High School CTE TEKS Standards

Knowledge and skills.

Creativity and innovation. The student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. The student is expected to:

evaluate, edit, and create scripts for animations;

identify and apply color theories, including harmony rules, tints, shades, gradients, color mixing, new color creation, and the visual impacts of specific color combinations using a digital format;

apply texture, transparency, skinning, and contour along a 3-D object surface;

compare, contrast, and integrate the basic sound editing principles, including mixing and manipulating wave forms, audio tracks, and effects;

compare and contrast the rules of composition such as the rule of thirds or the golden section/rectangle with respect to harmony and balance;

evaluate the fundamental concepts of 3-D modeling and design such as composition, perspective, angles, lighting, repetition, proximity, white space, balance, and contrast;

analyze 3-D model objects to interpret the point of interest, the prominence of the subject, and visual parallels between the structures of natural and human-made environments;

distinguish among typefaces while recognizing and resolving conflicts that occur through the use of typography as a design element;

use perspective, including spot and directional light, backgrounds, ambience, shades and shadows, and hue and saturation;

use the basic principles of design such as proportion, balance, variety, emphasis, harmony, symmetry, and unity in type, color, size, line thickness, shape, and space;

edit files using appropriate digital editing tools and established design principles such as consistency, repetition, alignment, proximity, white space, image file size, color use, font size, type, and style; and

identify pictorial qualities in a design such as shape and form, space and depth, or pattern and texture to create visual unity and desired effects in designs.

Communication and collaboration. The student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning experience of others. The student is expected to:

use vocabulary as it relates to digital art, audio, and animation;

demonstrate the use of technology to participate in self-directed and collaborative activities within the global community;

participate in electronic communities;

create technology specifications for tasks and rubrics for the evaluation of products;

design and implement procedures to track trends, set timelines, and evaluate products;

collaborate with peers in delineating technological tasks;

publish and save information in a variety of ways, including print or digital formats;

analyze and evaluate projects for design, content delivery, purpose, and audience; and

critique original 3-D digital artwork, portfolios, and products with peers.

Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected to:

distinguish among and correctly apply process color (RGB and CYMK), spot color, and black or white;

research the history of 3-D modeling and 3-D animation;

research career choices in 3-D modeling and 3-D animation;

use the Internet to retrieve information in an electronic format;

demonstrate the appropriate use of 3-D objects, digital imaging, video integration, and sound retrieved from an electronic format;

import sounds from a variety of sources; and

create planning designs such as rough sketches, storyboards, and brainstorming materials.

Critical thinking, problem solving, and decision making. The student uses critical-thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. The student is expected to:

distinguish between and use the components of 3-D animation software programs such as cast, score, environment, the X-Y-Z coordinate system, and the animation manipulation interface;

distinguish between and use the different 3-D modeling techniques such as box modeling, transformation, and polygon primitives using extrusion and rotation;

distinguish between and use the different 3-D animation techniques such as path and rendering using dynamics and physics;

apply a variety of color schemes such as monochromatic, analogous, complementary, primary/secondary triads, cool/warm colors, and split complements to digital designs;

use the basic concepts of color and design theory such as working with 3-D models and environments, characters, objects, and other cast members as needed for the animation;

use the appropriate rendering techniques to create an animation;

use a variety of lighting techniques such as shadow, shading, point, spot, directional, and ambient to create effects; and

define the design attributes and requirements of a 3-D animation project.

Digital citizenship. The student understands human, cultural, and societal issues related to technology and practices legal and ethical behavior. The student is expected to:

discuss copyright laws/issues and use of digital information such as attributing ideas and citing sources using established methods;

define plagiarism and model respect of intellectual property;

demonstrate proper digital etiquette and knowledge of acceptable use policies when using technology; and

evaluate the validity and reliability of sources.

Technology operations and concepts. The student demonstrates a sound understanding of technology concepts, systems, and operations. The student is expected to:

demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;

make decisions regarding the selection and use of software and Internet resources;

make necessary adjustments regarding compatibility issues with digital file formats, importing and exporting data, and cross-platform compatibility; and

read, use, and develop technical documentation.

Knowledge and skills.

perform numerical and arithmetic applications;

The student communicates an understanding of the accounting industry. The student is expected to:

Accounting encompasses careers that record, classify, summarize, analyze, and communicate a business's financial information/business transactions for use in management decision making. Accounting includes such activities as bookkeeping, systems design, analysis, and interpretation of accounting information.

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

In Accounting I, students will investigate the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students will reflect on this knowledge as they engage in the process of recording, classifying, summarizing, analyzing, and communicating accounting information. Students will formulate and interpret financial information for use in management decision making.

demonstrate attention to detail in completed assignments; and

Introduction.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

demonstrate effective problem solving.

describe Generally Accepted Accounting Principles (GAAP).

The Finance Career Cluster focuses on planning, services for financial and investment planning, banking, insurance, and business financial management.

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.

demonstrate an understanding of integrity and strong work ethic;

describe the purpose of accounting and financial reporting;

demonstrate effective oral and written communication skills;

General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Business, Marketing, and Finance. Students shall be awarded one credit for successful completion of this course.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

discuss its impact on industry; and

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

demonstrate effective oral and written communication skills;

perform numerical and arithmetic applications;

demonstrate an understanding of integrity and strong work ethic;

demonstrate attention to detail in completed assignments; and

demonstrate effective problem solving.

The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

apply mathematics to problems arising in everyday life, society, and the workplace;

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

create and use representations to organize, record, and communicate mathematical ideas;

analyze mathematical relationships to connect and communicate mathematical ideas; and

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

The student performs accounting functions specific to a corporation. The student is expected to:

analyze articles of incorporation;

communicate methods used to account for the issuance of stock;

compute the number of shares of common stock to be issued on the conversion of convertible preferred stock;

compute dividends payable on stock;

describe internal accounting controls that exist to ensure the proper recording of financial transactions;

produce financial statements, including work sheets, income statements, statements of stockholders' equity, balance sheets, cash flow statements, and statements of changes in retained earnings;

discuss the nature of consolidated financial statements;

discuss the nature of corporate tax accounting; and

perform accounting functions specific to corporate tax accounting, including calculating corporate taxes and target profits and preparing corporate tax returns.

The student discusses and performs accounting functions in a financial statement analysis. The student is expected to:

explain the nature of annual reports;

discuss the use of financial ratios in accounting and explain how this data impacts business decisions;

determine business liquidity, including current ratio, quick ratio, and cash ratio;

calculate business profitability, including gross profit margin, operating profit margin, net profit margin, cash flow margin, return on assets, return on investment, and return on equity, and analyze the relationships between these ratios;

compute business efficiency ratios, including inventory turnover ratio, accounts receivable turnover ratio, accounts payable turnover ratio, average payment period, and average collection period;

determine business operating ratio;

calculate business capital structure ratios, including debt-to-equity ratio and debt service coverage;

compare financial ratios to industry benchmarks and past performance to identify key areas that need to be evaluated and improved; and

formulate and present recommendations based on financial ratio comparisons using spreadsheet software, graphs, and charts that identify business strategies and solutions needed to improve financial performance.

The student describes and employs managerial accounting concepts. The student is expected to:

explain the nature of managerial cost accounting, including costs and cost drivers;

conduct cost-volume-profit analysis, including the use of linear regression data to determine the relationship between production and costs;

identify cost accounting systems such as job order costing, process costing, activity-based costing, and project costing;

calculate the cost of goods sold;

compute overhead rates;

apply overhead to jobs;

describe the nature of cost accounting decision making;

discuss the nature of cost accounting budgets;

explain and create a variance analysis;

discuss the nature of cost allocation;

compute variable costs and contribution margins for a product;

determine relevant costs in make-or-buy and accept-or-reject decisions;

evaluate make-or-buy and accept-or-reject decisions to identify the best solutions for a business;

prepare written recommendations that identify make-or-buy and accept-or-reject solutions using empirical data to support and justify conclusions;

perform cost allocation functions; and

prepare cost of production reports.

The student maintains, monitors, controls, and plans the use of financial resources to ensure business stability. The student is expected to:

describe fundamental financial concepts involved in the management of corporate finances, including the nature of depreciation and cash flows;

analyze the need for efficient capital markets in corporate finance;

explore the capital budgeting process;

perform calculations necessary for capital budget decision making, including:

calculating the initial investment associated with a proposed capital expenditure;

determining operating cash inflows; and

determining terminal cash flow;

conduct cash-flow analysis to select an acceptable capital expenditure, including:

interpreting the nature of relevant cash flow-analysis;

explaining the nature of the payback period;

calculating the payback period;

explaining the relationship between the internal rate of return and net present value;

calculating the net present value and future value; and

calculating the internal rate of return;

explain the role of financial planning in corporate finance, including the financial planning process, short-term operating, and long-term strategic planning;

conduct cash planning, including:

explaining the use of cash budgets;

coping with uncertainty in cash budgets;

preparing a cash budget; and

evaluating a cash budget;

conduct profit planning, including pro forma income statements and balance sheets;

define and describe the nature of short-term financial management;

explain the role of valuation in making appropriate financial decisions for a company, including:

discussing the role of project valuation in capital allocation decisions;

comparing methods for valuing flexibility; and

discussing the valuation implications in business finance;

use capital market securities to secure financing for a company, including:

analyzing models and methods to determine the best financing option for a company;

analyzing the nature of corporate bonds;

analyzing and determining the cost of long-term debt;

describing the issuance of stock from a corporation;

comparing and contrasting preferred stock and common stock;

calculating the cost of preferred stock and common stock; and

computing leverage and debt to equity ratios;

explain the role of dividends in corporate finance, including forms of dividends and reinvestment plans;

describe the effect of a firm's dividend decisions on its external financing requirements;

illustrate the residual theory of dividends;

describe the impact of dividends on the value of the firm;

explain the nature of a dividend policy;

explain factors to consider when deciding on the form of dividend distribution; and

analyze ownership change transactions, including:

comparing mergers and acquisitions;

explaining the nature of hostile takeovers;

discussing issues that arise from mergers and acquisitions;

explaining methods for evaluating potential merger/acquisition targets;

evaluating potential merger and acquisition targets; and (vi) analyzing the nature of restructurings.

The student describes laws and regulations in order to manage business operations and transactions in accounting. The student is expected to:

describe and discuss regulation of accounting, including:

the impact of the Sarbanes-Oxley Act of 2002 on accounting;

the role of the Securities and Exchange Commission in regulating the accounting industry;

the state regulation of the accounting industry; and

the impact of International Financial Reporting Standards (IFRS) versus Generally Accepted Accounting Principles (GAAP); and

identify and research a case study involving a fraud, compliance, or regulatory issue or possible scenario, including:

formulating questions to analyze the issue;

gathering relevant sources;

evaluating the validity and reliability of those sources;

identifying and communicating which laws and regulations apply;

gathering data that supports evidence of fraud or non-compliance with regulations; and

creating a clear and coherent presentation, including the use of correct grammar, spelling, punctuation, and citation of resource materials.

The student accesses, processes, maintains, evaluates, and disseminates financial information to assist business decision making. The student is expected to:

use technology to acquire information such as the use of data mining and automated financial programs into accounting; and

create a clear and coherent oral and written presentation that includes the use of correct grammar, spelling, punctuation, and citation of resource materials on a current topic in accounting using concepts learned in this course.

Implementation.

The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

School districts shall implement the employability skills student expectations listed in §127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.

General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: Biology and Chemistry or Integrated Physics and Chemistry (IPC); Algebra I and Geometry; and either Small Animal Management, Equine Science, or Livestock and Poultry Production. Recommended prerequisite: Veterinary Science. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.

Introduction.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.

Science and social ethics. Scientific decision making is a way of answering questions about the natural world involving its own set of ethical standards about how the process of science should be carried out. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information).

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 tools 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.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

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.

The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

Advanced Animal Science examines the interrelatedness of human, scientific, and technological dimensions of animal production, including canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorpha production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. To prepare for careers in the field of animal science, students must attain academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.

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.

Scientific hypotheses and theories. Students are expected to know that:

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

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.

Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world using scientific and engineering practices. Scientific methods of investigation are descriptive, comparative, or experimental. The method chosen should be appropriate to the question being asked. Student learning for different types of investigations include descriptive investigations, which involve collecting data and recording observations without making comparisons; comparative investigations, which involve collecting data with variables that are manipulated to compare results; and experimental investigations, which involve processes similar to comparative investigations but in which a control is identified.

Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.

Knowledge and skills.

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:

ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

use appropriate tools such as dissection equipment, standard laboratory glassware, microscopes, various prepared slides, measuring devices, micropipettors, hand lenses, thermometers, hot plates, laboratory notebook, timing devices, cameras, Petri dishes, laboratory incubators, models, diagrams, and samples of biological specimens, syringes, needles, scalpels, microscopes slides, cover slips, artificial insemination equipment, and drench gun;

collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

organize quantitative and qualitative data using calculators, computers, software, laboratory notebook, recordkeeping system, and reliable sources;

develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

distinguish between scientific hypotheses, theories, and laws.

The student understands the anatomical structures and physiological functions of the digestive system to determine nutritional requirements of ruminant and non-ruminant animals. The student is expected to:

describe the structures and functions of the digestive systems of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

identify and describe sources of nutrients and classes of feeds for canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

identify and describe the feed additives and supplements used to meet the nutritional requirements of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

formulate rations based on different nutritional requirements, including age, gestation, lactation, sex, and purpose, for canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

analyze feeding practices in relation to nutritional requirements, including age, gestation, lactation, sex, and purpose, for canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

analyze feed quality issues and determine their effect on the health of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

research and compare the nutritional value of feeds for all species discussed;

identify forage plants used for livestock grazing and analyze the protein levels of each; and

research grazing practices such as rotational grazing and deferred grazing and explain the advantages and disadvantages of each using the scientific and engineering design process.

The student understands the principles of molecular genetics and heredity. The student is expected to:

explain Mendel's laws of inheritance and predict genotypes and phenotypes of offspring using a Punnett square;

use a Punnett square and assign alleles to justify genotype and phenotype predictions;

identify the parts of the nucleotide and differentiate between the nucleotides found in deoxyribonucleic acid (DNA) and ribonucleic acid (RNA); and

explain the functions of DNA and RNA.

The student applies the principles of reproduction and breeding to animal improvement. The student is expected to:

describe and compare reproductive anatomy of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

analyze and compare reproductive cycles and phases of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

correlate the reproductive cycles and phases to animal behavior;

research breeding systems, including grading up, crossbreeding, linebreeding, and inbreeding, and explain the advantages and disadvantages of each using the scientific and engineering design process; and

research breeding methods, including embryo transfer, artificial insemination, and natural mating, and explain the advantages and disadvantages of each using the scientific and engineering design process.

The student analyzes how diseases and parasites affect animal health. The student is expected to:

examine how factors such as geographic location, age, genetic composition, and inherited diseases influence the health of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

describe the process of immunity and disease transmission of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

identify and describe pathogens and the diseases they cause in canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

describe the effects that diseases have on various body systems of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

research and explain the methods of prevention and control for diseases of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

identify parasites of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs using common and scientific names;

describe the life cycles of various parasites and relate them to animal health issues;

explain how parasites are transmitted and the effect they have on canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

conduct or simulate parasite diagnostic tests; and

explain the methods of prevention, control, and treatment of parasites of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs.

