essentials of human anatomy & physiology, 8 edition © 2006...

Essentials of Human Anatomy & Physiology, 8th Edition © 2006, (Marieb) Correlated to:

Florida Next Generation Sunshine State Standards - Nature of Science and Life Science Bodies of Knowledge

(Grades 9-12)

1 SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology

IG = Instructor’s Guide - IRCD = Instructor’s Resource CD - TB = Test Bank

FLORIDA NEXT GENERATION SUNSHINE STATE STANDARDS - NATURE OF SCIENCE AND LIFE SCIENCE BODY OF KNOWLEDGE

Essentials of Human Anatomy & Physiology, 8th Ed. Marieb

GRADE: 9-12 NATURE OF SCIENCE BODY OF KNOWLEDGE Standard1: The Practice of Science A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method." C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge. D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations. SC.912.N.1.1 Define a problem based on a

specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

1. pose questions about the natural world

2. conduct systematic observations 3. examine books and other sources of

information to see what is already known 4. review what is known in light of

empirical evidence 5. plan investigations 6. use tools to gather, analyze, and

interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)

7. pose answers, explanations, or descriptions of events

8. generate explanations that explicate or describe natural phenomena (inferences)

9. use appropriate evidence and reasoning to justify these explanations to others

10. communicate results of scientific investigations, and

11. evaluate the merits of the explanations produced by others. Cognitive Complexity/Depth of Knowledge Rating: High

SE: Can be addressed or developed from the following: 10, 12, 18, 23-24, 38, 41, 45, 49, 59-60, 65, 67, 74, 81, 96, 99, 104-105, 117, 122, 127-128, 136, 143, 149, 165, 169, 174-175, 190, 193, 207, 218-219, 228, 235, 242-243, 257, 261, 269-270, 275, 280, 251, 297-298, 301, 326, 329, 336, 341, 346, 350, 357, 363, 386-387,393, 417, 424, 430, 435, 451-452, 456, 459, 465, 491, 499-500, 506, 507, 515, 518, 524-525, 530, 535, 544, 557, 562-563; Lab: 4, 5, 6, 9, 10, 11, 13, 17, 18, 22, 23, 24, 25, 26, 43, 44, 45, 47, 53, 61, 86, 134, 135, 136



(Grades 9-12)





TE: IG w/TB: 5, 6, 7, 8, 10, 11, 13, 17, 18, 19, 20, 26, 31, 32; LM IG: 5, 6, 7, 8, 9, 10, 11, 13, 15, 22, 30, 31, 32, 33, 34, 35, 36, 37

TR: IRCD; CTB; Transparency: Figure 1.1, 1.2, 1.3, 1.6, 2.1, 2.2, 2.7, 2.9, 2.18, 2.20, 3.1, 3.2, 3.3, 3.6, 3.83.11, 3.12, 3.13, 3.14, 3.15, 3.16

TECH: www.anatomyandphysiology.com; Essentials of Interactive Physiology CD-Rom

SC.912.N.1.2 Describe and explain what characterizes science and its methods.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

SE: Can be addressed or developed from the following: 2, 7, 22-23, 24, 26, 27, 29, 56-59, 610, 13, 17, 18, 23, 24, 25, 26, 43, 45, 61, 79, 862-63; Lab:1, 4, 7, 9, 10, 13, 17, 18; Lab: 1, 7, 9

TE: IG w/TB: 1, 2, 3, 5, 6, 7, 8, 10, 13, 14, 15, 17, 18, 19,26, 27, 31, 32, 33; LM IG:1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

TR: IRCD; CTB; Transparency: Fig 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.8


SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

Cognitive Complexity/Depth of Knowledge Rating: Low

SE: Can be addressed or developed from the following: 10, 12, 18, 23-24, 38, 41, 45, 49, 59-60, 65, 67, 74, 81, 96, 99, 104-105, 117, 122, 127-128, 136, 143, 149, 165, 169, 174-175, 190, 193, 207, 218-219, 228, 235, 242-243, 257, 261, 269-270, 275, 280, 251, 297-298, 301, 326, 329, 336, 341, 346, 350, 357, 363, 386-387, 393, 417, 424, 430, 435, 451-452, 456, 459, 465, 491, 499-500, 506, 507, 515, 518, 524-525, 530, 535, 544, 557, 562-563; Lab: 17, 18, 23, 24, 25, 26, 43,44, 45,46, 47, 53, 79, 86, 126, 134,135, 136, 144, 145, 148, 150, 151, 153, 154, 157, 158, 177

