| (a) 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.
(b) Introduction.
(1) 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.
(2) The Health Science Career Cluster focuses on planning,
managing, and providing therapeutic services, diagnostic services,
health informatics, support services, and biotechnology research and
development.
(3) 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.
(4) 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.
(5) 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.
(6) 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).
(7) 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.
(8) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(9) 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.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) demonstrate verbal and non-verbal communication
in a clear, concise, and effective manner; and
(B) 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:
(A) demonstrate safe practices during laboratory and
field investigations; and
(B) 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:
(A) know the definition of science and understand that
it has limitations, as specified in subsection (b)(4) of this section;
(B) 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;
(C) 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;
(D) distinguish between scientific hypotheses and scientific
theories;
(E) plan and implement descriptive, comparative, and
experimental investigations, including asking questions, formulating
testable hypotheses, and selecting equipment and technology;
(F) 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;
(G) analyze, evaluate, make inferences, and predict
trends from data; and
(H) 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:
(A) 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;
(B) 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;
(C) draw inferences based on data related to promotional
materials for products and services;
(D) evaluate the impact of scientific research on society
and the environment;
(E) evaluate models according to their limitations
in representing biological objects or events; and
(F) research and describe the history of science and
contributions of scientists.
(5) The student evaluates the energy needs of the human
body and the processes through which these needs are fulfilled. The
student is expected to:
(A) analyze the chemical reactions that provide energy
for the body;
(B) evaluate the modes, including the structure and
function of the digestive system, by which energy is processed and
stored within the body;
(C) analyze the effects of energy deficiencies in malabsorption
disorders as they relate to body systems such as Crohn's disease and
cystic fibrosis; and
(D) analyze the effects of energy excess in disorders
as they relate to body systems such as cardiovascular, endocrine,
muscular, skeletal, and pulmonary.
(6) The student differentiates the responses of the
human body to internal and external forces. The student is expected
to:
(A) explain the coordination of muscles, bones, and
joints that allows movement of the body;
(B) investigate and report the uses of various diagnostic
and therapeutic technologies;
(C) interpret normal and abnormal contractility conditions
such as in edema, glaucoma, aneurysms, and hemorrhage;
(D) analyze and describe the effects of pressure, movement,
torque, tension, and elasticity on the human body; and
(E) perform an investigation to determine causes and
effects of force variance and communicate findings.
(7) The student examines the body processes that maintain
homeostasis. The student is expected to:
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