Human Anatomy & Physiology: Don Gamble This curriculum aligns with the post-secondary standards set forth by: The Human Anatomy & Physiology Society (HAPS). Enduring Understandings Fundamental Content & Process Goals: These goals form the unifying foundation for all topics in anatomy and physiology and are to be emphasized throughout this course. They are directly linked to the learning outcomes written by the Human Anatomy and Physiology Society (HAPS) Curriculum & Instruction Committee. 1. Develop a vocabulary of appropriate terminology to effectively communicate information related to anatomy and physiology. 2. Recognize the anatomical structures and explain the physiological functions of body systems. 3. Recognize and explain the principle of homeostasis and the use of feedback loops to control physiological systems in the human body. 4. Use anatomical knowledge to predict physiological consequences, and use knowledge of function to predict the features of anatomical structures. 5. Recognize and explain the interrelationships within and between anatomical and physiological systems of the human body. 6. Synthesize ideas to make a connection between knowledge of anatomy and physiology and real-world situations, including healthy lifestyle decisions and homeostatic imbalances. 7. Demonstrate laboratory procedures used to examine anatomical structures and evaluate physiological functions of each organ system. 8. Interpret graphs of anatomical and physiological data. Broader Process Goals The skills included in these goals should be developed while students are taking Anatomy and Physiology, but will also be reinforced in other curricular coursework. It is recommended that assignments and projects be used that develop these skills within the context of the fundamental content and process goals (1-8, above). 9. Demonstrate information literacy skills to access, evaluate, and use resources to stay current in the fields of anatomy and physiology. 10. Approach and examine issues related to anatomy and physiology from an evidence-based perspective. 11. Communicate clearly and in a way that reflects knowledge and understanding of the human body and demonstrates the ability to adapt information to different audiences and applications. Essential Questions 1. What are the proper methods of analysis with regards to the relationship between structure and function within each body system? 2. How does each system of the body play a role in homeostatic regulation? 3. What anatomical/physiological vocabulary is required as a basis for lifelong study of human anatomy, physiology, and medicine? 4. How do humans develop and age and what technologies are exponentially changing these processes with each passing year full of discoveries and breakthroughs? 5. How can I utilize experimental design and scientific thinking to learn about human anatomy and physiology?

Table of Contents: Unit 1: pp. 2-3 Unit 2: p. 4 Unit 3: pp. 5-6 Unit 4: pp. 7-8

 

Unit 5: pp. 9-10 Unit 6: pp. 11-12 Unit 7: p. 13

APPENDIX A (Unit 1): APPENDIX B (Unit 2): APPENDIX C (Unit 3): APPENDIX D (Unit 4):

pp. 14-24 p. 25-27 pp. 28-31 pp. 32-41

APPENDIX E (Unit 1): pp. 42-49 APPENDIX F (Unit 1): pp. 50-65 APPENDIX G (Unit 1): pp. 66-68

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Unit 1: Evolution and the Human Body Enduring Understandings “Students will understand that…”

Students who have completed this section of the course should understand the scope of studies in anatomy and physiology and be able to: Use and understand descriptive anatomical and directional terminology. Students will also acquire knowledge in the following areas: evolution, genetics, biochemistry, cells, stem cells, and histology.

Intro to A&P topics for enduring understanding: · Anatomical position · Body planes & sections · Body cavities & regions · Directional terms · Anatomical terminology · Medical terminology · Levels of organization · Survey of body systems

Genetics topics for enduring understanding: · Chromosomes, Genes, & DNA · Mitosis & Meiosis · Genetic Variability · Gene Inheritance & Expression · Genetic Testing · Genetic Disorders · Protein Synthesis · Allele Expression

Evolution topics for enduring understanding: · · · · ·

Biological Evolution Evidence for Evolution Selective Pressures Adaptations Natural Selection

Histology topics for enduring understanding: · Overview of histology & tissues · Membranes · Glands (exocrine & endocrine) · Tissue injury & repair

· · · · · ·

Artificial Selection Extinction Population Frequency Change Heritable Variation Evolutionary Fitness Co-Evolution

Stem Cells topics for enduring understanding: · Differentiation · IPS Cells · Somatic Stem Cells · Therapeutic Cloning · hES Cells

Biochemistry & cell biology topics for enduring understanding: · Atoms & molecules · Mechanisms for movement of · Chemical bonding materials across cell membranes · Inorganic vs. Organic · Organelles · Energy transfer using ATP · Protein synthesis · Intracellular organization of · Cellular respiration (introduction) nucleus & cytoplasm · Somatic cell division · Membrane structure & function · Reproductive cell division · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders

