles, and theories;
(B) communicate explanations and solutions
individually and collaboratively in a variety of settings and formats;
and
(C) engage respectfully in
scientific argumentation using applied scientific explanations and empirical
evidence.
(5) Scientific
and engineering practices. The student knows the contributions of scientists
and engineers and recognizes the importance of scientific research and
innovation on society. The student is expected to:
(A) analyze, evaluate, and critique
scientific explanations and solutions by using empirical evidence, logical
reasoning, and experimental and observational testing, so as to encourage
critical thinking by the student;
(B) relate the impact of past and current
research on scientific thought and society, including research methodology,
cost-benefit analysis, and contributions of diverse scientists and engineers as
related to the content; and
(C)
research and explore resources such as museums, libraries, professional
organizations, private companies, online platforms, and mentors employed in a
science, technology, engineering, and mathematics (STEM) or health science
field in order to investigate careers.
(6) Human body organization. The student
demonstrates an understanding of the anatomic and physiological basis of life
and the ability to explain the interdependence of structure and function in
biological systems. The student is expected to:
(A) distinguish between the six levels of
structural organization in the human body, including chemical, cellular,
tissue, organ, system, and organism, and explain their
interdependence;
(B) identify and
use appropriate directional terminology when referring to the human body,
including directional terms, planes, body cavities, and body
quadrants;
(C) identify and
describe the major characteristics of living organisms, including response to
stimuli, growth and development, homeostasis, cellular composition, metabolism,
reproduction, and the ability to adapt to the environment;
(D) research and describe negative and
positive feedback loops as they apply to homeostasis; and
(E) research and identify the effects of the
failure to maintain homeostasis as it relates to common diseases in each of the
body systems.
(7)
Histology. The student demonstrates the ability to analyze the structure and
function of eukaryotic cells in relation to the formation of tissue. The
student is expected to:
(A) define tissue and
identify the four primary tissue types, their subdivisions, and
functions;
(B) compare epithelial
tissue and connective tissue in terms of cell arrangement and interstitial
materials;
(C) describe the process
of tissue repair involved in the normal healing of a superficial wound;
and
(D) describe the general
metabolic pathways of carbohydrates, lipids, and proteins.
(8) Skeletal system. The student analyzes the
relationships between the anatomical structures and physiological functions of
the skeletal system. The student is expected to:
(A) identify and differentiate between the
axial skeleton and appendicular skeleton;
(B) identify the types of joints, including
gliding, hinge, pivot, saddle, and ball and socket, and describe the movements
of each;
(C) identify and locate
the anatomy of bone, including spongy and compact tissue, epiphysis, diaphysis,
medullary cavity, periosteum, bone marrow, and endosteum;
(D) explain the major physiological functions
of the skeletal system;
(E)
describe the role of osteoblasts, osteocytes, and osteoclasts in bone growth
and repair;
(F) identify and
describe the different types of fractures such as compound, complete, simple,
spiral, greenstick, hairline, transverse, and comminuted; and
(G) identify and describe common diseases and
disorders of the skeletal system such as scoliosis, osteoporosis, and bone
cancer.
(9)
Integumentary system. The student analyzes the relationships between the
anatomical structures and physiological functions of the integumentary system.
The student is expected to:
(A) identify and
describe the structures of the integumentary system, including layers of the
skin, accessory organs within each layer, and glandular components in each
layer;
(B) describe the factors
that can contribute to skin color;
(C) describe and explain the process of
tissue repair and scar formation; and
(D) identify and describe common diseases and
disorders of the integumentary system such as skin cancer and
psoriasis.
