Anatomy & Physiology

Scope and Sequence

Students will be able/are expected to:

Science Process Standards:

  1. The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
    1. Demonstrate verbal and non-verbal communication in a clear, concise, and effective manner; and
    2. Exhibit the ability to cooperate, contribute, and collaborate as a member of a team.
  2. 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:
    1. Demonstrate safe practices during laboratory and field investigations; and
    2. Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials.
  3. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:
    1. Know the definition of science and understand that it has limitations, as specified in subsection (b)(4) of this section;
    2. 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;
    3. 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;
    4. Distinguish between scientific hypotheses and scientific theories;
    5. Plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;
    6. 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, micropipettes, 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;
    7. Analyze, evaluate, make inferences, and predict trends from data; and
    8. 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.
  4. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:
    1. 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;
    2. 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;
    3. Draw inferences based on data related to promotional materials for products and services;
    4. Evaluate the impact of scientific research on society and the environment;
    5. Evaluate models according to their limitations in representing biological objects or events; and
    6. Research and describe the history of science and contributions of scientists.

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP1A, AP1B, AP3A, AP3B, AP3C, AP3D, AP3F, AP3G, AP3H

Science Skill Standards:

  1. The student examines the body processes that maintain homeostasis. The student is expected to:
    1. 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
    2. Determine the consequences of the failure to maintain homeostasis.
  2. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP1A, AP1B, AP2A, AP3E, AP3F, AP3G, AP3H

Science Skill Standards:

  1. The student evaluates the energy needs of the human body and the processes through which these needs are fulfilled. The student is expected to:
    1. Analyze the chemical reactions that provide energy for the body;
  2. The student examines the body processes that maintain homeostasis. The student is expected to:
    1. 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;
  3. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP3E, AP3F, AP3G, AP3H, AP4B, AP4C, AP4D, AP4E, AP4F

Science Skill Standards:

  1. The student investigates environmental factors that affect the human body. The student is expected to:
    1. Identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and
    2. Explore measures to minimize harmful environmental factors on body systems.
  2. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Examine characteristics of the aging process on body systems.

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP3F, AP4B

Science Skill Standards:

  1. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP4A, AP4B

Science Skill Standards:

  1. The student differentiates the responses of the human body to internal and external forces. The student is expected to:
    1. Explain the coordination of muscles, bones, and joints that allows movement of the body;
    2. Analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body;
  2. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP3E, AP3G, AP3H, AP4B

Science Skill Standards:

  1. The student differentiates the responses of the human body to internal and external forces. The student is expected to:
    1. Explain the coordination of muscles, bones, and joints that allows movement of the body;
    2. Analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body; and
    3. Perform an investigation to determine causes and effects of force variance and communicate findings
  2. The student examines the electrical conduction processes and interactions. The student is expected to:
    1. Illustrate conduction systems such as nerve transmission or muscle stimulation;
    2. Investigate the therapeutic uses and effects of external sources of electricity on the body system; and
    3. Evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion.
  3. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP3G, AP3H, AP4A, AP4B

Science Skill Standards:

  1. The student examines the electrical conduction processes and interactions. The student is expected to:
    1. Illustrate conduction systems such as nerve transmission or muscle stimulation;
  2. The student investigates environmental factors that affect the human body. The student is expected to:
    1. Identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and
    2. Explore measures to minimize harmful environmental factors on body systems.
  3. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Examine characteristics of the aging process on body systems.

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP4A, AP4B, AP4D

Science Skill Standards:

  1. The student examines the electrical conduction processes and interactions. The student is expected to:
    1. Investigate the therapeutic uses and effects of external sources of electricity on the body system; and
    2. Evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion.
  2. The student explores the body's transport systems. The student is expected to:
    1. Determine the factors that alter the normal functions of transport systems;
  3. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP3E

Science Skill Standards:

  1. The student differentiates the responses of the human body to internal and external forces. The student is expected to:
    1. Interpret normal and abnormal contractility conditions such as in edema, glaucoma, aneurysms, and hemorrhage;
  2. The student examines the body processes that maintain homeostasis. The student is expected to:
    1. 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
    2. Determine the consequences of the failure to maintain homeostasis.
  3. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP4A, AP4B, AP4D

Science Skill Standards:

  1. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP1A, AP1B, AP2A, AP2B, AP3F, AP3G, AP3H, AP4B, AP4F

Science Skill Standards:

  1. The student examines the body processes that maintain homeostasis. The student is expected to:
    1. Determine the consequences of the failure to maintain homeostasis.
  2. The student explores the body's transport systems. The student is expected to:
    1. Analyze the physical, chemical, and biological properties of transport systems, including circulatory, respiratory, and excretory;
    2. Determine the factors that alter the normal functions of transport systems; and
    3. Contrast the interactions among the transport systems.
  3. The student investigates environmental factors that affect the human body. The student is expected to:
    1. Identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and
    2. Explore measures to minimize harmful environmental factors on body systems.
  4. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP3F, AP3G, AP3H, AP4B, AP4F

Science Skill Standards:

