Course title

SC211

Pre-requisite

Principles of Biomedical Sciences, application and approval. Concurrent enrollment in math and science.

Course description

This course will engage students in the study of processes; structures; and interactions of the human body systems. Topics will include communication; transport of substances; locomotion; metabolic processes; defense; and protection. Students will design experiments; investigate the structures and functions of body systems; and use data acquisition software to monitor body functions such as muscle movement; reflex and voluntary actions; and respiratory operations.
Campo Verde High School
Human Body Systems
Project Lead the Way

Designed Based Education Philosophy

In Design Based Education (DBE) the students; NOT THE TEACHER; are responsible for asking the right questions; identifying relevant problems; and then solving the problems. In DBE students have to learn what is already known; go beyond what is given; and learn the unique feature in a situation for creating something new. Students “learn by doing” and by “failing forward. Design-based education is two things: a response to real world circumstances; and an ability to be vulnerable starting something without seeing the end point. Design Based Projects are “responsive to the immediate environment”; they are relevant; at times non-linear; even scary; all of which move us beyond what we already know. The teachers job is guide; assist; and to challenge you every step of the way to push you beyond what you think you are capable of.

Year Long Project Philosophy
The Vision of the Campo Verde High School Biomedical Sciences Program is built upon three Pillars: Project Based Instruction; Real World Experiences; and Service of Others. Its Mission is to Create Relationships; Build Better People; and Change the World.
Students are able to learn by completing numerous projects and activities during in school each year. They have the opportunity to take numerous field trips and talk to guest speakers from local businesses and universities. But they will never learn the Real World Skills (the soft skill and people skills) and they will never truly learn about themselves if they only learn in the classroom and solve teacher identified problems by teacher identified methods. Real world skills and personal awareness can truly only be learned OUT SIDE OF THE TRADITIONAL CLASSROOM AND SCHOOL. Students need to be encouraged; if not pushed out of their comfort zone. They need to learn how to identify real world problems and to solve these problems in ways that not only excite them but also help; educate; and inspire others. Students need to discover jobs; careers; and lives they get to do and not have to do.
In order to help students meet the Core Competencies; to achieve the Vision and Mission of the CVHS Biomedical Sciences Program; to master the Real World skill needed for success; and to help students discover the men and women they are destined to become; each of the four classes in the Biomedical Sciences program will have their own unique year long project culminating in the Senior Capstone Project.
Second year; Human Body Systems students will continue to be EPIC; to practice Research Based Learning; and to expand on their Science Knowledge. Additionally; they will start to focus more on their Interpersonal and Communication Skills and Service of Others. Students will LEARN how to perform proper research of medical problems and science concepts. Equally important; students will begin the process of identifying which science concepts they truly enjoy; and how to educate and inspire others through their participation in the CVHS Biomed Science Center.

Human Body Systems Course Description

Students examine the interactions of body systems as they explore identity; communication; power; movement; protection; and homeostasis. Students design experiments; investigate the structures and functions of the human body; and use data acquisition software to monitor body functions such as muscle movement; reflex and voluntary action; and respiration. Exploring science in action; students build organs and tissues on a skeletal manikin; work through interesting real world cases and often play the role of biomedical professionals to solve medical mysteries.

Human Body Systems Unit Summaries

The Human Body Systems (HBS) course is divided into six units designed to introduce students to the way in which body systems work together to maintain homeostasis and good health. The following is a description of each unit in the HBS course.

Unit One – Identity
Unit one engages students in a discussion of what it means to be human. Students investigate the body systems and functions that all humans have in common; and then look at differences in tissues; such as bone and muscle; and in molecules; such as DNA; to pinpoint unique identity. Students play the role of forensic anthropologists as they unlock the clues of identity found in bone and use restriction analysis and gel electrophoresis to analyze differences in DNA. Students begin to study histology and build upon their knowledge of human tissue.

Unit Two – Communication
In unit two; students investigate modes of communication within the human body as well as the ways humans communicate with the outside world. Students create a model of the human brain and design a brain map that pinpoints specific areas of function. Students investigate the roles of electrical and chemical signals in communication and response in the human body. They explore the ways in which hormones and the endocrine system control body function in order to solve a medical mystery. Students compare response time to reflex and voluntary actions using data acquisition software; and design experiments to test factors that can impact this response. By investigating the anatomy and physiology of the human eye; students learn how the body receives and interprets stimuli from the outside world.