(10) Muscular
system. The student analyzes the relationships between the anatomical
structures and physiological functions of the muscular system. The student is
expected to:
(A) explain the major
physiological functions of the muscular system, including voluntary movement,
involuntary movement, heat production, and maintaining posture;
(B) explain the coordination of muscles,
bones, and joints that allows movement of the body, including the methods of
attachment of ligaments and tendons;
(C) examine common characteristics of muscle
tissue, including excitability, contractibility, extensibility, and
elasticity;
(D) identify and
describe the appearance, innervation, and function of the three muscle types,
including cardiac, skeletal, and smooth;
(E) examine the microscopic anatomy of a
muscle fiber, including sarcomere, actin, and myosin;
(F) describe the mechanisms of muscle
contraction at the neuromuscular junction;
(G) name, locate, and describe the action of
major voluntary muscles in regions of the body, including the head and neck,
trunk, upper extremity, and lower extremity;
(H) identify and describe common diseases and
disorders of the muscular system such as muscle strains and muscular dystrophy;
and
(I) analyze and describe the
effects of pressure, movement, torque, tension, and elasticity on the human
body.
(11) Nervous
system. The student analyzes the relationship between the anatomical structures
and physiological functions of the nervous system. The student is expected to:
(A) summarize and distinguish between the
major physiological functions of the nervous system, including sensation,
integration, and motor response;
(B) identify the senses and explain their
relationship to nervous system;
(C)
investigate and explain the interdependence between the cranial and spinal
nerves with the special senses of vision, hearing, smell, and taste;
(D) describe the anatomy of the structures
associated with the senses, including vision, hearing, smell, taste, and
touch;
(E) identify the anatomical
and physiological divisions of the peripheral nervous system and central
nervous system;
(F) explain the
glial cells within the central nervous system and peripheral nervous system and
their associated functions;
(G)
analyze the functional and structural differences between gray and white matter
relative to neurons;
(H)
distinguish between the types of neurons and explain the initiation of a nerve
impulse during resting and action potential;
(I) categorize the major neurotransmitters by
chemical and physical mechanisms; and
(J) identify and describe common diseases and
disorders of the nervous system such as epilepsy, neuralgia, Parkinson's
disease, and Alzheimer's disease.
(12) Endocrine system. The student analyzes
the relationships between the anatomical structures and physiological functions
of the endocrine system. The student is expected to:
(A) identify and locate the nine glands
associated with the endocrine system, including the ovaries, testes, pineal
gland, pituitary gland, thyroid gland, parathyroid glands, thymus, pancreas,
and adrenal glands;
(B) compare and
contrast endocrine and exocrine glands and identify the glands associated with
each;
(C) describe the hormones
associated with each endocrine gland;
(D) research the impact of the endocrine
systems on homeostatic mechanisms and other body systems such as the
integration between the hypothalamus and the pituitary gland;
(E) explain how the endocrine glands are
regulated, including neural, hormonal, and humoral control; and
(F) identify and describe common diseases and
disorders of the endocrine system such as hypothyroidism, pancreatic cancer,
and diabetes.
(13)
Urinary system. The student analyzes the relationships between the anatomical
structures and physiological functions of the urinary system. The student is
expected to:
(A) identify and describe the
anatomical structures and functions of the urinary system, including the
kidney, ureters, bladder, and urethra;
(B) compare and contrast the anatomical
structures and describe the functions of the male and female urinary
system;
(C) summarize and
illustrate the structures, functions, and types of nephrons;
(D) examine the methods of fluid balance and
homeostasis in the urinary system, including fluid intake and output;
(E) analyze the composition of urine and the
process of urine formation, including filtration, reabsorption, and
secretion;
(F) describe the
relationship between the nervous system, renal system, and muscular system
before and during micturition; and
(G) identify and describe common diseases and
disorders of the urinary system such as chronic kidney disease, kidney stones,
urinary tract infections, and renal cancer.