 

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Unit 1: Evolution and the Human Body

Essential Questions “Students will explore…”

Knowledge Expectations “Students will know…” Skills & Assessments: Expectations “Students will be able to…”

Introduction to A&P: 1. “Why is it important to know medical prefixes, suffixes, and root words?" 2. “How is the human body organized and classified?" 3. “How has hominid evolution shaped modern human anatomy & physiology?” 4. “How do all of the body systems work together?” Evolution: 1. “Why is important to understand biological evolution by natural selection?” 2. “How does natural selection help us to explain resistance?” (antibiotics) 3. “How can natural selection produce complex useful structures?” 4. “Can humans beat natural selection?” 5. “Are all mutations bad?” Genetics: 1. “What are sources of genetic variation?” 2. “Are all mutations bad?” this question is also in the Evolution Unit 3. “How are my genes expressed in my traits and behaviors?” 4. “What’s the difference between acquired and inherited traits?” Cells: 1. “Why are carbohydrates, proteins, lipids, and nucleic acids and water important to living things?" 2. “Where do we get the energy to power our bodies?" 3. “How do we get the proteins we need to function?” 4. “What role do enzymes play in living things?” Stem cells: 1. “What is a stem cell 'niche' and where do they exist?” 2. "How can an organism be cloned?" 3. “How do stem cells become the various types of cells in the body?" 4. “How are stem cells used in medical research, treatment and therapy?” 5. “What are some of the ethical implications in stem cell research and therapy?” Histology: 1. “Why are each of the four primary tissues important in the human body?" 2. “What types of tissue would be most valuable to a CSI investigator?" 3. “How do the tissues of the body repair themselves?” 4. “How much of your body is comprised of the four tissue types?”

A detailed list of expected student learning outcomes for Unit 1 is available in Appendix A

Students will be assessed for acquisition of knowledge, skills, and understanding in the following manner as a portion of a weekly inquiry cycle: • • •

 

Inquiry-based project on during the first class meeting incorporating concepts vital to the subject matter. Web-based screencast lectures and accessory readings in conjunction with formative assessment (via Google Forms) of the screencasts due on the eve of the second class meeting. Summative assessment of concepts learned through the aforementioned components of the inquiry cycle using standards-based quizzes during the third class meeting coupled with submission of completed projects graded with rubrics designed in collaboration with the students.

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Unit 2: Protection & Thermoregulation Enduring Understandings “Students will understand that…”

Essential Questions “Students will explore…”

Knowledge Expectations “Students will know…” Skills & Assessments: Expectations “Students will be able to…”

Homeostasis topics for enduring understanding: · General types of homeostatic mechanisms · Examples of homeostatic mechanisms · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, incl. disease states & disorders Integumentary system topics for enduring understanding: · General functions of the skin & the subcutaneous layer · Gross & microscopic anatomy of the skin · Roles of specific tissue layers of skin & the subcutaneous layer · Anatomy & functional roles of accessory structures Homeostasis: 1. “Why is it important to know medical prefixes, suffixes, and root words?" 2. “How is the human body organized and classified?" 3. “How has hominid evolution shaped modern human anatomy & physiology?” 4. “How do all of the body systems work together?” Integumentary system: 1. “Why is the structure and function of my skin?” 2. “How is skin color determined?” 3. “How does my skin help regulate body temperature?” 4. “How do wounds heal?” 5. “What are the accessory organs associated with my skin?” 6. “What are some common skin disorders?”

A detailed list of expected student learning outcomes for Unit 2 is available in Appendix B

Students will be assessed for acquisition of knowledge, skills, and understanding in the following manner as a portion of a weekly inquiry cycle: • • •

 

Inquiry-based project on during the first class meeting incorporating concepts vital to the subject matter. Web-based screencast lectures and accessory readings in conjunction with formative assessment (via Google Forms) of the screencasts due on the eve of the second class meeting. Summative assessment of concepts learned through the aforementioned components of the inquiry cycle using standards-based quizzes during the third class meeting coupled with submission of completed projects graded with rubrics designed in collaboration with the students.

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Unit 3: Support and Movement Enduring Understandings “Students will understand that…”

Skeletal System: Students who have completed this section of the course should be able to: identify and describe the major gross and microscopic anatomical components of the skeletal system and explain their functional roles in osteogenesis, repair, and body movement. Topics for understanding: · General functions of bone & the skeletal system · Structural components – microscopic anatomy · Structural components – gross anatomy · Physiology of embryonic bone formation (ossification, osteogenesis) · Physiology of bone growth, repair & remodeling · Organization of the skeletal system · Gross anatomy of bones · Classification, structure & function of joints (articulations) · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders Muscular System: Students who have completed this section of the course should be able to: identify and describe the major gross and microscopic anatomical components of the muscular system and explain their functional roles in body movement, maintenance of posture, and heat production.