Unit Three – Power
In this unit; students investigate the human body systems that work to obtain; distribute; or process the body’s primary resources for energy and power—food; oxygen; and water. Students make a working model of the digestive system and design experiments to test the optimal conditions for chemical digestion. Students use probes and data acquisition software to monitor their own lung function and oxygen intake. Students investigate the anatomy and physiology of the urinary system and do a simulated urinalysis to identify health conditions and diagnosis disease.

Unit Four – Movement
In unit four; students investigate the movement of the human body as well as of substances within the body. Students dissect a joint to visualize the connection between skeletal muscle and bone. By building muscle groups on a skeletal model; students learn how a muscle’s structure is directly related to its function and to the actions it can produce. Students design experiments to test the requirements for muscle contraction and create models to show relaxation and contraction of the sarcomere. A study of blood flow illustrates the roles smooth and cardiac muscles play in the transport of substances around the body. At the end of the unit; students combine information about power and movement to describe how the body fuels and responds to exercise. Playing the role of biomedical professionals in a combined medical practice that caters to athletes; the students design a comprehensive training plan for an athlete. The plan includes all aspects of training; from diet and exercise to hydration and injury prevention.

Unit Five – Protection
In this unit; students explore ways in which the human body protects itself from injury and disease. Before students investigate specific defense mechanisms and the immune system; they explore the protective functions of skin; bone and the feeling of pain. Antigen-antibody interactions are introduced as well as the structure of the lymphatic and immune system. Students analyze data from a fictional illness and relate antibody response to the action of specific white blood cells. Students design a game or a children’s book that illustrates the many ways in which body structures function in protection.

Unit Six – Homeostasis
This final unit focuses on the connection between all of the human body systems and examines how these systems work together to maintain health and homeostasis. Students explore how the body deals with extreme external environments as well as how the body reacts to and defends against injury and illness. Students begin to discuss and design medical interventions; the activities in this lesson are an engagement for the subsequent course; Medical Interventions.

Human Body Systems Detailed Outline

Unit One - Identity
Time Days (26 Days)

Lesson 1: Identity: Human (4 Days)
Understandings Addressed in Lesson
1. The human body is made up of complex systems functioning together to maintain homeostasis.
2. Directional terms describe the position of anatomical structures in relation to other structures or locations in the body; and regional terms specify distinct anatomical landmarks on the body.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Identify the systems and structures involved in basic body processes.
• Explain the functions of different human body systems; and list the major organs within each system.
• Describe how multiple body systems are interconnected and how those interconnections and interactions are necessary for life.
• Explain how directional terms and regional terms can be used to pinpoint location on the body.
• Show the relationship between multiple human body systems.
• Demonstrate the correct use of directional and regional terms.
• Illustrate key directional term pairs on a model of the human body.
Lesson 2: Identity: Tissues (12 Days)
Understandings Addressed in Lesson:
1. A tissue is a group of similar cells designed to carry out a specific function.
2. The bones of the human skeletal system protect the body’s internal organs while allowing for movement and great range of mobility.
3. The specific structure of bone reveals information about a person’s gender; stature; age; and ethnicity.
4. The length of long bones in the human body can be used to mathematically predict the overall height of an individual.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Identify characteristics of the four categories of human tissue.
• Describe the functions of the human skeletal system.
• Recognize that differences in bone structure contribute to a person’s unique identity.
• Recognize that there is a relationship between the length of long bones and the overall height of an individual.
• Analyze the structure of various human tissue types to infer function.
• Identify and locate bones of the human skeletal system.
• Interpret bone markings; bone landmarks; and bone measurements to determine a person’s gender; age; stature; and ethnicity.
• Derive and analyze a linear equation.
Lesson 3: Identity: Molecules and Cells (10 Days)
Understandings Addressed in Lesson:
1. Human DNA is a unique code of over three billion base pairs that provides a genetic blueprint of an individual.
2. Restriction enzymes recognize and cut specific sequences in DNA.
3. Gel electrophoresis separates DNA fragments based on size and is used in Restriction Fragment Length Polymorphism (RFLP) analysis.
4. Physical characteristics can be used to confirm or authenticate identity.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Explain how restriction enzymes cut DNA.
• Describe how gel electrophoresis separates DNA fragments.
• Recognize that gel electrophoresis can be used to examine DNA differences between individuals.
• Outline current biometrics technology.
• Digest DNA samples using restriction enzymes.
• Demonstrate the steps of gel electrophoresis and analyze the resulting restriction fragment length polymorphisms (RFLPs).

