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Curriculum Guide
2003-2004
ANATOMY AND PHYSIOLOGY HONORS
Subject Area: Science
Course Number: 2000360
Course Title: Anatomy and Physiology Honors
Credit: 1.0
Will meet graduation requirements for Science
A. Major Concepts/Content. The purpose of this course is to enable students to
develop understanding of the relationships between the structures and functions
of
the human body.
The content should include, but not be limited to, the following:
- implementation of scientific habits of mind
- application of scientific knowledge, methodology, and historical context to
solve problems
- use of laboratory technologies
- terminology
- cells and tissues
- homeostasis
- human genetics, growth, and development
- body composition, structure, and function
- internal and external changes and responses
- connections between anatomy, physiology, medicine, technology, society, and
the environment
This course shall integrate the Goal 3 Student Performance Standards of the
Florida System of School Improvement and Accountability as appropriate to the
content and processes of the subject matter.
Course student performance standards must be adopted by the district, and they
must reflect appropriate Sunshine State Standards benchmarks.
B. Special Note. Laboratory investigations of selected topics in the content,
which also include use of the scientific method, measurement, laboratory
apparatus, and safety procedures, are an integral part of this course. Inquiry into
current technology and applications of anatomical and physiological principles
and their relationship to the environment is encouraged. The district
recommends a minimum of 2 labs per week. The district recommends that
honors students complete a scientific research project, (can be entered in the
science fair), or write a scientific research paper on topic directly related to the
subject matter of the course.
Students earning credit in 2000360 - Anatomy and Physiology Honors may not
earn credit in 2000350 - Anatomy and Physiology.
The course requirements for this honors course are consistent with 2000350 -
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Curriculum Guide
2003-2004
Anatomy and Physiology. The district shall develop a description of additional
requirements to provide in-depth or enriched study of the course requirements.
C. Course Requirements. These requirements include, but are not limited to,
the
benchmarks from the Sunshine State Standards that are most relevant to this
course. Benchmarks correlated with a specific course requirement may also be
addressed by other course requirements as appropriate. Some requirements in
this
course are not addressed in the Sunshine State Standards.
Benchmarks from Science, Strand H, should not be taught and assessed in
isolation, but should be combined with other benchmarks identified in this course
description.
Content related to disease process and immune response should be embedded
in
the study of the appropriate system.
After successfully completing this course, the student will:
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Outline
1. Medical Terminology
A. Anatomical planes
B. Anatomical landmarks
C. Positions and
descriptive
terminology
D. Cavities and serous
membranes
E. Major systems of
body
F. Review of scientific
process
2. Homeostasis
A. Positive feedback
loops
B. Negative feedback
loops
Curriculum Guide
Objectives
2003-2004
Labs
1. Identify major planes of the body
1. Identification and order of
and individual organs.
serous membranes activity.
2. Name and identify all major
2. Anatomical positions and
anatomical landmarks.
landmarks lab using stuffed
3. Describe conditions and injuries
animals.
using proper terminology.
3. Identify problem,
4. Identify and name abdominal
hypothesize and design and
quadrants and regions.
experiment with possible
5. Locate all serous membranes lining
data to graph and analyze to
major body cavities.
review scientific process.
6. Identify the 10 major human body
SC.H. 1.4.1 -SC.H. 3.4.4
systems and their functions. SC.F.
1.4.2
7. Construct one or more hypotheses
from the information given in a
table of data, graphs, or pictures.
SC.H.1.4.1
8. Design, conduct and report an
experiment involving all the
science processes where
appropriate. SC.H.2.4.2
9. Collect, group, analyze, regroup,
and synthesize information relative
to a problem. SCH.1.4.3
10. Distinguish between qualitative
and quantitative observations when
applied to the human body.
11. Identify alternative courses of
action, which may result in a
solution to the problem.
SCH.2.4.2
12. Use a model or drawing to
visualize the solution to a problem.
SCH. 3.4.1
13. Associate the names and functions
of science equipment.
13. Employ safe laboratory procedures
1. Demonstrate negative
1. Explain negative feedback loops
feedback using heart rates
2. Identify and discuss at least three
and exercise.
examples of negative feedback in
2. Blood pressure negative
the human body
feedback lab.
3. Identify positive feedback
processes in the human with both
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Curriculum Guide
2003-2004
beneficial and detrimental results.
