Goal 12: Human Anatomy and Physiology
The students will demonstrate the ability to use scientific skills and processes (Core
Learning Goal 1) to identify and describe the relationship between structure and function
at all levels within the human body.
Fundamentals of Anatomy and Physiology (12.1)
Expectation 1: Students will demonstrate a fundamental knowledge of human anatomy
and physiology.
Indicators of Learning (12.1.1, 12.1.2, 12.1.3, 12.1.4)
(1) Students will demonstrate knowledge of the concepts of biochemistry and
cellular biology that are pertinent to an understanding of human anatomy
and physiology.
Assessment Limits
 chemical elements of the body
 organic and inorganic chemistry (chemical bonds, chemical reactions,
water, electrolytes, buffers, organic compounds, enzyme function)
 cell structure and processes (organelles, cell membrane architecture,
diffusion, osmosis, active transport mechanisms, protein synthesis)
 cell growth, replication, and reproduction (cell cycle, DNA, mitosis,
cancer)
(2) Students will use scientific terminology of anatomy and physiology to
understand the orientation and organization of the human body.
Assessment Limits
 organizational levels (atoms, cells, tissues, organs, organ systems,
organisms)
 overview of basic anatomy and physiology of each organ system
 directional and regional terms (anatomical position, medial/lateral,
anterior/posterior vs. superior/inferior, proximal/distal, dorsal/ventral,
surface anatomy, and anatomical terms)
 body cavities (abdominal regions, ventral and dorsal cavities, visceral
and parietal membranes)
 body planes (coronal, sagittal, transverse)
(3) Students will analyze homeostasis and explain its importance in health and
disease.
Assessment Limits
 interdependence of organ systems (functional relationships between
organ systems-nervous/endocrine, respiratory/cardiovascular,
muscular/skeletal)
 homeostatic control mechanisms (positive and negative feedback, and
homeostatic imbalance)
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roles of nervous and endocrine systems (maintaining homeostatic
balance)
(4) Students will compare types of tissues found in the human body.
Assessment Limits
 epithelial tissue (characteristics of epithelium, simple vs. stratified,
different shapes of epithelial tissue, glandular epithelium)
 connective tissue (characteristics of connective tissue, loose connective,
dense connective, bone, cartilage, blood)
 muscle tissue (anatomical and physiological characteristics of skeletal,
smooth, and cardiac muscle)
 nervous tissue
Regulation and Development (12.2)
Expectation 2: Students will investigate the relationship between the nervous and
endocrine systems to explain how these systems maintain homeostasis
through coordination and control of other human systems. Students will
examine the strong influence of these regulatory systems on human
reproduction and development.
Indicators of Learning (12.2.1, 12.2.2, 12.2.3, 12.2.4)
(1) Students will investigate the endocrine system and describe the influence of
hormones in the maintenance of homeostasis.
Assessment Limits
 hormone regulation (protein and steroid hormones, control of hormone
release)
 endocrine glands (location, structure and function of the pituitary,
thyroid, parathyroid, adrenal, pineal glands, hypothalamus, thymus,
gonads, pancreas)
 feedback regulation
 growth, development, and aging
 endocrine disorders (thyroid disease, diabetes, dwarfism, Addison’s
disease)
(2) Students will compare central, peripheral, and autonomic nervous systems to
explain how these systems receive, interpret, coordinate, and respond to
various external and internal stimuli.
Assessment Limits
 neuron and neuroglial structure
 generation and transmission of nerve impulses (Na-K pump, reflexes)
 roles of natural and synthetic neurotransmitters
 central nervous system (brain regions, hemispheres, lobes, diencephalon,
brain stem, cerebellum, spinal cord, gray matte,r and white matter)
 protection of the CNS (meninges, cerebrospinal fluid)
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peripheral nervous system (cranial nerves, spinal nerves)
autonomic nervous system (autonomic vs. somatic nervous systems,
sympathetic vs. parasympathetic nervous systems)
sense organs (vision, hearing and equilibrium, smell, taste and tactile
receptors, diminished capabilities of the sense organs)
disorders of the nervous system (Alzheimer’s disease, Bipolar Disorder,
Paralysis, stroke, Cerebral Palsy, Coma, Multiple Sclerosis, Epilepsy,
tumors, Parkinson’s disease, hydrocephalus)
Drug Addiction (narcotics, alcohol, effects on the nervous system)
(3) Students will compare anatomical structures of male and female
reproductive systems and explain how hormones regulate the formation and
development of gametes.
Assessment Limits
 male and female reproductive organs
 production of sperm and ova (roles of FSH, LH, testosterone,
progesterone and estrogen, spermatogenesis, oogenesis)
 ovarian and menstrual cycles
(4) Students will compare the stages of human embryonic development and
identify the formation of tissues, organs, and systems.
Assessment Limits
 fertilization, implantation, embryo development, and fetal growth
 pregnancy (maternal changes)
 stages of labor and delivery (dilation, expulsion, and placental stages)
 role of feedback regulation in labor and lactation
 artificial conception (intrauterine insemination, invitro fertilization)
 birth defects (chromosomal abnormalities, genetic disorders, structural
defects)
Support, Protection and Movement (12.3)
Expectation 3: Students will investigate the relationship between the skeletal and
muscular systems in order to evaluate their roles in protection of vital
organs, support, and movement in the human body.
Indicators of Learning (12.3.1, 12.3.2)
(1) Students will examine the skeletal system in order to understand how it
protects, supports and aids in movement of the human body.