TE: IG w/TB: 1, 5, 10, 11, 13, 17, 18, 19, 23, 24, 47, 71, 82; LM IG: 4-5, 6-7, 12-13, 14-15, 19, 21-22, 28-29, 30-31, 32-33



(Grades 9-12)





TR: IRCD ; CTB; Transparency: Fig. 2.1, 2.2


SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

Cognitive Complexity/Depth of Knowledge Rating: High

SE: Can be addressed or developed from the following: 11, 12, 13, 14, 22-23, 54-55, 99, 169, 287, 326, 417, 418-419, 491, 518, 554-556, 557; Lab: 1, 2, 3, 4, 5, 6, 7, 8, 11-13, 15

TE: IG w/TB: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 23, 26, 38, 39, 84, 93-94; LM IG: 1, 2-3, 4, 6, 7, 8, 9, 10, 14-15

TR: IRCD; CTB


SC.912.N.1.5 Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.


SE: Can be addressed or developed from the following: 26-27, 32-33, 38, 45, 49, 54-55, 62, 65, 99, 119, 169, 192, 287, 317, 329, 341

TE: IG w/TB: 17

TR: IRCD


SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.


SE: Can be addressed or developed from the following: 26-27, 32-33, 38, 45, 49, 54-55, 62, 65, 99, 119, 169, 192, 287, 317, 329, 341; Lab: 17, 18, 23, 24, 25, 26, 43,44, 45,46, 47, 53, 79, 86, 126, 134,135, 136, 144, 145, 148, 150, 151, 153, 154, 157, 158, 177



(Grades 9-12)





TE: IG w/TB: 13, 17, 26, 31, 32, 33, 37-38, 43,44, 47, 53, 54, 55, 59, 65, 66, 70, 75-77, 81; LM IG: 4-5, 6-7, 12-13, 14-15, 19, 21-22, 28-29, 30-31, 32-33

TR: IRCD


SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations.


SE: Can be addressed or developed from the following: 26-27, 32-33, 38, 45, 49, 54-55, 62, 65, 99, 119, 169, 192, 287, 317, 329, 341

TR: IRCD


Standard2: The Characteristics of Scientific Knowledge A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion. B: Scientific knowledge is durable and robust, but open to change. C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery. SC.912.N.2.1 Identify what is science, what

clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).


SE: Can be addressed or developed from the following: 2, 7-8, 18, 26-27, 29, 30, 31, 32, 33, 39, 40, 49




(Grades 9-12)





SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.


SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society.


SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.


SE: Can be addressed or developed from the following: 2, 3, 22

TR: IRCD




(Grades 9-12)





SC.912.N.2.5 Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.


Standard3: The Role of Theories, Laws, Hypotheses, and Models The terms that describe examples of scientific knowledge, for example: "theory," "law," "hypothesis" and "model" have very specific meanings and functions within science. SC.912.N.3.1 Explain that a scientific theory is

the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.


SE: 29, 30, 33, 358, 434, 438, 450; Lab: 21, 23, 24, 25, 26, 207, 208, 209, 210, 211, 212

TE: IG w/TB: 13, 17, 18, 19, 23, 114, 141, 142, 146; IG Lab: 6-7, 50-51

TR: IRCD


SC.912.N.3.2 Describe the role consensus plays in the historical development of a theory in any one of the disciplines of science.




(Grades 9-12)





SC.912.N.3.3 Explain that scientific laws are descriptions of specific relationships under given conditions in nature, but do not offer explanations for those relationships.


SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.


SE: Can be addressed or developed from the following: 29, 30, 33, 358, 434, 438, 450; Lab: 21, 23, 24, 25, 26, 207, 208, 209, 210, 211, 212

TE: IG w/TB: 13, 17, 18, 19, 23, 114, 141, 142, 146; IG Lab: 6-7, 50-51

TR: IRCD


SC.912.N.3.5 Describe the function of models in science, and identify the wide range of models used in science.


SE: Can be addressed or developed from the following: 5-6, 8; Lab: 1, 2, 3, 4, 5, 6, 241-242

TE: IG w/TB: 1, 5,6, 7; IG Lab: 1, 59-60

TR: IRCD; Transparency: Figure 1.1, 1.2, 1.3


Standard4: Science and Society As tomorrow’s citizens, students should be able to identify issues about which society could provide input, formulate scientifically investigable questions about those issues, construct investigations of their questions, collect and evaluate data from their investigations, and develop scientific recommendations based upon their findings.



(Grades 9-12)





SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.


SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.


