Singap
pore American Scho
ool High Scchool Science Cu
urriculum: Exerrcise Physiolog
gy and Infectiious Diseases
Standard 1: Lif
S
fe Science As a basis for unders
A
standing Life Sciencce, students will devvelop the following knowledge, skills a
and understandingss:
1.1
1 Students und
derstand the priinciples of hered
dity and related
d concepts. 1.2
1 Students und
derstand the strructure and funcction of cells and organisms. 1.2.1
1.2.2
As a reesult of the coordinated structures and
d functions of organ
n systems, the interrnal environment o
of the human body remains relatively sstable (homeostaticc) despitee changes in the ou
utside environment. 1.2.1.1
1
Understand the levels of organ
nization of materialss in the human bod
dy. 1.2.1.2
2
Use anatom
mical terms to explaiin the structure and
d function of organ structures. 1.2.1.3
3
Relate various organ systems to
o specific homeostaatic mechanisms in body. 1.2.1.4
4
Describe how the complementtary activity of majo
or body systems pro
ovides cells with oxygen and nutrientss and removes toxicc waste products bon dioxide. such as carb
1.2.1.5
5
Measure thee effects of environ
nmental change or sstimuli on bodily reesponse. 1.2.1.6
6
Know how the body responds tto the stresses of exxercise in order to maintain homeostaasis (for example, reespiration and hearrt rate). 1.2.1.7
7
Know how the principle of hom
meostasis applies ass the body regulates many internal pro
ocesses (body temp
perature, blood pH)) during exercise. 1.2.1.8
8
Know how the nervous system mediates commun
nication between diifferent parts of thee body and the bod
dy's interactions witth the environmentt. 1.2.1.9
9
Know how feedback loops in th
he nervous and end
docrine systems reggulate conditions in the body. 1.2.1.1
10
Know the fu
unctions of the nervvous system and thee role of neurons in
n transmitting electtrochemical impulsees. 1.2.1.1
11
Know the structure and functio
on of the skeletal an
nd muscular system
ms. 1.2.1.1
12
Know the baasic principles behin
nd common athletic injuries and strateegies for injury man
nagement. 1.2.1.1
13
Know the ceellular and moleculaar basis of muscle ccontraction, includin
ng the roles of actin
n, myosin, Ca2+, an
nd ATP. 1.2.1.1
14
Know how h
hormones provide internal feedback m
mechanisms for hom
meostasis at the cellular level and in w
whole organisms. Organiisms have a variety of mechanisms to combat disease. 1.2.2.1
1
Know the ro
ole of the skin in pro
oviding nonspecific defenses against in
nfection. 1.2.2.2
2
Know how the body distinguish
hes self from non‐seelf. 1.2.2.3
3
Know that h
human bodies carryy a normal array of m
microbiota. 1.2.2.4
4
Know the beenefits and drawbacks to the innate an
nd adaptive immun
ne systems. 1.2.2.5
5
Know the inflammatory respon
nses’ role in contain
ning infection. 1.2.2.6
6
Know the ro
oles of the humoral and cell‐mediated immune responsess. 1.2.2.7
7
Know the difference between n
naturally and artificcially acquired immunity. Adapted from Nationa
A
al (NSES), McRel and C
California State Stand
dards
Sub‐standards in gray are not addressed in this course. Adopted by the Board A
on January 29, 2009 Singaporee American School, Ja
anuary 14, 2009 1 Singap
pore American Scho
ool 1.2.2.8
8
1.2.2.9
9
1.2.2.1
10
1.2.2.1
11
1.2.2.1
12
1.2.2.1
13
1.2.2.1
14
1.2.2.1
15
1.2.2.1
16
1.2.2.1
17
1.2.2.1
18
1.2.2.1
19
1.2.2.2
20
1.2.2.2
21
High Scchool Science Cu
urriculum: Exerrcise Physiolog
gy and Infectiious Diseases
Know how the lymphatic system works in conjuncction with the immu
une system.