Unit Two – Communication
Time Days (38 Days)

Lesson 1: The Brain (9 Days)
Understandings Addressed in Lesson:
1. Communication between body systems is crucial to maintaining homeostasis.
2. The brain receives stimuli from the outside world; interprets this information; and generates an appropriate response.
3. Each region within the brain helps control and regulate specific functions in the body.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the structure and function of the central nervous system.
• Identify major regions of the human brain.
• Match regions of the brain with their primary function in the human body.
• Apply knowledge of brain structure and function to determine the parts of the brain related to specific human actions; emotions; and/or dysfunctions.
• Interpret how a breakdown in communication in the central nervous system would impact the function of the human body.
Lesson 2: Electrical Communication (15 Days)
Understandings Addressed in Lesson:
1. Neurons convey information using electrical and chemical signals.
2. The body’s reaction time to reflex and voluntary actions is related to the degree of processing in the nervous system.
3. Errors in electrical communication can impact homeostasis in the human body.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that the nervous system relies on specialized cells called neurons to pass signals to and from the brain and spinal cord.
• Describe how the movement of ions across the cell membrane of a neuron generates an action potential and propogates electrical signals.
• Explain how neurons communicate at the synapse.
• Describe how brain processing differs in reflex and voluntary responses.
• Outline what goes on in the human body from an initial stimulus to a response.
• Analyze experimental data to explore reaction time and reflexes in the human body.
• Design an experiment to test factors that impact reaction time.
• Analyze case studies to determine the effects of a communication breakdown in the nervous system on the human body.
Lesson 3: Chemical Communication (6 Days)
Understandings Addressed in Lesson:
1. The endocrine system helps the body communicate through the use of chemical signals called hormones.
2. Hormones help maintain homeostasis through feedback loops.
3. A hormone imbalance can lead to disease or dysfunction.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the way in which hormones interact with target cells.
• Recognize that the human body uses feedback mechanisms to maintain proper hormone levels.
• Model a feedback loop that shows how the body maintains homeostasis.
• Analyze physical symptoms of a patient and relate these symptoms to errors in chemical communication.
Lesson 4: Communication with the Outside World (8 Days)
Understandings Addressed in Lesson:
1. The structures within the human eye work to focus and process light.
2. The eye allows perception of color; depth; brightness; and optical illusions.
3. Errors in the structure and function of the eye can lead to problems in acuity or dysfunction.
4. Problems with focusing light in the eye can be corrected with lenses.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Identify the key structures of the eye.
• Demonstrate how light is processed in the eye in a person with normal vision; as well as a person with myopia or hyperopia.
• Explain the tests and procedures in a typical eye exam.
• Diagram the path of light as it enters the eyes and travels to the brain for processing.
• Evaluate visual perception by testing depth perception; peripheral vision; color vision; and visual acuity.
• Experiment with lenses to refocus light and correct problems with vision.
Unit Three - Power
Time Days (33 Days)
Lesson 1: Introduction to Power (2 Days)
Understandings Addressed in Lesson:
1. Many human body systems work to create; process; and distribute the body’s main resources – food; water; and oxygen.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• List and describe the human body systems that create; process; and distribute food; water; and oxygen.
• Recognize that factors unique to the person; such as age; weight; and overall health affect the body’s ability to utilize biological resources and maintain homeostasis.
• Recognize that factors in the environment; such as climate or temperature; affect the body’s ability to utilize biological resources and maintain homeostasis.
• Estimate how long the human body can last without food; without water; and without oxygen.
Lesson 2: Food (12 Days)
Understandings Addressed in Lesson:
1. Enzymes are usually proteins and act as catalysts which speed up chemical reactions in the human body. (Optional)
2. The digestive system consists of the gastrointestinal tract and the accessory digestive organs which function together to chemically and mechanically digest food; absorb water and nutrients; and remove wastes.
3. Metabolism; the sum of all the chemical reactions that occur within the body; is required to maintain homeostasis.
4. When a process in the body requires energy; ATP is broken down to liberate energy stored in its chemical bonds.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that enzymes are designed to be highly specific; and the structure of the enzyme’s active site determines the substrate it acts upon. (Optional)
• Recognize that factors such as temperature; pH; and enzyme and substrate concentration affect the rate of an enzyme-catalyzed reaction.
• List specific enzymes that digest carbohydrates; fats; and proteins at sites along the digestive tract.
• Describe the structure and function of the organs in the digestive system.
• Explain how energy is stored in ATP.
• Model the interaction between enzymes and their corresponding substrates. (Optional)
• Outline what happens to a bite of food as it travels down the digestive tract.
• Design a laboratory experiment investigating the impact that environmental changes can have on enzyme function and analyze the results.
• Analyze energy inputs and outputs in the body to assess overall health.
Lesson 3: Oxygen (8 Days)