Essential Questions “Students will explore…”

 

Topics for understanding: · General functions of muscle tissue · I.D., general location, & comparative characteristics of skeletal, smooth, & cardiac muscle tissue · Detailed gross & microscopic anatomy of skeletal muscle · Physiology of skeletal muscle contraction · Skeletal muscle metabolism · Principles & types of whole muscle contraction · Nomenclature of skeletal muscles · Location & function of skeletal muscles · Group actions of skeletal muscles · Lever systems · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders Skeletal System: 1. “What is the general structure and function of bone tissue?” 2. “What is the difference between the axial and appendicular skeletons?” 3. “Locate and identify the bones and major features of the bones throughout the body.” 4. “List and name several different types of joints in the body.” 5. “Explain how skeletal muscles produce movements at joints and identify several types of such movements.” Muscular System: 1. “What the major parts of a skeletal muscle fiber, and what is the function of each?” 2. “What are the major events of skeletal, smooth, and cardiac muscle fiber contractions?” 3. “What is the difference between a twitch and a sustained contraction?” 4. “How do the locations and interactions of skeletal muscles make possible certain movements?” 5. “What are the locations & actions of the major skeletal muscles of each body area?”

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Unit 3: Support and Movement Knowledge Expectations “Students will know…” Skills & Assessments: Expectations “Students will be able to…”

A detailed list of expected student learning outcomes for Unit 3 is available in Appendix C

Students will be assessed for acquisition of knowledge, skills, and understanding in the following manner as a portion of a weekly inquiry cycle: • • •

 

Inquiry-based project on during the first class meeting incorporating concepts vital to the subject matter. Web-based screencast lectures and accessory readings in conjunction with formative assessment (via Google Forms) of the screencasts due on the eve of the second class meeting. Summative assessment of concepts learned through the aforementioned components of the inquiry cycle using standards-based quizzes during the third class meeting coupled with submission of completed projects graded with rubrics designed in collaboration with the students.

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Unit 4: Communication, Control and Integration Enduring Understandings “Students will understand that…”

Students who have completed this section of the course should be able to: 1. Identify and describe the major gross and microscopic anatomical components of the nervous system and explain their functional roles in communication, control, and integration. 2. Identify and describe the major gross and microscopic anatomical components of the eye and ear and explain their functional roles in vision, hearing and equilibrium. Students should also be able to identify and locate the receptors responsible for olfaction and gustation and briefly describe the physiology of smell and taste. 3. Identify and describe the major gross and microscopic anatomical components of the endocrine system and explain the functional roles of their respective hormones in communication, control, and integration. Special sense topics for enduring understanding: · Gross & microscopic anatomy of eye · Roles of specific tissues of eye in vision · Olfactory receptors & their role in smell · Gustatory receptors & their role in taste · General gross & microscopic anatomy of hearing & accessory structures of the ear · Roles of specific tissues of the ear in hearing · Roles of the accessory structures · Role of the ear in equilibrium · Predictions related to homeostatic imbalance, including disease states & disorders

Endocrine system topics for enduring understanding: · General functions of the endocrine system · Chemical classification of hormones & mechanism of hormone actions at receptors · Control of hormone secretion · Control by the hypothalamus & pituitary gland · Identity, source, secretory control, & functional roles of the major hormones produced by the body · Local hormones (paracrines & autocrines) & growth factors · Hormonal response to stress · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders

Nervous system topics for enduring understanding: · General functions of the nervous system · Organization of the nervous system from both anatomical & functional perspectives · Gross & microscopic anatomy of nervous tissue · Neurophysiology, including mechanism of resting membrane potential, production of action potentials, & impulse transmission · Neurotransmitters & their roles in synaptic transmission · Sensory receptors & their roles · Division, origin, & function of component parts of the brain · Protective roles of the cranial bones, meninges, & cerebrospinal fluid

 

· Structure & function of cranial nerves · Anatomy of the spinal cord & spinal nerves · Reflexes & their roles in nervous system function · Physiology of sensory & motor pathways in the brain & spinal cord · Functions of the autonomic nervous system · Comparisons of somatic & autonomic nervous systems · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders

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Unit 4: Communication, Control and Integration Essential Questions “Students will explore…”

Knowledge Expectations “Students will know…” Skills & Assessments: Expectations “Students will be able to…”