(14) Cardiovascular system. The student
analyzes the relationships between the anatomical structures and physiological
functions of the cardiovascular system. The student is expected to:
(A) identify the major functions of the
cardiovascular system, including transport, maintaining homeostasis, and immune
response;
(B) compare and contrast
the anatomical structure of arteries, arterioles, capillaries, venules, and
veins;
(C) investigate and
illustrate how systemic circulation transports blood, gasses, and nutrients
from the heart to the internal anatomy of the heart, including tissue layers,
chambers, and valves, and external anatomy of the heart, including coronary
vessels;
(D) describe the
relationship between blood flow and blood pressure, including systolic and
diastolic pressure, pulse pressure, and mean arterial pressure;
(E) compare and contrast coronary, pulmonary,
and systemic circulation, and describe the major vessels of each;
(F) illustrate how the PQRST waves of an
electrocardiogram (EKG) demonstrate the conduction of electricity through the
structures of the heart;
(G)
describe the relationship between the cardiovascular system, nervous system,
and muscular system in regulating cardiac output; and
(H) identify and describe common diseases and
disorders of the cardiovascular system such as heart disease, myocardial
infarction, ischemia, and hypertrophic cardiomyopathy.
(15) Lymphatic system. The student analyzes
the relationships between the anatomical structures and physiological functions
of the lymphatic system and understands the immune response. The student is
expected to:
(A) evaluate the interaction of
the lymphatic system with other body systems such as the circulatory
system;
(B) describe the structure
and function of the lymphatic organs and explain how lymph moves through the
body;
(C) identify and describe the
role and function of the immune cells, including T cells and B cells, within
the lymphatic system structures;
(D) identify and determine antigens
associated with ABO blood typing, including Rhesus (Rh) factor;
(E) summarize the ways the body protects and
defends against disease, including inflammation, barrier defenses, and active
and passive immunity;
(F) describe
the role of antigens and antibodies in the immune response; and
(G) identify and describe common diseases and
disorders associated with the lymphatic and immune systems such as inherited or
acquired immunodeficiencies, autoimmune diseases, and lymphomas.
(16) Digestive system. The student
analyzes the relationships between the anatomical structures and physiological
functions of the digestive system. The student is expected to:
(A) examine the anatomical structures and
function of the alimentary canal and accessory organs;
(B) compare and contrast mechanical and
chemical digestive processes;
(C)
evaluate the modes by which energy is processed and stored within the body,
including ingestion, propulsion, absorption, and elimination; and
(D) identify and describe common diseases and
disorders of the digestive system such as gallstones, Crohn's disease,
irritable bowel syndrome, and gastroesophageal reflux disorder.
(17) Respiratory system. The
student analyzes the relationships between the anatomical structures and
physiological functions of the respiratory system. The student is expected to:
(A) identify and sequence the anatomical
structures and functions of the respiratory system;
(B) compare and contrast the functions of
upper and lower respiratory tract;
(C) describe the physiology of respiration,
including internal and external respiration and gas exchange;
(D) describe the relationship between the
respiratory and cardiovascular systems during pulmonary circulation;
(E) investigate factors that affect
respiration, including exercise and environmental changes such as altitude;
and
(F) identify and describe
common diseases of the respiratory system such as asthma, emphysema, pneumonia,
viruses, and allergies.
(18) Reproductive system. The student
analyzes the relationships between the anatomical structures and physiological
functions of the reproductive system. The student is expected to:
(A) explain embryological development of
cells, tissues, organs, and systems;
(B) describe and examine the location,
structure, and functions of the internal and external female and male
reproductive organs and accessory glands;
(C) describe and compare the process of
oogenesis and spermatogenesis;
(D)
research and discuss the physiological effects of hormones on the stages of the
menstrual cycle;
(E) identify and
distinguish the hormones involved in maturation and development throughout the
life cycle, including puberty, gestation, and menopause; and
(F) identify and describe common diseases and
disorders of the reproductive system such as sexually transmitted diseases and
cancers of the female and male reproductive systems.
(19) Emerging technologies. The student
identifies emerging technological advances in science and healthcare treatment
and delivery. The student is expected to:
(A)
research and discuss advances in science and medicine at the organ and tissue
level such as bionics and wearable monitoring technologies; and
(B) research and describe advances in science
and medicine at the cellular level such as stem cells and gene
therapy.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
