2003



ANATOMY AND PHYSIOLOGY HONORS

Subject Area: Science

Course Number: 2000360

Course Title: Anatomy and Physiology Honors

Credit: 1.0

Will meet graduation requirements for Science

A. Major Concepts/Content. The purpose of this course is to enable students to

develop understanding of the relationships between the structures and functions of

the human body.

The content should include, but not be limited to, the following:

- implementation of scientific habits of mind

- application of scientific knowledge, methodology, and historical context to

solve problems

- use of laboratory technologies

- terminology

- cells and tissues

- homeostasis

- human genetics, growth, and development

- body composition, structure, and function

- internal and external changes and responses

- connections between anatomy, physiology, medicine, technology, society, and

the environment

This course shall integrate the Goal 3 Student Performance Standards of the

Florida System of School Improvement and Accountability as appropriate to the

content and processes of the subject matter.

Course student performance standards must be adopted by the district, and they

must reflect appropriate Sunshine State Standards benchmarks.

B. Special Note. Laboratory investigations of selected topics in the content, which also include use of the scientific method, measurement, laboratory apparatus, and safety procedures, are an integral part of this course. Inquiry into current technology and applications of anatomical and physiological principles and their relationship to the environment is encouraged. The district recommends a minimum of 2 labs per week. The district recommends that honors students complete a scientific research project, (can be entered in the science fair), or write a scientific research paper on topic directly related to the subject matter of the course.

Students earning credit in 2000360 - Anatomy and Physiology Honors may not

earn credit in 2000350 - Anatomy and Physiology.

The course requirements for this honors course are consistent with 2000350 -

Anatomy and Physiology. The district shall develop a description of additional

requirements to provide in-depth or enriched study of the course requirements.

C. Course Requirements. These requirements include, but are not limited to, the

benchmarks from the Sunshine State Standards that are most relevant to this

course. Benchmarks correlated with a specific course requirement may also be

addressed by other course requirements as appropriate. Some requirements in this

course are not addressed in the Sunshine State Standards.

Benchmarks from Science, Strand H, should not be taught and assessed in

isolation, but should be combined with other benchmarks identified in this course

description.

Content related to disease process and immune response should be embedded in

the study of the appropriate system.

After successfully completing this course, the student will:

|Outline |Objectives |Labs |

| | | |

|Medical Terminology |Identify major planes of the body and individual organs. |Identification and order of serous membranes |

|Anatomical planes |Name and identify all major anatomical landmarks. |activity. |

|Anatomical landmarks |Describe conditions and injuries using proper terminology. |Anatomical positions and landmarks lab using |

|Positions and descriptive terminology |Identify and name abdominal quadrants and regions. |stuffed animals. |

|Cavities and serous membranes |Locate all serous membranes lining major body cavities. |Identify problem, hypothesize and design and |

|Major systems of body |Identify the 10 major human body systems and their |experiment with possible data to graph and |

|F. Review of scientific process |functions. SC.F. 1.4.2 |analyze to review scientific process. SC.H. |

| |Construct one or more hypotheses from the information given|1.4.1 -SC.H. 3.4.4 |

| |in a table of data, graphs, or pictures. SC.H.1.4.1 | |

| |Design, conduct and report an experiment involving all the | |

| |science processes where appropriate. SC.H.2.4.2 | |

| |Collect, group, analyze, regroup, and synthesize | |

| |information relative to a problem. SCH.1.4.3 | |

| |Distinguish between qualitative and quantitative | |

| |observations when applied to the human body. | |

| |Identify alternative courses of action, which may result in| |

| |a solution to the problem. SCH.2.4.2 | |

| |Use a model or drawing to visualize the solution to a | |

| |problem. SCH. 3.4.1 | |

| |Associate the names and functions of science equipment. | |

| |13. Employ safe laboratory procedures | |

|Homeostasis | |Demonstrate negative feedback using heart rates |

|Positive feedback loops |Explain negative feedback loops |and exercise. |

|Negative feedback loops |Identify and discuss at least three examples of negative |Blood pressure negative feedback lab. |

| |feedback in the human body | |

| |Identify positive feedback processes in the human with both| |

| |beneficial and detrimental results. | |

|3. Cells and Tissues | | |

|Epithelial tissue types and functions |Recognize that cells of the body are present in four major |Microscopic observation and drawing of three |