The student discusses livestock market readiness and harvesting methods. The student is expected to:

explain the stages of animal growth and development and how they relate to market readiness;

evaluate market class and grades of livestock;

compare harvesting methods for various species using the scientific and engineering design process;

research and describe federal and state meat inspection standards such as safety, hygiene, and quality control standards;

identify wholesale and retail cuts of meat and correlate to major muscle groups; and

research animal by-products and explain their impact on society.

The student explores methods of marketing animals and animal products. The student is expected to:

compare various methods of animal marketing such as auction, contract sales, private treaty, internet sales, value-based, and exhibition of various animals;

describe methods of marketing animal products such as farmers market, direct sales, wholesale, and retail;

research and evaluate the effectiveness of various strategies and campaigns to market animal products based on consumption patterns and consumer preferences; and

research and evaluate the effectiveness of various labeling options to market animal products such as organic, farm-raised, hormone-free, cage-free, grass-fed, antibiotic-free, and non-GMO labels based on consumption patterns and consumer preferences.

The student demonstrates an understanding of policies and current issues in animal science. The student is expected to:

investigate and discuss the use of biotechnology and biosecurity in the animal science industry;

identify governmental regulations and policies such as environmental and animal welfare and research the impacts on animal production; and

identify and research a current issue in scientific animal agriculture and design a protocol to address the issue using the scientific and engineering design process.

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:

identify advantages and limitations of models such as their size, scale, properties, and materials;

analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

use mathematical calculations to assess quantitative relationships in data; and

evaluate experimental and engineering designs.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

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;

relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as related to the content; and

research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers.

The student develops a supervised agricultural experience program. The student is expected to:

plan, propose, conduct, document, and evaluate a supervised agricultural experience program as an experiential learning activity; and

use appropriate record-keeping skills in a supervised agricultural experience program.

The student develops leadership skills through participation in an agricultural youth organization. The student is expected to:

participate in youth agricultural leadership opportunities;

review and participate in a local program of activities; and

create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

The student analyzes the history, domestication, and evaluation of animals, including canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs. The student is expected to:

research and describe the history, including evolution, domestication, and introduction of species to countries, of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

analyze and describe how changes in the global food market impact the animal production industry; and

evaluate breeds of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorph based on purpose and conformation.

The student defines how an organism grows and how specialized cells, tissues, and organs develop. The student is expected to:

compare cells to show specialization of structure and function;

explain cell division, including mitosis and meiosis;

explain cell differentiation in the development of tissues and organs; and

identify and explain the biological levels of organization in animals.

The student examines and compares anatomy and physiology in animals. The student is expected to:

compare the external anatomy of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs;

identify the anatomical structures and physiological functions of the skeletal, muscular, circulatory, genitourinary, respiratory, nervous, immune, and endocrine systems of canine, feline, bovine, equine, caprine, porcine, ovine, poultry, and lagomorphs; and

investigate and describe the interrelationship among animal body systems.

apply pre-production processes by:

applying animation principles such as arcs, timing, and exaggeration; and

The student understands animation systems. The student is expected to analyze and summarize the history and evolution of the animation field.

demonstrate positive work behaviors and personal qualities needed to be employable;

writing and editing scripts;

identifying animation elements such as cycles, layers, transitions, and transparency;

exhibit ethical conduct;

conduct and participate in meetings to accomplish work tasks by developing meeting goals, objectives, and agendas; preparing for and conducting meetings to achieve objectives within scheduled time; producing meeting minutes, including decisions and next steps; and using parliamentary procedure, as needed, to conduct meetings; and

editing;

employ mentoring skills to inspire and teach others.

The student applies safety regulations. The student is expected to:

use production elements such as transitions, edits, framing, angle, and lighting techniques;

The student applies leadership characteristics to student leadership and professional development activities. The student is expected to:

present formal and informal presentations;

use orthographic and isometric drawing techniques;

Introduction. Careers in animation span all aspects of motion graphics. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to create two- and three-dimensional animations. The instruction also assists students seeking careers in the animation industry.

The student applies professional communications strategies. The student is expected to:

apply post-production processes by:

interpret and communicate information, data, and observations;

rendering scenes; and

adding audio effects and processing; and

exhibit public relations skills to increase internal and external customer/client satisfaction.

General requirements. This course is recommended for students in Grades 11-12. Prerequisite: Animation.

The student develops an advanced technical understanding of animation. The student is expected to:

listen to and speak with diverse individuals; and

lighting sets or animating lights as needed;

The student applies ethical decision making and complies with laws regarding use of technology in animation. The student is expected to:

adapt language for audience, purpose, situation, and intent such as structure and style;

apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary using correct grammar, punctuation, and terminology to write and edit documents; and

assembling particle systems for visual effects such as rain, snow, and fire;

comparing various styles of animation;

organize oral and written information;

employ teamwork and conflict-management skills to achieve collective goals;

operate communication systems to prepare and conduct verbal and visual communication;

Knowledge and skills.

developing rigs for animating characters;

The student develops employability characteristics. The student is expected to:

animating characters, environments, or cameras;

producing output.

analyzing target audience to identify needs and wants;

The student applies advanced technical skills for efficiency. The student is expected to employ planning and time-management skills to complete work tasks.

employ leadership skills to accomplish goals and objectives by analyzing the various roles of leaders within organizations, exhibiting problem-solving and management traits, describing effective leadership styles, and participating in civic and community leadership and teamwork opportunities to enhance skills;

apply mathematics knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve problems.

The student understands and examines problem-solving methods. The student is expected to employ critical-thinking and interpersonal skills independently and in teams to solve problems.

identifying animation design elements such as line, color, shape, and texture;

apply copyright laws;

demonstrate animation principles and elements by:

modeling characters, environments, and props;

participate in training, education, or certification for employment;

The student applies academic knowledge and skills in animation projects. The student is expected to:

apply the elements and principles of art to animation projects by:

maintain a career portfolio to document work experiences, licenses, certifications, and work samples.

storyboarding; and

demonstrate skills related to seeking and applying for employment to find and obtain a desired job, including identifying job opportunities, developing a resumé and letter of application, completing a job application, and demonstrating effective interview skills; and

employ emergency procedures.

establish and maintain effective working relationships by providing constructive praise and criticism, demonstrating sensitivity to and value for diversity, and managing stress and controlling emotions;

adding visual effects and processing;

selecting aspect ratio and frame rate appropriate to delivery method;

recording musical scores; and

demonstrate familiarity with commercial production applications;

apply active listening skills to obtain and clarify information;

explaining the use of additive color theory; and

model respect for intellectual property; and

designing characters, environments, and props;

designing color and compositional elements;

demonstrate proper etiquette and knowledge of acceptable use policies.

The student applies information technology applications. The student is expected to use personal information management, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for animation projects.

implement personal and workplace safety rules and regulations; and

producing titles and credits;

apply production processes by:

General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Culinary Arts. Students shall be awarded two credits for successful completion of this course.

Introduction.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

The Hospitality and Tourism Career Cluster focuses on the management, marketing, and operations of restaurants and other food/beverage services, lodging, attractions, recreation events, and travel-related services.

Advanced Culinary Arts will extend content and enhance skills introduced in Culinary Arts by in-depth instruction of industry-driven standards in order to prepare students for success in higher education, certifications, and/or immediate employment.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

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.

Knowledge and skills.

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

model effective oral and written communication;

practice professional grooming and hygiene standards;

exercise punctuality and time-management skills;

demonstrate self-respect and respect for others;

demonstrate effective teamwork and leadership; and

employ initiative, adaptability, and problem-solving techniques in practical applications.

The student demonstrates and practices the basic procedures for the production of yeast and quick bread products. The student is expected to:

differentiate how various types of bread crusts are created through fermentation, proofing, baking temperatures, and humidity;

prepare soft, hard, and artisanal breads through proper baking techniques; and

differentiate between quick breads such as muffins, scones, and biscuits.

The student demonstrates and practices the basic procedures for the production of pastry crust, pastry dough, and cookie. The student is expected to:

compare different types of pastry crusts and usage in pies and tarts;

prepare pie fillings such as fruit, soft, and custard fillings;

prepare different types of pastry dough such as Pate a Choux, Pate Sucree, and laminated dough;

differentiate between various cookie preparation methods;

determine the causes of crispness, moistness, chewiness, and the spread of cookies; and

bake, cook, and store cookies properly.

The student demonstrates and practices the basic procedures for the production of cakes, frostings, fillings, and icings. The student is expected to:

differentiate between cake preparation methods;

differentiate the functions of icings and determine appropriate application;

assemble and ice simple layer cakes, sheet cakes, and cupcakes;

demonstrate the ability to identify criteria for evaluation of cake products;

prepare various icings such as fondant, buttercreams, flat, royal, and glazes; and

perform basic piping skills with a parchment cone and pastry bag with tips.

The student demonstrates and practices the basic procedures for the production of custards, creams, and mousse. The student is expected to:

compose desserts such as ice creams, custards, mousse, and other desserts; and

identify the roles of desserts such as ice creams, custards, mousse, and other desserts.

The student demonstrates and practices the basic procedures for the production of chocolate, sugars, confections, and sauces. The student is expected to:

differentiate between the types of advanced confections;

model methods of preparation in each type of confection;

use chocolate as a major ingredient in dessert or food production;

temper chocolate;

use tempered chocolate in dessert preparation;

cook sugar syrups to various stages of hardness;

prepare dessert sauces such as custard, chocolate, caramel, fruit fillings, and coulis; and

serve attractively plated desserts with appropriate sauces and garnishes.

The student evaluates nutrition concepts as they affect health and wellness, marketing, and menu planning. The student is expected to:

analyze the role of carbohydrates, vitamins, minerals, proteins, and fats as they relate to food choices; and

research and develop menus for populations with dietary requirements or restrictions.

The student analyzes the components of cost controls in a food service operation and develops a plan to manage cost. The student is expected to:

differentiate between the major costs in food service such as food, beverage, and labor costs;

validate the effect of controlling costs on the success of a food service operation;

compare and contrast the concept of fixed costs, variable costs, and controllable costs; and

compare and contrast the relationship between inventory management and cost control in food service operations.

The student researches, analyzes, and designs a path to achieve career goals. The student examines jobs available in the food service industry and accesses career opportunities. The student is expected to:

demonstrate major duties and qualifications for all staff and managerial positions to facilitate selection of career choices in the food service industry;

model proper interview techniques;

critique personal and short-term goals; and

create and update a career portfolio.

The student explains how employees, guests, and property are protected to minimize losses or liabilities. The student is expected to:

determine the basics of safety in culinary arts;

assess workplace conditions and identify safety hazards;

determine the basics of sanitation in a professional kitchen;

determine proper receiving, storage, and distribution techniques;

explain and demonstrate proper cleaning of equipment and maintenance of the commercial kitchen;

assess food hazards and determine ways to prevent food hazards; and

prepare for a state or national food sanitation certification or other appropriate certifications.

The student evaluates global cuisines, including the culture, history, and indigenous ingredients to create international recipes. The student is expected to:

replicate advanced moist and dry cooking techniques from global cuisines such as American regional, Latin American, European, Mediterranean, Middle Eastern, and Asian;

synthesize indigenous ingredients from global cuisine to create innovative dishes; and

justify the connection of flavor, texture, visual appeal, taste, and customer satisfaction on product development.

The student demonstrates an understanding of sustainability in the restaurant industry and its local and global effect. The student is expected to:

evaluate practices for water and energy conservation across the food service industry;

identify waste management options to promote sustainability; and

evaluate current sustainable food practices.

The student demonstrates comprehensive protein product knowledge as it relates to flavor, texture, visual appeal, taste, and customer satisfaction and establishes quality standards. The student is expected to:

assess grading and classifications;

identify primal, sub-primal, and retail cuts;

demonstrate fabrication techniques on proteins;

evaluate purchasing practices according to various food service operations;

model appropriate cooking methods for proteins; and

evaluate appropriate cooking methods in regard to various protein selections.

The student demonstrates comprehensive fish and shellfish product knowledge as it relates to flavor, texture, visual appeal, taste, and customer satisfaction and establishes quality standards. The student is expected to:

categorize classifications of fish and shellfish;

evaluate factors that influence seafood purchasing such as freshness, flavor, sustainability, and market conditions;

demonstrate the ability to clean and fabricate round, flat, fin fish, and shellfish;

model appropriate cooking methods for fish and shellfish; and

evaluate the effects of cooking methods on product presentation.

The student demonstrates comprehensive knowledge of fruits, vegetables, grains, herbs, spices, and other dry goods as related to presentation, flavor, texture, visual appeal, taste, and customer satisfaction and establishes quality standards. The student is expected to:

compare types of commonly available produce;

identify factors contributing to cost and quality such as seasonality, market volatility, and transportation;

compare and contrast forms and use of produce such as fresh, frozen, canned, dried, and other classifications;

model appropriate cooking methods for produce; and

evaluate the effects of cooking methods on produce.

The student understands advanced baking and pastry principles. The student is expected to:

use professional food preparation equipment such as commercial-grade mixers, food processors, and measuring tools;

apply proper measuring and scaling techniques; and

compose various plated desserts appropriate for various food service operations.

Knowledge and skills.

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

identify career and entrepreneurship opportunities for a chosen occupation in the field of floral design and develop a plan for obtaining the education, training, and certifications required;

model professionalism by continuously exhibiting appropriate work habits, solving problems, taking initiative, communicating effectively, listening actively, and thinking critically;

model appropriate personal and occupational safety and health practices and explain the importance of established safety and health protocols for the workplace;

analyze and interpret the rights and responsibilities, including ethical conduct and legal responsibilities, of employers and employees; and

describe and demonstrate characteristics of good citizenship in the agricultural workplace, including promoting stewardship, community leadership, civic engagement, and agricultural awareness and literacy.

The student explains the significance of professional organizations to the floral design industry. The student is expected to:

identify industry-related professional organizations; and

describe the benefits of participating in professional floral organizations and earning industry-based certifications.

The student develops a supervised agricultural experience program. The student is expected to:

plan, propose, conduct, document, and evaluate a supervised agricultural experience program as an experiential learning activity; and

use appropriate record-keeping skills in a supervised agricultural experience program.

The student develops leadership skills through participation in an agricultural youth organization. The student is expected to:

participate in youth agricultural leadership opportunities;

review and participate in a local program of activities; and

create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

The student understands advanced floral design elements and principles. The student is expected to:

describe floral materials using advanced botanical terminology;

identify the symbolic meaning of flowers and plants used in floral design such as love, friendship, courage, and innocence;

compare the characteristics of contemporary floral design styles such as abstract, assemblage, asymmetrical, Biedermeier, cascade/waterfall, hedgerow, parallel, synergistic, submerged, topiary, and vegetative;

illustrate ideas for arrangements using contemporary floral design styles from direct observation, experience, and imagination;

identify and explain various basing design techniques, including layering, terracing, pavé, clustering, and pillowing; and

identify and explain advanced focal-emphasis design techniques, including grouping, banding, binding, shadowing, sequencing, framing, zoning, and parallelism.

