What grade levels do these standards cover?

Grade 9, Grade 10, Grade 11, and Grade 12

Where can I read the official document?

§130.208. Pathophysiology (One-Half to One Science Credit).

K–12 Standards

Video Technology, and Communications
Principles of Health Science (2015)
Principles of Hospitality and Tourism
Principles of Human Services
Principles of Law, Public Safety, Corrections, and Security
Robotics I
Robotics II
Small Animal Management
Welding I
Welding II
Welding II Lab

The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to:1

A
demonstrate safe practices during laboratory and field investigations1.A
1. 1
  demonstrate safe practices during laboratory investigations1.A.1
2. 2
  demonstrate safe practices during field investigations1.A.2
B
demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials1.B
1. 1
  demonstrate an understanding of the use of resources1.B.1
2. 2
  demonstrate an understanding of the conservation of resources1.B.2
3. 3
  demonstrate an understanding of the proper disposal or recycling of materials1.B.3

The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to: 2

A
know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section 2.A
B
know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories 2.B
1. 1
  know that hypotheses are tentative statements that must be capable of being supported or not supported by observational evidence2.B.1
2. 2
  know that hypotheses are testable statements that must be capable of being supported or not supported by observational evidence2.B.2
3. 3
  [know that] Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories2.B.3
C
know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed2.C
1. 1
  know scientific theories are based on natural phenomena2.C.1
2. 2
  know scientific theories are based on physical phenomena2.C.2
3. 3
  know scientific theories are capable of being tested by multiple independent researchers2.C.3
4. 4
  [know that] Unlike hypotheses, scientific theories are well-established and highlyreliable explanations, but they may be subject to change as new areas of science and new technologies are developed 2.C.4
D
distinguish between scientific hypotheses and scientific theories 2.D
E
plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology2.E
1. 1
  plan descriptive investigations, including asking questions2.E.1
2. 2
  plan descriptive investigations, including formulating testable hypotheses 2.E.2
3. 3
  plan descriptive investigations, including selecting equipment2.E.3
4. 4
  plan descriptive investigations, including selecting technology 2.E.4
5. 5
  implement descriptive investigations, including asking questions2.E.5
6. 6
  implement descriptive investigations, including formulating testable hypotheses2.E.6
7. 7
  implement descriptive investigations, including selecting equipment2.E.7
8. 8
  implement descriptive investigations, including selecting technology2.E.8
9. 9
  plan comparative investigations, including asking questions2.E.9
10. 10
  plan comparative investigations, including formulating testable hypotheses2.E.10
11. 11
  plan comparative investigations, including selecting equipment 2.E.11
12. 12
  plan comparative investigations, including selecting technology 2.E.12
13. 13
  implement comparative investigations, including asking questions2.E.13
14. 14
  implement comparative investigations, including formulating testable hypotheses 2.E.14
15. 15
  implement comparative investigations, including selecting equipment 2.E.15
16. 16
  implement comparative investigations, including selecting technology 2.E.16
17. 17
  plan experimental investigations, including asking questions 2.E.17
18. 18
  plan experimental investigations, including formulating testable hypotheses2.E.18
19. 19
  plan experimental investigations, including selecting equipment2.E.19
20. 20
  plan experimental investigations, including selecting technology 2.E.20
21. 21
  implement experimental investigations, including asking questions2.E.21
22. 22
  implement experimental investigations, including formulating testable hypotheses2.E.22
23. 23
  implement experimental investigations, including selecting equipment2.E.23
24. 24
  implement experimental investigations, including selecting technology2.E.24
F
collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, meter sticks, and models, diagrams, or samples of biological specimens or structures 2.F
1. 1
  collect qualitative data using tools2.F.1
2. 2
  collect quantitative data using tools2.F.2
3. 3
  organize qualitative data using tools2.F.3
4. 4
  organize quantitative data using tools2.F.4
5. 5
  make measurements with accuracy using tools2.F.5
6. 6
  make measurements with precision using tools2.F.6
G
analyze, evaluate, make inferences, and predict trends from data2.G
1. 1
  analyze data2.G.1
2. 2
  evaluate data2.G.2
3. 3
  make inferences from data2.G.3
4. 4
  predict trends from data2.G.4
H
communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports2.H
1. 1
  communicate valid conclusions supported by the data through methods2.H.1

The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:3

A
in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student3.A
1. 1
  in all fields of science, analyze scientific explanations by using empirical evidence, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3.A.1
2. 2
  in all fields of science, analyze scientific explanations by using logical reasoning, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student3.A.2
3. 3
  in all fields of science, analyze scientific explanations by using experimental testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3.A.3
4. 4
  in all fields of science, analyze scientific explanations by using observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3.A.4
5. 5
  in all fields of science, evaluate scientific explanations by using empirical evidence, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3.A.5
6. 6
  in all fields of science, evaluate scientific explanations by using logical reasoning, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student3.A.6
7. 7
  in all fields of science, evaluate scientific explanations by using experimental testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student3.A.7
8. 8
  in all fields of science, evaluate scientific explanations by using observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3.A.8
9. 9
  in all fields of science, critique scientific explanations by using empirical evidence, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student3.A.9
10. 10
  in all fields of science, critique scientific explanations by using logical reasoning, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student 3.A.10
11. 11
  in all fields of science, critique scientific explanations by using experimental testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student3.A.11
12. 12
  in all fields of science, critique scientific explanations by using observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student3.A.12
B
communicate and apply scientific information extracted from various sources such as current events, news reports published journal articles, and marketing materials 3.B
1. 1
  communicate scientific information extracted from various sources3.B.1
2. 2
  apply scientific information extracted from various sources3.B.2
C
draw inferences based on data related to promotional materials for products and services3.C
1. 1
  draw inferences based on data related to promotional materials for products3.C.1
2. 2
  draw inferences based on data related to promotional materials for services3.C.2
D
evaluate the impact of scientific research on society and the environment3.D
1. 1
  evaluate the impact of scientific research on society3.D.1
2. 2
  evaluate the impact of scientific research on the environment3.D.2
E
evaluate models according to their limitations in representing biological objects or events3.E
F
research and describe the history of science and contributions of scientists3.F
1. 1
  research the history of science3.F.1
2. 2
  research the contributions of scientists3.F.2
3. 3
  describe the history of science3.F.3
4. 4
  describe the contributions of scientists3.F.4