Know speciffic means by which the humoral and ceell‐mediated system
ms can neutralize in
nvading pathogens. Know uses o
of monoclonal antib
bodies and how theey are made. Know the allergic response is an inappropriate reaaction to a normallyy harmless antigen. Know the ro
ole of antibodies in the body's responsse to infection. Know how vvaccination protectss an individual from
m infectious diseasees. Know the prrinciples of disease transmission. Know the daangers of widespreaad use of antibioticcs. Know there are important diffe
erences between baacteria and viruses with respect to theeir requirements for growth and repliccation, the body's erial and viral infecttions, and effective treatments of thesse infections. primary defeenses against bacte
Know structtures and life cycless of common viruses. Know life cyycles and diseases caused by common examples of protozzoan and multicellu
ular pathogens. Know why aan individual with a compromised imm
mune system (for exxample, a person wiith AIDS) may be un
nable to fight off an
nd survive infection
ns by microorgganisms that are usu
ually benign. Know the ro
oles of phagocytes, B‐lymphocytes, and
d T‐lymphocytes in the immune system
m. Understand the complex interaaction between globalization and emeerging infectious disseases. 1.3
1 Students und
derstand relatio
onships among o
organisms and their physical en
nvironment. 1.4
1 Students und
derstand biological evolution an
nd the diversityy of life. Standard 2: Ph
S
hysical Science No standards ap
N
ply. Standard 3: Ea
S
arth and Space Science
No standards ap
N
ply. Adapted from Nationa
A
al (NSES), McRel and C
California State Stand
dards
Sub‐standards in gray are not addressed in this course. Adopted by the Board A
on January 29, 2009 Singaporee American School, Ja
anuary 14, 2009 2 Singap
pore American Scho
ool High Scchool Science Cu
urriculum: Exerrcise Physiolog
gy and Infectiious Diseases
Standard 4: Na
S
ature of Scien
nce As a basis for unders
A
standing the naturee of science as it rellates to scientific kn
nowledge, scientificc inquiry, and scienttific enterprise and to address content in the other standards students w
will: 4.1
4 Apply properr scientific meassures when solvving problems.
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
Know aand employ metric units when measuring and problem solving: 4.1.1.1
1
Identify the seeven major SI and laaboratory metric un
nits, i.e., meter, kilo
ogram, second, amp
pere, Kelvin, mole, and candela. 4.1.1.2
2
Convert betweeen prefixes nano to mega within the metric system. 4.1.1.3
3
Differentiate aand convert betwee
en the two temperaature scales; Celsiuss and Kelvin. 4.1.1.4
4
Contrive and ssolve derived valuess (volume and denssity) using correct SSI units. Use problem solving strattegies (including dim
mensional analysis)) to solve mathematical problems. 1
Identify the po
otentially important information given
n in a problem when
n choosing an appropriate solution. 4.1.2.1
4.1.2.2
2
Determine thee true question and
d/or conceptual preemise; applying app
propriate units when
n applicable. 4.1.2.3
3
Properly manipulate conversion ffactors to dimensio
onal analysis questio
ons. Reason
n sources of error w
when discussing acccuracy and precision (uncertainty) of rresults; examples in
nclude human, instrrumental, systematic, and random errors.. 4.1.3.1
1
Reason the nu
umber of significantt digits, accuracy, an
nd precision in prob
blems and laborato
ory tools. 4.1.3.2
2
Answer matheematical operationss using scientific notation. Demon
nstrate safety proceedures within lab siituations: 4.1.4.1
1
Demonstrate p
proper lab safety.
4.1.4.2
2
Locate and exp
plain how to properly use safety equip
pment in the lab. Use technology and math
hematics (e.g., meassurement, formulass, charts, graphs) to
o perform accurate scientific investigations and communications. 1
Use appropriate lab tools, measu
uring devises, calcullators, computers, P
Probeware, etc. corrrectly during invesstigations. 4.1.5.1
4.1.5.2
2
Utilize appropriate measurementts, formulas, chartss, graphs, etc. when
n analyzing laborato
ory data. 4.2
4 Investigate the natural world using scientifiic inquiry. 4.2.1
4.2.2
4.2.3
Effectivvely contribute to aa collaborative grou
up; including acceptting roles, followingg norms, and succeessfully communicatting. Design
n and conduct open
n ended scientific investigations; confirrming scientific law
ws, theories, and mo
odels; or to explore new aspects of thee natural world and
d new arreas of science: Devisee investigations thatt: 4.2.3.1 Identify a focu
used problem or ressearch question. 2 Formulate testtable hypotheses th
hat relate to the ressearch question; su
upporting it quantittatively when appro
opriate. 4.2.3.2
4.2.3.3
3 Select relevant independent and dependent variablees. 4.2.3.4
4 Identify and clarify the method and controls; using aappropriate apparaatus. 4.2.3.5
5 Demonstrate ccompetence in usin
ng laboratory equip
pment (seeking assisstance when requirred); paying attention to safety issues.. 4.2.3.6
6 Adapt to new and unforeseen cirrcumstances while following instructio
ons. Adapted from Nationa
A
al (NSES), McRel and C
California State Stand
dards
Sub‐standards in gray are not addressed in this course. Adopted by the Board A
on January 29, 2009 Singaporee American School, Ja
anuary 14, 2009 3 Singap
pore American Scho
ool 4.2.4
4.2.5
4.2.6
4.2.7
4.2.8
High Scchool Science Cu
urriculum: Exerrcise Physiolog
gy and Infectiious Diseases
4.2.3.7
7 Employ metho
ods that collect suffficient and relevantt quantitative and/o
or qualitative data; using appropriate u
units.