LIFE SCIENCE BODY OF KNOWLEDGE Standard14: Organization and Development of Living Organisms A. Cells have characteristic structures and functions that make them distinctive. B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis. C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere. D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function. SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its

discovery to the process of science. Cognitive Complexity/Depth of Knowledge Rating: Moderate

SE: 49-52, 62-63, 64-71, 72-74, 76-78; Lab: 15, 16, 17, 245, 246, 247, 248

TE: 16, 18, 26-28, 31-33; IG Lab: 4-5, 63, 64, 65, 66

TR: IRCD; Transparency: Figure 3.1, 3.2, 3.3, 3.4, 3.8




(Grades 9-12)





SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).


SE: 73, 74, 76, 77, 78, 79, 102, 103, 104, 105; Lab: 21, 22, 23, 24 25, 26, 249, 250

TE: IG w/TB; 32, 33, 35, 36, 38, T-40-T-61; IG Lab: 6, 7, 8, 9, 67-68

TR: IRCD; Transparency: 3.10, 3.11, 3.12

TECH: www.anatomyandphysiology.com; ; Essentials of Interactive Physiology CD-Rom

SC.912.L.14.3 Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.


SE: 62, 63, 64, 65, 66, 67, 68, 69; Lab: 15, 16, 17,18, 19, 20, 245-248

TE: IG w/TB: 26, 31, 33, 34, 35, 37, T-40-T-61

TR: IRCD; Transparency: Figure 3.1


SC.912.L.14.4 Compare and contrast structure and function of various types of microscopes.


SE: Can be addressed or developed from the following: Lab: 375




(Grades 9-12)





SC.912.L.14.5 Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis).


SE: 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 71, 72, 102-103, 104-105; Lab: 15, 16, 17, 18, 19, 20, 245, 246, 247, 248

TE: IG w/TB: 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39; IG Lab: 4-5, 63, 64, 65, 66

TR: IRCD; Transparency: Figure 3.1, 3.2, 3.3, 3.4, 3.5, 3.63.7, 3.8


SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.


SE: 100-101, 123-124, 167-168, 197, 245, 315-316, 377-379, 414-415, 416-417, 418-419, 439, 441, 442-444, 492-494, 551, 554-556; Lab: 157-158

TE: IG w/TB: 38, 54, 60, 72, 74-75, 80, 82-83, 99, 100, 103, 104, 119-120, 131-132, 134-135, 136, 140, 142-143, 145; IG Lab: 36-37, 133-135

TR: IRCD; Transparency: A Closer Look, Accumulation of Mutations in the Development of Cancer


SC.912.L.14.7 Relate the structure of each of the major plant organs and tissues to physiological processes.




(Grades 9-12)





SC.912.L.14.8 Explain alternation of generations in plants.


SC.912.L.14.9 Relate the major structure of fungi to their functions.


SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.


SC.912.L.14.11 Classify and state the defining characteristics of epithelial tissue, connective tissue, muscle tissue, and nervous tissue.


SE: 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98103, 104, 105; Lab: 24, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 251, 252, 253, 254, 255, 256

TE: IG w/TB: 26, 29, 30, 32, 33; IG Lab: 10-11, 69, 70, 71, 72, 73, 74

TR: IRCD; Transparency: Figure 3.17, 3.18, 3.19, 3.20, 3.21; IG Lab


SC.912.L.14.12 Describe the anatomy and histology of bone tissue.


SE: 178, 182-184; Lab: 34, 35, 36, 251, 253, 254, 255, 256

TE: IG w/TB: 61-62, 65; IG Lab: 10-11, 69, 70, 71, 72, 73, 74

TR: IRCD: Transparency: Figure 3.17, 3.18

TECH: www.anatomyandphysiology.com; Essentials of Interactive Physiology CD-Rom of Interactive Physiology CD-Rom



(Grades 9-12)





SC.912.L.14.13 Distinguish between bones of the axial skeleton and the appendicular skeleton.


SE: 139-145, 148-152, 153-160; Lab: 55-65, 66-75, 265-271, 273-280

TE: IG w/TB: 49-53, 54; IG Lab 16-17, 18, 83-89, 91-94

TR: IRCD; Transparency: Figure 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.25, 5.26, 5.27, 5.28, 5.29


SC.912.L.14.14 Identify the major bones of the axial and appendicular skeleton.