  1. The student differentiates the responses of the human body to internal and external forces. The student is expected to:
    1. Interpret normal and abnormal contractility conditions such as in edema, glaucoma, aneurysms, and hemorrhage;
    2. Analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body;
  2. The student examines the body processes that maintain homeostasis. The student is expected to:
    1. Determine the consequences of the failure to maintain homeostasis.
  3. The student examines the electrical conduction processes and interactions. The student is expected to:
    1. Illustrate conduction systems such as nerve transmission or muscle stimulation;
    2. Investigate the therapeutic uses and effects of external sources of electricity on the body system; and
    3. Evaluate the application of advanced technologies such as electroencephalogram, electrocardiogram, bionics, transcutaneous electrical nerve stimulation, and cardioversion.
  4. The student explores the body's transport systems. The student is expected to:
    1. Analyze the physical, chemical, and biological properties of transport systems, including circulatory, respiratory, and excretory;
    2. Determine the factors that alter the normal functions of transport systems;
  5. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Examine characteristics of the aging process on body systems.

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP1A, AP1B, AP3E, AP3F, AP3G, AP3H, AP4B, AP4D

Science Skill Standards:

  1. The student evaluates the energy needs of the human body and the processes through which these needs are fulfilled. The student is expected to:
    1. Evaluate the modes, including the structure and function of the digestive system, by which energy is processed and stored within the body;
    2. Analyze the effects of energy deficiencies in malabsorption disorders as they relate to body systems such as Crohn's disease and cystic fibrosis; and
    3. Analyze the effects of energy excess in disorders as they relate to body systems such as cardiovascular, endocrine, muscular, skeletal, and pulmonary.
  2. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP2A, AP2B, AP3E, AP3F, AP3G, AP3H, AP4A, AP4E, AP4F

Science Skill Standards:

  1. The student differentiates the responses of the human body to internal and external forces. The student is expected to:
    1. Analyze and describe the effects of pressure, movement, torque, tension, and elasticity on the human body;
  2. The student examines the body processes that maintain homeostasis. The student is expected to:
    1. 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;
  3. The student explores the body's transport systems. The student is expected to:
    1. Analyze the physical, chemical, and biological properties of transport systems, including circulatory, respiratory, and excretory;
    2. Determine the factors that alter the normal functions of transport systems; and
    3. Contrast the interactions among the transport systems.
  4. The student investigates environmental factors that affect the human body. The student is expected to:
    1. Identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and
    2. Explore measures to minimize harmful environmental factors on body systems.
  5. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP1A, AP1B, AP3F, AP3G, AP3H, AP4A, AP4B, AP4C

Science Skill Standards:

  1. The student examines the body processes that maintain homeostasis. The student is expected to:
    1. 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;
  2. The student explores the body's transport systems. The student is expected to:
    1. Analyze the physical, chemical, and biological properties of transport systems, including circulatory, respiratory, and excretory;
    2. Determine the factors that alter the normal functions of transport systems; and
    3. Contrast the interactions among the transport systems.
  3. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Examine characteristics of the aging process on body systems.

Suggested Activities

Students will be able/are expected to:

Science Process Standards: AP1A, AP1B, AP3H, AP4B, AP4D, AP4F

Science Skill Standards:

  1. The student investigates environmental factors that affect the human body. The student is expected to:
    1. Identify the effects of environmental factors such as climate, pollution, radioactivity, chemicals, electromagnetic fields, pathogens, carcinogens, and drugs on body systems; and
    2. Explore measures to minimize harmful environmental factors on body systems.
  2. The student investigates the structure and function of the human body. The student is expected to:
    1. 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;
    2. Evaluate the cause and effect of disease, trauma, and congenital defects on the structure and function of cells, tissues, organs, and systems;
  3. The student describes the process of reproduction and growth and development. The student is expected to:
    1. Explain embryological development of cells, tissues, organs, and systems;
    2. Identify the functions of the male and female reproductive systems; and
    3. Summarize the human growth and development cycle.

Suggested Activities

Students will be able/are expected to:

Practical application of previous standards via dissection

Suggested Activities

Anatomy and Physiology

QuantityItemOrder Code
3LabQuest2LABQ2
1Human Physiology ExperimentHSB-HP-E
1Human Physiology with VernierHP-A-E
6Wireless EKG SensorGDX-EKG
3Go Direct O2 SensorGDX-O2
3Go Direct CO2GDX-CO2
6Go Direct Hand DynamometerGDX-HD
6GDX Respiration BeltGDX-RB
6GDX-Force AccelerationGDX-FOR
6Reflex HammerRFX-ACC
6GDX Surface TempGDX-ST
6GDX Sound SensorGDX-SND
6GDX-pH SensorGDX-PH
1GDX-Radiantion SensorGDX-RAD
6GDX-Temp ProbeGDX-TMP
6GDX-ConductivityGDX-CON
2GDX Charge StationGDX-CRG
3Go Wireless Heart RateGW-HR
3Go Wireless Exercise HRGW-HER
3SpirometerSPR-BTA
1Galvanic Skin ResponseQS222
6GoniometerGNM-BTA
3Force PlateFP-BTA
1Logger Pro Software Manual and CDLP