|functions by location in body |types with specific functions. SC.F. 1.4.2 |types of epithelial cells-simple and stratified |

|secretory function |Observe that several different cell types can function as a|squamous, cuboidal, and columnar . |

|absorption function |specific tissue. |Microscopic observation and drawing of dense |

|cell to cell junctions |Observe and identify epithelial cells surfaces and types |regular, loose areolar and adipose connective |

|Connective tissue types and composition |Draw and identify gland types based on shape and function |tissue. |

|fibrous-dense and loose |Demonstrate how cell surface relates to absorptive |Microscopic comparison of hyaline cartilage and |

|special conective tissue |function. |compact bone connective tissues. |

|cartilage and bone |Identify types of cell to cell junctions and their relation|Microscopic observation and drawing of three |

|fluid connective tissues |to function. SC.F. 1.4.3 |types of muscle tissues. |

|Muscle tissue types |Classify connective tissue types by their fiber and ground | |

|striated |substance composition. | |

|smooth |Identify the characteristics that govern the type of muscle| |

|cardiac |and how it functions. | |

|Nerve tissue types |Distinguish between the functions of neurons in information| |

|neurons |transmission and glial cells that support neuron | |

|glia |functioning. | |

| | | |

|4.Integumentary System | | |

|Three major layers of skin |Observe and identify the three major skin layers. |Microscope lab-comparison of black and white |

|Epidermis layers in thick and thin skin |Compare the composition of the three layers in regard to |full thickness skin. |

|Dermis components and composition. |function. |Sensory receptor lab-test skin of hand for heat,|

|Sweat glands |Describe the cycle of cell growth and development in the |cold and touch receptors. SC.F. 1.4.7 |

|Sebaceous glands |epidermis. SC.F. 1.4.1 |Microscopic analysis of hair composition and |

|Hair follicles |Identify sensory receptors in the dermis and their |layers. |

|Sensory receptors |functions. | |

|Fibrous make-up |Describe the growth process and rest cycles of hair. | |

|Hypodermis composition |Equate the integument to its body temperature regulation | |

|Nail and hair composition and growth |processes. | |

|Wounds and healing |Compare the merocrine, apocrine, holocrine and cytocrine | |

|Malfunctions of integument |secretory processes and products. | |

| |Demonstrate a knowledge of burn and wound healing | |

| |processes. | |

| |Identify and describe the conditions of malfunction of the | |

| |skin. | |

| |Recognize the three types of skin cancers, and know their | |

| |prevention and treatment. | |

|5. Skeletal System | | |

|Functions of skeletal system |List the many functions of the skeletal system including |Microscopic observation and drawing of compact |

|Bone types and composition |hemopoiesis. |bone Haversian systems. |

|Endochondral ossification |Compare cancellous (spongy) bone and its formation to |Disarticulated skeleton lab-label all bones and |

|Intramembranous ossification |compact bone and its formation. |bone features. |

|Bones of the human skeleton |Explain the processes of endochondral and intramembranous |Lab practical on disarticulated skeleton. |

|Marrow types and functions |ossification. |Removal of skeletal components from owl pellets |

|Joints-types and function |Identify which bones of the body are formed by each of the |for identification of bones and rearticulation |

|Malfunctions of skeletal system |ossification types. |of skeletons. |

| |Know names and locations of all skeletal components | |

| |including fossa, foramena, etc. | |

| |Describe locations and functions of the two types of bone | |

| |marrow. | |

| |Compare and contrast synovial joints with amphi and | |

| |synarthrodial joints. | |

| |Identify joint types, locations and range of movement. | |

| |Describe malfunctions of the skeletal system. | |

|6. Muscular System | | |

|Membrane and action potentials and physiology |Demonstrate knowledge of membrane potentials and how |Action potential lab. Simulation of |

|of muscle contraction. |stimulation produces an action potential. SC.F. 1.4.6, |depolarization and repolarization using |

|Full muscle to Sarcomere composition |SC.F. 1.4.3 |dominoes. SC.F. 1.4.3, SC.F. 1.4.7 |

|Function of muscular system in body |Diagram muscle components from whole muscle fascia to |Effects of heat and cold on muscle efficiency. |

|temperature homeostasis |sarcomere. |SC.F. 1.4.7 |

|Myogram analysis-single twitch, summation, |Describe the contraction physiology in terms of |Cat muscle dissection and |