3. Cells and Tissues
A. Epithelial tissue types
and functions
1. functions by
location in body
2. secretory function
3. absorption function
4. cell to cell
junctions
B. Connective tissue
types and composition
1. fibrous-dense and
loose
2. special conective
tissue
3. cartilage and bone
4. fluid connective
tissues
C. Muscle tissue types
1. striated
2. smooth
3. cardiac
D. Nerve tissue types
1. neurons
2. glia
4.Integumentary System
A. Three major layers of
skin
B. Epidermis layers in
thick and thin skin
C. Dermis components
and composition.
1. Sweat glands
2. Sebaceous glands
3. Hair follicles
4. Sensory receptors
5. Fibrous make-up
D. Hypodermis
composition
1. Recognize that cells of the body
are present in four major types
with specific functions. SC.F. 1.4.2
2. Observe that several different cell
types can function as a specific
tissue.
3. Observe and identify epithelial
cells surfaces and types
4. Draw and identify gland types
based on shape and function
5. Demonstrate how cell surface
relates to absorptive function.
6. Identify types of cell to cell
junctions and their relation to
function. SC.F. 1.4.3
7. Classify connective tissue types by
their fiber and ground substance
composition.
8. Identify the characteristics that
govern the type of muscle and how
it functions.
9. Distinguish between the functions
of neurons in information
transmission and glial cells that
support neuron functioning.
1. Microscopic observation
and drawing of three types
of epithelial cells-simple
and stratified squamous,
cuboidal, and columnar .
2. Microscopic observation
and drawing of dense
regular, loose areolar and
adipose connective tissue.
3. Microscopic comparison of
hyaline cartilage and
compact bone connective
tissues.
4. Microscopic observation
and drawing of three types
of muscle tissues.
1. Observe and identify the three
major skin layers.
2. Compare the composition of the
three layers in regard to function.
3. Describe the cycle of cell growth
and development in the epidermis.
SC.F. 1.4.1
4. Identify sensory receptors in the
dermis and their functions.
5. Describe the growth process and
rest cycles of hair.
6. Equate the integument to its body
temperature regulation processes.
1. Microscope lab-comparison
of black and white full
thickness skin.
2. Sensory receptor lab-test
skin of hand for heat, cold
and touch receptors. SC.F.
1.4.7
3. Microscopic analysis of
hair composition and layers.
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E. Nail and hair
composition and
growth
F. Wounds and healing
G. Malfunctions of
integument
5. Skeletal System
A. Functions of skeletal
system
B. Bone types and
composition
1. Endochondral
ossification
2. Intramembranous
ossification
C. Bones of the human
skeleton
D. Marrow types and
functions
E. Joints-types and
function
F. Malfunctions of
skeletal system
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2003-2004
7. Compare the merocrine, apocrine,
holocrine and cytocrine secretory
processes and products.
8. Demonstrate a knowledge of burn
and wound healing processes.
9. Identify and describe the
conditions of malfunction of the
skin.
10. Recognize the three types of skin
cancers, and know their prevention
and treatment.
1. List the many functions of the
skeletal system including
hemopoiesis.
2. Compare cancellous (spongy) bone
and its formation to compact bone
and its formation.
3. Explain the processes of
endochondral and
intramembranous ossification.
4. Identify which bones of the body
are formed by each of the
ossification types.
5. Know names and locations of all
skeletal components including
fossa, foramena, etc.
6. Describe locations and functions of
the two types of bone marrow.
7. Compare and contrast synovial
joints with amphi and synarthrodial
joints.
8. Identify joint types, locations and
range of movement.
9. Describe malfunctions of the
skeletal system.
1. Microscopic observation
and drawing of compact
bone Haversian systems.
2. Disarticulated skeleton lablabel all bones and bone
features.
3. Lab practical on
disarticulated skeleton.
4. Removal of skeletal
components from owl
pellets for identification of
bones and rearticulation of
skeletons.
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6. Muscular System
A. Membrane and action
potentials and
physiology of muscle
contraction.
B. Full muscle to
Sarcomere composition
C. Function of muscular
system in body
temperature
homeostasis
D. Myogram analysissingle twitch,
summation, treppe, etc.
E. Fast and slow twitch
muscle fibers
F. Origin and insertion
G. Major human skeletal
muscles
H. Smooth muscle
function
I. Cardiac muscle
function
Curriculum Guide
1.
2.
3.
4.
5.
6.
7.
8.
9.
Demonstrate knowledge of
membrane potentials and how
stimulation produces an action
potential. SC.F. 1.4.6, SC.F. 1.4.3
Diagram muscle components from
whole muscle fascia to sarcomere.