Assessment Limits
 bone anatomy (classification, gross and microscopic anatomy)
 bone formation and growth
 hematopoeisis
 bones of the axial and appendicular skeletons
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anatomy and physiology of accessory structures (joint types, tendons,
cartilage, bursae, ligaments)
disorders, diseases and prevention (osteoporosis, scoliosis, inflammatory
disorders of joints)
fractures (types and repair)
(2) Students will study the anatomy and physiology of the muscular system to
evaluate how muscles aid in movement.
Assessment Limits
 overview of muscle tissues (cardiac, smooth, skeletal)
 microscopic anatomy of skeletal muscle
 physiology of skeletal muscle (stimulation, contraction, muscle
response)
 energy for muscle contraction (aerobic and anaerobic respiration, muscle
fatigue, oxygen debt)
 exercise (isotonic and isometric contractions, effects on muscles, types
of body movements, types of muscles)
 gross anatomy of skeletal muscles (muscle identification, muscles of the
head, trunk, and limbs)
 disorders and diseases (atrophy, hypertrophy, muscular dystrophy)
Circulation (12.4)
Expectation 4: Students will investigate the interdependence of the cardiovascular and
respiratory systems in transporting nutrients and allowing for gas
exchange in the human body.
Indicators of Learning (12.4.1, 12.4.2)
(1) Students will study the anatomy of the heart and composition of blood, to
explain heart physiology and its role in circulating blood to and from tissues
of the body.
Assessment Limits
 composition and functions of blood (plasma, erythrocytes, leukocytes,
platelets, blood viscosity)
 blood typing (human blood groups, genetics, antigens)
 microscopic and gross anatomy of the heart (histology, pericardium,
chambers, valves, path of blood through the heart)
 microscopic and gross anatomy of blood vessels (arteries, veins,
capillaries)
 circulation physiology (pulse, blood pressure, and capillary exchange)
 physiology of the heart (conduction system, cardiac cycle, cardiac
output, heart sounds)
 diseases and disorders (anemia, undesirable blood clotting, bleeding
disorders, CVA, arteriosclerosis, hypertension)
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cardiac procedures (bypass, stint implantation, cardiac catheterization,
transplants)
(2) Students will study the anatomy of organs of the respiratory system to
explain how they are responsible for gas exchange in the blood.
Assessment Limits
 organs of the respiratory system (nose, pharynx, larynx, trachea, lungs,
bronchi)
 mechanisms of breathing (inspiration and expiration, O2 and CO2
transport )
 respiratory volumes and sounds (lung capacity, pitch and intensity of
sound)
 control of respiration (factors influencing respiration, rate and depth)
 diseases and disorders (pulmonary edema, pulmonary disease, lung
cancer, emphysema)
Protection and Immunity (12.5)
Expectation 5: Students will describe the role of the integumentary and lymphatic
systems in protecting the human body.
Indicators of Learning (12.5.1, 12.5.2)
(1) Students will explain how the immune and lymphatic systems help to
regulate specific and non-specific immunity.
Assessment Limits
 comparison of lymph and interstitial fluids
 lymphatic tissues (vessels, nodes, tonsils, spleen)
 specific body defenses (antigen-antibody interactions, cell-mediated
immune response, roles of T cells and B cells)
 non-specific body defenses (phagocytes, inflammatory response,
antimicrobial chemicals, fever)
 immune-related disorders (allergies, Acquired Immunodeficiency
Syndrome, lymphadema)
(2) Students will identify the structures within the integumentary system that
help to regulate homeostasis throughout the entire body.
Assessment Limits
 skin structure and function (roles of epidermis, dermis, hypodermis)
 skin pigmentation (melanin, carotene, oxygen in hemoglobin, tanning,
cyanosis)
 accessory structures (locations, structures, and functions of cutaneous
glands, hair, and nails)
 receptors found in the skin (thermoreceptors, pain, touch, and deep
pressure receptors)
 skin repair
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homeostatic imbalances of the skin (infections, allergies, burns, cancers)
Metabolism 12.6
Expectation 6: Students will investigate the metabolic processes of the digestive and
excretory systems in absorbing nutrients and excreting wastes.
Indicators of Learning (12.6.1, 12.6.2)
(1) Students will study the anatomy of the digestive system, trace the path of
ingested foods, and examine how nutrients are absorbed into the blood
stream.
Assessment Limits
 digestive system structures (mouth, pharynx, esophagus, stomach, small
intestine, large intestine, teeth, salivary glands, pancreas, liver, gall
bladder)
 physiology of digestive organs (chemical and mechanical digestion,
roles of peristalsis, roles of digestive enzymes-amylase, pepsin, lipase,
bile, and pancreatic secretions)
 movement of food through the digestive tract
 nutrient absorption and metabolism (vitamins, minerals, proteins, lipids,
carbohydrates)
 body energy balance (metabolic rate, food intake regulation)
 diseases and disorders (stomach ulcers, acid reflux, eating disorders,
hepatitis, gall stones)
(2) Students will examine the role of the excretory system in eliminating
metabolic wastes.
Assessment Limits
 excretory/urinary structures (anatomy and physiology of kidney, ureters,
urinary bladder, urethra, liver, colon, anus)
 physiology of excretory organs (role of liver in producing bile, colon in
propulsion, and anus in defecation, filtration in kidneys, role of kidneys
in hematopoeisis regulation and activation of vitamin D, roles of ureters,
urethra and bladder)
 urine (composition, constituents, formation of urine, urinalysis)
 diseases and disorders (renal failure, dialysis, kidney stones, diabetes
insipidus)
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