Understandings Addressed in Lesson:

1. The structure of the lungs and the close association between the lungs and the vesels of the cardiovascular system facilitate the transport of oxygen to all cells in the body.
2. During normal breathing; a healthy individual is using only a small percentage of the total capacity of his or her lungs.
3. The amount of oxygen required by the cells in a body depends on the activity level of the cells.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the structure of the respiratory system; especially the lungs; and the basic mechanics of breathing.
• Explain how the structure of the lungs facilitates the exchange of oxygen and carbon dioxide between air and the body.
• Recognize that during and after exercise the concentration of oxygen removed from the air is increased compared to when the individual is at rest.
• Use sensors to measure lung capacity and oxygen capture.
• Analyze data collected using a spirometer to determine tidal volume; vital capacity; and minute volume.
• Analyze data collected using an oxygen sensor to determine the change in oxygen concentration of inhaled air versus exhaled air.
Lesson 4: Water (11 Days)
Understandings Addressed in Lesson:
1. The urinary system helps maintain homeostasis in the body by filtering the blood; regulating water and electrolyte concentration; maintaining the pH balance of the blood; and ridding the body of liquid waste called urine.
2. Through filtration; reabsorption; and secretion; the nephron assists in maintaining normal values of water; electrolytes; pH; and blood pressure in the body.
3. The hormones aldosterone and antidiuretic hormone (ADH) both help regulate the amount of water in the body.
4. Malfunctions in the body can be identified through noticeable changes in the composition of urine; and these changes can be detected through urinalysis.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe the structure and function of the human urinary system.
• Describe how the structure of the kidney relates to its function in the body.
• Recognize that the nephron is the structural and functional unit of the kidney.
• Describe the connections between urine and blood and the exchange of ions and fluids that occurs across the nephron.
• Illustrate the path of urine formation through the kidney.
• Estimate the filtration rate of the glomerulus and relate mathematical estimates to the function of the human kidney.
• Analyze urinalysis results to diagnose disease and dysfunction in human body systems.
Unit Four - Movement
Time Days (42 Days)
Lesson 1: Joints and Motion (5 Days)
Understandings Addressed in Lesson:
1. The skeletal system works with the muscular system to move the human body.
2. The types of joints found in the human body differ in both structure and function and are classified as such. U
3. Range of motion describes a joint’s possible movements as well as provides a measure of overall flexibility at a joint.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that a joint is the location at which two or more bones connect; allowing movement and providing support to the human skeleton.
• Describe the motion at joints; such as flexion and extension.
• Demonstrate the types of movement possible at a joint and match range of motion photographs to specific actions.
• Measure range of motion of human joints using a goniometer.
Lesson 2: Muscles (15 Days)
Understandings Addressed in Lesson:
1. Through contraction and relaxation; the three different types of muscle tissue - skeletal; cardiac; and smooth - produce body movements; stabilize body position; move substances within the body; and regulate heat.
2. The structure of the muscle and attachment of this muscle to bone directly relates to the function of each skeletal muscle.
3. Muscles are composed of units called sarcomeres; which contract and shorten when exposed to electrical stimuli.
4. Calcium ions and ATP play a role in the contraction of muscle fibers.
5. Neurons are packed together in wiring called nerves; and these nerves take electrical messages from the brain to muscle.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Describe how the three types of muscle tissue differ in structure and function.
• Explain the sliding filament mechanism of muscle contraction.
• Recognize the connection between nerves and muscle.
• Analyze muscle tissue structure using a microscope.
• Interpret muscle function by examining its structure and its attachment to bones.
• Test the effect of varying solutions of ATP on the contraction of muscle tissue.
• Demonstrate the process of muscle contraction as well as the phenomenon of rigor mortis.
Lesson 3: Blood Flow (11 Days)
Understandings Addressed in Lesson:
1. The heart pumps blood to the lungs to pick up oxygen and to the body to deliver this oxygen.
2. The structure of arteries; veins; and capillaries relates directly to the function of each vessel and to the amount of pressure exerted on the vessel walls.
3. Changes in cardiac output; the amount of blood that is pumped out by the ventricles per minute; often signal diseases of the heart; and these changes can impact the function of other body systems.
4. Increased blood pressure in vessels can indicate possible blockages; and these blockages can interrupt blood flow to an organ or limb.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Explain the relationship between the heart and the lungs.
• Identify the body's major arteries and veins and
• name the body region supplied by each.
• Recognize that unlike arteries; veins contain valves that prevent the backflow of blood.
• Describe pulse and blood pressure as they relate to cardiovascular health.
• Recognize that lifestyle choices; such as poor diet and smoking; can lead to the development of blood flow disorders.
• Trace blood flow in pulmonary and systemic circulation.
• Calculate and interpret cardiac output values and relate the amount of blood pumped by the heart to the health of other body systems and organs.
• Measure peripheral pulses using Doppler ultrasound and calculate an ankle brachial index (ABI).
• Interpret the ankle brachial index (ABI) to determine possible blockages in blood vessels.
Lesson 4: Energy and Motion: Exercise Physiology (10 Days)
Understandings Addressed in Lesson:
1. Exercise requires the coordinated effort of many human body systems; including the nervous system; the muscular system; the skeletal system; the cardiovascular system; and the respiratory system.
2. An athlete training for an intense physical event needs to consider diet; exercise; hydration; and injury prevention as well as track his or her progress and modify the plan to meet the demands of exercise.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that the body uses high energy molecules such as creatine phosphate; glycogen; and glucose to supply ATP to working muscle.
• Recognize that muscle fatigue occurs with prolonged or repetitive use of a muscle group.
• Describe ways in which an athlete can prepare his or her body for the stress of an athletic event.
• Illustrate the body’s response to the stages of exercise.
• Design an experiment to test the effect of feedback; coaching; or competition on muscle fatidgue.
• Interpret EMG and grip strength data to assess muscle fatigue.
• Apply knowledge of power and movement in the body to design a comprehensive training plan for an athlete.
Unit Five – Protection
Time Days (22 Days)