The student demonstrates advanced design techniques using fresh and permanent floral designs. The student is expected to:

plan and design fresh flower and permanent botanical arrangements using various contemporary design styles such as abstract, assemblage, asymmetrical, Biedermeier, cascade/waterfall, hedgerow, parallel, synergistic, submerged, topiary, and vegetative;

design and evaluate floral designs that exhibit various basing design techniques such as layering, terracing, pavé, clustering, and pillowing; and

design and evaluate floral designs using advanced focal-emphasis design techniques such as grouping, banding, binding, shadowing, sequencing, framing, zoning, and parallelism.

The student describes effective design planning and the processes used to create floral designs for specific occasions and events. The student is expected to:

describe and apply proper planning techniques in floral design;

identify and execute the steps of effective planning used to design floral arrangements for specific occasions such as weddings and funerals;

analyze and discuss contingency factors when planning large-volume floral designs; and

identify effective consultation practices to determine customers' expectations for design, including budget.

The student applies key floral design elements and principles to enhance the experience of specific occasions and events. The student is expected to:

identify floral design terminology used for specific occasions, including weddings and funerals;

apply elements and principles of floral design to wedding and funeral arrangements such as bouquets, boutonnieres, corsages, sprays, and pedestal arrangements;

describe current floral design trends;

use and maintain floral design tools; and

create examples of appropriate occasion-specific floral designs from direct observation, experience, and imagination.

The student demonstrates effective planning of occasion-specific floral designs from the conceptual stage through completion. The student is expected to:

conduct a floral design consultation to gather details, including occasion, budget, formality, and theme;

evaluate and select floral arrangements that achieve the objectives and budget expectations of an occasion;

develop a proposal that showcases floral arrangements appropriate for the selected occasion;

develop a production schedule that allows sufficient time for the design, creation, installation, and disassembly of floral arrangements;

develop a procurement plan to ensure necessary resources are obtained within a specified budget and timeframe; and

implement a floral design plan through completion and evaluate the results of the plan.

The student demonstrates business management and merchandising skills necessary for floral design and freelance floral event design professionals. The student is expected to:

calculate mark-up of floral products and design services;

evaluate the cost-effectiveness and profitability of pricing policies;

develop and negotiate contracts for floral services;

formulate a floral budget, including per-item total costs;

describe and demonstrate proper customer service skills for a floral business;

identify the benefits of establishing business relationships with a variety of vendors such as wedding venues, funeral homes, wholesale florists, and wire services; and

analyze basic marketing principles and procedures used in the floral industry such as displays and advertisements.

Implementation. The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.

General requirements. This course is recommended for students in Grades 11 and 12. Prerequisites: Biology; either Chemistry or Integrated Physics and Chemistry (IPC) ; Algebra I; Geometry; and either Horticultural Science, Greenhouse Operation and Production, or Floral Design. Recommended prerequisite: Principles of Agriculture, Food, and Natural Resources. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.

Introduction.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

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.

The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

Advanced Plant and Soil Science provides a way of learning about the natural world. In this course, students learn how plant and soil science has influenced a vast body of knowledge, that there are still applications to be discovered, and that plant and soil science is the basis for many other fields of science. To prepare for careers in plant and soil science, students must attain academic knowledge and skills, acquire technical knowledge and skills related to plant and soil science and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings.

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.

Scientific hypotheses and theories. Students are expected to know that:

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

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.

Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world using scientific and engineering practices. Scientific methods of investigation are descriptive, comparative, or experimental. The method chosen should be appropriate to the question being asked. Student learning for different types of investigations include descriptive investigations, which involve collecting data and recording observations without making comparisons; comparative investigations, which involve collecting data with variables that are manipulated to compare results; and experimental investigations, which involve processes similar to comparative investigations but in which a control is identified.

Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.

Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.

Science and social ethics. Scientific decision making is a way of answering questions about the natural world involving its own set of ethical standards about how the process of science should be carried out. Students should be able to distinguish between scientific decision-making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information.

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 tools 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.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

Knowledge and skills.

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

identify career and entrepreneurship opportunities for a chosen occupation in the field of plant science and develop a plan for obtaining the education, training, and certifications required;

model professionalism by continuously exhibiting appropriate work habits, solving problems, taking initiative, communicating effectively, listening actively, and thinking critically;

model appropriate personal and occupational safety practices and explain the importance of established safety and health protocols for the workplace;

analyze and interpret the rights and responsibilities, including ethical conduct and legal responsibilities, of employers and employees; and

describe and demonstrate characteristics of good citizenship in the agricultural workplace, including promoting stewardship, community leadership, civic engagement, and agricultural awareness and literacy.

The student develops a knowledge of plant anatomy and functions. The student is expected to:

describe the structure and function of plant parts, including roots, stems, leaves, flowers, fruits, and seeds;

compare the anatomy of monocots and dicots;

compare the various propagation methods for plants; and

identify the functions of modified plant structures such as tubers, rhizomes, pseudo stems, and pitchers.

The student develops an understanding of plant physiology and nutrition. The student is expected to:

explain the metabolic process of photosynthesis and cellular respiration;

describe the role of mineral nutrition in the soil for plant development;

identify the essential nutrients in soil; and

describe the role of macronutrients and micronutrients in plants.

The student analyzes soil science as it relates to plant and human activity. The student is expected to:

explain soil formation;

investigate and document the properties of soils, including texture, horizons, structure, color, parent materials, and fertility;

identify and classify soil orders;

explain methods of soil conservation such as crop rotation, mulching, terracing, cover cropping, and contour plowing;

describe the application of soil mechanics to buildings, landscapes, and crop production;

research and explain soil management practices such as tillage trials and sustainable soil management practices;

practice and explain soil evaluations related to experiential activities such as land judging;

evaluate and determine soil health through soil testing; and

analyze concepts of soil ecology.

The student maps the process of soil formation influenced by weathering, including erosion processes due to water, wind, and mechanical factors influenced by climate. The student is expected to:

illustrate the role of weathering in soil formations;

distinguish between chemical weathering and mechanical weathering;

identify geological formations that result from differing weathering processes; and

describe the role of biotic factors in soil formation.

The student explains the relationship of biotic and abiotic factors within habitats and ecosystems and their effects on plant ecology. The student is expected to:

identify and define plant populations, ecosystems, communities, and biomes;

distinguish between native and introduced plants in an ecosystem;

investigate and describe characteristics of native and introduced plants;

make observations and compile data about fluctuations in abiotic cycles;

describe the effects of fluctuations in abiotic cycles on local ecosystems; and

describe potential positive and negative impacts of human activity such as pest control, hydroponics, monoculture planting, and sustainable agriculture on ecosystems.

The student evaluates components of plant science as they relate to crop production and advancements. The student is expected to:

analyze the genetics and evolution of various crops;

identify and classify plants according to taxonomy;

identify characteristics related to seed quality, including mechanical damage, viability, and grade;

identify plant pests and diseases using laboratory equipment such as microscopes, test kits, and technology;

evaluate the effectiveness of plant management practices, including germination tests, plant spacing trials, and fertilizer tests;

analyze trends in crop species and varieties grown locally in Texas and the United States and how trends affect producers and consumers; and

investigate and identify recent advancements in plant and soil science such as biotechnology, artificial intelligence, and drone, infrared, and sensor technologies.

The student describes the relationship between resources within environmental systems. The student is expected to:

summarize and evaluate methods of land use and management;

identify sources, quality, and conservation of water in plant production;

explore and describe conservation practices such as rainwater collection, water-conserving irrigation systems, and use of biofuels;

analyze and evaluate the economic significance and interdependence of components of the environment;

debate the impact of human activity and technology on soil health and plant productivity;

research and summarize the impact of natural disasters on soil health and plant productivity; and

explain how regional changes in the environment may have a global effect.

The student describes the dynamics of soil on watersheds and its effects on plant growth and production. The student is expected to:

identify and record the characteristics of a local watershed such as average annual rainfall, runoff patterns, aquifers, location of water basins, and surface reservoirs; and

analyze the impact of floods, drought, irrigation, urbanization, and industrialization in a watershed.

The student analyzes plant and soil science as it relates to plant and soil relationships affecting the production of food, fiber, and other economic crops. The student is expected to:

explain the importance and interrelationship of soil and plants;

compare soil and plants in agricultural and urban settings;

explain growing plants without soil (hydroponic techniques) ; and

evaluate advantages and disadvantages of hydroponics.

The student demonstrates skills related to the human, scientific, and technological dimensions of crop production and the resources necessary for producing domesticated plants. The student is expected to:

describe the growth and development of major agricultural crops in Texas such as cotton, corn, sorghum, sugarcane, wheat, and rice;

apply principles of genetics and plant breeding to plant production;

illustrate the development of new crop varieties that are developed over time;

design and conduct investigations to test principles of genetics; and

identify and test alternative growing methods such as hydroponics and aquaponics used in plant production.

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:

ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

use appropriate tools such as microscopes, measuring equipment, sensors, plant propagation tools, soil testing kits, and calculators;

collect quantitative data using the International System of Units (SI) and qualitative data as evidence;

organize quantitative and qualitative data using graphs and charts;

develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

distinguish between scientific hypotheses, theories, and laws.

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:

identify advantages and limitations of models such as their size, scale, properties, and materials;

analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

use mathematical calculations to assess quantitative relationships in data; and

evaluate experimental and engineering designs.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

Scientific and engineering practices. The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society. The student is expected to:

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;

relate the impact of past and current research on scientific thought and society, including research methodology, cost-benefit analysis, and contributions of diverse scientists as related to the content; and

research and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field in order to investigate STEM careers.

The student develops a supervised agricultural experience program. The student is expected to:

plan, propose, conduct, document, and evaluate a supervised agricultural experience program as an experiential learning activity; and

use appropriate record-keeping skills in a supervised agricultural experience program.

The student develops leadership skills through participation in an agricultural youth organization. The student is expected to:

participate in youth agricultural leadership opportunities;

review and participate in a local program of activities; and

create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

The student understands interrelationships between plants, soil, and people in historical and current contexts. The student is expected to:

research and document major historical milestones related to plant and soil science in human civilization;

explain how humans have influenced plant selection and how plant selection has influenced civilization's development;

analyze the effect of soil properties on settlement of civilizations and migration; and

investigate and explain how plants have shaped major world economies.

The student identifies how plants grow and how specialized cells, tissues, and organs develop. The student is expected to:

describe the unique structure and function of organelles in plant cells;

explain the growth and division of plant cells;

compare cells from different parts of the plant, including roots, stems, flowers, and leaves, to show specialization of structures and functions; and

illustrate the levels of cellular organization in plants.

Knowledge and Skills.

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

identify and demonstrate positive work behaviors and personal qualities needed to be employable;

demonstrate skills related to seeking and applying for employment such as building a resume and identifying potential job opportunities;

create a career portfolio to document information such as work experiences, licenses, certifications, and work samples; and

compare and evaluate employment opportunities in the game programming industry.

The student applies technical skills related to software development, computer programming, and graphic design. The student is expected to:

develop an application development for mobile application technology;

create a program using any code;

interpret technical and increasingly complex programming instructions in order and in detail;

design and program real working education-based mobile application projects;

apply digital design resources and color theory to draw and animate sprites, objects, platforms, backgrounds, and loops;

examine common mobile application technologies and platforms;

create and program original material;

integrate separate files into a mobile application project;

create and edit audio sound effects and music; and

create user instructions, application rules, and document development processes using technical writing as part of a development team.

The student applies creativity, innovation, and critical-thinking skills to video game programming methodology. The student is expected to:

identify and discuss the steps of the engineering design cycle;

explain how to solve practical problems using the engineering design cycle;

apply technical skills to improve mobile application projects;

apply technical skills to create, design, and program original applications;

evaluate applications and discuss viable solutions for improving performance quality;

review and critique applications for performance quality;

evaluate the projects of self and of peers using established criteria; and

display an understanding of marketing as a part of the video game design industry.

explain the findings of reviewed applications to peers;

The student applies communication and collaboration skills as an individual and as part of a team. The student is expected to:

assemble and collaborate in mobile application development groups;

develop and adhere to project timelines;

use the engineering design cycle as a guide for product development;

manage a project, lead a development team, assign tasks, evaluate progress, facilitate communication among team members and ensure that project is completed within time deadline; and

conduct in-class presentations including demonstration of application.

The student applies the use of appropriate and available digital tools for research and learning. The student is expected to:

research and document information related to current topics such as mobile application development, marketing statistics, and color and design theory; and

develop appropriate ways to use wikis and blogs to engage users of mobile applications.

The student applies engineering, physics, and mathematical concepts to mobile application development. The student is expected to:

discuss the process used in designing and developing software and how it can be applied to other design and development projects such as bridges, buildings, and machines;

explain how basic physics concepts such as gravity, acceleration, velocity, speed, trajectory, Newton’s Laws of Motion, force, and elasticity are used in mobile application development;

compare the interconnections between mathematical techniques and physics calculations used in mobile application development and the real world;

compare the use of mathematics and physics to evaluate behavior within applications in the “virtual world” and in the “real world.”

The student applies post-secondary and career options and resources related to mobile application development and STEM. The student is expected to:

research how technical and communication skills used in mobile application design translates to other technology industries and businesses;

research postsecondary requirements such as, diplomas, certificates, and degrees needed to gain employment in game development and other technology-based industries; and

research career trends such as wage data, experience required, job demand, job descriptions, and potential employers related to employment opportunities in mobile application development and technology based industries

Implementation.

The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

School districts shall implement the employability skills student expectations listed in §127.15(d)(2 of this chapter (relating to Career and Technical Education Employability Skills as an integral part of this course.

General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisite: Agricultural Mechanics and Metal Technologies. Students shall be awarded one credit for successful completion of this course.

Introduction.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

In Agricultural Equipment Design and Fabrication, students will acquire knowledge and skills related to the design and fabrication of agricultural equipment. To prepare for careers in mechanized agriculture and technical systems, students must attain knowledge and skills related to agricultural equipment design and fabrication. To prepare for success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

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.

Knowledge and skills.

The student develops a supervised agriculture experience program. The student is expected to:

plan, propose, conduct, document, and evaluate a supervised agriculture experience program as an experiential learning activity;

apply proper record-keeping skills as they relate to the supervised agriculture experience;

participate in youth leadership opportunities to create a well-rounded experience program; and

produce and participate in a local program of activities using a strategic planning process.

The student demonstrates principles of design and fabrication related to agricultural machinery and equipment. The student is expected to:

develop project construction plans;

select appropriate construction and finish materials for different types of agricultural equipment;

estimate materials and costs needed for construction with an emphasis on renewable and eco-friendly materials;

construct one or more agricultural equipment projects using measuring and mechanical skills;

integrate a logical order of operations into the construction of an agricultural equipment project; and

use computer-aided design software.

The student plans, constructs, and maintains fences, corrals, and other agricultural enclosures. The student is expected to:

select site and locate enclosures;

estimate materials and building costs; and

define appropriate construction methods that are friendly to the environment.

The student demonstrates construction techniques related to design and fabrication of agricultural equipment. The student is expected to:

operate oxy-fuel and plasma cutting equipment safely;

proficiently demonstrate safe electrical welding; and

use hand and power tools safely in the construction and repair of agricultural equipment.