SE: 139-145, 148-152, 153-160; Lab: 55-65, 66-75, 265-271, 273-280

TE: IG w/TB: 49-53, 54; IG Lab: 16-17, 18, 83-89, 91-94

TR: IRCD; Transparency: Figure 5.7, 5.8, 5.9, 5.10, 5.11, 5.12, 5.13, 5.16, 5.17, 5.18, 5.19, 5.20, 5.21, 5.22, 5.23, 5.24, 5.25, 5.26, 5.27, 5.28, 5.29


SC.912.L.14.15 Identify major markings (such as foramina, fossae, tubercles, etc.) on a skeleton. Explain why these markings are important.


SE: 132, 133, 134, 173, 174-175; Lab: 49, 50, 51, 261

TE: IG w/TB: 50, 54, ; IG Lab: 18, 92, 93, 94

TR: IRCD; Transparency: Figure: 5.4



(Grades 9-12)






SC.912.L.14.16 Describe the anatomy and histology, including ultrastructure, of muscle tissue.


SE: 178, 182-184; Lab: 83, 84, 85, 86, 87, 88, 898, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 281, 282, 283, 285, 286, 287, 288, 289

TE: IG w/TB: 61-62, 65; IG Lab: 21, 22, 23, 99, 100, 101, 103, 104, 105, 106, 107

TR: IRCD; Transparency: Figure 6.1, 6.3, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.12

TECHwww.anatomyandphysiology.com; Essentials of Interactive Physiology CD-Rom

SC.912.L.14.17 List the steps involved in the sliding filament of muscle contraction.


SE: 187-188; Lab: 83, 84, 85, 86, 281, 282, 283

TE: IG w/TB: 62, 65, T-100-T-120; IG Lab:21-22, 99-101

TR:IRCD; Transparency: Figure 6.8


SC.912.L.14.18 Describe signal transmission across a myoneural junction.


SE: 184-187; Lab: 108-110, 281-283

TE: IG w/TB: 62, 66; IG Lab: 21-22, 99-101





(Grades 9-12)





SC.912.L.14.19 Explain the physiology of skeletal muscle.


SE: 181, 182, 184, 185, 186, 187, 188, 189, 191, 192, 193194, 195, 196, 198, 199, 216-217, 218, 219; Lab: 80-82, 85, 86, 282-283

TE: IG w/TB: 61, 62, 63, 65-66, 68-71, T-100-T-120

TR: IRCD; Transparency: Figure6.9, 6.13, Table 6.2


SC.912.L.14.20 Identify the major muscles of the human on a model or diagram.


SE: 200-202, 203-204, 205-208, 210-211, 212-213; Lab: 89-102, 285-289

TE: IG w/TB: 63-64, 66, T-100-T-120; IG Lab: 21-22, 23, 99-101, 103-107

TR: IRCD; Transparency: Figure 6.1, 6.2, 6.3, 6.9, 6.10, 6.15, 6.16, 6.17, 6.19, 6.20, 6.21, 6.22, Table 6.1, 6.2, 6.3, 6.4


SC.912.L.14.21 Describe the anatomy, histology, and physiology of the central and peripheral nervous systems and name the major divisions of the nervous system.


SE: 223-224, 225-234, 235-240, 249, 253, 244-255, 256, 257-261; Lab: 125-131, 301-302

TE: IG w/TB: 72-74, 75-77, T-121-T-148; IG Lab: 28-29, 119-120

TR: IRCD; Transparency: Figure 7.1, 7.2, 7.5, 7.6, 7.8, 7.10, 7.19, 7.20, 7.22, 7.23, 7.24, 7.25, 7.26, Table 7.2



(Grades 9-12)






SC.912.L.14.22 Describe the physiology of nerve conduction, including the generator potential, action potential, and the synapse.


SE: 228, 229, 230, 231, 232, 233, 234, 266, 267, 269, 270; Lab: 103, 104, 105, 106, 107, 108, 109, 110, 291, 292, 293, 294

TE:IG w/TB: 72, 73, 74, 75, 76, 77, T-121-T-148; IG Lab: 24-25, 109-112

TR: IRCD; Transparency: Figure 7.2, 7.3, 7.4, 7.5, 7.9, 7.10, 7.11


SC.912.L.14.23 Identify the parts of a reflex arc. Cognitive Complexity/Depth of Knowledge Rating: Low

SE: 234-235; Lab: 133-136, 303-304

TE: IG w/TB: 72, 73, 74, 75, 76, 77, 79, 83, T-121-T-148; IG Lab: 30-31, 121-122

TR: IRCD: Transparency: Figure 7.11


SC.912.L.14.24 Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.


SE: 226, 233; Lab: 105, 106, 107, 108, 109, 291-294

TE: IG w/TB: 73, 76, T-121-T-148; IG Lab: 30-31, 121-122





(Grades 9-12)





SC.912.L.14.25 Identify the major parts of a cross section through the spinal cord.


