Course title

SCI

Pre-requisite

Biology

Course description

Course Description: This class is designed to give students a brief overview of how the human body works. We will survey the 11 organ systems of the body: Integumentary; Skeletal; Muscular; Circulatory; Respiratory; Endocrine; Lymphatic; Reproductive; Digestive; Urinary and Nervous systems and even learn about some common diseases you might be familiar with. You will be given the chance to research topics that interest you like: Is Gatorade really necessary for athletes? Should I get the flu shot? Do I need to take vitamins? Is wearing cheap shoes a good idea?

Text/Resources
Structure & Function of the Body Text Book; Gary A Thibodeau; Kevin T Patton
Structure & Function of the Body Study Guide; Linda Swisher
Human Anatomy & Physiology Coloring Workbook
Human Anatomy & Physiology Overheads/Pictures
A Brief Atlas of the Human Body
Computer DVD with graphics

Course Outline:
Semester 1
• Anatomical planes; directions; cavities and regions
• Chemistry; Organic and Inorganic
• Cellular processes
• Organ systems
• Tissues
• Integument system
• Endocrine system
• Bones/Joints system
• Muscles system Semester 2
• The Senses
• Nervous system
• Blood
• Circulatory system
• Lymphatic and Immunity system
• Respiratory system
• Urinary system
• Digestive system
• Reproduction system

Calculation of Grades:
Grades are determined on points accumulated over the course of the semester. Points will be given for a variety of assignments that include labs; Bell Work; class work; homework; projects; quizzes; and unit and final exams.
The grading scale is as follows:
A = 90 – 100 %
B = 80 - 89 %
C = 70 - 79 %
D = 60 – 69 %
F = Below 60 %

The distribution of grades by category is as follows:
30% = Classwork/Assignments
40% = Projects & labs
30% = Assessments

Student Evaluations
Students will earn their grade through test/quizzes; completing the unit study guide-one page a night; lab; activities; research articles; projects and video notes. Grades are weighted placing unit study guide and articles under classwork/homework; tests and quizzes under tests/quizzes and labs; projects and activities under labs/activities.

Laboratory Component
In this course; we will integrate multiple labs into each unit to reinforce the learning outcomes. Students will see that learning how the human body works will inspire them to think more critically; question; learn more and understand issues affecting humans physiologically. Students will get a chance to use the latest technology to solve real world problems; therefore; arming them with 21st century skills needed in modern society.
Class meets Monday thru Friday for 55 minutes each day. Although students will learn by class discussions; notes; videos; readings; research; interactive DVDs and various activities; they will spend 30% of their time conducting labs and activities.

Unit 1: An Introduction to the Structure and Function of the Body (1 week)

Learning Goals
• Define the terms anatomy and physiology
• List and discuss in order of increasing complexity the levels of organization of the body
• Define the term anatomical position
• List and define the principal directional terms and sections (planes) used in describing the body and the relationship of body parts to one another
• List the nine abdominopelvic regions and the abdominopelvic quadrants
• List the major cavities of the body and the subdivision of each
• Discuss and contrast the axial and the appendicular subdivisions of the body. Identify a number of specific anatomical regions in each area.
• Explain the meaning of the term homeostasis and give an example of a typical homeostatic mechanism

Labs/Activities
Lab 1: Language of Anatomy
In this exercise; students will do several things. First; use a knife to cut gel cubes in correct planes and directions given by the teacher. Secondly; label a diagram using correct landmarks; directions; planes and surfaces then they will demonstrate correct anatomical position by standing erect in the correct manner; and play a game of Simon Says demonstrating proper body orientation and direction. Thirdly; fill in a chart of the body cavities and regions; then list organs found in those areas.

Unit 2: Chemistry of Life (2 weeks)

Learning Goals
• Define the terms atom; molecule and compound.
• Describe the structure of the atom.
• Compare and contrast ionic and covalent types of chemical bonding.
• Distinguish between organic and inorganic chemical compounds.
• Discuss the chemical characteristics of water.
• Explain the concept of pH.
• Discuss the structure and function of the following types of organic molecules: carbohydrate; lipid; protein and nucleic acid.

Labs/Activities
Lab 1: pH and Buffer
Students will be given test tubes where they will put in various cleaning products; hygiene items or food substances. They will use a pH indicator; cabbage; to determine whether that substance is an acid or a base; and then create a pH graph according to the color chart and place each item tested in the graph. Secondly; they will titrate acid and base in separate water beakers and record the pH after every drop; then do the same for the beakers that contain liver and hypothesize why the pH is not changing.
Lab 2: Enzyme
In this lab; you will study an enzyme that is found in the cells of many living tissues. The name of the enzyme is catalase; it speeds up a reaction which breaks down hydrogen peroxide; a toxic chemical; into 2 harmless substances--water and oxygen. First; they will add H2O2 to Liver and view a catalase reaction; then they will add H2O2 to apple; chicken and potato. Next they will test if temperature and pH affects the reaction rates of enzyme
Lab 3: Antacid heartburn
Students will be given 3 unknown antacids and must test which brand is more effective at relieving heartburn. Vinegar will simulate stomach acid and will use a pH meter to determine results.
Lab 4: Model set
Students will use the chemistry molecule model kits to create biochemistry molecules.