The student demonstrates knowledge of laws and regulations related to the construction, design and fabrication of agricultural equipment. The student is expected to:

incorporate industry standards developed by entities such as American National Standards Institute (ANSI), American Society of Agricultural Engineers (ASAE), or Occupational Safety and Health Administration (OSHA) into the construction of agricultural equipment; and

design and build equipment in compliance with state and federal laws enforced by agencies such as the U.S. Department of Transportation (DOT).

General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Agriculture, Food, and Natural Resources. Students shall be awarded one credit for successful completion of this course.

Introduction.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

Agricultural Mechanics and Metal Technologies is designed to develop an understanding of agricultural mechanics as it relates to safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques. To prepare for careers in agricultural power, structural, and technical systems, students must attain academic skills and knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the industry; and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and technologies in a variety of settings.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

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.

Knowledge and skills.

The student develops a supervised agriculture experience program. The student is expected to:

The student plans and performs cost-effective construction techniques. The student is expected to:

analyze site, equipment, and permit requirements;

operate computer-aided drafting design software;

develop, read, and interpret designs and sketches;

estimate material needs and costs;

measure, mark, and cut material; and

perform specialized nonmetallic fabrication techniques.

plan, propose, conduct, document, and evaluate a supervised agriculture experience program as an experiential learning activity;

apply proper record-keeping skills as they relate to the supervised agriculture experience;

participate in youth leadership opportunities to create a well-rounded experience program; and

produce and participate in a local program of activities using a strategic planning process.

The student follows operating instructions for tools and equipment to perform a given task. The student is expected to:

select, use, maintain, and store appropriate hand tools to perform a given task;

select, use, maintain, and store appropriate power equipment such as tools powered by electric, pneumatic, and internal combustion engines; and

select and use measuring and marking devices.

The student identifies and performs electric wiring skills. The student is expected to:

identify principles of electricity and wiring terminology;

install electric wiring components and fixtures to comply with governmental regulations and applicable codes; and

maintain electric motors.

The student performs plumbing skills. The student is expected to:

identify and use plumbing tools; and

identify plumbing fixtures.

The student performs concrete construction skills. The student is expected to:

project cost estimates for materials; and

form and pour concrete slabs.

The student performs carpentry skills. The student is expected to:

identify materials used in agricultural construction;

identify elements of a cost estimate and prepare a bid package for a planned project;

demonstrate basic carpentry skills; and

paint and protect a project with coatings.

The student identifies fencing methods. The student is expected to:

select fencing materials; and

plan and install fences.

The student performs appropriate cold and hot metal techniques. The student is expected to:

identify types of metal;

cut, file, shape, and drill metal;

select and operate oxy-fuel welding and cutting equipment to meet standards;

select and operate electric-arc welding equipment to meet standards; and

perform specialty welding and cutting techniques to meet standards.

The student applies processes relating to assembly of equipment in agricultural systems operations. The student is expected to:

select, use, and maintain appropriate tools, equipment, and facilities; and

identify and determine properties, types, and uses of metal.

Knowledge and skills.

The student develops a supervised agriculture experience program. The student is expected to:

plan, propose, conduct, document, and evaluate a supervised agriculture experience program as an experiential learning activity;

apply proper record-keeping skills as they relate to the supervised agriculture experience;

participate in youth leadership opportunities to create a well-rounded experience program; and

produce and participate in a local program of activities using a strategic planning process.

The student demonstrates principles of facilities design and fabrication related to agricultural structures. The student is expected to:

develop building plans;

select site and locate agricultural building placement;

estimate materials and costs needed for construction with an emphasis on renewable and eco-friendly materials;

select appropriate environmental control systems with a special emphasis on green technology; and

use computer-aided design software as appropriate.

The student explores the different types of power systems used in agricultural structures. The student is expected to:

define the terms and principles of electricity;

estimate electrical needs and loads;

plan installations using local codes and National Electric Code guidelines;

demonstrate the use of various meters;

select circuit wiring materials and supplies;

demonstrate electrical systems repair; and

explore alternative power systems, including solar, wind, and biomass.

The student constructs agricultural structures using appropriate technology. The student is expected to:

demonstrate appropriate use of surveying equipment;

demonstrate and apply Geographic Information System (GIS) and Global Positioning System (GPS) principles;

reinforce, place, finish, and cure concrete;

plan, establish, and maintain water-management systems;

identify non-traditional structural building techniques, including industry trends that are eco-friendly;

discuss the use of masonry and drywall construction;

install doors, windows, and roofing materials; and

install plumbing equipment and fixtures to comply with governmental regulations and applicable codes.

The student demonstrates metal construction techniques related to agricultural design and fabrication of structures. The student is expected to:

explain the operations of safe oxy-fuel cutting; and

demonstrate safe electrical welding.

Implementation.

The provisions of this section shall be implemented by school districts beginning with the 2017-2018 school year.

School districts shall implement the employability skills student expectations listed in §127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.

General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisite: Agricultural Mechanics and Metal Technologies. Students shall be awarded one credit for successful completion of this course.

Introduction.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

The Agriculture, Food, and Natural Resources Career Cluster focuses on the production, processing, marketing, distribution, financing, and development of agricultural commodities and resources, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.

In Agricultural Structures Design and Fabrication, students will explore career opportunities, entry requirements, and industry expectations. To prepare for careers in mechanized agriculture and technical systems, students must attain knowledge and skills related to agricultural structures design and fabrication. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

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.

Knowledge and skills.

The student develops a supervised agriculture experience program. The student is expected to:

plan, propose, conduct, document, and evaluate a supervised agriculture experience program as an experiential learning activity;

apply proper record-keeping skills as they relate to the supervised agriculture experience;

participate in youth leadership opportunities to create a well-rounded experience program; and

produce and participate in a local program of activities using a strategic planning process.

The student demonstrates principles of facilities design and fabrication related to agricultural structures. The student is expected to:

develop building plans;

select site and locate agricultural building placement;

estimate materials and costs needed for construction with an emphasis on renewable and eco-friendly materials;

select appropriate environmental control systems with a special emphasis on green technology; and

use computer-aided design software as appropriate.

The student explores the different types of power systems used in agricultural structures. The student is expected to:

define the terms and principles of electricity;

estimate electrical needs and loads;

plan installations using local codes and National Electric Code guidelines;

demonstrate the use of various meters;

select circuit wiring materials and supplies;

demonstrate electrical systems repair; and

explore alternative power systems, including solar, wind, and biomass.

The student constructs agricultural structures using appropriate technology. The student is expected to:

demonstrate appropriate use of surveying equipment;

demonstrate and apply Geographic Information System (GIS) and Global Positioning System (GPS) principles;

reinforce, place, finish, and cure concrete;

plan, establish, and maintain water-management systems;

identify non-traditional structural building techniques, including industry trends that are eco-friendly;

discuss the use of masonry and drywall construction;

install doors, windows, and roofing materials; and

install plumbing equipment and fixtures to comply with governmental regulations and applicable codes.

The student demonstrates metal construction techniques related to agricultural design and fabrication of structures. The student is expected to:

explain the operations of safe oxy-fuel cutting; and

demonstrate safe electrical welding.

General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Biology and a second science credit. Recommended prerequisite: a course from the Health Science Career Cluster. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Students shall be awarded one credit for successful completion of this course.

Introduction

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

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.

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.

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.

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).

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.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

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.

exhibit the ability to cooperate, contribute, and collaborate as a member of a team.

demonstrate verbal and non-verbal communication in a clear, concise, and effective manner; and

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

The student investigates environmental factors that affect the human body. The student is expected to:

identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and

explore measures to minimize harmful environmental factors on body systems.

The student investigates the structure and function of the human body. The student is expected to:

analyze the relationships between the anatomical structures and physiological functions of systems, including the integumentary, nervous, skeletal, muscular, cardiovascular, respiratory, digestive, urinary, immune, endocrine, and reproductive systems;

evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;

research technological advances and limitations in the treatment of system disorders; and

examine characteristics of the aging process on body systems.

The student describes the process of reproduction and growth and development. The student is expected to:

explain embryological development of cells, tissues, organs, and systems;

identify the functions of the male and female reproductive systems; and

(C) summarize the human growth and development cycle.

(13) The student recognizes emerging technological advances in science. The student is expected to:

(A) recognize advances in stem cell research such as cord blood use; and

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

The student, for at least 40% of instructional time, conducts field and laboratory investigations using 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:

demonstrate safe practices during laboratory and field investigations; and

demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.

The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:

know the definition of science and understand that it has limitations, as specified in subsection (b)(4) of this section;

know that 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;

know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science are created and new technologies emerge;

distinguish between scientific hypotheses and scientific theories;

plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;

analyze, evaluate, make inferences, and predict trends from data; and

communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports.

The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking;

communicate and apply scientific information extracted from various sources such as accredited scientific journals, institutions of higher learning, current events, news reports, published journal articles, and marketing materials;

draw inferences based on data related to promotional materials for products and services;

evaluate the impact of scientific research on society and the environment;

evaluate models according to their limitations in representing biological objects or events; and

research and describe the history of science and contributions of scientists.

The student evaluates the energy needs of the human body and the processes through which these needs are fulfilled. The student is expected to:

analyze the chemical reactions that provide energy for the body;

evaluate the modes, including the structure and function of the digestive system, by which energy is processed and stored within the body;

analyze the effects of energy deficiencies in malabsorption disorders as they relate to body systems such as Crohn's disease and cystic fibrosis; and

analyze the effects of energy excess in disorders as they relate to body systems such as cardiovascular, endocrine, muscular, skeletal, and pulmonary.

The student differentiates the responses of the human body to internal and external forces. The student is expected to:

explain the coordination of muscles, bones, and joints that allows movement of the body;

investigate and report the uses of various diagnostic and therapeutic technologies;

interpret normal and abnormal contractility conditions such as in edema, glaucoma, aneurysms, and hemorrhage;

analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body; and

perform an investigation to determine causes and effects of force variance and communicate findings.

The student examines the body processes that maintain homeostasis. The student is expected to:

investigate and describe the integration of the chemical and physical processes, including equilibrium, temperature, pH balance, chemical reactions, passive transport, active transport, and biofeedback, that contribute to homeostasis; and

determine the consequences of the failure to maintain homeostasis.

The student examines the electrical conduction processes and interactions. The student is expected to:

illustrate conduction systems such as nerve transmission or muscle stimulation;

investigate the therapeutic uses and effects of external sources of electricity on the body system; and

evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion.

The student explores the body's transport systems. The student is expected to:

analyze the physical, chemical, and biological properties of transport systems, including circulatory, respiratory, and excretory;

determine the factors that alter the normal functions of transport systems; and

contrast the interactions among the transport systems.

Knowledge & Sills

Implementation.

The provisions of this section shall be implemented by school districts beginning with the 2024- 2025 school year.

School districts shall implement the employability skills student expectations listed in §127.15(d)(2) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.

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.

Introduction.

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.

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.

The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

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.

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.

Students are expected to know that:

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

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.

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.

Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.

Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.

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).

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.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.

Knowledge and skills.

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:

ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

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;

collect quantitative data using the International System of Units (SI) and United States customary units and qualitative data as evidence;

organize quantitative and qualitative data using lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports;

develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

distinguish among scientific hypotheses, theories, and laws.

Nervous system. The student analyzes the relationship between the anatomical structures and physiological functions of the nervous system. The student is expected to:

summarize and distinguish between the major physiological functions of the nervous system, including sensation, integration, and motor response;

identify the senses and explain their relationship to nervous system;

investigate and explain the interdependence between the cranial and spinal nerves with the special senses of vision, hearing, smell, and taste;

describe the anatomy of the structures associated with the senses, including vision, hearing, smell, taste, and touch;

identify the anatomical and physiological divisions of the peripheral nervous system and central nervous system;

explain the glial cells within the central nervous system and peripheral nervous system and their associated functions;

analyze the functional and structural differences between gray and white matter relative to neurons;

distinguish between the types of neurons and explain the initiation of a nerve impulse during resting and action potential;

categorize the major neurotransmitters by chemical and physical mechanisms; and

identify and describe common diseases and disorders of the nervous system such as epilepsy, neuralgia, Parkinson's disease, and Alzheimer's disease.

Endocrine system. The student analyzes the relationships between the anatomical structures and physiological functions of the endocrine system. The student is expected to:

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;

compare and contrast endocrine and exocrine glands and identify the glands associated with each;

describe the hormones associated with each endocrine gland;

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;

explain how the endocrine glands are regulated, including neural, hormonal, and humoral control; and

identify and describe common diseases and disorders of the endocrine system such as hypothyroidism, pancreatic cancer, and diabetes.

Urinary system. The student analyzes the relationships between the anatomical structures and physiological functions of the urinary system. The student is expected to:

identify and describe the anatomical structures and functions of the urinary system, including the kidney, ureters, bladder, and urethra;

compare and contrast the anatomical structures and describe the functions of the male and female urinary system;

summarize and illustrate the structures, functions, and types of nephrons;

examine the methods of fluid balance and homeostasis in the urinary system, including fluid intake and output;

analyze the composition of urine and the process of urine formation, including filtration, reabsorption, and secretion;

describe the relationship between the nervous system, renal system, and muscular system before and during micturition; and

identify and describe common diseases and disorders of the urinary system such as chronic kidney disease, kidney stones, urinary tract infections, and renal cancer.

Cardiovascular system. The student analyzes the relationships between the anatomical structures and physiological functions of the cardiovascular system. The student is expected to:

identify the major functions of the cardiovascular system, including transport, maintaining homeostasis, and immune response;

compare and contrast the anatomical structure of arteries, arterioles, capillaries, venules, and veins;

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;

describe the relationship between blood flow and blood pressure, including systolic and diastolic pressure, pulse pressure, and mean arterial pressure;

compare and contrast coronary, pulmonary, and systemic circulation, and describe the major vessels of each;

illustrate how the PQRST waves of an electrocardiogram (EKG) demonstrate the conduction of electricity through the structures of the heart;

describe the relationship between the cardiovascular system, nervous system, and muscular system in regulating cardiac output; and

identify and describe common diseases and disorders of the cardiovascular system such as heart disease, myocardial infarction, ischemia, and hypertrophic cardiomyopathy.

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:

evaluate the interaction of the lymphatic system with other body systems such as the circulatory system;

describe the structure and function of the lymphatic organs and explain how lymph moves through the body;

identify and describe the role and function of the immune cells, including T cells and B cells, within the lymphatic system structures;

identify and determine antigens associated with ABO blood typing, including Rhesus (Rh) factor;

summarize the ways the body protects and defends against disease, including inflammation, barrier defenses, and active and passive immunity;

describe the role of antigens and antibodies in the immune response; and

identify and describe common diseases and disorders associated with the lymphatic and immune systems such as inherited or acquired immunodeficiencies, autoimmune diseases, and lymphomas.

Digestive system. The student analyzes the relationships between the anatomical structures and physiological functions of the digestive system. The student is expected to:

examine the anatomical structures and function of the alimentary canal and accessory organs;

compare and contrast mechanical and chemical digestive processes;

evaluate the modes by which energy is processed and stored within the body, including ingestion, propulsion, absorption, and elimination; and

identify and describe common diseases and disorders of the digestive system such as gallstones, Crohn's disease, irritable bowel syndrome, and gastroesophageal reflux disorder.