Describe the contraction
physiology in terms of
actin/myosin proteins and troponin.
SC.F.1.4.5
Show how muscular contraction
generates heat-shivering
thermogenesis.
Distinguish type of contraction
form myogram tracings of various
contraction types.
Differentiate between aerobic and
anaerobic muscle function and the
roll of myoglobin.
Locate and identify the major
muscles of the body including their
origins and insertions.
Compare structure and functioning
of the smooth muscles to the
skeletal.
Contrast cardiac muscle anatomy
and physiology with the skeletal
and smooth muscles.
2003-2004
1. Action potential lab.
Simulation of
depolarization and
repolarization using
dominoes. SC.F. 1.4.3,
SC.F. 1.4.7
2. Effects of heat and cold on
muscle efficiency. SC.F.
1.4.7
3. Cat muscle dissection and
identification-superficial
and deep.
4. Cat muscle lab practical.
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7. Nervous System
A. Neuron anatomy and
types of neurons.
B. Action potentials and
nerve transmission.
C. Neurotransmitter
types and functions.
1. Excitatory and
inhibitory
2. Drug effects
3. Neuromodulators
D. Glial Types and
functions.
E. Spatial and temporal
summation and
refractory periods.
F. Reflex Arc
G. Central nervous
system
1. Brain anatomy
2. Lobes and
functions of
cerebrum.
3. Cerebellar
anatomy and
function
4. Medulla anatomy
and function.
5. Brain stem, Mid
brain, reticular
firmation, pons
6. Thalamus,
hypothalamus
function
7. Spinal cord
anatomy-tracts
ascending and
descending
H. Malfunctions of CNS
1. Neurotransmitter
induced
2. Cerebro-vascular
accidents
3. Paralysis
4. Trauma induced
I. Memory types and
physiology
J. Cranial nerves
K. Autonomic Nervous
System
Curriculum Guide
1. Identify neuron components and
differentiate among uni, bi and
multi polar neurons. SC.F. 1.4.2
2. Describe the physiology of nerve
transmission. SC.F. 1.4.6, SC.B.
1.4.1. SC.F. 1.4.4
3. Compare functioning of inhibitory
and excitatory neurotransmitters
and role of neuromodulators.
SC.F. 1.4.1
4. Discuss the development, release
and subsequent removal of
neurotransmitters from the synaptic
gap.
5. Compare the effects of various
common drugs and substances on
the functioning of the nervous
system.
6. Recognize the purpose and
functioning of the different types
of glial cells.
7. Understand how threshold
potential can be produced from
sub-threshold stimuli.
8. Trace the pathway of the reflex arc.
9. Locate and identify the cerebral
lobes, commissural connections
and major nuclei of the brain.
10. Describe the major functions of the
cerebral lobes and nuclei.
11. Categorize the types of memory
and relate the physiology of long
term memory.
12. List the three major medullary
centers and their functions.
13. Discuss the functions of the brain
stem and mid brain components.
14. Relate the importance of the
thalamus and the hypothalamus
components.
15. Describe the anatomy of the spinal
cord differentiating between the
ascending and descending nerve
tracts.
16. Comprehend how lack of, or too
much of, specific neurotransmitters
can cause disease such as epilepsy
or Parkinson’s.
17. Describe the physiology of strokes
and related cerebro-vascular
accidents.
2003-2004
1. Dissection of the sheep
brain.
2. Lab practical on sheep
brain.
3. Reflex testing-knee jerk,
iris of eye, etc.
4. Short and long term
memory lab
5. Microscopic observation of
spinal cord cross section
6. Dissection of brain and
spinal cord in fetal pig
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2003-2004
18.. Equate specific spinal tract
injuries to paralysis.
19.Describe the functions of the
various cranial nerves.
20.Discuss the sympathetic and
parasympathetic reactions of the
autonomic nervous system.
8. Special Sensory Organs
A. Ear anatomy
B. Physiology of hearing
C. Eye anatomy
D. Physiology of sight
1. Retinal
composition
2. Accommodation
3. Rhodopsin
4. Disorders of the
eye
E. Physiology of smell
F. Physiology of taste
1. Identify the major components of
the ear. SC.F. 1.4.2
2. Discuss the functioning of the ear
components in hearing. SC.F. 1.4.7
3. Describe the major components of
the eye.
4. Relate the neural pathways for
sight.