4.2.3.8
8 Organize and d
display raw data for easier interpretattion and analysis daata. 4.2.3.9
9 Determine errrors, their quantitattive/qualitative effeects they have on reesults, and calculatee percent error when possible. 4.2.3.10 Formulate a co
onclusion based on interpretation of rresults with an explanation, and, wherre appropriate, com
mpare results with liiterature values. 4.2.3.11 Receive criticaal response from others. n that when conditiions of an investigaation cannot be con
ntrolled, it may be n
necessary to discern
n patterns by obserrving a wide range o
of natural Reason
occurrences. edge guide scientificc inquiries; historicaal and current scien
ntific knowledge inffluence the design and interpretation Know tthat conceptual principles and knowle
of inveestigations and the evaluation of propo
osed explanations m
made by other scientists Comprrehend why scientissts conduct investiggations: 4.2.6.1
1
To discover neew aspects of the naatural world 4.2.6.2
2
To explain receently observed phe
enomena 4.2.6.3
3
To test the con
nclusions of prior in
nvestigations 4.2.6.4
4
To test predicttions of current the
eories Apprecciate that investigattions and public communication amon
ng scientists must m
meet specific criteria in order to be acccepted as new know
wledge and metho
ods: 4.2.7.1
1
Strive for certaainty of proposed solutions using expeerimental standardss. 4.2.7.2
2
Arguments aree logical and demon
nstrate connectionss between natural p
phenomena, investtigations, and the historical body of scientific knowledge. 4.2.7.3
3
Convey explan
nations with logical structure and ruless of evidence. 4.2.7.4
4
Show commitm
ment to making public their methods, procedures and co
onclusions. 4.2.7.5
5
Methods and procedures used to
o obtain evidence are clearly reported to enhance opporttunities for further investigation. 4.2.7.6
6
Understand th
he logical and empirrical communicatio
on among scientists and the public lead
ds to new accountaable information. 4.2.7.7
7
Continually tesst, revise, and occasionally discards th
heories, therefore allow for continual ccritical response fro
om others. 4.2.7.8
8
Know that all ccurrent scientific kn
nowledge in princip
ple is subject to change, as new eviden
nce becomes available. Understand the Nature of Sccience Inquiry is drive
en by the desire to un
nderstand the natural world and seeks to aanswer questions thatt may or may not direectly influence human
ns. 4.3
4 Evaluate the acquisition, devvelopment, and modification of scientific knowledge in the pastt, present, and future. 4.3.1
4.3.2
Know w
ways in which scien
nce distinguishes itsself from other bod
dies of knowledge, tthrough use of emp
pirical standards and logical argumentss. Be awaare that scientific explanations must m
meet certain criteria to be considered valid: 4.3.2.1
1
Must be consisstent with experime
ental and observational evidence about nature. 4.3.2.2
2
Make accuratee predictions aboutt systems being stud
died. 4.3.2.3
3
Be logical. 4.3.2.4
4
Respect rules o
of evidence. 4.3.2.5
5
Be open to critticism. 4.3.2.6
6
Report methods and procedures.. 4.3.2.7
7
Make a commitment to making kknowledge public.
4.3.3
Reason how scientific knowlledge changes and acccumulates over time: Adapted from Nationa
A
al (NSES), McRel and C
California State Stand
dards
Sub‐standards in gray are not addressed in this course. Adopted by the Board A
on January 29, 2009 Singaporee American School, Ja
anuary 14, 2009 4 Singap
pore American Scho
ool 4.3.4
High Scchool Science Cu
urriculum: Exerrcise Physiolog
gy and Infectiious Diseases
4.3.3.1
1
All scientific kn
nowledge is subjectt to change as new evidence becomess available.
4.3.3.2
2
Some scientific ideas are incomplete and opportunitty exists in these arreas for new advancces. 4.3.3.3
3
Scientific know
wledge is continuallly tested, revised, aand occasionally disscarded as new evid
dence is obtained.