Respiratory system. The student analyzes the relationships between the anatomical structures and physiological functions of the respiratory system. The student is expected to:

identify and sequence the anatomical structures and functions of the respiratory system;

compare and contrast the functions of upper and lower respiratory tract;

describe the physiology of respiration, including internal and external respiration and gas exchange;

describe the relationship between the respiratory and cardiovascular systems during pulmonary circulation;

investigate factors that affect respiration, including exercise and environmental changes such as altitude; and

identify and describe common diseases of the respiratory system such as asthma, emphysema, pneumonia, viruses, and allergies.

Reproductive system. The student analyzes the relationships between the anatomical structures and physiological functions of the reproductive system. The student is expected to:

explain embryological development of cells, tissues, organs, and systems;

describe and examine the location, structure, and functions of the internal and external female and male reproductive organs and accessory glands;

describe and compare the process of oogenesis and spermatogenesis;

research and discuss the physiological effects of hormones on the stages of the menstrual cycle;

identify and distinguish the hormones involved in maturation and development throughout the life cycle, including puberty, gestation, and menopause; and

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.

Emerging technologies. The student identifies emerging technological advances in science and healthcare treatment and delivery. The student is expected to:

research and discuss advances in science and medicine at the organ and tissue level such as bionics and wearable monitoring technologies; and

research and describe advances in science and medicine at the cellular level such as stem cells and gene therapy.

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:

identify advantages and limitations of models such as their size, scale, properties, and materials;

analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

use mathematical calculations to assess quantitative relationships in data; and

evaluate experimental and engineering designs.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

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:

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;

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

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.

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:

distinguish between the six levels of structural organization in the human body, including chemical, cellular, tissue, organ, system, and organism, and explain their interdependence;

identify and use appropriate directional terminology when referring to the human body, including directional terms, planes, body cavities, and body quadrants;

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;

research and describe negative and positive feedback loops as they apply to homeostasis; and

research and identify the effects of the failure to maintain homeostasis as it relates to common diseases in each of the body systems.

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:

define tissue and identify the four primary tissue types, their subdivisions, and functions;

compare epithelial tissue and connective tissue in terms of cell arrangement and interstitial materials;

describe the process of tissue repair involved in the normal healing of a superficial wound; and

describe the general metabolic pathways of carbohydrates, lipids, and proteins.

Skeletal system. The student analyzes the relationships between the anatomical structures and physiological functions of the skeletal system. The student is expected to:

identify and differentiate between the axial skeleton and appendicular skeleton;

identify the types of joints, including gliding, hinge, pivot, saddle, and ball and socket, and describe the movements of each;

identify and locate the anatomy of bone, including spongy and compact tissue, epiphysis, diaphysis, medullary cavity, periosteum, bone marrow, and endosteum;

explain the major physiological functions of the skeletal system;

describe the role of osteoblasts, osteocytes, and osteoclasts in bone growth and repair;

identify and describe the different types of fractures such as compound, complete, simple, spiral, greenstick, hairline, transverse, and comminuted; and

identify and describe common diseases and disorders of the skeletal system such as scoliosis, osteoporosis, and bone cancer.

Integumentary system. The student analyzes the relationships between the anatomical structures and physiological functions of the integumentary system. The student is expected to:

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;

describe the factors that can contribute to skin color;

describe and explain the process of tissue repair and scar formation; and

identify and describe common diseases and disorders of the integumentary system such as skin cancer and psoriasis.

Muscular system. The student analyzes the relationships between the anatomical structures and physiological functions of the muscular system. The student is expected to:

explain the major physiological functions of the muscular system, including voluntary movement, involuntary movement, heat production, and maintaining posture;

explain the coordination of muscles, bones, and joints that allows movement of the body, including the methods of attachment of ligaments and tendons;

examine common characteristics of muscle tissue, including excitability, contractibility, extensibility, and elasticity;

identify and describe the appearance, innervation, and function of the three muscle types, including cardiac, skeletal, and smooth;

examine the microscopic anatomy of a muscle fiber, including sarcomere, actin, and myosin;

describe the mechanisms of muscle contraction at the neuromuscular junction;

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;

identify and describe common diseases and disorders of the muscular system such as muscle strains and muscular dystrophy; and

analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body.

Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.

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.

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.

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.

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.

Introduction.

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.

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.

The Health Science Career Cluster focuses on planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

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.

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.

Students are expected to know that:

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

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.

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.

Scientific practices. Students should be able to ask questions, plan and conduct investigations to answer questions, and explain phenomena using appropriate tools and models.

Engineering practices. Students should be able to identify problems and design solutions using appropriate tools and models.

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).

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.

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

Knowledge and skills.

Employability skills. The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

demonstrate verbal and non-verbal communication in a clear, concise, and effective manner;

exhibit the ability to cooperate, contribute, and collaborate as a member of a team; and

investigate necessary skills for heath careers related to anatomy and physiology.

Muscular system. The student analyzes the relationships between the anatomical structures and physiological functions of the muscular system. The student is expected to:

explain the major physiological functions of the muscular system, including voluntary movement, involuntary movement, heat production, and maintaining posture;

explain the coordination of muscles, bones, and joints that allows movement of the body, including the methods of attachment of ligaments and tendons;

examine common characteristics of muscle tissue, including excitability, contractibility, extensibility, and elasticity;

identify and describe the appearance, innervation, and function of the three muscle types, including cardiac, skeletal, and smooth;

examine the microscopic anatomy of a muscle fiber, including sarcomere, actin, and myosin;

describe the mechanisms of muscle contraction at the neuromuscular junction;

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;

identify and describe common diseases and disorders of the muscular system such as muscle strains and muscular dystrophy; and

analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body.

Nervous system. The student analyzes the relationship between the anatomical structures and physiological functions of the nervous system. The student is expected to:

summarize and distinguish between the major physiological functions of the nervous system, including sensation, integration, and motor response;

identify the senses and explain their relationship to nervous system;

investigate and explain the interdependence between the cranial and spinal nerves with the special senses of vision, hearing, smell, and taste;

describe the anatomy of the structures associated with the senses, including vision, hearing, smell, taste, and touch;

identify the anatomical and physiological divisions of the peripheral nervous system and central nervous system;

explain the glial cells within the central nervous system and peripheral nervous system and their associated functions;

analyze the functional and structural differences between gray and white matter relative to neurons;

distinguish between the types of neurons and explain the initiation of a nerve impulse during resting and action potential;

categorize the major neurotransmitters by chemical and physical mechanisms; and

identify and describe common diseases and disorders of the nervous system such as epilepsy, neuralgia, Parkinson's disease, and Alzheimer's disease.

Endocrine system. The student analyzes the relationships between the anatomical structures and physiological functions of the endocrine system. The student is expected to:

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;

compare and contrast endocrine and exocrine glands and identify the glands associated with each;

describe the hormones associated with each endocrine gland;

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;

explain how the endocrine glands are regulated, including neural, hormonal, and humoral control; and

identify and describe common diseases and disorders of the endocrine system such as hypothyroidism, pancreatic cancer, and diabetes.

Urinary system. The student analyzes the relationships between the anatomical structures and physiological functions of the urinary system. The student is expected to:

identify and describe the anatomical structures and functions of the urinary system, including the kidney, ureters, bladder, and urethra;

compare and contrast the anatomical structures and describe the functions of the male and female urinary system;

summarize and illustrate the structures, functions, and types of nephrons;

examine the methods of fluid balance and homeostasis in the urinary system, including fluid intake and output;

analyze the composition of urine and the process of urine formation, including filtration, reabsorption, and secretion;

describe the relationship between the nervous system, renal system, and muscular system before and during micturition; and

identify and describe common diseases and disorders of the urinary system such as chronic kidney disease, kidney stones, urinary tract infections, and renal cancer.

Cardiovascular system. The student analyzes the relationships between the anatomical structures and physiological functions of the cardiovascular system. The student is expected to:

identify the major functions of the cardiovascular system, including transport, maintaining homeostasis, and immune response;

compare and contrast the anatomical structure of arteries, arterioles, capillaries, venules, and veins;

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;

describe the relationship between blood flow and blood pressure, including systolic and diastolic pressure, pulse pressure, and mean arterial pressure;

compare and contrast coronary, pulmonary, and systemic circulation, and describe the major vessels of each;

illustrate how the PQRST waves of an electrocardiogram (EKG) demonstrate the conduction of electricity through the structures of the heart;

describe the relationship between the cardiovascular system, nervous system, and muscular system in regulating cardiac output; and

identify and describe common diseases and disorders of the cardiovascular system such as heart disease, myocardial infarction, ischemia, and hypertrophic cardiomyopathy.

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:

evaluate the interaction of the lymphatic system with other body systems such as the circulatory system;

describe the structure and function of the lymphatic organs and explain how lymph moves through the body;

identify and describe the role and function of the immune cells, including T cells and B cells, within the lymphatic system structures;

identify and determine antigens associated with ABO blood typing, including Rhesus (Rh) factor;

summarize the ways the body protects and defends against disease, including inflammation, barrier defenses, and active and passive immunity;

describe the role of antigens and antibodies in the immune response; and

identify and describe common diseases and disorders associated with the lymphatic and immune systems such as inherited or acquired immunodeficiencies, autoimmune diseases, and lymphomas.

Digestive system. The student analyzes the relationships between the anatomical structures and physiological functions of the digestive system. The student is expected to:

examine the anatomical structures and function of the alimentary canal and accessory organs;

compare and contrast mechanical and chemical digestive processes;

evaluate the modes by which energy is processed and stored within the body, including ingestion, propulsion, absorption, and elimination; and

identify and describe common diseases and disorders of the digestive system such as gallstones, Crohn's disease, irritable bowel syndrome, and gastroesophageal reflux disorder.

Respiratory system. The student analyzes the relationships between the anatomical structures and physiological functions of the respiratory system. The student is expected to:

identify and sequence the anatomical structures and functions of the respiratory system;

compare and contrast the functions of upper and lower respiratory tract;

describe the physiology of respiration, including internal and external respiration and gas exchange;

describe the relationship between the respiratory and cardiovascular systems during pulmonary circulation;

investigate factors that affect respiration, including exercise and environmental changes such as altitude; and

identify and describe common diseases of the respiratory system such as asthma, emphysema, pneumonia, viruses, and allergies.

Reproductive system. The student analyzes the relationships between the anatomical structures and physiological functions of the reproductive system. The student is expected to:

explain embryological development of cells, tissues, organs, and systems;

describe and examine the location, structure, and functions of the internal and external female and male reproductive organs and accessory glands;

describe and compare the process of oogenesis and spermatogenesis;

research and discuss the physiological effects of hormones on the stages of the menstrual cycle;

identify and distinguish the hormones involved in maturation and development throughout the life cycle, including puberty, gestation, and menopause; and

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.

Emerging technologies. The student identifies emerging technological advances in science and healthcare treatment and delivery. The student is expected to:

research and discuss advances in science and medicine at the organ and tissue level such as bionics and wearable monitoring technologies; and

research and describe advances in science and medicine at the cellular level such as stem cells and gene therapy.

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:

ask questions and define problems based on observations or information from text, phenomena, models, or investigations;

apply scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;

use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards;

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;

collect quantitative data using the International System of Units (SI) and United States customary units and qualitative data as evidence;

organize quantitative and qualitative data using lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports;

develop and use models to represent phenomena, systems, processes, or solutions to engineering problems; and

distinguish among scientific hypotheses, theories, and laws.

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:

identify advantages and limitations of models such as their size, scale, properties, and materials;

analyze data by identifying significant statistical features, patterns, sources of error, and limitations;

use mathematical calculations to assess quantitative relationships in data; and

evaluate experimental and engineering designs.

Scientific and engineering practices. The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions. The student is expected to:

develop explanations and propose solutions supported by data and models and consistent with scientific ideas, principles, and theories;

communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and

engage respectfully in scientific argumentation using applied scientific explanations and empirical evidence.

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:

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;

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

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.

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:

distinguish between the six levels of structural organization in the human body, including chemical, cellular, tissue, organ, system, and organism, and explain their interdependence;

identify and use appropriate directional terminology when referring to the human body, including directional terms, planes, body cavities, and body quadrants;

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;

research and describe negative and positive feedback loops as they apply to homeostasis; and

research and identify the effects of the failure to maintain homeostasis as it relates to common diseases in each of the body systems.

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:

define tissue and identify the four primary tissue types, their subdivisions, and functions;

compare epithelial tissue and connective tissue in terms of cell arrangement and interstitial materials;

describe the process of tissue repair involved in the normal healing of a superficial wound; and

describe the general metabolic pathways of carbohydrates, lipids, and proteins.

Skeletal system. The student analyzes the relationships between the anatomical structures and physiological functions of the skeletal system. The student is expected to:

identify and differentiate between the axial skeleton and appendicular skeleton;

identify the types of joints, including gliding, hinge, pivot, saddle, and ball and socket, and describe the movements of each;

identify and locate the anatomy of bone, including spongy and compact tissue, epiphysis, diaphysis, medullary cavity, periosteum, bone marrow, and endosteum;

explain the major physiological functions of the skeletal system;

describe the role of osteoblasts, osteocytes, and osteoclasts in bone growth and repair;

identify and describe the different types of fractures such as compound, complete, simple, spiral, greenstick, hairline, transverse, and comminuted; and

identify and describe common diseases and disorders of the skeletal system such as scoliosis, osteoporosis, and bone cancer.

Integumentary system. The student analyzes the relationships between the anatomical structures and physiological functions of the integumentary system. The student is expected to:

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;

describe the factors that can contribute to skin color;

describe and explain the process of tissue repair and scar formation; and

identify and describe common diseases and disorders of the integumentary system such as skin cancer and psoriasis.

General requirements. This course is recommended for students in Grades 11 and 12. Recommended prerequisites: Algebra I and Geometry. This course satisfies a high school mathematics graduation requirement. Students shall be awarded one credit for successful completion of this course.

Introduction.

Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

The process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. The process standards are integrated at every grade level and course. When possible, students will apply mathematics to problems arising in everyday life, society, and the workplace. Students will use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution. Students will select appropriate tools such as real objects, manipulatives, paper and pencil, and technology and techniques such as mental math, estimation, and number sense to solve problems. Students will effectively communicate mathematical ideas, reasoning, and their implications using multiple representations such as symbols, diagrams, graphs, and language. Students will use mathematical relationships to generate solutions and make connections and predictions. Students will analyze mathematical relationships to connect and communicate mathematical ideas. Students will display, explain, or justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Career development is a lifelong pursuit of answers to the questions: Who am I? Why am I here? What am I meant to do with my life? It is vital that students have a clear sense of direction for their career choice. Career planning is a critical step and is essential to success.

Applied Mathematics for Technical Professionals uses problem-solving situations, hands-on activities, and technology to extend mathematical thinking and engage student reasoning. Situations relating to technical applications provide students opportunities to make connections with mathematics and the workplace. In addition, students will learn the skills necessary to communicate using mathematics. Hands-on activities will allow students to model, explore, and develop abstract concepts applicable to technical careers. (Essential to this course is the partnership between mathematics and technical teachers.)

Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

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.

Knowledge and skills.