5. Distinguish between the
concentrations and functions of the
rods and cones.
6. Discuss the breakdown and
reformation of rhodopsin in the rod
cells of the retina.
7. Identify causes for common eye
disorders.
8. Describe the neural pathways for
the sense of smell.
9. Locate and distinguish types of
taste receptors.
1. Cow eye dissection
2. Concave/convex lens
effects on sight
3. Effects of light brightness
on rod and cone function
4. Smell and memory lab
5. Taste receptor location lab
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9.Endocrine System
A. Glands of the system
and locations
B. Hormone chemistry
C. Effects of hormones and
method of function
D. Control of body
functions
E. Dysfunctions
1. Hypersecretion
2. Hyposecretion
Curriculum Guide
1.
2.
3.
4.
5.
6.
7.
Identify and locate glands
comprising the endocrine system.
Describe the general chemistry of
hormones. SC.A. 2.4.2
Discuss hormone-target organ
interaction. SC.F. 1.4.5
Describe the primary effects of
specific hormones. SC.F 1.4.8
Compare and contrast the nervous
and endocrine systems and their
methods of communication and
regulation of the human body.
Analyze the effects of variables on
the functioning of a hormone.
Identify disorders of the body
caused by hormone hyper and
hyposecretion and their causes and
treatments. SC.F. 1.4.1
2003-2004
1. Model hormone-receptor
site interaction.
2. Microscopic observation of
cross-sections of selected
endocrine glands
3. Gross observation of
pituitary and pineal glands
on sheep or bovine brain.
4. Research specific hypo or
hyper secretions of an
endocrine gland
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10. Circulatory System
A. Functions of system
B. Role in homeostatic
regulation
C. Heart anatomy
D. Innervation and
conduction of action
potential in the heart.
E. Autonomic control of
heart rate.
F. Arrhythmias and heart
dysfunction
G. Blood pressure
H. Blood vessels
1. Structure of vessels
2. Major arteries
3. Major veins
4. Capillary function
I. Circulation patterns and
major circuits
J. Fetal heart and
circulation
modifications
K. Blood composition and
physiological changes
that occus as it passes
through the system
L. Blood cells-formation,
size, and function
1. Erythrocytes-origin
in marrow,
function, and
structure
2. Leukocytesstructure,
differentiation , and
function
3. Platelets and clot
formation-intrinsic
and extrinsic.
M. Dysfunctions of blood
Curriculum Guide
1. Discuss major functions of the
circulatory system.
2. Identify the role of the circulatory
system in maintenance of body
temperature, blood pressure, pH,
etc.
3. Locate and identify all parts and
chambers of the heart.
4. Trace the initiation of, and
conductive pathways of heart beat.
5. Relate sympathetic and
parasympathetic nerve stimulation
to the functioning of the heart.
6. Discuss types of arrhythmia,
atherosclerosis, arteriosclerosis,
heart attack causes and possible
treatments.
7. Demonstrate knowledge of causes
of blood pressure and dysfunctions.
8. Compare the wall structure of the
arteries, veins and capillaries and
correlate structure with function of
each vessel.
9. Describe the pathways and
functions of coronary, portal, renal,
pulmonary and systemic
circulation pathways.
10. Identify differences between fetal
and adult circulation patterns and
possible resulting birth defects.
11. Describe the composition of the
blood.
12. Discuss hemopoiesis and hormonal
control of blood cell production.
13. Differentiate between
erythrocytes,leukocytes and
platelets on the basis of formation,
size, and function.
14. Describe and compare the intrinsic
and extrinsic clotting processes.
15. Discuss common dysfunctions
associated with the blood.
2003-2004
1. Pulse and heart rate lab
2. Dissection of beef heart or
sheep heart.
3. Lab practical on heart
4. Cat circulatory system
dissection identifying major
vessels and heart anatomy.
5. Cat circulatory system lab
practical
6. Blood pressure lab-use of
sphygmomenometer
7. Microscopic observation of
prepared blood slides for
leukocyte type
identification and
erythrocyte observation.
8. Research rare blood
disorders
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11. Disease and Immune
System
A. Lymphatic vessels
B. Lymphopoeisis
C. Lymphatic organs
D. Cellular defense
E. Interferon
F. Antigen-antibody
response
G. Forms of immunity
H. T cells
I. B cells
J. Classes of
immunoglobulins
K. Autoimmune
disorders and
immunodeficiencies
Curriculum Guide
1. Identify major lymphatic vessels
and pathways.