The student analyzes the mechanisms of pathology. The student is expected to:4

A
identify biological and chemical processes at the cellular level4.A
1. 1
  identify biological processes at the cellular level 4.A.1
2. 2
  identify chemical processes at the cellular level4.A.2
B
detect changes resulting from mutations and neoplasms by examining cells, tissues, organs, and systems4.B
1. 1
  detect changes resulting from mutations by examining cells4.B.1
2. 2
  detect changes resulting from mutations by examining tissues4.B.2
3. 3
  detect changes resulting from mutations by examining organs4.B.3
4. 4
  detect changes resulting from mutations by examining systems4.B.4
5. 5
  detect changes resulting from neoplasms by examining cells4.B.5
6. 6
  detect changes resulting from neoplasms by examining tissues4.B.6
7. 7
  detect changes resulting from neoplasms by examining organs4.B.7
8. 8
  detect changes resulting from neoplasms by examining systems 4.B.8
C
identify factors that contribute to disease such as age, gender, environment, lifestyle, and heredity4.C
1. 1
  identify factors that contribute to disease4.C.1
D
examine the body's compensating mechanisms occurring under various conditions4.D
E
analyze how the body attempts to maintain homeostasis when changes occur 4.E

The student examines the process of pathogenesis. The student is expected to:5

A
identify pathogenic organisms using microbiological techniques5.A
B
differentiate the stages of pathogenesis, including incubation period, prodromal period, and exacerbation or remission5.B
1. 1
  differentiate the stages of pathogenesis, including incubation period 5.B.1
2. 2
  differentiate the stages of pathogenesis, including prodromal period5.B.2
3. 3
  differentiate the stages of pathogenesis, including exacerbation or remission5.B.3
C
analyze the body's natural defense systems against infection such as barriers, the inflammatory response, and the immune response5.C
1. 1
  analyze the body's natural defense systems against infection5.C.1
D
evaluate the effects of chemical agents, environmental pollution, and trauma on the disease process5.D
1. 1
  evaluate the effects of chemical agents on the disease process5.D.1
2. 2
  evaluate the effects of environmental pollution on the disease process5.D.2
3. 3
  evaluate the effects of trauma on the disease process 5.D.3

The student examines a variety of human diseases. The student is expected to:6

A
describe on the nature of diseases according to etiology, signs and symptoms, diagnosis, prognosis, and treatment options6.A
1. 1
  describe on the nature of diseases according to etiology6.A.1
2. 2
  describe on the nature of diseases according to signs6.A.2
3. 3
  describe on the nature of diseases according to symptoms6.A.3
4. 4
  describe on the nature of diseases according to diagnosis6.A.4
5. 5
  describe on the nature of diseases according to prognosis 6.A.5
6. 6
  describe on the nature of diseases according to treatment options6.A.6
B
explore advanced technologies for the diagnosis and treatment of disease6.B
1. 1
  explore advanced technologies for the diagnosis of disease6.B.1
2. 2
  explore advanced technologies for the treatment of disease6.B.2
C
examine reemergence of diseases such as malaria, tuberculosis, and polio 6.C
1. 1
  examine reemergence of diseases6.C.1
D
describe drug-resistant diseases 6.D
E
differentiate between congenital disorders and childhood diseases6.E
F
investigate ways diseases affect multiple body systems6.F

The student integrates the effects of disease prevention and control. The student is expected to:7

A
evaluate public health issues related to asepsis, isolation, immunization, and quarantine7.A
1. 1
  evaluate public health issues related to asepsis7.A.1
2. 2
  evaluate public health issues related to isolation7.A.2
3. 3
  evaluate public health issues related to immunization7.A.3
4. 4
  evaluate public health issues related to quarantine7.A.4
B
analyze the effects of stress and aging on the body 7.B
1. 1
  analyze the effects of stress on the body7.B.1
2. 2
  analyze the effects of aging on the body7.B.2
C
evaluate treatment options for diseases7.C
D
investigate diseases that threaten world health and propose intervention strategies 7.D
1. 1
  investigate diseases that threaten world health7.D.1
2. 2
  propose intervention strategies [for diseases]7.D.2
E
develop a plan for personal health and wellness7.E
1. 1
  develop a plan for personal health7.E.1
2. 2
  develop a plan for personal wellness7.E.2

Frequently asked questions

What grade levels do these standards cover?: Grade 9, Grade 10, Grade 11, and Grade 12
Where can I read the official document?: §130.208. Pathophysiology (One-Half to One Science Credit).

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