|treppe, etc. |actin/myosin proteins and troponin. SC.F.1.4.5 |identification-superficial and deep. |

|Fast and slow twitch muscle fibers |Show how muscular contraction generates heat-shivering |Cat muscle lab practical. |

|Origin and insertion |thermogenesis. | |

|Major human skeletal muscles |Distinguish type of contraction form myogram tracings of | |

|Smooth muscle function |various contraction types. | |

|Cardiac muscle function |Differentiate between aerobic and anaerobic muscle function| |

| |and the roll of myoglobin. | |

| |Locate and identify the major muscles of the body including| |

| |their origins and insertions. | |

| |Compare structure and functioning of the smooth muscles to | |

| |the skeletal. | |

| |Contrast cardiac muscle anatomy and physiology with the | |

| |skeletal and smooth muscles. | |

|Nervous System | | |

|Neuron anatomy and types of neurons. |Identify neuron components and differentiate among uni, bi |Dissection of the sheep brain. |

|Action potentials and nerve transmission. |and multi polar neurons. SC.F. 1.4.2 |Lab practical on sheep brain. |

|Neurotransmitter types and functions. |Describe the physiology of nerve transmission. SC.F. |Reflex testing-knee jerk, iris of eye, etc. |

|Excitatory and inhibitory |1.4.6, SC.B. 1.4.1. SC.F. 1.4.4 |Short and long term memory lab |

|Drug effects |Compare functioning of inhibitory and excitatory |Microscopic observation of spinal cord cross |

|Neuromodulators |neurotransmitters and role of neuromodulators. SC.F. 1.4.1|section |

|Glial Types and functions. |Discuss the development, release and subsequent removal of |Dissection of brain and spinal cord in fetal pig|

|Spatial and temporal summation and refractory |neurotransmitters from the synaptic gap. | |

|periods. |Compare the effects of various common drugs and substances | |

|Reflex Arc |on the functioning of the nervous system. | |

|Central nervous system |Recognize the purpose and functioning of the different | |

|Brain anatomy |types of glial cells. | |

|Lobes and functions of cerebrum. |Understand how threshold potential can be produced from | |

|Cerebellar anatomy and function |sub-threshold stimuli. | |

|Medulla anatomy and function. |Trace the pathway of the reflex arc. | |

|Brain stem, Mid brain, reticular firmation, |Locate and identify the cerebral lobes, commissural | |

|pons |connections and major nuclei of the brain. | |

|Thalamus, hypothalamus function |Describe the major functions of the cerebral lobes and | |

|Spinal cord anatomy-tracts ascending and |nuclei. | |

|descending |Categorize the types of memory and relate the physiology of| |

|Malfunctions of CNS |long term memory. | |

|Neurotransmitter induced |List the three major medullary centers and their functions.| |

|Cerebro-vascular accidents |Discuss the functions of the brain stem and mid brain | |

|Paralysis |components. | |

|Trauma induced |Relate the importance of the thalamus and the hypothalamus | |

|Memory types and physiology |components. | |

|Cranial nerves |Describe the anatomy of the spinal cord differentiating | |

|Autonomic Nervous System |between the ascending and descending nerve tracts. | |

| |Comprehend how lack of, or too much of, specific | |

| |neurotransmitters can cause disease such as epilepsy or | |

| |Parkinson’s. | |

| |Describe the physiology of strokes and related | |

| |cerebro-vascular accidents. | |

| | | |

| |18.. Equate specific spinal tract | |

| |injuries to paralysis. | |

| |19.Describe the functions of the various cranial nerves.| |

| |20.Discuss the sympathetic and parasympathetic reactions of| |

| |the autonomic nervous system. | |

| | | |

|Special Sensory Organs | | |

|Ear anatomy |Identify the major components of the ear. SC.F. 1.4.2 |Cow eye dissection |

|Physiology of hearing |Discuss the functioning of the ear components in hearing. |Concave/convex lens effects on sight |

|Eye anatomy |SC.F. 1.4.7 |Effects of light brightness on rod and cone |

|Physiology of sight |Describe the major components of the eye. |function |

|Retinal composition |Relate the neural pathways for sight. |Smell and memory lab |

|Accommodation |Distinguish between the concentrations and functions of the|Taste receptor location lab |