2. Discuss production of lymphocytes
and organs of production.
3. Differentiate among functions and
structure of nodes, thymus,and
spleen
4. Macrophages and phagocytic
process.
5. Identify types of interferon and
their functions in immunity.
6. Discuss the biochemistry of the
antigen-antibody response. SC.F.
1.4.1
7. Differentiate among passive,
acquired and active immunity.
8. Describe the types of T cells and
their individual functions in
immunity.
9. Describe the role of the B cells in
antibody production.
10. List and describe the 5 major types
of immunoglobulins and their
specific roles.
11. List types of common and rare
autoimmune disorders and
immunodeficiencies.
2003-2004
1. Microscopic observation of
lymphocytes.
2. Model production showing
antigen-antibody response.
3. Microscopic observation of
spleen cross section
4. AIDS transmission lab-kit
form
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12. Respiratory System
A. Organs and locations
B. Alveoli and gas
exchange
C. Breathing physiology
D. pH homeostasis
E. Volumes and
capacities of lungs
F. Voice production
G. Sinus locations and
functions
H. Respiration in the
fetus
I. Dysfunctions of
system
Curriculum Guide
1. Identify major anatomical
components of the respiratory
system.
2. Describe the structure and
functioning of the alveoli.
3. Discuss the process of gas
exchange between the alveoli and
the blood in the capillaries.
4. Relate the mechanics of breathing
including muscles involved with
inhalation and exhalation at rest
and under stress.
5. Describe the role of the lungs in
maintaining pH homeostasis.
6. Discuss structure and location of
the vocal cords and voice
production.
7. Locate the sinuses and identify
their functions.
8. Differentiate between fetal and
adult respiration.
9. Identify respiratory dysfunctions,
their causes and treatments.
2003-2004
1. Lung sounds using
stethoscopes
2. Wet spirometer to measure
lung volumes and
capacities.
3. Cat dissection of the
respiratory organs.
4. Build models of lungs using
2 liter bottles to
demonstrate inhalation and
exhalation.
5. Demonstration of CO2
content in lungs using
brom-thymol blue indicator.
6. Breathing rates at rest and
during exercise.
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13. Digestive System
A. Organs of the tract
and system
B. Layers of digestive
tract organs
C. Protein anabolism
D. Enzymes and their
chemical reactions
1. Enzyme activity
and factors
affecting activity
2. Specific enzymes
for each organ
E. Biochemistry of major
nutrients
1. Energy content
2. Molecular
structure and use
in body
F. Absorption of
nutrients
G. Hormonal regulation
of digestion
H. Digestion vs.
metabolism
I. Blood glucose
homeostasis
J. Dysfunctions
Curriculum Guide
1. Identify all organs and structures of
the tract and system and their
component tissues.
2. Describe the tissue layers that
compose the alimentary tract
organs and their functions.
3. Describe growth resulting from
protein anabolism. SC.F. 1.4.3,
SC.F. 1.4.5
4. Discuss enzyme-substrate
interaction mechanisms and the
factors which affect the activity.
SC.F. 1.4.5
5. List the enzymes produced by each
organ and their specific roles in
digestion.
6. Compare the molecular structures
and available energy contents of
the major organic macromolecules.
SC.G. 1.4.3
7. Describe the relation of the
membrane surfaces of the organs to
their absorption capabilities.
SC.F.1.4.1
8. Discuss the production of
hormones in the digestive system
and the functions of those
hormones.
9. Describe the processes of
glycogenesis, glycogenolysis, and
gluconeogenesis in maintenance of
blood glucose.
10. Compare the processes of digestion
and metabolism.
11. Identify digestive disorders, causes
and treatments.
2003-2004
1. Dissection of the cat
digestive system
2. Microscopic observation of
the stomach rugae and
intestinal villi of the cat
3. Microscopic inspection of
the duodenal layers from
prepared slides
4. Calorimetry of
carbohydrates, lipids and
proteins
5. Enzyme catalysis lab to
show enzyme activity rates
6. Electrophoresis of fish
protein
1. Demonstrate effective implementation of scientific habits of mind.
2. Apply knowledge of the nature of science, scientific methodology, and
historical context to solve problems, and employ safe and effective use
of laboratory technologies.
SC.H.1.4.1 know that investigations are conducted to explore new
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Curriculum Guide
2003-2004
phenomena, to check on previous results, to test how well a
theory predicts, and to compare different theories.