Nervous System: 1. “What is the structure and function of neurons?" 2. “What is an action potential?" 3. “What are the major parts and functions of the brain?” 4. “How do all of the body systems work together?” 5. “What are the major cranial nerves and what is their function?” Special Senses: 1. “What are the five types of special sense receptors and their respective functions?” 2. “How do sensations arise?” 3. “How is the sensation of ‘pain’ produced?” 4. “What is the relationship between smell and taste?” 5. “What is the structure and function of the ear and eye?” Endocrine System: 1. “What is the difference between endocrine and exocrine glands?” 2. “How do steroid and non-steroid hormones affect target cells?” 3. “How do negative feedback mechanisms regulate hormonal secretions?” 4. “What are the major endocrine glands?” 5. “What hormones do those endocrine glands secrete and what are their functions?”

A detailed list of expected student learning outcomes for Unit 4 is available in Appendix D

Students will be assessed for acquisition of knowledge, skills, and understanding in the following manner as a portion of a weekly inquiry cycle: • • •

 

Inquiry-based project on during the first class meeting incorporating concepts vital to the subject matter. Web-based screencast lectures and accessory readings in conjunction with formative assessment (via Google Forms) of the screencasts due on the eve of the second class meeting. Summative assessment of concepts learned through the aforementioned components of the inquiry cycle using standards-based quizzes during the third class meeting coupled with submission of completed projects graded with rubrics designed in collaboration with the students.

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Unit 5: Transportation and Defense Enduring Understandings “Students will understand that…”

Students who have completed this section of the course should be able to: 1. Identify and describe the major gross and microscopic anatomical components of the cardiovascular system and explain their functional roles in transport and hemodynamics. 2. Identify and describe the major gross and microscopic anatomical components of the blood and explain its functional role in homeostasis, immunity, waste disposal, and hormonal regulation. 3. Identify and describe the major gross and microscopic anatomical components of the lymphatic system and explain their functional roles in fluid dynamics and immunity. Lymphatic/Immune system topics for enduring understanding: · General functions of the lymphatic system · Lymph & lymphatic vessels · Lymphatic cells, tissues, & organs · Introduction to innate (nonspecific) defenses & adaptive (specific) defenses · Innate (nonspecific) defenses · Overview of adaptive (specific) defenses · Antigens & antigen processing · Lymphocytes & their role in adaptive immunity · Antibodies & their role in adaptive immunity · Applied immunology · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders

Blood topics for enduring understanding: · Composition of blood plasma · Identity, microscopic anatomy, numbers, formation, & functional roles of the formed elements of the blood · Hemostasis, including coagulation of the blood · ABO & Rh blood grouping · Blood pressure & its functional interrelationships with cardiac output, peripheral resistance, & hemodynamics

Cardiovascular system topics for enduring understanding: · · · · · · · · · · ·

 

General functions of the cardiovascular system Gross & microscopic anatomy of the heart, including the conduction system Physiology of cardiac muscle contraction Blood flow through the heart Conduction system of the heart & the electrocardiogram Cardiac cycle Regulation of cardiac output, stroke volume & heart rate Anatomy & functional roles of the different types of blood vessels Pattern of blood circulation throughout the body, including systemic, pulmonary, coronary, hepatic portal, & fetal circulations Application of homeostatic mechanisms Predictions related to homeostatic imbalance, including disease states & disorders

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Unit 5: Transportation and Defense

Essential Questions “Students will explore…”

Knowledge Expectations “Students will know…” Skills & Assessments: Expectations “Students will be able to…”

Cardiovascular System: 1. “What are the components of the cardiovascular system and what is their function?" 2. “What the ‘cardiac cycle’ and what is the flow of blood through the heart and body?" 3. “What is an ECG and what is the significance of one?” 4. “What are the locations and functions of the major parts of the heart?” 5. “What are the major blood vessels and veins and what is their function?” Blood: 1. “What are the general characteristics and functions of blood?” 2. “How does blood pressure arise and how is it controlled?” 3. “How are red blood cells produced and regulated?” 4. “What are the different types of blood cells and how are ‘blood types’ determined?” 5. “What are the major components in blood plasma and what is their function?” Lymphatic/Immune System: 1. “What is the difference between specific and non-specific immunity?” 2. “What are the major types of lymphocytes and how do they provide immunity?” 3. “What is the difference between the primary and secondary immune responses?” 4. “What is the difference between active and passive immunity?” 5. “How do the mechanisms of the immune system interact with allergic reactions, tissue rejection reactions, and autoimmunity?”