|Rhodopsin |rods and cones. | |

|Disorders of the eye |Discuss the breakdown and reformation of rhodopsin in the | |

|Physiology of smell |rod cells of the retina. | |

|Physiology of taste |Identify causes for common eye disorders. | |

| |Describe the neural pathways for the sense of smell. | |

| |Locate and distinguish types of taste receptors. | |

|9.Endocrine System | | |

|Glands of the system and locations |Identify and locate glands comprising the endocrine system.|Model hormone-receptor site interaction. |

|Hormone chemistry |Describe the general chemistry of hormones. SC.A. 2.4.2 |Microscopic observation of cross-sections of |

|Effects of hormones and method of function |Discuss hormone-target organ interaction. SC.F. 1.4.5 |selected endocrine glands |

|Control of body functions |Describe the primary effects of specific hormones. SC.F |Gross observation of pituitary and pineal glands|

|Dysfunctions |1.4.8 |on sheep or bovine brain. |

|Hypersecretion |Compare and contrast the nervous and endocrine systems and |Research specific hypo or hyper secretions of an|

|Hyposecretion |their methods of communication and regulation of the human |endocrine gland |

| |body. | |

| |Analyze the effects of variables on the functioning of a | |

| |hormone. | |

| |Identify disorders of the body caused by hormone hyper and | |

| |hyposecretion and their causes and treatments. SC.F. 1.4.1 | |

|10. Circulatory System | | |

|Functions of system |Discuss major functions of the circulatory system. |Pulse and heart rate lab |

|Role in homeostatic regulation |Identify the role of the circulatory system in maintenance |Dissection of beef heart or sheep heart. |

|Heart anatomy |of body temperature, blood pressure, pH, etc. |Lab practical on heart |

|Innervation and conduction of action potential|Locate and identify all parts and chambers of the heart. |Cat circulatory system dissection identifying |

|in the heart. |Trace the initiation of, and conductive pathways of heart |major vessels and heart anatomy. |

|Autonomic control of heart rate. |beat. |Cat circulatory system lab practical |

|Arrhythmias and heart dysfunction |Relate sympathetic and parasympathetic nerve stimulation to|Blood pressure lab-use of sphygmomenometer |

|Blood pressure |the functioning of the heart. |Microscopic observation of prepared blood slides|

|Blood vessels |Discuss types of arrhythmia, atherosclerosis, |for leukocyte type identification and |

|Structure of vessels |arteriosclerosis, heart attack causes and possible |erythrocyte observation. |

|Major arteries |treatments. |Research rare blood disorders |

|Major veins |Demonstrate knowledge of causes of blood pressure and | |

|Capillary function |dysfunctions. | |

|Circulation patterns and major circuits |Compare the wall structure of the arteries, veins and | |

|Fetal heart and circulation modifications |capillaries and correlate structure with function of each | |

|Blood composition and physiological changes |vessel. | |

|that occus as it passes through the system |Describe the pathways and functions of coronary, portal, | |

|Blood cells-formation, size, and function |renal, pulmonary and systemic circulation pathways. | |

|Erythrocytes-origin in marrow, function, and |Identify differences between fetal and adult circulation | |

|structure |patterns and possible resulting birth defects. | |

|Leukocytes-structure, differentiation , and |Describe the composition of the blood. | |

|function |Discuss hemopoiesis and hormonal control of blood cell | |

|Platelets and clot formation-intrinsic and |production. | |

|extrinsic. |Differentiate between erythrocytes,leukocytes and platelets| |

|Dysfunctions of blood |on the basis of formation, size, and function. | |

| |Describe and compare the intrinsic and extrinsic clotting | |

| |processes. | |

| |Discuss common dysfunctions associated with the blood. | |

|11. Disease and Immune System | | |

|Lymphatic vessels |Identify major lymphatic vessels and pathways. |Microscopic observation of lymphocytes. |

|Lymphopoeisis |2. Discuss production of lymphocytes and organs of |Model production showing antigen-antibody |

|Lymphatic organs |production. |response. |

|Cellular defense |Differentiate among functions and structure of nodes, |Microscopic observation of spleen cross section |