SE: 247-249; Lab: 125, 126, 127, 128, 301-302

TE: IG w/TB: 74, 75; IG Lab: 28-29, 119-120

TR: IRCD: Transparency: Figure 7.18, 7.19, Table 7.2


SC.912.L.14.26 Identify the major parts of the brain on diagrams or models.


SE: 235, 236, 237, 238, 239,240, 242, 243, 266, 267, 268, 269, 270; Lab: 111, 112, 113, 114, 115, 116, 117, 119, 295-299

TE: IG w/TB: 72, 73, 77, 79, 81, 82, T-121-T-148; IG Lab:26-27

TR: IRCD: Transparency: Figure 7.12, 7.13, 7.15


SC.912.L.14.27 Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum.


SE: 235-236, 237, 238-241; Lab: 119, 120, 121, 122, 123, 295, 296, 297, 298, 299

TE: IG w/TB: 73-74, 75, 81, T-144; IG Lab: 26-27

TR: IRCD: Transparency: Figure 7.12, 7.13, 715, 7.16




(Grades 9-12)





SC.912.L.14.28 Identify the major functions of the spinal cord.


SE: 247-249; Lab: 125, 126, 127, 128, 129, 130, 131, 301, 302

TE: IRG w/TB: 74, 75, 77, 81, T-135; IG Lab: 28-29



SC.912.L.14.29 Define the terms endocrine and exocrine.


SE: 4, 5, 90, 300, 304; Lab: 155, 315

TE: IG w/TB: 2, 29, 95-96, 98; IG Lab: 36-37

TR: IRCD


SC.912.L.14.30 Compare endocrine and neural controls of physiology.


SE: 300, 304; Lab: 155, 156, 157, 158, 159, 315, 316, 317

TE: IG w/TB: 29, 36, 95-96, 98, 102, T-169, T-170, T-171,T-187, T-188; IG Lab: 36-37, 133-135

TR: IRCD; Transparency: Figure 9.1, 9.2, 9.3, 9.4, 9.5, 9.9, Table 9.1




(Grades 9-12)





SC.912.L.14.31 Describe the physiology of hormones including the different types and the mechanisms of their action.


SE:300, 301, 302, 303, 304, 305, 307, 308, 310, 311, 312, 313, 314, 315, 316, 317, 318-319, 320; Lab: 155, 156, 157, 158, 159, 315, 316, 317

TE: IG w/TB: 95, 96, 97, 98. 99, 100, 101, 102, 103, 104, 105, T-170- T-188; IG Lab: 36-37

TR: IRCD: Transparency: Figure 9.1, 9.4, 9.5, 9.9, 9.10, 9.14, Table 9.1, 9.2


SC.912.L.14.32 Describe the anatomy and physiology of the endocrine system.


SE: 300-303, 304-305, 307-309, 310-314, 315-317, 318-319; Lab: 155, 156, 157, 158, 159, 315, 316, 317

TE: IG w/TB: 95-97, 98-99; IG Lab: 36-37

TR: IRCD: Transparency: Figure 9.3, 9.6, 9.13, Table 9.1


SC.912.L.14.33 Describe the basic anatomy and physiology of the reproductive system.


SE: 529-532, 533-534, 535-538, 539-544, 545-548; Lab: 235, 236, 237, 238, 239, 240, 357, 358, 359, 360, 361

TE: IG w/TB:169-171, 172-173, T-313-T-333; IG Lab: 57

TR: IRCD: Transparency: Figure: 16.1, 16.2, 16.3, 16.8, 16.9, 16.13




(Grades 9-12)





SC.912.L.14.34 Describe the composition and physiology of blood, including that of the plasma and the formed elements.


SE: 328-334, 335-338; Lab: 161, 162, 163, 164, 165, 166

TE: IG w/TB: 106-107, 108-109, T-189-T-207; IG Lab: 38-40



SC.912.L.14.35 Describe the steps in hemostasis, including the mechanism of coagulation. Include the basis for blood typing and transfusion reactions.


SE: 335-338; Lab: 166, 167, 168, 319, 320, 321, 322

TE: IG w/TB: 107, 108, T-189-T-207; IG Lab: 38-40



SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system.


SE: 375-376, 379-381; Lab: 164, 165, 166, 167, 168, 197, 200, 335, 336, 337, 338

TE: IG w/TB: 107, 108, 117, 119, T-208-T-227; IG Lab: 43-44





(Grades 9-12)





SC.912.L.14.37 Explain the components of an electrocardiogram.