The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

apply mathematics to problems arising in everyday life, society, and the workplace;

use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

create and use representations to organize, record, and communicate mathematical ideas;

analyze mathematical relationships to connect and communicate mathematical ideas; and

display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

The student uses mathematical concepts of algebra to explain linear and non-linear applications in business and industry situations. The student is expected to:

calculate rise and run such as the rise and run of stair stringers or roof pitch;

distinguish the purpose and difference of a linear and non-linear increase and decrease of a variable with time such as cost or profit;

write systems of equations and inequalities from real-life situations that compare "best deal opportunities" with profit and expenses in businesses;

use linear programing to maximize or minimize linear objective function in real-life situations and determine the reasonableness of solutions;

express numbers as powers of 10 in business and industry settings;

determine the powers and roots of numbers;

apply compound interest formulas related to operating a business; and

use exponential decay models to determine the depreciation on equipment used in business and industry and explain the meaning of models.

The student applies geometric concepts to real-world problems in technical situations. The student is expected to:

identify various geometric figures in order to identify what formulas are needed to solve situational problems;

compute measurements such as area, surface area, volume, perimeter, and circumference in order to prepare engineering drawings for projects;

use trigonometric functions such as sine, cosine, tangent, cotangent, cosecant, and secant to calculate angles and length of sides;

apply Heron's formula for finding areas of triangles when the height is not known;

determine how changing dimensions will affect the perimeter, area, surface area, or volume in a project;

determine how angles will affect structural strength and stability;

apply right triangle relationships using the Pythagorean Theorem, special right triangles, and trigonometry for roof construction, building the frame of a car, or calculating machined parts;

determine the materials needed for a job or project by finding missing parts of a circle;

draw orthographic and isometric views and use them to produce engineering drawings;

use cross-sections, including conic sections, of three-dimensional figures to relate to plane figures in specific detail on an engineered drawing; and

explain and use auxiliary views, revolutions, intersections, and engineered drawings.

The student applies measurement to all aspects of business and industry occupations. The student is expected to:

use dimensional analysis to select an appropriate tool to make measurements;

apply accurate readings of both U.S. customary and metric measuring devices to a problem situation;

square, measure, and cut materials to specified dimensions;

draw segments to scale using an accurate scale and measure segments that are drawn to scales;

convert temperature values between Celsius and Fahrenheit in situations involving thermodynamics; and

determine length, distance, area, surface area, volume, and weight with appropriate unit labels.

The student uses mathematical processes with graphical and numerical techniques to study patterns and analyze data related to finance. The student is expected to:

use rates and linear functions to solve problems involving finance and budgeting, including compensations and deductions;

solve problems related to local, state, and federal taxes;

analyze data to make decisions about banking and finance;

use mathematical processes with algebraic formulas, numerical techniques, and graphs to solve problems related to job cost analysis;

identify what parameters to change such as cost of materials, cost of labor, and work time required to improve the overall cost of a project; and

identify the most reasonable mathematical solution using estimation.

The student applies mathematical processes to design a study and use graphical, numerical, and analytical techniques to communicate the results. The student is expected to:

interpret and present situations in terms of given graphs and that fit graphics;

apply Ohm's Law and Kirchhoff's laws to troubleshoot electrical circuits;

collect and organize data; make and interpret scatterplots; and model, predict, and make decisions and critical judgments; and

prepare technical reports and presentations with visual media or models, including tables, graphs, and verbal descriptions.

The student applies mathematical principles of manufacturing processes. The student is expected to:

identify the line types used on engineering drawings;

identify selected symbols commonly used on engineering drawings;

identify the components of engineering drawings;

read, interpret, and create engineering drawings; and

use proper nomenclature when identifying engineering or manufacturing processes.

Professional Standards/Employability Skills

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

identify employment opportunities, including entrepreneurship and preparation requirements, in the field of architecture;

demonstrate an understanding of group participation and leadership related to citizenship and career preparation;

identify employers' expectations and appropriate work habits;

apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate governmental regulations.

Architectural Projects

The student makes beginning informed judgments about personal architectural projects and the architectural projects of others. The student is expected to:

interpret, evaluate, and justify architectural artistic decisions in personal architectural projects; and

select and analyze original architectural projects, portfolios, and exhibitions by peers or others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

Application of Academic Skill to Architectural Projects

The student applies communication, science, and mathematics knowledge and skills to architectural projects. The student is expected to:

prepare professional communications, technical reports, and presentations;

apply mathematical equations; and

apply scientific principles and concepts.

Sustainability

The student knows the concept of sustainability. The student is expected to:

identify the nature of energy;

relate potential energy, kinetic energy, and heat energy to conservation;

create an energy model;

evaluate different methods of energy transfer;

recognize sustainable design as it relates to architectural design; and

define green architecture as related to the field of architecture.

Career Planning

The student makes informed career decisions that reflect career goals. The student is expected to:

determine employment and entrepreneurial opportunities and preparation requirements in architecture and related fields;

propose short-term and long-term career goals;

describe technology used in architectural careers;

maintain a project portfolio that documents experience by using graphic or written documentation of architectural-related projects; and

develop a professional resume.

Cognitive Skills and Academic Behaviors

The student applies key cognitive skills and academic behaviors to the requirements of architectural studies. The student is expected to:

self-monitor learning needs and seek assistance when needed;

practice study habits necessary to manage academic pursuits and requirements;

strive for accuracy and precision;

complete and master tasks;

demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, managers, and customers;

complete work orders and related paperwork;

estimate jobs, schedules, and practices related to legal restrictions;

read and interpret appropriate architectural symbols, schematics, blueprints, work drawings, manuals, and bulletins; and

apply descriptive geometry related to auxiliary views, revolutions, and intersections.

History and Culture

The student demonstrates an understanding of architectural history and culture as records of human achievement from ancient Egypt to the present. The student is expected to:

compare and contrast historical and contemporary styles, identifying general themes and trends;

describe general characteristics in architectural projects from a variety of cultures; and

compare and contrast career opportunities in architecture.

Technical Knowledge

The student knows the concepts and skills that form the technical knowledge of architectural design. The student is expected to:

demonstrate knowledge of architectural design principles;

determine building code and zoning requirements for building types in a selected area; and

demonstrate knowledge of the various grades and types of construction materials.

Tools, Equipment, Technologies, and Materials

The student knows the function and application of the tools, equipment, technologies, and materials used in architectural drawing. The student is expected to:

use the tools, materials, and equipment commonly employed in the field of architecture in a safe manner;

handle and dispose of environmentally hazardous materials; and

demonstrate knowledge of new and emerging technologies that may affect the field of architecture.

Application of Concepts and Skills

The student applies the concepts and skills of the profession to simulated or actual work situations. The student is expected to:

use problem-solving skills to analyze a situation and identify a problem to be solved;

break a complex problem into component parts that can be analyzed and solved separately;

strive for accuracy and precision;

work independently;

work collaboratively;

research an architectural project;

design and present an effective architectural product;

present a final architectural product for critique;

apply architectural lettering techniques;

develop preliminary sketches of a nonresidential or residential architectural design;

use traditional technical architectural drafting techniques to create drawings;

demonstrate through drawings the development of maximum efficiency of circulation within areas or rooms;

develop a site plan using maximum orientation of the building relative to views, sun, and wind direction;

develop building designs to ensure compatibility between interior and exterior to enhance overall appearance;

draw schematic site plans, floor plans, building elevations, sections, perspectives, and character sketches from bubble diagrams;

draw scaled wall thickness plans, elevations, and sections;

develop details of floor and wall sections as required;

demonstrate knowledge of the Americans with Disabilities Act;

assemble an architectural design in three dimensions;

customize screen menus to fit specific problems or needs;

construct points, lines, and other geometric forms using accepted computer-aided design methods;

create a freehand simple one-point perspective;

use a computer system to create a bill of materials;

use a computer system to create and modify architectural drawings; and

plot architectural drawings for presentation.

Explore, Develop, and Organize Ideas

The student begins exploration, development, and organization of ideas from the surroundings. The student is expected to:

begin illustrating ideas for architectural projects from direct observation, experiences, imagination; and

begin comparing and contrasting the use of architectural elements such as color, texture, form, line, space, value, and architectural principles such as emphasis, pattern, rhythm, balance, proportion, and unity in personal architectural projects and those of others using vocabulary accurately.

Media and Tools for Design

The student begins expressing ideas through original architectural projects using a variety of media with appropriate skill. The student is expected to:

create beginning visual solutions by elaborating on direct observation, experiences, and imagination;

create beginning designs for practical applications; and

demonstrate beginning effective use of architectural media and tools in design, drawing, painting, printmaking, and sculpture such as model building.

Professional Standards/Employability Skills

The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

identify employment opportunities, including entrepreneurship and preparation requirements, in the field of architecture;

demonstrate an understanding of group participation and leadership related to citizenship and career preparation;

identify employers' expectations and appropriate work habits;

apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate governmental regulations.

The student exhibits employability skills that lead to job success in the architectural design industry. The student is expected to:

demonstrate effective verbal, nonverbal, written, and electronic communication skills;

demonstrate effective methods to secure, maintain, and terminate employment;

demonstrate positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership;

evaluate the relationship of good physical and mental health to job success and achievement;

demonstrate appropriate grooming and appearance for the workplace;

demonstrate appropriate business and personal etiquette in the workplace;

exhibit productive work habits and attitudes; and

maintain a project portfolio that documents architectural projects using a variety of multimedia techniques.

Media Applications

The student uses advanced skills expressing ideas through original architectural projects using a variety of media with appropriate skill. The student is expected to:

create, using advanced skills, visual solutions by elaborating on direct observation, experiences, and imagination;

create, using advanced skills, designs for practical applications; and

demonstrate, using advanced skills, effective use of architectural media and tools in design, drawing, painting, printmaking, and sculpture such as advanced model building.

Architectural Projects

The student makes advanced, informed judgments about personal architectural projects and the architectural projects of others. The student is expected to:

interpret, evaluate, and justify architectural artistic decisions in personal architectural artworks; and

select and analyze original architectural artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

Teamwork

The student describes the importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills. The student is expected to:

describe how teams function;

use teamwork to solve problems;

distinguish between the roles of team leaders and team members;

identify characteristics of good leaders;

identify employers' expectations and appropriate work habits;

define discrimination, harassment, and inequality;

use time-management techniques to develop and maintain work schedules and meet deadlines; and

complete work according to established criteria.

Academic Skills

The student relates core academic skills to the requirements of architecture. The student is expected to:

demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, managers, and customers;

complete work orders and related paperwork;

estimate jobs, schedules, and standard industry practices related to legal restrictions;

read and interpret architectural symbols, schematics, blueprints, work drawings, manuals, and bulletins; and

apply descriptive geometry related to auxiliary views, revolutions, and intersections.

Technical Knowledge

The student knows the concepts and skills that form the technical knowledge of architectural computer-aided drafting. The student is expected to:

demonstrate knowledge of architectural design principles;

determine building code and zoning requirements for building types in a selected area; and

demonstrate knowledge of the various grades and types of construction materials.

Tools, Equipment, Technologies, and Materials

The student knows the function and application of the tools, equipment, technologies, and materials used in architectural computer-aided design. The student is expected to:

use the tools, materials, and equipment commonly employed in the field of architectural computer-aided design in a safe manner;

handle and dispose of environmentally hazardous materials used in the field of architecture in accordance with the material safety data sheet (MSDS), the Occupational Safety and Health Administration (OSHA), and the Environmental Protection Agency (EPA) regulations; and

demonstrate knowledge of new and emerging technologies that may affect the field of architecture.

History and Culture

The student demonstrates an understanding of architectural history and culture as records of human achievement by examining the connections between twentieth and twenty-first century architecture and art and connections between Greek and Roman architecture and art. The student is expected to:

compare and contrast historical and contemporary styles by identifying general themes and trends;

describe general characteristics in architectural artworks from a variety of cultures; and

compare and contrast career opportunities in architecture.

Simulations I

The student applies the concepts and skills of the trade to simulated and actual work situations. The student is expected to:

use problem-solving skills to analyze a situation to identify a problem to be solved;

break a complex problem into component parts that can be analyzed and solved separately;

strive for accuracy and precision;

work independently;

work collaboratively;

research an architectural project;

design and present an effective architectural product;

present a final architectural product for critique;

apply architectural lettering techniques;

develop preliminary sketches of a residential plan or nonresidential plan;

demonstrate through drawings the development of maximum efficiency of circulation within areas or rooms;

develop a site plan using maximum orientation of the building relative to views, sun, and wind direction;

draw building designs and styles to ensure compatibility between interior and exterior to enhance overall appearance;

draw schematic site plans, floor plans, roof plans, building elevations, sections, perspectives, and character sketches using design development techniques;

draw scaled wall thickness plans, interior elevations, and sections;

develop details, sections, floor and wall sections, ceiling and roof sections, door and window sections, and other sections as required;

assemble an architectural design in three dimensions;

research the Green Building Rating System as defined by the U.S. Green Building Council; and

create a project demonstrating sustainable design as it relates to architectural design as defined by the U.S. Green Building Council.

Simulations II

The student applies the concepts and skills of the trade to simulated and actual work situations. The student is expected to:

customize screen menus to fit specific problems or needs;

construct architectural drawings using advanced computer-aided design drafting skills;

create two- or three-point perspectives;

create three-dimensional solid models;

view three-dimensional objects in several different positions;

use a computer system to create a bill of materials;

use a computer-aided drafting system to create and modify nonresidential or residential architectural drawings;

plot architectural drawings for presentation; and

render three-dimensional objects with applied materials.

Explore, Develop, and Organize Ideas

The student sustains exploration, development, and organization of ideas from their surroundings. The student is expected to:

use advanced skills to illustrate ideas for architectural projects from direct observation, experiences, and imagination; and

use advanced skills comparing and contrasting the use of architectural elements such as color, texture, form, line, space, and value and architectural principles such as emphasis, pattern, rhythm, balance, proportion, and unity in personal architectural projects and those of others using vocabulary accurately.

The student identifies various employment opportunities in the field of electrical trades. The student is expected to:

identify the inputs, processes, outputs, and feedback associated with each of the systems.

distinguish between architectural and civil construction systems and related construction systems;

demonstrate knowledge of new and emerging technologies that may affect construction carpentry.