|Interferon |thymus,and spleen |AIDS transmission lab-kit form |

|Antigen-antibody response |Macrophages and phagocytic process. | |

|Forms of immunity |Identify types of interferon and their functions in | |

|T cells |immunity. | |

|B cells |Discuss the biochemistry of the antigen-antibody response. | |

|Classes of immunoglobulins |SC.F. 1.4.1 | |

|Autoimmune disorders and immunodeficiencies |Differentiate among passive, acquired and active immunity. | |

| |Describe the types of T cells and their individual | |

| |functions in immunity. | |

| |Describe the role of the B cells in antibody production. | |

| |List and describe the 5 major types of immunoglobulins and | |

| |their specific roles. | |

| |List types of common and rare autoimmune disorders and | |

| |immunodeficiencies. | |

|Respiratory System | | |

|Organs and locations |Identify major anatomical components of the respiratory |Lung sounds using stethoscopes |

|Alveoli and gas exchange |system. |Wet spirometer to measure lung volumes and |

|Breathing physiology |Describe the structure and functioning of the alveoli. |capacities. |

|pH homeostasis |Discuss the process of gas exchange between the alveoli and|Cat dissection of the respiratory organs. |

|Volumes and capacities of lungs |the blood in the capillaries. |Build models of lungs using 2 liter bottles to |

|Voice production |Relate the mechanics of breathing including muscles |demonstrate inhalation and exhalation. |

|Sinus locations and functions |involved with inhalation and exhalation at rest and under |Demonstration of CO2 content in lungs using |

|Respiration in the fetus |stress. |brom-thymol blue indicator. |

|Dysfunctions of system |Describe the role of the lungs in maintaining pH |Breathing rates at rest and during exercise. |

| |homeostasis. | |

| |Discuss structure and location of the vocal cords and voice| |

| |production. | |

| |Locate the sinuses and identify their functions. | |

| |Differentiate between fetal and adult respiration. | |

| |Identify respiratory dysfunctions, their causes and | |

| |treatments. | |

|Digestive System | | |

|Organs of the tract and system |Identify all organs and structures of the tract and system |Dissection of the cat digestive system |

|Layers of digestive tract organs |and their component tissues. |Microscopic observation of the stomach rugae and|

|Protein anabolism |Describe the tissue layers that compose the alimentary |intestinal villi of the cat |

|Enzymes and their chemical reactions |tract organs and their functions. |Microscopic inspection of the duodenal layers |

|Enzyme activity and factors affecting activity|Describe growth resulting from protein anabolism. SC.F. |from prepared slides |

|Specific enzymes for each organ |1.4.3, SC.F. 1.4.5 |Calorimetry of carbohydrates, lipids and |

|Biochemistry of major nutrients |Discuss enzyme-substrate interaction mechanisms and the |proteins |

|Energy content |factors which affect the activity. SC.F. 1.4.5 |Enzyme catalysis lab to show enzyme activity |

|Molecular structure and use in body |List the enzymes produced by each organ and their specific |rates |

|Absorption of nutrients |roles in digestion. |Electrophoresis of fish protein |

|Hormonal regulation of digestion |Compare the molecular structures and available energy | |

|Digestion vs. metabolism |contents of the major organic macromolecules. SC.G. 1.4.3 | |

|Blood glucose homeostasis |Describe the relation of the membrane surfaces of the | |

|Dysfunctions |organs to their absorption capabilities. SC.F.1.4.1 | |

| |Discuss the production of hormones in the digestive system | |

| |and the functions of those hormones. | |

| |Describe the processes of glycogenesis, glycogenolysis, and| |

| |gluconeogenesis in maintenance of blood glucose. | |

| |Compare the processes of digestion and metabolism. | |

| |Identify digestive disorders, causes and treatments. | |

1. Demonstrate effective implementation of scientific habits of mind.

2. Apply knowledge of the nature of science, scientific methodology, and

historical context to solve problems, and employ safe and effective use

of laboratory technologies.

SC.H.1.4.1 know that investigations are conducted to explore new

phenomena, to check on previous results, to test how well a

theory predicts, and to compare different theories.

SC.H.1.4.2 know that from time to time, major shifts occur in the

scientific view of how the world works, but that more often

the changes that take place in the body of scientific

knowledge are small modifications of prior knowledge.