A detailed list of expected student learning outcomes for Unit 5 is available in Appendix E

Students will be assessed for acquisition of knowledge, skills, and understanding in the following manner as a portion of a weekly inquiry cycle: • • •

 

Inquiry-based project on during the first class meeting incorporating concepts vital to the subject matter. Web-based screencast lectures and accessory readings in conjunction with formative assessment (via Google Forms) of the screencasts due on the eve of the second class meeting. Summative assessment of concepts learned through the aforementioned components of the inquiry cycle using standards-based quizzes during the third class meeting coupled with submission of completed projects graded with rubrics designed in collaboration with the students.

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Unit 6: Environmental Exchange and Nutrition Enduring Understandings “Students will understand that…”

 

Students who have completed this section of the course should be able to: 1. Identify and describe the major gross and microscopic anatomical components of the respiratory system and explain their functional roles in breathing/ventilation and in the processes of external and internal respiration. 2. Identify and describe the major gross and microscopic anatomical components of the digestive system and explain their functional roles in digestion, absorption, excretion and elimination. 3. Explain the functional relationship among cellular, tissue and organ level metabolism, the role nutrition plays in metabolism, and the mechanisms by which metabolic rate is regulated in the body. 4. Identify and describe the major gross and microscopic anatomical components of the urinary system and explain their functional roles. Respiratory system topics for enduring understanding: · General functions of the respiratory system · Gross & microscopic anatomy of the respiratory tract & related organs · Mechanisms of pulmonary ventilation · Pulmonary air volumes & capacities · Mechanisms of gas exchange in lungs & tissues · Mechanisms of gas transport in the blood · Control of pulmonary ventilation · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders

Digestive system topics for enduring understanding: · General functions of the digestive system · Gross & microscopic anatomy of the alimentary canal · Gross & microscopic anatomy of the accessory glands & organs · Peritoneum & mesenteries · Motility in the alimentary canal · Mechanical & chemical processes of digestion · Processes of absorption · Hormonal & neural regulation of digestive processes · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders

Metabolism topics for enduring understanding: · Nutrition · Introduction to metabolism · Cellular respiration & the catabolism & anabolism of carbohydrates, lipids, & proteins · Metabolic roles of body organs · Energy balance & thermoregulation · Application of homeostatic mechanisms · Predictions related to homeostatic imbalance, including disease states & disorders

Urinary system topics for enduring understanding: · general functions of the urinary system · gross & microscopic anatomy of the urinary tract, including detailed histology of the nephron · functional processes of urine formation, including filtration, reabsorption, secretion, & excretion · factors regulating & altering urine volume & composition, including the reninangiotensin system and the roles of aldosterone & antidiuretic hormone · endocrine activities of the kidneys, such as vitamin D activation & secretion of erythropoietin · innervation & control of the urinary bladder

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Unit 6: Environmental Exchange and Nutrition

Essential Questions “Students will explore…”

Knowledge Expectations “Students will know…” Skills & Assessments: Expectations “Students will be able to…”

Respiratory System: 1. “What are the general structures and functions of the respiratory system?" 2. “How do lungs actually move air in and out of the body?" 3. “What is ‘respiratory capacity’?” 4. “How do air and blood exchange oxygen and carbon dioxide?” 5. “What is the ‘respiratory center’ and how does it control normal breathing?” Digestive System: 1. “What are the major parts and organs of the digestive system and their functions?” 2. “How is the wall of the alimentary canal structured & how are it’s contents mixed & moved?” 3. “What enzymes are secreted to aid in digestion?” 4. “What is the mechanism for swallowing food and water?” 5. “How are products of digestion absorbed and how are the waste products excreted?” Metabolism: 1. “What are the major sources of carbohydrates, lipids, and proteins?” 2. “How does the body’s cells use carbohydrates, lipids, and proteins?” 3. “How does the body use the nutrients from food to create energy for body functions?” 4. “What is glycolysis and how does it relate to photosynthesis in the cycle of life?” 5. “What environmental and genetic factors influence metabolism?” Urinary System: 1. “What are the general structures and functions of the urinary system?" 2. “What type of substances do kidneys filter and regulate?" 3. “What are the major components of urine?” 4. “How does blood flow through the major vessels of the kidneys?” 5. “What happens when kidneys fail and what are the different types of ‘dialysis’?”

A detailed list of expected student learning outcomes for Unit 6 is available in Appendix F

Students will be assessed for acquisition of knowledge, skills, and understanding in the following manner as a portion of a weekly inquiry cycle: • • •

 

Inquiry-based project on during the first class meeting incorporating concepts vital to the subject matter. Web-based screencast lectures and accessory readings in conjunction with formative assessment (via Google Forms) of the screencasts due on the eve of the second class meeting. Summative assessment of concepts learned through the aforementioned components of the inquiry cycle using standards-based quizzes during the third class meeting coupled with submission of completed projects graded with rubrics designed in collaboration with the students.

