Which of the following assignments during a unit on anatomy would best promote high school students' higher-order thinking skills?

The selection of the assignment that involves distinguishing between isotonic and isometric muscle contractions and discussing how forces generated in muscle contractions are amplified by the use of levers is particularly effective for promoting higher-order thinking skills. This task goes beyond simple recall or description; it requires students to analyze and evaluate the concepts related to muscle function and biomechanics.

By having students differentiate between the two types of muscle contractions, they must engage with complex ideas about muscle physiology, which promotes deeper understanding. Furthermore, discussing how levers amplify forces leads to synthesis of knowledge from physics and biology, requiring students to apply concepts from one domain to another. This integration demonstrates critical thinking as students must not only understand the mechanics of muscle contractions but also how these principles are connected to real-life applications in movement and strength.

This assignment encourages students to synthesize their learning and articulate relationships between concepts, which are key components of higher-order thinking. It invites exploration of real-world implications and deeper inquiry into how the human body operates, fostering skills that are crucial for advanced study in anatomy and related fields.