SC.H.1.4.2 know that from time to time, major shifts occur in the
scientific view of how the world works, but that more often
the changes that take place in the body of scientific
knowledge are small modifications of prior knowledge.
SC.H.1.4.3 understand that no matter how well one theory fits
observations, a new theory might fit them as well or better,
or might fit a wider range of observations, because in
science, the testing, revising, and occasional discarding of
theories, new and old, never ends and leads to an
increasingly better understanding of how things work in the
world, but not to absolute truth.
SC.H.1.4.4 know that scientists in any one research group tend to see
things alike and that therefore scientific teams are expected
to seek out the possible sources of bias in the design of
their investigations and in their data analysis.
SC.H.1.4.5 understand that new ideas in science are limited by the
context in which they are conceived, are often rejected by
the scientific establishment, sometimes spring from
unexpected findings, and usually grow slowly from many
contributors.
SC.H.1.4.6 understand that, in the short run, new ideas that do not
mesh well with mainstream ideas in science often
encounter vigorous criticism and that, in the long run,
theories are judged by how they fit with other theories, the
range of observations they explain, how well they explain
observations, and how effective they are in predicting new
findings.
SC.H.1.4.7 understand the importance of a sense of responsibility, a
commitment to peer review, truthful reporting of the
methods and outcomes of investigations, and making the
public aware of the findings.
SC.H.2.4.1 know that scientists assume that the universe is a vast
system in which basic rules exist that may range from very
simple to extremely complex, but that scientists operate on
the belief that the rules can be discovered by careful,
systemic study.
SC.H.2.4.2 know that scientists control conditions in order to obtain
evidence, but when that is not possible for practical or
ethical reasons, they try to observe a wide range of natural
occurrences to discern patterns.
3. Demonstrate use of correct anatomic terminology for body regions,
planes, and directions.
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Curriculum Guide
2003-2004
4. Demonstrate understanding of cell function and structure in healthy
and diseased tissue.
SC.F.1.4.3 know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 know that complex interactions among the different kinds
of molecules in the cell cause distinct cycles of activity
governed by proteins.
SC.G.1.4.3 know that the chemical elements that make up the molecules of living
things are combined and recombined in different ways.
5. Demonstrate understanding of the nature of homeostasis.
SC.F.1.4.1 know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.4 understand that biological systems obey the same laws of
conservation as physical systems.
6. Demonstrate knowledge of genetics, development, growth, and
maturation of the human body and its systems.
SC.F. 2.4.1 understand the mechanisms of asexual and sexual reproduction and
know the different genetic advantages and disadvantages of asexual and sexual
reproduction.
SC.F.2.4.2 know that every cell contains a “blueprint” coded in DNA
molecules that specify how proteins are assembled to regulate cells.
SC.F.2.4.3 understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species, and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 know of the great diversity and interdependence of living things
7. Demonstrate understanding of the composition, active chemical
compounds, structure, function, and dysfunction of the human body.
SC.F.1.4.2 know that body structures are uniquely designed and
adapted for their function.
SC.F.1.4.6 know that separate parts of the body communicate with
each other using electrical and/or chemical signals.
SC.F.1.4.7 know that organisms respond to internal and external
stimuli.
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Curriculum Guide
2003-2004
8. Demonstrate understanding of conditions that cause change in normal
body functions (e.g., injury, infection, mutation, metabolic disorder)
and the response of the body to those conditions (e.g., inflammatory
response, clotting, immune response).
SC.F.1.4.8 know that cell behavior can be affected by molecules from
other parts of the organism or even from other organisms.
9. Demonstrate knowledge of the connections of anatomy, physiology,
and medicine with technology, society, and the environment.
SC.H.3.4.1 know that performance testing is often conducted using
small-scale models, computer simulations, or analogous
systems to reduce the chance of system failure.
SC.H.3.4.2 know that technological problems often create a demand
for new scientific knowledge and that new technologies
make it possible for scientists to extend their research in a
way that advances science.
SC.H.3.4.3 know that scientists can bring information, insights, and
analytical skills to matters of public concern and help
people understand the possible causes and effects of events.
SC.H.3.4.4 know that funds for science research come from federal
government agencies, industry, and private foundations and
that this funding often influences the areas of discovery.
SC.H.3.4.5 know that the value of a technology may differ for different
people and at different times.
SC.H.3.4.6 know that scientific knowledge is used by those who
engage in design and technology to solve practical
problems, taking human values and limitations into
account.