SE: 356

TE: IG w/TB: 115, 125, 126

TR: IRCD: Transparency: A Closer Look


SC.912.L.14.38 Describe normal heart sounds and what they mean.


SE: 354-356, 357-360; Lab: 193, 194, 195, 196, 197, 198, 335, 336, 337

TE: IG w/TB: 114-115; IG Lab: 45, 46, 47



SC.912.L.14.39 Describe hypertension and some of the factors that produce it.


SE: 376-379; Lab: 200

TE: IG w/TB: 117, 120; IG Lab:46

TR: IRCD


SC.912.L.14.40 Describe the histology of the major arteries and veins of systemic, pulmonary, hepatic portal, and coronary circulation.


SE: 366, 367, 369, 370, 371, 384, 385, 386; Lab: 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189, 190, 191, 327, 328, 329, 330, 331, 332 333

TE: IG w/TB: 116, 117, 118, 119, 122, 123, 124, 125, 126, T-208-T-227



(Grades 9-12)





TR: IRCD: Transparency: Figure 11.11, 11.12, 11.13, 11.14


SC.912.L.14.41 Describe fetal circulation and changes that occur to the circulatory system at birth.


SE: 370-372; Lab: 188, 189, 190, 333

TE: IG w/TB: 114, 116-117, 119, 123, ; IG Lab: 44, 151



SC.912.L.14.42 Describe the anatomy and the physiology of the lymph system.


SE: 390-391, 392-393, 394-395, 396-400, 401

TE: IG w/TB:128-129, 130-131, T-228-T-247



SC.912.L.14.43 Describe the histology of the respiratory system.


SE: 430, 431, 432, 433, 438, 439, 440; Lab: 203, 204, 205, 206, 340, 341, 342

TE: IG/TB: 138, 139, 142, 144, 145, 146, 147, T-248-T-268




(Grades 9-12)






SC.912.L.14.44 Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation.


SE: 426-433, 434-441, 444-445; Lab: 207, 208, 209, 210, 211, 212, 343, 344, 345

TE: IG w/TB: 138-140, 141-142, T-248-T-268; IG Lab: 50-51, 161-163

TR: IRCD: Transparency: Figure 13.1, 13.2, 13.3, 13.4, 13.5, 13.6


SC.912.L.14.45 Describe the histology of the alimentary canal and its associated accessory organs.


SE: 454, 455, 456, 457, 458, 459, 460, 461, 462, 463, 466, 467, 496-500; Lab: 215, 216, 347, 348, 349

TE: IG w/TB: 148, 149, 151, 152, 154, T-269-T291; IG Lab: 52-53, 165-170



SC.912.L.14.46 Describe the physiology of the digestive system, including mechanical digestion, chemical digestion, absorption and the neural and hormonal mechanisms of control.


SE: 454-466, 467-471, 474-478; Lab: 222, 224, 225, 226, 347, 350, 351, 352

TE: IG w/TB: 148-149, 152, 154, 155, 156, 158, T-269-T291; IG Lab: 52-53, 165.170



(Grades 9-12)





TR: IRCD: Transparency: Figure 14.11, 14.13, 14.14, 14.15, 14.16, 14.17, 14.18, 14.19, 14.20, 14.21, Table 14.1


SC.912.L.14.47 Describe the physiology of urine formation by the kidney.


SE: 507-508, 509-510; Lab: 231, 232, 233, 354-356

TE: IG w/TB: 160-161, 162-163, 165, 166, 167, T-292-T-312; IG Lab:54-56, 171-174



SC.912.L.14.48 Describe the anatomy, histology, and physiology of the ureters, the urinary bladder and the urethra.


SE: 502, 503, 504, 505, 506, 507, 508, 514, 523-524, 525; Lab: 227, 228, 229, 230, 231, 232, 353, 354, 355

TE: IG/TB: 160, 161, 162, 163, 164, 165, 166, 167, T-293, T-312; IG Lab: 54-56, 171-174



SC.912.L.14.49 Identify the major functions associated with the sympathetic and parasympathetic nervous systems.


SE: 224, 260-261; Lab: 133, 135, 135, 136

TE: IG w/TB: 72, 74, 75, T-121-T-148; IG Lab: 30-31, 161, 162, 163



(Grades 9-12)





TR: IRCD: Transparency: Figure 7.24, 7.25, 7.26Table 7.3


SC.912.L.14.50 Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems.