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Unit 7: Reproduction and Development Enduring Understandings “Students will understand that…”

Reproductive System: Students who have completed this section of the course should be able to: identify and describe the major gross and microscopic anatomical components of the reproductive system and explain their functional roles in reproduction and inheritance. Topics for understanding: · General functions of the male & female reproductive systems · Gross & microscopic anatomy of the male & female reproductive systems · Gametogenesis · Specific roles of the female reproductive organs · Specific roles of the male reproductive organs · Regulation of reproductive functions · Conception, pregnancy, & embryological & fetal development · Parturition & labor · Mammary gland anatomy & physiology

Essential Questions “Students will explore…”

Knowledge Expectations “Students will know…” Skills & Assessments: Expectations “Students will be able to…”

Reproductive System: 1. “What are the general structures and functions of the reproductive system?" 2. “How do hormones interact with and function within the reproductive system?" 3. “What is the process of reproduction and development from conception to birth?” 4. “What is the difference between an embryo and a fetus?” 5. “What are the major classes of sexually-transmitted diseases and what are the most effective methods of preventing transmission?”

A detailed list of expected student learning outcomes for Unit 7 is available in Appendix G

Students will be assessed for acquisition of knowledge, skills, and understanding in the following manner as a portion of a weekly inquiry cycle: • • •

 

Inquiry-based project on during the first class meeting incorporating concepts vital to the subject matter. Web-based screencast lectures and accessory readings in conjunction with formative assessment (via Google Forms) of the screencasts due on the eve of the second class meeting. Summative assessment of concepts learned through the aforementioned components of the inquiry cycle using standards-based quizzes during the third class meeting coupled with submission of completed projects graded with rubrics designed in collaboration with the students.

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APPENDIX A: Introduction to Anatomy & Physiology Standards

 

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APPENDIX A: Evolution Standards 1. Define BIOLOGICAL EVOLUTION a. provide examples of both similarities & differences between organisms living today and those that lived in the past b. describe how, after natural selection has operated on many successive generations of a population, the descendants can be very different from their original ancestors c. create a sketch showing how all life on Earth can be traced back to a common ancestor: include humans, other animals, plants, bacteria etc. d. dispel the MISCONCEPTION: evolution is a theory which describes the origin of life e. dispel the MISCONCEPTION: evolution is just a theory for which there is very little evidence 2. Describe and exemplify evidence that evolution happens and the tools scientists use to determine relatedness (create the evolutionary tree of life): Fossil Data, Anatomical Data, Genetic Data a. explain and exemplify how organisms can differ in both appearance and behavior from their ancestors of many generations ago, and still retain some of the inherited traits of those early ancestors 3. Most species living today did not exist when life first began; describe and exemplify possible origins/outcomes to branches on the tree of life: a. some species have undergone very little change for many millions of years (living fossils) b. diversification: one species diverges into two genetically diverse species c. extinctions have occurred throughout the history of life on earth, even before humans, and continue to occur 4. Describe what happens during a mass extinction; explain how present day extinctions differ from patterns previously seen over the history of life on earth. 5. Explain patterns of trait similarity among organisms: describe the evidence you need to determine if trait similarity is due to common ancestry or convergent evolution 6. Distinguish and exemplify patterns of convergent and divergent evolution 7. Describe and exemplify what ADAPTATIONS are 8. Describe and exemplify how to identify if organisms are the same or different species 9. Describe how heritable genetic mutations create the raw materials for natural/artificial selection 10. Distinguish between ABIOTIC and BIOTIC selective pressures and provide examples of each 11. Apply the process of Darwinian evolution by natural selection to explain the diversity of life on Earth a. Describe and exemplify how selective pressures have changed in the past and continue to change today b. Provide examples of variation in inherited traits of organisms of the same species, ncluding traits that affect their ability to find food, avoid predators and attract mates c. Exemplify how some inherited traits may give individuals of a species an advantage in survival and reproduction in their environment compared to other individuals of the same species; describe why individuals that do not have advantages are more likely to have decreased fitness d. Describe how an organism’s biological fitness may be different from its physical fitness

 