The student knows the concepts of historic preservation and local and national resources to maintain and renovate historic structures and landscapes. The student is expected to:

state the purpose of stranded wire;

demonstrate knowledge of National Electrical Code raceway requirements;

lay out, assemble, erect, and brace exterior walls for a frame building;

evaluate efficiency and effectiveness of a project or job;

define frequency and explain the use of a frequency meter; and

install a lockset; and

read and interpret appropriate architectural symbols, schematics, blueprints, work drawings, manuals, and bulletins; and

install plastic laminate on a countertop core.

identify the major accessories available for cooling systems and explain how each works;

describe the purpose of the National Electrical Manufacturers Association and National Fire Protection Association; and

identify and describe the parts of a specification; and

contact professional references to acquire recommendations;

The student expresses ideas through original interior design projects using a variety of media with appropriate skill. The student is expected to:

The student knows the function and application of the tools, equipment, technologies, and materials used in mill and cabinetmaking. The student is expected to:

state the requirements for proper window installation;

interpret plumbing-related information from a set of drawings;

describe the issues related to regional and community planning.

compare criteria for selection, use, and care of floor coverings;

propose design and furnishings features to meet the special needs of individuals and families.

identify the parts of various types of forms;

identify types of fittings and valves used with plastic fittings;

The student learns the basic principles of HVAC and refrigeration. The student is expected to:

locate information using search engines and Boolean logic;

use industry jargon or terminology appropriately;

read, interpret, and use technical and workplace documents to accomplish workplace and job site assignments;

perform work that meets or exceeds the quality standards of the industry.

describe the factors that must be considered when installing a furnace;

The student recognizes requirements for career advancement to plan for continuing education and training. The student is expected to:

explain the basic principles of HVAC;

break a complex problem into component parts that can be analyzed and solved separately;

use ethical and legal standards to avoid conflicts of interest.

describe voltage ratings of conductors and cables;

use information given in regulations and codes correctly;

demonstrate how to use and install various vapor barriers and waterproofing materials.

research careers along with the education, job skills, and experience required to achieve that career goal; and

install a pre-hung exterior door;

The student knows electrical principles, power generation and distribution, electrical components, direct current circuits, and electrical safety. The student is expected to:

explain the purpose of the Occupational Safety and Health Administration and how it promotes safety on the job;

recognize the relationship between the various parties to a contract in order to interpret responsibilities;

identify and state the functions and ratings of single-pole, double-pole, three-way, four-way, dimmer, special, and safety switches;

select the right tubing for a job;

install selected suspended ceilings.

evaluate potential solutions and determine the best solution;

identify the roof framing members used in gable and hip roofs;

recognize sustainable design as it relates to architectural design; and

communicate effectively to develop positive customer and client relationships;

estimate the amount of material needed to frame a floor assembly; and

determine sources and availability of construction materials.

identify electrical hazards and how to avoid or minimize them in the workplace; and

identify safety precautions and hazards to ensure a safe environment;

sketch orthographic and schematic drawings;

differentiate between files and directories;

use proper finishing techniques; and

The student knows how to handle fuses and circuit breakers. The student is expected to:

create documents such as letters, memos, and reports using existing forms and templates;

manage personal and professional contact information;

explain the grounding requirements of a residential electric service;

identify the common manufacturers of corrugated stainless steel tubing;

describe general characteristics in architectural projects from a variety of cultures; and

identify and explain the use and installation of various other door and window hardware, including security hinges, keepers, deadbolts, and peep holes.

explain the impact and cost of accidents and illnesses;

describe criteria for selection of accessories;

create and send notes, informal memos, and reminders using applications; and

read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings;

The student uses computer-based equipment containing embedded computers or processors used to control electromechanical devices. The student is expected to:

identify various fasteners used to install siding, including nails, screws, and adhesives;

speak succinctly and clearly to convey information;

make prudent choices in the conservation and use of resources and the disposal of materials.

The student knows the concepts and skills that form the technical knowledge of architectural design. The student is expected to:

explain the role of testing laboratories.

pull conductors in a conduit system.

demonstrate knowledge of the concepts and skills related to health and safety in the workplace, as specified by appropriate government regulations.

The student demonstrates an understanding of architectural history and culture as records of human achievement from ancient Egypt to the present. The student is expected to:

interpret workplace documents;

demonstrate or explain the use and installation of diffusers, registers, and grilles used in duct systems;

research career pathways along with the education, job skills, and experience required to achieve that pathway.

The student reads regulations and contracts to ensure ethical and safety elements are observed. The student is expected to:

describe wall framing techniques used in masonry construction;

cut and join lengths of plastic pipe.

The student knows the function and application of the tools, equipment, technologies, and materials used in construction carpentry. The student is expected to:

identify job opportunities with their accompanying job duties such as plumber, pipe fitter, building maintenance technician or supervisor, manager, and mechanical engineer;

The student learns the way drain, waste, and vent systems remove waste safely. The student learns how pipes, drains, traps, and vents work. The student is expected to:

identify various types of door jambs and frames and demonstrate the installation procedures for placing selected door jambs and frames in different types of interior partitions;

break a complex problem into component parts that can be analyzed and solved separately;

use descriptive geometry related to auxiliary views, revolutions, intersections, and piping drawings.

The student makes informed career decisions that reflect career goals. The student is expected to:

with supervision, perform furnace preventive maintenance procedures such as cleaning and filter replacement.

identify the major components of a drainage system and describe their functions;

identify the purposes and uses of solder and solder fluxes;

explain the different types of meters used to measure voltage, current, and resistance;

explain the principles of HVAC;

identify the automatic tools used in drywall finishing;

develop or improve a building or structure by following a problem-solving strategy;

The student learns electrical symbols and their use in design drawings. Additionally, students learn to interpret schematics, one-line diagrams, and wiring diagrams. The student is expected to:

document completion of education and training.

document work experience;

The student gains knowledge of the hardware and systems used by an electrician to mount and support boxes, receptacles, and other electrical components. The student is expected to:

solve problems in English and System International (SI) units; and perform unit conversions.

confirm understanding of verbal and visual instructions;

The student describes the importance of teamwork, leadership, integrity, honesty, work habits, and organizational skills. The student is expected to:

use system utilities for file management.

read and interpret common electrical symbols.

identify floor and sill framing and support members;

determine the effect of technology on interior design practices;

identify the various types of stairs;

create a tasks list;

compare and contrast the use of interior design elements (color, texture, form, line, space, and value) and interior design principles (emphasis, pattern, rhythm, balance, proportion, and unity) in personal interior design artworks and those of others using vocabulary accurately.

practice professional and ethical standards;

compare and contrast historical and contemporary styles, identifying general themes and trends;

define voltage and identify the ways in which it can be produced;

The student knows the concept of energy. The student is expected to:

state the uses of various types of engineered lumber;

dispose of hazardous materials and wastes appropriately.

explain the box mounting requirements in the National Building Code;

explain the basic characteristics of a parallel circuit;

interpret and use drawing dimensions.

properly handle and dispose of environmentally hazardous materials used in mill and cabinetmaking;

square various numbers and determine the square roots of numbers, with and without a calculator;

The student chooses appropriate background materials to complement various residential and nonresidential interior settings. The student is expected to:

identify the various types of drain, waste, and vent fittings and describe their applications; and

install a water distribution system using appropriate hangers;

calculate and select service-entrance equipment;

use electronic mail applications.

The student is introduced to various types of stairs and the common building code requirements related to stairs. The student is expected to:

access an email system using login and password functions;

discuss the interrelationship of the systems in the built environment; and

begin comparing and contrasting the use of architectural elements such as color, texture, form, line, space, value, and architectural principles such as emphasis, pattern, rhythm, balance, proportion, and unity in personal architectural projects and those of others using vocabulary accurately.

explain the common terms related to sound waves and acoustical ceiling materials;

navigate websites using software functions;

identify the different types of framing systems;

The student selects and properly uses different types of hand and power tools related to a specific task. The student is expected to:

identify selected abbreviations commonly used on plans;

state the general safety rules for operating all power tools, regardless of type;

recognize the definition of specialized words or phrases to fully understand documents and contracts;

estimate the materials used for framing and sheathing a roof.

identify employment opportunities, including entrepreneurship, and preparation requirements for mill and cabinetmaking;

explain National Electrical Manufacturers Association classifications as they relate to switches and enclosures;

explain the purpose of the OSHA and how to promote safety on site;

demonstrate knowledge of the use of woods, fasteners, hardware, glass, and mirrors; and

The student initiates and maintains a career portfolio to document knowledge, skills, and abilities. The student is expected to:

interpret blueprints and drawings to assist with project planning;

The student solves problems, thinks critically, and makes decisions related to construction technology. The student is expected to:

lay out, assemble, erect, and brace exterior walls for a frame building;

use framing techniques for walls, floors, ceilings, rafters, structural timbers, stairs, trusses, and fireproof metal-studs;

identify the material properties, storage, and handling requirements of carbon steel piping;

format text using basic formatting functions; and

describe and demonstrate the lockout and tagout process.

identify selected architectural symbols commonly used to present materials on plans;

identify employment opportunities, including entrepreneurship, and preparation requirements in the field of architectural drafting;

The student works safely with construction tools, equipment, machines, and materials. The student is expected to:

provide verbal instructions; and

pass safety inspections and comply with regulations at all times;

identify the various methods used to install conduit;

identify the hand tools commonly used by carpenters and describe their uses;

The student recommends practices that will create a safe, secure, and well-maintained home. The student is expected to:

describe the different materials from which conductors are made;

demonstrate how to properly remove, replace, and install various types of insulation, including batt, rigid, and blown materials; and

describe various types of cable trays and raceways;

The student learns the types and grades of plastic pipe and fittings used in plumbing applications, including acrylonitrile butadiene styrene, polyvinyl chloride, chlorinated polyvinyl chloride, polyethylene, crosslinked polyethylene, and polybutylene. The student is expected to:

identify characteristics of good leaders;

apply elements and principles of design to living environments;

practice the responsibilities and characteristics of a professional in architecture and construction;

The student works as an individual and as a team member to accomplish assignments. The student is expected to:

demonstrate knowledge of the Americans with Disabilities Act; and

document completion of education and training.

describe basic hitch configurations and their proper connections;

The student investigates career opportunities, requirements, and expectations in construction technology. The student is expected to:

determine housing characteristics common to various cultures and regions;

apply the principles of mathematics for accurate linear and metric measurements; and

describe energy conservation practices that affect interior design and summarize laws, public policies, and regulations impacting interior environments.

compare lighting types and methods of control; and

identify potential events and conditions that disrupt the completion of a job;

recognize and describe the purpose and operation of the various electrical components used in plumbing equipment;

describe the interrelationship of the housing industry and the economy; and

create designs for practical applications; and

describe the information included in the title block of a drawing;

describe how conventional and electronic thermostats operate;

sketch the ceiling layout for a suspended ceiling; and

read and interpret drawings and specifications to determine floor system requirements;

Electrical Technology

state the uses of various types of hardwoods and softwoods;

read and interpret appropriate architectural symbols, schematics, blueprints, work drawings, manuals, and bulletins; and

evaluate feasibility of alternative suggestions; and

solve situational problems involved with unexpected events and conditions;

maintain a shared database of contact information.

promote personal and professional integrity in coworkers; and

create memos and notes;

perform single-layer and multi-layer drywall installations using different types of fastening systems, including nails, drywall screws, and adhesives;

The student installs various exterior siding materials, including wood, metal, vinyl, and cement board siding. The student is expected to:

The student exhibits public-relations skills to address a variety of situations such as increasing internal and external customer and client satisfaction. The student is expected to:

locate and implement regulations and codes applicable to tasks and projects;

cut, ream, and thread conduit.

select and properly use fasteners to install trim, including door trim, window trim, base trim, and ceiling trim.

align appropriate safety standards to ensure a safe environment;

Heating, Ventilation, and Air Conditioning (HVAC) and Refrigeration Technology

prepare a marketing plan for an idea, product, or service; and

document customer satisfaction;

develop a budget for a construction project;

identify sources of career information;

read and identify markings on conductors and cables;

use plans and fixture rough-in sheets to determine the location of fixtures and the route of the water supply piping;

install a pre-hung exterior door;

master relevant safety tests;

identify types of thresholds used with exterior doors;

Interior Design

lay out factory-made cabinets, countertops, and backsplashes; and

The student knows the concepts and skills that form the technical knowledge of building carpentry. The student is expected to:

discuss common types of sinks, lavatories, and faucets;

describe how to handle unsafe acts and unsafe conditions;

use a solderless connector to splice wires together;

document successful completion of education and training opportunities;

present a professional image in the workplace or job site to enhance career advancement;

explain the purposes of subflooring and underlayment;

The student demonstrates effective decision-making skills related to housing needs throughout the life cycle. The student is expected to:

The student evaluates the role of accessories in interior design for residential and nonresidential settings. The student is expected to:

test a fuse for continuity; and

research careers along with the education, job skills, and experience required to achieve career goals.

identify the instruments used to make measurements in air systems and explain the use of each instrument; and

demonstrate how to prepare a surface for tool use; and

size outlet boxes and select the proper type for different wiring methods;

identify the different types of framing systems;

The student proposes methods to create quality living environments. The student is expected to:

name the methods used to fasten sills to the foundation;

The student identifies various employment opportunities in the field of building maintenance. The student is expected to:

convert temperature values between Celsius and Fahrenheit.

practice contamination protection strategies for email.

The student recognizes the responsibilities and personal characteristics of a professional in architecture and construction to develop personal goals for professionalism. The student is expected to:

determine the most effective strategies to minimize costs;

The student uses Internet applications. The student is expected to:

list and recognize different types of bridging;

The student selects and uses the proper construction technology to meet practical objectives. The student is expected to:

The student learns the principles of electricity, including voltage, current, resistance, power, electrical formulas, circuitry, and common plumbing-related electrical applications. The student is expected to:

explain how to make various roof projections watertight when using fiberglass shingles;

describe how to close up a valley using wood shingles and shakes;

list and recognize different types of flooring materials;

prevent the mixing of incompatible substances;

The student begins exploration, development, and organization of ideas from the surroundings. The student is expected to:

research an interior design project;

identify employers' expectations and appropriate work habits;

use a computer system to create and modify architectural drawings; and

identify and prepare for new and emerging occupations, practices, and procedures as well as declining occupations and practices.

use portable power tools in a safe and appropriate manner.

demonstrate the principles of group participation and leadership related to citizenship and career preparation;

practice email etiquette;

prepare professional communications, technical reports, and presentations;

define frequency and explain the use of a frequency meter; and

The student complies with governmental regulations and applicable codes to establish a legal and safe environment. The student is expected to:

use technologies and resources to research licensing, certification, and credentialing;

identify methods used to secure steel frame systems to supporting structures.

The student gains knowledge and skills to connect and install flexible plastic coated steel tubing in various installation conditions. The student is expected to:

identify the parts of a fitting and use common pipe-measuring techniques;

properly select and install lamps into lighting fixtures; and

identify and explain the use and installation of various other door and window hardware, including security hinges, keepers, deadbolts, and peep holes.

explain the importance of proper meter polarity;

explain how to install a pre-hung window;

install three types of siding commonly used in the local area.

strive for accuracy and precision;

identify and state the functions and ratings of straight blade, twist lock, and pin and sleeve receptacles;

identify the major components of the fuel systems of natural gas, liquefied petroleum gas, and fuel oil and describe the functions of each component;

The student applies the concepts and skills of the profession to simulated or actual work situations. The student is expected to:

access email attachments;

incorporate potential job disruptions into planning timelines;

use the appropriate units of measure.

demonstrate knowledge of new and emerging technologies that may affect mill and cabinetmaking.