SE: 223-224, 226-228, 229-232, 254, 255, 256, 272-274, 275-278, 284-288, 291-293; Lab: 125, 126, 127, 128, 129, 130, 131, 302, 303

TE: IG w/TB: 72-74, 76, T-121-T-148



SC.912.L.14.51 Describe the function of the vertebrate integumentary system.


SE: 3-4, 110-111, 114, 116-120; Lab: 41, 42, 43, 4445, 46, 47, 48, 257, 258, 259, 260

TE: IG w/TB: 40-41, 42-43, T-62-T-77; IG Lab: 12-13, 75, 76, 77, 78

TR: IRCD: Transparency: Figure 4.1, 4.3, 4.4, Table 4.1


SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.


SE: 395, 396-399, 400-402, 403-404, 405-410, 411-414

TE: IG w/TB: 129, 130-131T-228-T-247



(Grades 9-12)





TR: IRCD: Transparency: Figure 12.6, 12.8, 12.9, 12.10, 12.16, 12.17, 12.18, 12.19, Table 12.1, 12.4


SC.912.L.14.53 Discuss basic classification and characteristics of plants. Identify bryophytes, pteridophytes, gymnosperms, and angiosperms.


Standard15: Diversity and Evolution of Living Organisms A. The scientific theory of evolution is the fundamental concept underlying all of biology. B. The scientific theory of evolution is supported by multiple forms of scientific evidence. C. Organisms are classified based on their evolutionary history. D. Natural selection is a primary mechanism leading to evolutionary change. SC.912.L.15.1 Explain how the scientific theory

of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.


SC.912.L.15.2 Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.


SC.912.L.15.3 Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.




(Grades 9-12)





SC.912.L.15.4 Describe how and why organisms are hierarchically classified and based on evolutionary relationships.


SC.912.L.15.5 Explain the reasons for changes in how organisms are classified.


SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms.


SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.


SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth.


SC.912.L.15.9 Explain the role of reproductive isolation in the process of speciation.


SC.912.L.15.10 Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.




(Grades 9-12)





SC.912.L.15.11 Discuss specific fossil hominids and what they show about human evolution.


SC.912.L.15.12 List the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes.


SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.


SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.


SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.


Standard16: Heredity and Reproduction A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA. B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals. C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. D. Reproduction is characteristic of living things and is essential for the survival of species.



(Grades 9-12)





SC.912.L.16.1 Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.


SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.


SE: 80, 81, 83, 85

TE: IG w/TB: 26, 28, 29



SC.912.L.16.4 Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.


SE: Can be addressed or developed from the following: 100-101




(Grades 9-12)





SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the expression of genes.


SE: 84, 85

TE: IG w/TB: 28, 29, 31, 36, T-40-T-61



SC.912.L.16.6 Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.


SE: 84, 85

TE: IG w/TB: 29, 29, 31, 36, T-40-T61



SC.912.L.16.7 Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.


SE: Can be addressed or developed from the following: 400, 401, 402, 418-419, 422, 423, 424

TE:IG w/TB: 128, 130, 131, 133, 134, 136, T-228-T-247

TR: IRCD; Transparency: A Closer Look




(Grades 9-12)





SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.


SE: 79-83, 98-99, 100-101

TE: IG w/TB: 28-30, 31-32, 39

TR: IRCD: A Closer Look


SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms.


SE: Can be addressed or developed from the following: 83, 84, 85, 103, 105

TE: IG w/TB: 26, 28, 31, 35, 36, 38, 39

TR: IRCD


SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.


SE: Can be addressed or developed from the following: 54-55, 197, 245-246, 306, 492, 509

TR: IRCD




(Grades 9-12)





SC.912.L.16.11 Discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis.


SE: 54-55

TR: IRCD


SC.912.L.16.12 Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).


SE: 48-49, 83

TE: IG w/TB: 16, 18

TR: IRCD; Transparency: Figures 3.14


SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.


SE: 528-548, 550-551, 552-553, 557, 558, 560-563; Lab: 235-240, 357-361

TE: IG w/TB: 169-179, T-313-T-333; IG Lab: 57, 175-179



(Grades 9-12)





TR: IRCD; Transparency: Figure16.1, 16.2, 16.3, 16.4, 16.5, 16.6, 16.7, 16.8, 16.9, 16.10, 16.11, 16.12, 16.13, 16.15, 16.16, 16.17, Table 16.1, A Closer Look


SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.


SE: 80, 81, 83, 98-99, 102-105; Lab: 18-20

TE: IG w/TB: 26, 27, 28, 31, 32, T-40-T-61; IG Lab: 4, 5, 63-66



SC.912.L.16.15 Compare and contrast binary fission and mitotic cell division.