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APPENDIX A: Evolution Standards (continued) e. Using both words and sketches, exemplify how, when inherited traits are favorable to individual organisms, the proportion of individuals in a population that have those traits will tend to increase over successive generations f. Exemplify how changes in selective pressures can change which traits are more fit in a new environment 12. One common MISCONCEPTION about evolution is that organisms evolve, during their lifetimes. In fact, natural selection does act on individuals. Each individual’s combination of heritable traits affects its fitness relative to other individuals in the population. However, the evolutionary impact of natural selection is only apparent in the changes in the population of organisms over time (the descendents of the original population). Consider a population/species of organism (real or imaginary); create a sketch that shows how populations, not individuals, evolve by natural selection. Describe how you know that evolution has occurred. 13. Explain why there is no guarantee than any members of a population will be able to survive and reproduce, as well as the conditions that may cause an entire population of organisms to die or even an entire species to go extinct. 14. Explain the observation that some traits are not perfectly suited to the environment and the concept of survival of the fit enough. Provide an example of survival of the fit enough and describe the three factors that could account for the pattern (lack of heritable variation, developmental constraint, trade-off) 15. Explain the key difference between natural and artificial selection 16. Provide examples of both artificial and natural selection 17. Explain the importance of artificial selection in the progress of human societies 18. Describe how natural selection can build upon previous innovations/successes to explain the evolution of complex traits, such as the vertebrate eye or 4-chambered heart (e.g. cumulative selection) 19. Apply Darwinian selection to explain how organisms can act as each other’s selective pressures to explain patterns of co-evolution 20. Describe and exemplify the role of both chance and non-chance factors in evolution by natural selection 21. Provide examples that demonstrate the value, for the non-scientist, of understanding the process of natural selection (think about medicine or agriculture).

 

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APPENDIX A: Genetics Standards 1. Describe how all living things (plants, animals, fungi, bacteria etc) contain genetic information encoded in DNA. 2. Explain how the genetic information specifies the physical and behavioral characteristics of organisms. 3. Show where, in each cell, the DNA is located (nucleus, mitochondria). 4. Sketch the structure & function of chromosomes, genes, DNA and nucleotides; show the relationship between them a. A DNA molecule is formed from two strands, comprised of nucleotide subunits linked together in long chains b. A gene is a segment of a DNA molecule that has the instructions for creating a protein that contributes to one or more particular physical and behavioral characteristics. c. Each chromosome is made of many different genes d. Each chromosome in a body cell is a member of a pair of chromosomes. With the exception of the sex-determining chromosomes (X and Y , in humans), the two chromosomes that make up a pair contain instructions affecting the same traits. e. The two chromosomes making up a pair contain similar sequences of subunits and are similar in length. f. One member of each pair of chromosomes contains genetic information from the mother and the other member of the pair contains genetic information from the father. 5. Explain how every body cell (somatic cell), in a multi-cellular organism, contains identical DNA molecules to every other somatic cell because each is descended from a single fertilized egg, and the DNA in each cell is duplicated every time a cell divides. a. Illustrate how the specialized cells in the body that undergo meiosis produce sex cells (e.g., eggs, sperm, pollen, gametes) that contain half as many chromosomes as are found in the other cells of the organism (somatic cells). b. Explain how the process of fertilization leads to the production of a fertilized egg cell that has twice as many chromosomes as the sex cell, and the same number of chromosomes as the body cells of each parent. c. Explain how the offspring that develop from the fertilized egg (formed from the combination of the two sex cells) have traits of both parents. d. Illustrate how a somatic cell divides via mitosis to form two body cells, and the resulting cells each contain the same number of chromosomes as the original cell. 6. Describe how every somatic cell of an organism (with few exceptions) contains identical genetic information; yet, different cells produce different proteins related to the cell’s function.. Describe why mitosis is important for the growth and survival of living things. 7. Describe why mitosis is important for the growth and survival of living things. 8. Describe how processes which occur during meiosis (independent assortment and chromosomal crossing over) create heritable variation in sexually reproducing organisms. a. Explain how the same two biological parents can create many offspring that are genetically distinct.

 