Acceptt and anticipate thaat from time to time
e, major shifts occu
ur in the scientific viiew of how the worrld works, but usually the changes that take place in the body o
of scientific knowled
dge are usually smaall modifications of prior knowledge. 4.4
4 Examine how
w science and itss enterprises im
mpact society. 4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.4.6
4.4.7
4.4.8
4.4.9
4.4.10
4.4.11
4.4.12
4.4.13
4.4.14
4.4.15
Compaare and Contrast Sccience and Technolo
ogy Reflectt that, throughout h
history, diverse culttures have developed scientific ideas aand solved human p
problems through ttechnology. Undersstand that individuaals and teams contribute to scientific kknowledge and und
derstanding at diffeerent levels of comp
plexity: 4.4.3.1
1
Conducting baasic field studies or improving advanceed technology 4.4.3.2
2
Creating New Technologies 4.4.3.3
3
Solving techno
ological problems 4.4.3.4
4
Collaborating (sometimes betwee
en hundreds of peo
ople) on a major sciientific question or technological prob
blem. Comprrehend the free and
d rapid interplay of theoretical ideas and experiments ressults in published sccientific literature m
maintains crucial lin
nks between scientific fields. op information and technology skills w
which are essential in modern scientificc endeavors. Develo
Apprecciate that progress in Science/Technollogy can relate to so
ocial issues and chaallenges (e.g., fundiing priorities, health
h problems) Undersstand that there aree ethical traditions associated with thee scientific enterprise: 4.4.7.1
1
Be committed to peer review. 4.4.7.2
2
Report truthfu
ully about methods and outcomes of in
nvestigations. 4.4.7.3
3
Publish resultss of work with the e
expectation of peerr review. 4.4.7.4
4
Scientists who
o violate these tradiitions are censored by their peers. Consid
der that scientists and engineers can only conduct researcch on human subjects or stem cells if tthey have the conseent of the subjects or governing bodiees. Acceptt that technology iss often driven by the
e desire to help meeet human needs, solve human probleems, and fulfill human aspirations. Be ablee to assess a proposal from a scientificc enterprise; including questions about: alternatives, risks, costs, benefits, consideration of who benefits, who sufferss, who pays, who gaains, and who bearss the risks. Validatte that credible technological resource
es come from profeessional presentatio
ons, journal publicaations, and data basses. Undersstand that science aand technology are
e essential social enterprises, but alonee they can only indiicate what can happen, not what shou
uld happen. Acknow
wledge science is in
nterdependent on d
different fields of sttudy in different dissciplines. 4.4.13..1 Scientists in diifferent disciplines aask different questions, use different m
methods of investiggation and accept d
different types of evvidence to support their explanations. 4.4.13..2 Many scientific investigations req
quire the contributions of individuals ffrom different disciplines. 4.4.13..3 New disciplinees of science (such aas geophysics, biochemistry, and geno
omics) often emerge at the interface o
of older disciplines.
Underggo searches for currrent areas where d
data, information, and understanding aare incomplete; theerefore providing th
he best opportunityy for students to advancce in the science related career opporttunities. Comprrehend that creativity, imagination, an
nd a good knowledgge base are all requ
uired in the work of science and engineeering. Adapted from Nationa
A
al (NSES), McRel and C
California State Stand
dards
Sub‐standards in gray are not addressed in this course. Adopted by the Board A
on January 29, 2009 Singaporee American School, Ja
anuary 14, 2009 5 Singap
pore American Scho
ool High Scchool Science Cu
urriculum: Exerrcise Physiolog
gy and Infectiious Diseases
4.5
4 Students und
derstand the connections amon
ng science, globaal issues and sustainable solutions. As a basis for this, st
A
tudents will understand: 4.5.1
Climate Change (Global W
Warming) 4.5.2
Biodiveersity and Ecosystem Losses 4.5.3
Fisheries Depletion 4.5.4
Deforeestation 4.5.5
Water Deficits 4.5.6
Air, Waater and Soil Pollution 4.5.7
Global Infectious Diseasess on and Mitigation
4.5.8
Naturaal Disaster Preventio
4.5.9
Human
n Population Dynam
mics 4.5.10 Unsusttainable Land Use ((unsustainable agriculture, livestock grazing, urban spraw
wl, landfills, hazardo
ous waste, mining aand mineral extracttion) 4.5.11 Solid W
Waste Managementt (waste minimizattion, recycling, closeed loop systems) 4.5.12 Energyy Conservation, alteernative energy, alternative fuels Adapted from Nationa
A
al (NSES), McRel and C
California State Stand
dards
Sub‐standards in gray are not addressed in this course. Adopted by the Board A
on January 29, 2009 Singaporee American School, Ja
anuary 14, 2009 6