SE: Can be addressed or developed from the following: 80, 81, 83, 98-99, 102-105; Lab: 18-20

TE: IG w/TB: 26, 27, 28, 31, 32, T-40-T-61; IG Lab: 4, 5, 63-66





(Grades 9-12)





SC.912.L.16.16 Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.


SE:539, 540, 541, 561, 562-563

TE: IG w/TB: 169, 170, 171, T-313-T-333



SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.


SE: 80, 81, 82, 83, 105; Lab: 18, 19, 247, 248

TE: IG w/TB: 28, 32, 36, T-40-T61; IG Lab: 4-5, 63-66

TR: IRCD; Transparency: Figure3.15


Standard17: Interdependence A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the non-living environment. B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes. C. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.



(Grades 9-12)





SC.912.L.17.1 Discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.


SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.


SC.912.L.17.3 Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.


SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession.


SC.912.L.17.5 Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.


SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism. Cognitive Complexity/Depth of Knowledge Rating: Moderate



(Grades 9-12)





SC.912.L.17.7 Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.


SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.


SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle. Cognitive Complexity/Depth of Knowledge Rating: Moderate

SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.


SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.




(Grades 9-12)





SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.


SC.912.L.17.14 Assess the need for adequate waste management strategies.


SC.912.L.17.15 Discuss the effects of technology on environmental quality.


SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. Cognitive Complexity/Depth of Knowledge Rating: High


SC.912.L.17.17 Assess the effectiveness of innovative methods of protecting the environment.


SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.


SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.




(Grades 9-12)





SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.


Standard18: Matter and Energy Transformations A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life. B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration). C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes. D. The unique chemical properties of carbon and water make life on Earth possible. SC.912.L.18.1 Describe the basic molecular

structures and primary functions of the four major categories of biological macromolecules.


SE: 42-43, 45, 46, 47-49, 51, 64, 79, 83-85

TE: IG w/TB: 14, 15, 16, 17, 18

TR: IRCD; Transparency: Figure 2.12, 2.14, 2.18, Table 2.1


SC.912.L.18.2 Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.


SE: 42, 43, 57, 58, 59

TE: IG w/TB: 16, 17, 18, 20, 21, 22

TR: IRCD; Transparency: Figure 2.12, 2.13




(Grades 9-12)





SC.912.L.18.3 Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes.


SE: 43, 44, 45, 46, 58, 59

TE: IG w/TB: 15, 16, 17, 20, 21, 22

TR: IRCD; Transparency: Figure 2.14, 2.15 Table 2.5


SC.912.L.18.4 Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes. Cognitive Complexity/Depth of Knowledge Rating: Moderate

SE: 47, 48, 49, 50, 51, 56-60

TE: IG w/TB: 16, 17, 18, 20, 21, 22



SC.912.L.18.5 Discuss the use of chemiosmotic gradients for ATP production in chloroplasts and mitochondria.


SE: 51, 52, 57, 58, 59; Lab: 21, 22, 23, 24, 25, 26, 249, 250

TE: IG w/TB: 16, 18, 19, 21, T-20-T-39; IG Lab: 6-7, 67-68




(Grades 9-12)






SC.912.L.18.6 Discuss the role of anaerobic respiration in living things and in human society.


SE: 189-190, 216, 217, 218-219; Lab: 86-87, 282

TE: IG w/TB: 62-63, 66, 68-69, 70, T-100-T120; IG Lab: 21-22, 99-101



SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis.


SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.


SE: 189-190, 216, 217, 218-219; Lab: 86-87, 282

TE: IG w/TB: 62-63, 66, 68-69, 70, T-100-T120; IG Lab: 21-22, 99-101



SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration.





(Grades 9-12)





SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.


SE: 189-190, 216, 217, 218-219; Lab: 86-87, 282

TE: IG w/TB: 62-63, 66, 68-69, 70, T-100-T120; IG Lab: 21-22, 99-101



SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.


SE: 48-49, 56-57, 83, 84, 103, 104-105; Lab: 22-26, 249-250

TE: IG w/TB: 28-29, 34, 35, 36, T-40-T-61; IG Lab: 6-9, 67-68

TR: IRCD; Transparency: Figure3.16


SC.912.L.18.12 Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.


SE: 9, 35, 39, 60; Lab: 21, 23, 24, 25, 249, 250

TE: IG w/TB: 13, 15, 19, 28, 32, 33, T-20-T-39; IG Lab: 4-5, 6-9, 67-68




(Grades 9-12)






essentials of human anatomy & physiology, 8 edition © 2006...

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