SC.H.1.4.3 understand that no matter how well one theory fits

observations, a new theory might fit them as well or better,

or might fit a wider range of observations, because in

science, the testing, revising, and occasional discarding of

theories, new and old, never ends and leads to an

increasingly better understanding of how things work in the

world, but not to absolute truth.

SC.H.1.4.4 know that scientists in any one research group tend to see

things alike and that therefore scientific teams are expected

to seek out the possible sources of bias in the design of

their investigations and in their data analysis.

SC.H.1.4.5 understand that new ideas in science are limited by the

context in which they are conceived, are often rejected by

the scientific establishment, sometimes spring from

unexpected findings, and usually grow slowly from many

contributors.

SC.H.1.4.6 understand that, in the short run, new ideas that do not

mesh well with mainstream ideas in science often

encounter vigorous criticism and that, in the long run,

theories are judged by how they fit with other theories, the

range of observations they explain, how well they explain

observations, and how effective they are in predicting new

findings.

SC.H.1.4.7 understand the importance of a sense of responsibility, a

commitment to peer review, truthful reporting of the

methods and outcomes of investigations, and making the

public aware of the findings.

SC.H.2.4.1 know that scientists assume that the universe is a vast

system in which basic rules exist that may range from very

simple to extremely complex, but that scientists operate on

the belief that the rules can be discovered by careful,

systemic study.

SC.H.2.4.2 know that scientists control conditions in order to obtain

evidence, but when that is not possible for practical or

ethical reasons, they try to observe a wide range of natural

occurrences to discern patterns.

3. Demonstrate use of correct anatomic terminology for body regions,

planes, and directions.

4. Demonstrate understanding of cell function and structure in healthy

and diseased tissue.

SC.F.1.4.3 know that membranes are sites for chemical synthesis and

essential energy conversions.

SC.F.1.4.5 know that complex interactions among the different kinds

of molecules in the cell cause distinct cycles of activity

governed by proteins.

SC.G.1.4.3 know that the chemical elements that make up the molecules of living things are combined and recombined in different ways.

5. Demonstrate understanding of the nature of homeostasis.

SC.F.1.4.1 know that the body processes involve specific biochemical

reactions governed by biochemical principles.

SC.F.1.4.4 understand that biological systems obey the same laws of

conservation as physical systems.

6. Demonstrate knowledge of genetics, development, growth, and

maturation of the human body and its systems.

SC.F. 2.4.1 understand the mechanisms of asexual and sexual reproduction and know the different genetic advantages and disadvantages of asexual and sexual reproduction.

SC.F.2.4.2 know that every cell contains a “blueprint” coded in DNA

molecules that specify how proteins are assembled to regulate cells.

SC.F.2.4.3 understand the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species, and their ability to survive naturally in changing conditions and to increase species diversity.

SC.G.1.4.1 know of the great diversity and interdependence of living things

7. Demonstrate understanding of the composition, active chemical

compounds, structure, function, and dysfunction of the human body.

SC.F.1.4.2 know that body structures are uniquely designed and

adapted for their function.

SC.F.1.4.6 know that separate parts of the body communicate with

each other using electrical and/or chemical signals.

SC.F.1.4.7 know that organisms respond to internal and external

stimuli.

8. Demonstrate understanding of conditions that cause change in normal

body functions (e.g., injury, infection, mutation, metabolic disorder)

and the response of the body to those conditions (e.g., inflammatory

response, clotting, immune response).

SC.F.1.4.8 know that cell behavior can be affected by molecules from

other parts of the organism or even from other organisms.

9. Demonstrate knowledge of the connections of anatomy, physiology,

and medicine with technology, society, and the environment.

SC.H.3.4.1 know that performance testing is often conducted using

small-scale models, computer simulations, or analogous

systems to reduce the chance of system failure.

SC.H.3.4.2 know that technological problems often create a demand

for new scientific knowledge and that new technologies

make it possible for scientists to extend their research in a

way that advances science.

SC.H.3.4.3 know that scientists can bring information, insights, and

analytical skills to matters of public concern and help

people understand the possible causes and effects of events.

SC.H.3.4.4 know that funds for science research come from federal

government agencies, industry, and private foundations and

that this funding often influences the areas of discovery.

SC.H.3.4.5 know that the value of a technology may differ for different

people and at different times.

SC.H.3.4.6 know that scientific knowledge is used by those who

engage in design and technology to solve practical

problems, taking human values and limitations into

account.

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