Lesson 1: The Skin (6 Days)
Understandings Addressed in Lesson:
1. The skin is a dynamic organ that functions in protection; temperature regulation; sensation; excretion; and absorption in the human body.
2. Burn damage to skin can impact numerous body functions and body systems.
3. Both the body’s ability to sense pain and to suppress pain help protect the human body from injury and death.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recognize that the skin is composed of two main layers; the epidermis and the dermis; and contains accessory organs such as sweat glands and hair follicles.
• Explain how different degrees of burns damage layers of the skin.
• Explain how the human body senses and processes signals of pain.
• Interpret how burn damage to the skin will affect the function of the organ and overall homeostasis in the body.
• Outline what happens inside the body when a person feels pain.
Lesson 2: Bones (8 Days)
Understandings Addressed in Lesson:
1. Bones assist muscles with movement of the body and protect the internal organs from damage and injury.
2. Damage to bone; through a sprain or a fracture; can impact the function of other body organs and systems.
3. Osteoclasts and osteoblasts are specialized bone cells that function to break down old bone tissue and replace it with new.
4. Bone is constantly being broken down and reformed through the process of bone remodeling.
Knowledge and Skills Addressed in Lesson:
It is expected that students will:
• Recall the four main types of bone.
• Recognize that bone is a living connective tissue composed of cells and protein fibers wrapped in hard mineral salts that can adapt and change to fit the needs of the person.
• Describe the structure and function of compact and spongy bone. U1
• Describe the types of bone fractures.
• Analyze bone structure using a microscope.
• Interpret X-rays to determine specific types of bone fractures.
• Apply knowledge of hormones and of bone remodeling to explain calcium balance in the body.
• Diagram the stages of bone healing after injury.
Lesson 3: Lymph and Blood Cells (8 Days)
Understandings Addressed in Lesson:
1. The lymphatic and immune system functions to drain and distribute fluid in the body as well as protect the human body against specific invaders.
2. Antibodies are proteins found in the blood or lymph that seek out and bind to specific antigens.
3. Only certain blood

School Country

United States

School state

Arizona

School city

Gilbert

School Address

3870 S. Quartz St.

School zip code

85297

Requested competency code

Lab Science

Date submitted

11/25/2014

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

12/23/2014

Online / Virtual

No