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APPENDIX A: Genetics Standards (continued) 9. Describe the causes and consequences of genetic mutations, and explain how to determine whether the mutations are/not heritable (passed to offspring). 10. Describe how the DNA molecules provide cells with instructions for assembling protein molecules a. The set of nucleotides in a DNA molecule that provide instructions for assembling a particular protein molecule is called a gene. b. Protein molecules are made up of amino acid subunits linked together in a specific sequence. c. DNA molecules provide instructions for linking and ordering amino acids to form protein molecules. d. Each sequence of three nucleotides (codon) in a molecule of mRNA codes for an amino acid. e. There are 20 different types of amino acids building blocks that can be used to make proteins. f. A change to the sequence of nucleotides in a gene within a molecule of DNA may/may not alter the protein that is produced. g. Changes to the sequence of nucleotides in a molecule of DNA can come from insertions, deletions, or substitutions of one or more nucleotide subunits in a DNA molecule. h. Changes to the sequence of nucleotides in a molecule of DNA are called mutations. 11. Describe how the information in the DNA is used to build a protein a. Explain the processes of transcription and translation and where each occurs in the cell. b. Compare and contrast the structure and function of DNA and RNA molecules c. Determine the mRNA sequence that would be produced from a given template strand of DNA, and identify the correct sequence of amino acids using the universal genetic code. 12. Explain how the protein molecules an organism makes affect the organism’s appearance (phenotype) including: physical traits, physiology and behaviors. a. The presence, amount, type, or actions of protein molecules made in an organism’s cells are reflected in an organism’s traits. b. Protein molecules are involved in chemical reactions that are responsible for an organism’s body functions. c. Predict simple patterns of allele expression (complete dominance, incomplete dominance, codominace) given the allele combinations and phenotypes. Predict the allele combinations and phenotypes, when given the pattern of allele expression. d. Most heritable trait variation in populations is not explained by simple patterns of allele expression (complete, incomplete and codominance). i. Some traits are determined by the combined action of many different genes ii. Some traits are determined by a combination of the proteins produced and the environment. 13. Describe the value, for the non-scientist, of having a basic understanding of genetics. (Consider: GMOs, genetic screening, genetic counseling, increasing role of genetics in modern medicine and agriculture etc.)

 

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APPENDIX A: Genetics Standards (continued)

 

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APPENDIX A: Biochemistry, Microbiology, Stem Cells, and Histology Standards

 

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APPENDIX A: Biochemistry, Microbiology, Stem Cells, & Histology (continued)

 

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APPENDIX A: Biochemistry, Microbiology, Stem Cells, & Histology (continued)

 

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APPENDIX A: Biochemistry, Microbiology, Stem Cells, & Histology (continued)

 

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APPENDIX A: Biochemistry, Microbiology, Stem Cells, & Histology (continued)

 

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APPENDIX B: Homeostasis Standards

 

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APPENDIX B: Integumentary System Standards

 

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APPENDIX B: Integumentary System Standards (continued)

 

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APPENDIX C: Skeletal System Standards

 

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APPENDIX C: Skeletal System Standards (continued)

 

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APPENDIX C: Muscular System Standards

 

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APPENDIX C: Muscular System Standards (continued)

 

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APPENDIX D: Nervous System Standards

 

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APPENDIX D: Nervous System Standards (continued)

 

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APPENDIX D: Nervous System Standards (continued)

 

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APPENDIX D: Nervous System Standards (continued)

 

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APPENDIX D: Nervous System Standards (continued)

 

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APPENDIX D: Nervous System Standards (continued)

 

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APPENDIX D: Special Senses Standards

 

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APPENDIX D: Special Senses Standards (continued)

 

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APPENDIX D: Endocrine System Standards

 

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APPENDIX D: Endocrine System Standards (continued)

 

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APPENDIX E: Cardiovascular System Standards

 

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APPENDIX E: Cardiovascular System Standards (continued)

 

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APPENDIX E: Cardiovascular System Standards (continued)

 

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APPENDIX E: Cardiovascular System Standards (continued)

 

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APPENDIX E: Cardiovascular System Standards (continued)

 

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APPENDIX E: Lymphatic/Immune System Standards

 

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APPENDIX E: Lymphatic/Immune System Standards (continued)

 

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APPENDIX E: Lymphatic/Immune System Standards (continued)

 

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APPENDIX F: Respiratory System Standards

 

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APPENDIX F: Respiratory System Standards (continued)

 

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APPENDIX F: Respiratory System Standards (continued)

 

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APPENDIX F: Respiratory System Standards (continued)

 

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APPENDIX F: Digestive System Standards

 

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APPENDIX F: Digestive System Standards (continued)

 

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APPENDIX F: Digestive System Standards (continued)

 

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APPENDIX F: Digestive System Standards (continued)

 

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APPENDIX F: Digestive System Standards (continued)

 

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APPENDIX F: Metabolism Standards

 

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APPENDIX F: Metabolism Standards (continued)

 

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APPENDIX F: Metabolism Standards (continued)

 

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APPENDIX F: Urinary System Standards

 

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APPENDIX F: Urinary System Standards (continued)

 

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APPENDIX F: Urinary System Standards (continued)

 

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APPENDIX F: Urinary System Standards (continued)

 

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APPENDIX G: Reproductive System Standards

 

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APPENDIX G: Reproductive System Standards (continued)

 

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APPENDIX G: Reproductive System Standards (continued)

 

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