The student knows the employability characteristics of a successful worker in the modern workplace. The student is expected to:

properly finish drywall using hand tools;

select the appropriate fasteners to be used in various floor framing systems;

match verbal and visual communications to industry-specific situations; and

describe the methods used to join grooved piping.

explain how to read and convert from one scale to another using test equipment;

describe how changes in construction technology affect business and industry;

rig and handle different types of loads and use the proper hand signals at the job site;

The student knows the various types of trim used in finish work and the proper methods for selecting, cutting, and fastening trim. The student is expected to:

describe the procedure for pulling wire through conduit;

Construction Technology

describe how technological systems interact to achieve common goals.

select educational and work history highlights to create a personal resumé;

use hand tools in a safe and appropriate manner;

identify types of plastic pipe and describe their uses; and

describe the chemical process that occurs when using common construction materials to maintain workplace and job site safety;

describe the purpose and operation of the various electrical components used in HVAC equipment;

lay out, cut, and install a cricket or saddle;

The student uses effective design practices to evaluate residential and nonresidential interiors. The student is expected to:

describe what the Clean Air Act means to the HVAC systems industry; and

identify the different types of lines used on construction drawings;

summarize laws and public policies that impact housing decisions and costs.

make repairs of ceramic tile, carpet, and vinyl tile; and

explain how wiring devices are selected and installed.

apply principles of space utilization, zoning, and traffic patterns in planning and furnishing housing; and

use an architect's scale to draw lines to scale and to measure lines drawn to scale; and

demonstrate proper maintenance and care for hand and power tools;

The student gains knowledge of various types of framed roofs and how to frame these roofs using both stick-build and truss-build systems. The student is expected to:

The student knows the concepts and skills that form the core knowledge of mill and cabinetmaking. The student is expected to:

identify and classify hazardous materials and wastes; and

The student knows how to lay out and frame walls and ceilings, rough-in door and window openings, construct corners and partition tees, brace walls and ceilings, and apply sheathing. The student is expected to:

identify selected electrical, mechanical, and plumbing symbols commonly used on plans;

identify insulation and jacket types according to conditions and applications;

safely use hand and power tools and equipment commonly employed in carpentry;

identify various types of fixed, sliding, and swinging windows;

The student investigates various types of framed roofs. The student is expected to:

The student applies communication, mathematics, and science knowledge and skills to construction activities. The student is expected to:

The student performs mathematical operations to complete tasks such as estimating materials and supplies. The student is expected to:

respond to system messages using a console device;

The student evaluates and adjusts plans and schedules to respond to unexpected events and conditions. The student is expected to:

study regulations and codes to identify those applicable to the local area;

use a framing square, speed square, and calculator in laying out a roof;

analyze the functions and principles of lighting;

describe the proper method of storing and handling building materials;

under supervision, use temperature- and pressure-measuring instruments to make readings at key points in the refrigeration cycle;

read and interpret appropriate blueprints, drawings, charts, and diagrams.

draw schematic site plans, floor plans, building elevations, sections, perspectives, and character sketches from bubble diagrams;

define the terms associated with fuses and circuit breakers;

identify floor and sill framing and support members;

contrast the impact of needs and wants on the costs of housing;

estimate material quantities for a drywall installation.

facilitate group work through management of shared schedule and contact information;

identify the parts of a window installation;

identify and state the functions of limit switches and relays; and

select the proper wiring methods for various commercial and industrial facilities;

select the appropriate fasteners to be used in various floor framing systems;

The student gains knowledge to interpret various types of working drawings as they pertain to commercial construction. The student becomes familiar with all aspects of contract documents, including architectural, engineering, and shop drawings. The student is expected to:

explain the operation of test equipment such as ammeter, voltmeter, ohmmeter, volt-ohm-multimeter, wattmeter, megohmmeter, frequency meter, power factor meter, continuity tester, voltage tester, recording instruments, and cable-length meters;

The student describes basic product marketing processes and techniques used in construction. The student is expected to:

explain the role of the National Electrical Code;

install doors, windows, interior and exterior wall covering, and trim; and

The student examines all aspects of the built environment and systems to complete project planning. The student is expected to:

explain the role of the National Electrical Code in residential wiring;

demonstrate knowledge of numerical control and computer control production devices; and

demonstrate beginning effective use of architectural media and tools in design, drawing, painting, printmaking, and sculpture such as model building.

The student identifies the issues associated with electrical hazards found on a job site. The student is expected to:

erect, plumb, and brace a simple concrete form with reinforcement.

complete the cuts and install the main and hip ridge caps using wood shakes; and

recognize integrity in others.

identify employers' expectations and appropriate work habits;

evaluate and select suitable sources of licensing, certification, and credentialing;

demonstrate knowledge of new and emerging technologies that may affect the field of architecture.

The student applies the appropriate codes, laws, standards, or regulations related to construction technology. The student is expected to:

use mathematical formulas to determine conduit bends;

read equipment schedules found on electrical drawings; and

illustrate ideas for interior design from direct observation, experiences, and imagination; and

identify employment opportunities, including entrepreneurship, and preparation requirements in the field of construction management;

describe procedures for installing raceways and boxes on masonry surfaces, metal stud systems, wood-framed systems, and drywall surfaces; and

master relevant safety tests;

use the proper procedures in sawing, planing, shaping, turning, boring, mortising, and sanding various types of woods;

describe the types of drawings usually included in a set of plans and list the information found on each type;

establish project goals in order to meet project specifications and deadlines; and

The student learns the electrical concepts used in Ohm's law applied to direct current and series circuits. The student understands series parallel circuits, resistive circuits, Kirchhoff's voltage and current laws, and circuit analysis. The student is expected to:

research an architectural project;

estimate supplies, materials, and labor costs for work orders;

read and interpret drawings and specifications to determine floor system requirements;

create email messages in accordance with established business standards such as grammar, word usage, spelling, sentence structure, clarity, and etiquette;

read and explain the various aspects of service contracts to ensure compliance;

identify the various parts of stairs;

erect a gable roof using trusses;

explain the basic characteristics of a series circuit;

develop a material takeoff from a given set of plans;

describe the requirements for pressure-testing a system once it has been installed;

identify the parts of a door installation;

identify the different types of lines used on construction drawings;

develop a site plan using maximum orientation of the building relative to views, sun, and wind direction;

demonstrate effective verbal and written communication skills with individuals from varied cultures, including fellow workers, management, and customers;

provide a project update to track changes necessitated by unexpected events and conditions; and

coordinate work between various occupations;

explain the safety procedures associated with the construction and use of concrete forms; and

estimate jobs, schedules, and practices related to legal restrictions;

identify the hand tools commonly used by carpenters and describe their uses;

prepare tubing and fittings for brazing;

use time-management skills to schedule a project or job;

use dimensions, spaces, and structures calculations to estimate materials and supplies.

describe the proper method of storing and handling building materials;

use problem-solving skills to analyze a situation to identify a problem to be solved;

describe the differences between the six levels of finish established by industry standards and distinguish a finish level by observation;

identify types of accessories;

prepare simple documents and other business communications;

select tools, machinery, and equipment to match requirements of the project;

identify the various techniques used in hanging and supporting plastic piping;

list and recognize different types of flooring materials;

describe the operation of a circuit breaker;

compute branch circuit loads and explain their installation requirements;

use state-of-the-art tools, equipment, materials, technologies, and methodologies.

explain the types of drawings that may be included in a set of plumbing drawings and the relationship among the different drawings;

identify and explain the use of threaded fasteners;

identify and describe the use of slings and common rigging hardware;

cut and install ceiling joists on a wood frame building; and

troubleshoot systems using various controls.

identify selected electrical, mechanical, and plumbing symbols commonly used on plans;

identify and discuss common types of bathtubs, bath-shower modules, shower stalls, and shower baths;

identify the portable power tools commonly used by carpenters and describe their uses; and

ask relevant questions concerning details of instructions; and

identify selected electrical, mechanical, and plumbing symbols commonly used on plans;

document sources and agencies for licensing and certification and credentialing information, including contact information.

assemble an architectural design in three dimensions.

recognize proper and improper applications of corrugated stainless steel tubing;

describe the influences of demographics, society, and culture on interior design decisions;

explain how to properly measure, cut, join, and groove corrugated stainless steel tubing; and

The student measures, cuts, threads, joins, and hangs carbon steel pipe. The student becomes familiar with labeling and sizing of carbon steel pipe. The student is expected to:

demonstrate safe working procedures in a construction environment;

perform calculations using simple formulas; and

use words with multiple meanings correctly in context; and

install conductors in conduit; and

The student solves problems, thinks critically, and makes decisions related to technology. The student is expected to:

identify organizations that offer career and job placement;

identify and define ground fault circuit interrupters;

identify and select various types and sizes of raceways;

read and interpret plans, elevations, schedules, sections, and details contained in basic construction drawings;

describe the correct procedure for assembling and erecting an exterior wall;

estimate the materials required for frame walls and ceilings.

identify the inputs, processes, outputs, and feedback associated with construction systems;

explain the safety requirements for roof jobs;

state the requirements for proper window installation;

apply appropriate file and disk management techniques;

with supervision, use a manometer to measure and adjust manifold pressure on a gas furnace;

calculate the quantities of lumber and wood products using industry-standard methods; and

describe the impact of technology on furniture.

participate in professional development opportunities such as professional organizations and associations, trade shows, and seminars;

The student learns how to interpret architectural and engineering working drawings and specifications. The student will become familiar with the symbols and nomenclature specific to the construction industry. The student is expected to:

demonstrate knowledge of the various grades and types of construction materials.

The student gains knowledge about building materials used in the construction industry. The student is expected to:

use a framing square, speed square, and calculator in laying out a roof;

access email messages received;

The student maintains a career portfolio to document knowledge, skills, and abilities. The student is expected to:

accurately measure the sizes of ferrous metal pipes;

calculate the total rise, number and size of risers, and the number of size of treads required for a given stairway;

discuss common types of toilets, urinals, and bidets;

demonstrate the proper principles of drywall application;

access and evaluate Internet resources;

research information to identify appropriate responsibilities and personal characteristics;

assess aesthetic and functional aspects of furniture; and

describe the equipment required for pulling wire through conduit;

cut and bend copper tubing;

use appropriate formulas and calculations to determine ratios, fractions, and proportion measures and use ratios, fractions, and proportion measures to perform measurement tasks; and

identify commonly used refrigerants and demonstrate the procedures for handling these refrigerants;

identify licenses, certifications, and credentials applicable to career goals; and

document receipt of licenses, certifications, and credentialing; and

determine the kinds of hangers and supports needed for refrigerant piping;

evaluate waste of resources and materials;

identify environmental hazards to promote safety; and

effectively use conflict resolution skills with coworkers to maintain a smooth workflow; and

use time-management techniques to develop and maintain work schedules and meet deadlines; and

explain the types and purposes of equipment grounding conductors;

demonstrate how to perform a quantity takeoff for materials.

implement a career advancement plan;

apply critical-thinking strategies to the analysis and evaluation of proposed technological solutions; and

access business and technical information using the Internet;

identify job opportunities for the trade;

identify opportunities for career advancement to formulate career goals;

identify the inert gases that can be used safely to purge tubing when brazing;

The student uses writing and publishing applications. The student is expected to:

describe the chemical, mechanical, and physical properties of construction materials;

The student gains knowledge of the types and grades of steel framing materials and the process for installation of metal framing for interior walls, exterior nonbearing walls, and partitions. The student is expected to:

describe different quality control applications in construction; and

identify job opportunities with their accompanying job duties and tasks such as a building maintenance technician, manager, and construction manager; and

The student listens to and speaks with a variety of individuals to enhance communications skills. The student is expected to:

identify selected abbreviations commonly used on plans;

create, retrieve, edit, save, and print spreadsheets;

interpret construction drawings of stairs;

restore system to normal operating standards.

make 90 degree bends, back-to-back bends, offsets, kicks, and saddle bends using a hand bender; and

develop or improve a building or structure that meets specified needs; and

describe rules for installing electric space heating and heating, ventilating, and air conditioning equipment;

test a water supply system.

analyze care of accessories; and

explain the necessity of overcurrent protection devices in electrical circuits;

explain the purposes of subflooring and underlayment;

safely operate tools, machinery, and equipment;

identify the various types of stairs;

state the purpose of compressed conductors;

calculate the total rise, number and size of risers, and the number and size of treads required for a given stairway;

attach documents to messages;

identify the types of schedules and drawings used by the HVAC and refrigeration industry.

read equipment schedules found on electrical drawings; and

begin illustrating ideas for architectural projects from direct observation, experiences, and imagination; and

explain the types and purposes of equipment grounding conductors;

examine insurance documentation to determine liability issues associated with a job.

identify the financial factors associated with starting and operating construction enterprises; and

apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; and

appraise critical situations and implement appropriate responses;

explain safety issues concerning lockout and tagout procedures, personal protection using assured grounding and isolation programs, confined space entry, respiratory protection, and fall protection.

The student demonstrates effective decision-making skills in applying principles of design and space to residential and nonresidential interior environments. The student is expected to:

identify the physical properties present when using common construction materials in order to use the materials safely, effectively, and efficiently.

analyze potential growth of identified careers;

describe the installation rules for electrical systems around swimming pools, spas, and hot tubs;

use appropriate formulas and calculations to determine percentages and decimals and use percentages and decimals to perform measurement tasks;

demonstrate the correct applications for fasteners and anchors; and

identify an area of interest in construction and investigate its entry-level and advancement requirements and its growth potential; and

identify the methods used to calculate the length of a rafter;

recognize the different kinds of lamps and explain the advantages and disadvantages of each type, including incandescent, halogen, fluorescent, and high-intensity discharge;

demonstrate the techniques for installing other selected types of roofing materials.

use appropriate safety practices and equipment;

identify the different types of suspended ceilings;

The student reads, understands, and responds to English language technical documents to effectively accomplish assignments. The student is expected to:

square, measure, and cut materials to specified dimensions;

The student demonstrates effective management practices related to the housing budget. The student is expected to:

inspect personal protective equipment to ensure safety;

explain the safe use and care of appliances; and

frame a gable roof with vent openings;

develop a plan for completing a construction project; and

identify the parts of a window installation;

identify current industry standards and practices in order to incorporate quality into projects;

describe the results of negligent or improper maintenance.

save email messages and attachments; and

identify and explain the use of anchors;

demonstrate the metric system and how it is used in the plumbing industry;

identify various methods used to install raceways;

The student understands the applications of copper pipe and fittings and the types of valves that can be used on copper pipe systems and the methods for cutting, joining, and installing copper pipe. The student is expected to:

describe the correct procedure for assembling and erecting an exterior wall;

The student installs, selects, prepares, joins, and supports copper and plastic piping and fittings. The student is expected to:

apply decision-making techniques to the selection of technological solutions; and

recognize different classifications of drawings; and

plan for effective use of space zones and placement of furnishings;

identify proper and improper applications of plastic piping;

identify job opportunities with their accompanying job duties such as building maintenance technician, building maintenance supervisor, architect, and engineer; and

interpret, evaluate, and justify architectural artistic decisions in personal architectural projects; and

apply scientific principles and concepts.

describe the differences between series and parallel circuits and calculate loads in each;

use mentoring skills to inspire and motivate others to achieve and enhance performance.

develop a plan for detecting safety hazards and maintaining a safe home; and

use various safety barriers.

install wood shingles and shakes on roofs;

identify the major components of a cooling system and explain how each type works;

The student applies the concepts and skills of the construction industry to simulated and actual work situations. The student is expected to:

describe wall framing techniques used in masonry construction;

identify types of thresholds used with exterior doors;

identify the properties of cement;

describe the uses of various types of hardwoods and softwoods;

use fitting dimensions tables to determine fitting allowances and thread makeup; and

identify and describe common types of drinking fountains and water coolers; and

describe the relationship of interior decisions to individual and family needs and wants;

report on emerging and innovative construction technologies; and