1
OBJECTIVES LIST FOR ANATOMY AND PHYSIOLOGY A/B (6670, 6671)
(12/1/02)
Standard 1: INTRODUCTION TO ANATOMY AND PHYSIOLOGY
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Overview of Anatomy and Physiology
2
1.1.1
1.
The student will define anatomy and physiology and their subdivisions.
ESS
4
1.1.2
2.
The student will recognize the interrelationship between anatomy and
physiology
ESS
Goal 2: Understand terminology related to Anatomy and Physiology
6
1.2.1
3.
The student will master terms for body directions, regions and planes
ESS
8
1.2.2
4.
The student will identify major and minor body cavities
ESS
10
1.2.3
5.
ESS
12
1.2.4
6.
14
1.2.5
7.
The student will describe and identify membranes (i.e., mucous and serous) and
their functions
The student will identify structures of the plasma membrane and how they
relate to cellular transport
The student will define homeostasis and its importance
16
1.2.6
8.
The student will describe both negative and positive feedback mechanisms and
their role in maintaining homeostasis
ESS
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
ESS
2
Standard 2: TISSUES: STRUCTURE, FUNCTION AND LOCATION
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand characteristics of tissue groups
18
2.1.1
1.
20
2.1.2
2.
22
2.1.3
3.
The student will identify the different structural and functional characteristics of
the four primary tissue groups:

Epithelial

Connective

Muscle

Nerve
The student will name, describe and provide functions and locations of tissue
types within each group above
The student will discuss how tissue is repaired and factors influencing the rate
and efficiency of repair
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
EXP
EXT
3
Standard 3: THE INTEGUMENTARY SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the integumentary system
24
3.1.1
1.
The student will distinguish among the layers which make up the integumentary
system: dermis, epidermis, and subcutaneous
The student will describe the structure and function of various appendages of
the skin (i.e., hair, sudoriferous, and sebaceous)
The student will describe the four functions of skin
ESS
26
3.1.2
2.
28
3.1.3
3.
30
3.1.4
4.
EXP
5.
The student will associate the 4 sensory corpuscles with their functions:

Ruffinian (heat)

Krause (cold)

Pacinian (pressure)

Meissner’s (touch)
The student will know the A, B, C, D’s of skin cancer
32
3.1.5
34
3.1.6
6.
The student will distinguish among the three classifications of burns
EXP
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
ESS
ESS
4
Standard 4: SKELETAL SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the skeletal system
36
4.1.1
1.
38
4.1.2
2.
40
4.1.3
3.
42
4.1.4
4.
44
4.1.5
5.
The student will identify 5 basic functions of the skeletal system (i.e., support,
protection, locomotion, blood cell formation, and mineral reserve)
The student will describe the four classes of bones
ESS
The student will identify the following structures of the long bone and their
associated functions:

Diaphysis

Epiphysis

Epiphyseal plate

Periosteum

Enosteum

Marrow

Medullary cavity

Compact vs. cancellous bone
The student will describe the chemical composition of bone, summarize bone
remodeling, and differentiate between the function of each of the following cell
types: osteocytes, osteoblasts, and osteoclasts
The student will identify the major bones of the axial and appendicular skeleton,
and describe the function of various bone markings (i.e., projections and
depressions)
ESS
The student will identify and give examples of the following types of joints:

Ball and socket

Gliding

Hinge

Rotation

Fixed
The student will describe the structure of the synovial joint and how these
structures help in stabilization and the proper functioning of the joint
EXP
The student will describe various disorders of the skeletal system (i.e., fractures,
sprains, dislocations and diseases)
EXP
EXP
EXP
EXP
Goal 2: Joints
46
4.2.1
6.
48
4.2.2
7.
EXP
Goal 3: Disorders
50
4.3.1
8.
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
5
Standard 5: MUSCULAR SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand characteristics of tissue groups
52
5.1.1
1.
54
5.1.2
2.
56
5.1.3
3.
58
5.1.4
4.
60
5.1.5
5.
62
5.1.6
6.
64
5.1.7
7.
The student will name and describe the characteristics of the 3 types of muscle
tissues
The student will identify the gross anatomical structures of skeletal muscles
from an illustration, including the connective tissue coverings (i.e., epimysium,
perimysium, and endomysium)
The student will identify the microscopic structures of a muscle fiber and their
functions
The student will explain the major events that occur during muscle fiber
contraction (sliding filament mechanism).
The student will describe factors that contribute to the strength of muscle
contractions
The student will explain how energy is supplied to the muscle fiber contraction
mechanism, how oxygen debt develops, and how a muscle may become
fatigued
The student will identify various muscle groups on a dissected mammal and
compare and contrast their movement or function to a human
END TRIMESTER A
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
EXP
ESS
ESS
EXP
EXP
EXT
6
Standard 6: NERVOUS SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the nervous system
66
6.1.1
1.
68
6.1.2
2.
70
6.1.3
3.
72
6.1.4
4.
74
6.1.5
5.
76
6.1.6
6.
78
6.1.7
7.
80
6.1.8
8.
82
6.1.9
9.
84
6.1.10
10.
86
6.1.11
11.
88
6.1.12
12.
90
6.1.13
13.
The student will list and describe the divisions of the nervous system:

central nervous system (CNS)

Peripheral nervous system (PNS) (sensory somatic and autonomic)
The student will distinguish between the sympathetic and parasympathetic
divisions of the autonomic nervous system
The student will name the four types of neuroglial cells of the CNS and describe
the functions of each:

Astrocytes

Microglial

Ependymal

Oligodendrocytes
The student will name the two types of supporting cells in the PNS and describe
their functions:

Satellite cells

Schwann cells
The student will describe the structure of a neuron
ESS
The student will describe how a nerve impulse is generated and conducted
along a nerve cell and how it is transmitted to another nerve cell
The student will name the parts of the reflex arc and distinguished among
sensory, motor and association neurons
The student will name the four major parts of the brain and describe the
functions of each:

Cerebrum

Diencephalon

Brain stem

Cerebellum
The student will identify the protective membranes and fluid around the brain
and spinal cord:

Pia mater

Dura mater

Arachnoid mater
The student will distinguish between white matter and gray matter in both the
spinal cord and the brain
The student will describe the anatomy of the spinal cord including the major
spinal cord tracts
The student will list the 12 cranial nerves, identify as sensory or motor, and
provide the location of their origin or destination
The student will describe how the spinal nerves are named and provide some
examples of the more important nerves from each of the major regions of the
spine
ESS
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
EXP
EXP
ESS
EXP
ESS
EXP
ESS
EXP
EXT
EXT
7
Standard 7: SPECIAL SENSES
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand structure and function of the basic senses
92
7.1.1
1.
The student will name 5 kinds of receptors (taste, smell, sound, sight, touch)
ESS
94
7.1.2
2.
ESS
96
7.1.3
3.
The student will describe the location, structure and afferent pathways of the
taste, smell and sight receptors
The student will discuss specific diseases of the eye and ear that affect their
abilities (i.e., cataracts, tinnitus, Meniere’s syndrome, conductive and sensory
deafness)
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
EXT
8
Standard 8: ENDOCRINE SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the endocrine system
98
8.1.1
1.
The student will distinguish between endocrine and exocrine glands
ESS
100
8.1.2
2.
ESS
102
8.1.3
3.
104
8.1.4
4.
The student will provide the locations, secretions, targets and effects of the
major endocrine glands (i.e., pituitary, thyroid, thymus, pancreas, adrenal, and
reproductive glands)
The student will discuss how hormone secretions are regulated by feedback
mechanisms
The student will discuss various diseases of the endocrine system relative to
hyper/hypoendocrine secretions (i.e., Addison’s disease, acromegaly,
dwarfism/gigantism, goiter, and diabetes)
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
EXP
EXP
9
Standard 9: BLOOD AND CARDIOVASCULAR SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the composition and function of blood
106
9.1.1
1.
ESS
4.
The student will describe the general composition of blood and its major
functions
The student will define hematocrit and describe its use in diagnosing blood
disorders such as leucopenia and leukemia
The student will distinguish among the formed elements of blood (erythrocytes,
various leukocytes, and thrombocytes) and describe their functions
The student will list the major components of blood plasma
108
9.1.2
2.
110
9.1.3
3.
112
9.1.4
114
9.1.5
5.
The student will explain how red blood cell production is controlled
EXP
116
9.1.6
6.
EXP
118
9.1.7
7.
The student will define hemostasis and explain mechanisms that help to achieve
it
The student will explain the basis for blood typing
120
9.1.8
8.
The student will describe how blood reactions may occur between fetal and
maternal tissues (erythroblastosis fetalis)
EXP
EXP
ESS
EXP
EXP
Goal 2: Understand the structure and function of the cardiovascular system
122
9.2.1
9.
124
9.2.2
10.
126
9.2.3
11.
128
9.2.4
12.
130
9.2.5
13.
The student will name the organs of the cardiovascular system and discuss their
functions (heart, arteries, veins and capillaries)
The student will identify the major structural features of the heart (chambers,
valves, and major vessels)
The student will describe the specific pathway of blood circulation through the
heart and circulatory system
The student will describe the structure of arteries and veins and explain how the
differences contribute to the functions of each
The student will describe hypertension and explain how blood pressure is
measured
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
ESS
ESS
EXP
EXP
10
Standard 10: LYMPHATIC SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the lymphatic system
132
10.1.1
1.
134
10.1.2
2.
136
10.1.3
3.
The student will describe the general functions of the lymphatic system:

Maintains circulatory dynamics (plasma: blood solid ratios)

Lymphocyte proliferation and immune surveillance response
The student will describe the structure, function and location of lymphatic
vessels (capillaries, collecting vessels, trunks and ducts) and the lymphoid
organs (thymus, spleen, tonsils, Peyer’s patches, appendix and lymph nodes)
The student will discuss various diseases of the lymphatic system (i.e.,
elephantiasis, Hodgkin’s disease, mononucleosis, lymphoma and tonsillitis)
ESS
EXP
EXP
Goal 2: Understand the immune system
138
10.2.1
4.
The student will explain how B and T lymphocytes are formed and how they
function in the immune system
The student will distinguish between active and passive immunity
ESS
140
10.2.2
5.
142
10.2.3
6.
ESS
7.
The student will explain what an antigen is and what its role is in the immune
system
The student will describe the structure and function of antibodies
144
10.2.4
146
10.2.5
8.
The student will explain how immune responses affect organ transplants
EXP
148
10.2.6
9.
The student will describe various immunodeficiencies, hypersensitivities, and
autoimmune diseases
EXP
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
EXP
11
Standard 11: RESPIRATORY SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the respiratory system
150
11.1.1
1.
The student will list the general functions of the respiratory system
ESS
152
11.1.2
2.
ESS
154
11.1.3
3.
The student will describe the structure and function of each organ of the
respiratory system
The student will explain how inspiration and expiration are accomplished
156
11.1.4
4.
The student will name and define each of the respiratory air volumes
EXP
158
11.1.5
5.
The student will list major homeostatic imbalances of the respiratory system
EXT
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
EXP
12
Standard 12: DIGESTIVE SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the digestive system
160
12.1.1
1.
162
12.1.2
2.
164
12.1.3
3.
166
12.1.4
4.
The student will name and describe the location of the organs of the digestive
system (GI tract and accessory organs) and describe the general functions of
each
The student will list the enzymes secreted by the various digestive organs and
describe the function of each
The student will describe the role of peristalsis in mixing and moving materials
ESS
The student will describe the function of the local hormones produced by the
small intestine
EXP
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
EXP
13
Standard 13: EXCRETORY SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the excretory system
168
13.1.1
1.
ESS
2.
The student will name the organs of the excretory system and describe their
general functions
The student will describe the structure of the kidney
170
13.1.2
172
13.1.3
3.
The student will describe a nephron and explain the functions of its parts
ESS
174
13.1.4
4.
The student will discuss tubular secretion and reabsorption in urine formation
EXP
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
14
Standard 14: REPRODUCTIVE SYSTEM
Abacus #
Std/
Goal/
Obj #
Objective
Criticality
Goal 1: Understand the structure and function of the reproductive system
176
14.1.1
1.
178
14.1.2
2.
The student will name the parts of the m ale and female reproductive systems
and describe the general functions of each
The student will describe the major events of fetal development
ESS = Essential (Students should master these objectives; they will be tested on an End of Course Assessment.)
EXP = Expected (These objectives should be tested on in-class assessments, but are also important for future science learning.)
EXT = Extended (These objectives are suggestions for areas of extended work if there is time.)
©Idaho Falls School District # 91 2002
ESS
ESS