Unit 3: Cells and Tissues (3 weeks)
Learning Goals
• Identify and discuss the basic structure and function of the three major components of a cell.
• List and briefly discuss the functions of primary cellular organelles.
• Compare the major passive and active transport process that act to move substances through cell membranes.
• Compare and discuss DNA and RNA and their function in protein synthesis.
• Discuss the stages of mitosis and explain the importance of cellular reproduction.
• Explain how epithelial tissue is grouped according to shape and arrangement of cells.
• List and briefly discuss the major types of connective and muscle tissue.
• List the three structural components of a neuron.

Labs/Activities
Lab 1: Microscope: looking at cells/make slides of own cells
Students will look at different cells; label and draw what they see on high magnification to get an idea that cell differ in shape; function and size. They will make a wet mount slide of their own check and hair cells.

Lab 2: Cell diorama
Students will make a plaster cell and implant objects as organelles. They will label each organelle and make a chart describing their functions.
Lab 3: Membrane Transport
Students will use an egg; which is a cell; to determine which substances can cross the membrane. They will place it in vinegar; sucrose; water and NaCl and record their data. Describe how substances are moving across the membrane via Osmotic and Hydrostatic pressures. Use terms like crenate; lyse; isotonic; hypo and hypertonic to explain what is happening.
Lab 4: Microscope and Meiosis and Mitosis Cards
Students will make a set of Mitosis and Meiosis cards which include the stage/phase; description of what is happening at that phase/stage and a picture. Then on a microscope; they will get slides of Mitosis and must identify what stage each cell is in.
Lab 5: Microscope: identification and classification of tissue types
Students will have slides of all tissue types; must draw it on highest magnification and label it. They must also list places it’s found and the function.

Unit 4: Organ Systems of the Body (1 week)

Learning Goals
• Define and contrast the terms organ and organ system.
• List the 11 major organ systems of the body.
• Identify and locate the major organs of each major organ system.
• Briefly describe the major functions of each major organ system.
• Identify and discuss the major subdivisions of the reproductive system.

Labs/Activities
Lab 1: Organ Systems Overview
In this exercise; students will demonstrate what organs go with each system by drawing each organ of that system in each of the 11 empty bodies. They will play “Memory” with the system cards till they have it memorized. The cards are color coded into 3 categories; salmon-system; blue-organs and green-function. All cards are faced upside down and 1 student at a time must turn over only 3 cards; 1 of each color. If they all match that one system; they have made a pair. If not; then they must turn the cards back over and the next person goes. The person with the most matches; wins.

Unit 5: The Integumentary System and Body Membranes ( 2 weeks)

Learning Goals
• Classify; compare the structure of; and give examples of each type of body membrane.
• Describe the structure and function of the epidermis and dermis.
• List and briefly describe each accessory organ of the skin.
• List and discuss the three primary functions of the Integumentary system.
• Classify burns and describe how to estimate the extent of a burn injury.

Labs/Activities
Lab 1: Receptor: thermo and touch receptors
With a partner; students will use hot and cold water to approximate how many of each type of receptor is occupying a 16 1x1 cm2 area. They should be able to discuss why people are more sensitive to heat and cold than others. Next they will use toothpicks to test tactile localization on various parts of their bodies. They should be able to discuss why some parts of their bodies are more sensitive than others.
Lab 2: Finger print
Students will first complete a worksheet to learn about fingerprint types and where they derive from. Next they will take their fingerprints and determine what type of prints they have. They should see that their classmates have different prints.
Lab 3: Sebaceous and Sudoriferous Glands
Students will Iodine and bond paper to take an imprint of their glands in a 16 1x1cm2 area to figure out distribution on the body. They will see that there are millions of glands covering their body.

Unit 5: The Endocrine System (2 weeks)
Learning Goals
• Distinguish between endocrine and exocrine glands and define the terms hormone and prostaglandin.
• Identify and locate the primary endocrine glands and list the major hormones produced by each gland.
• Describe the mechanism of steroid and nonsteroid hormone action.
• Explain how negative and positive feedback mechanisms regulate the secretion of endocrine hormones.
• Identify the principal functions of each major endocrine hormone and describe the conditions that may result from hyposecretion or hypersecretion.
• Define diabetes insipidus; diabetes mellitus; gigantism; goiter; cretinism and glycosuria.

Labs/Activities
Lab 1: Endocrine card game
Each table will receive a stack of cards. They will play “Memory” with the cards till they have it memorized. The cards are color coded into 3 categories; Salmon-name of gland; Blue-name of hormone(s); Green-function. All cards are faced upside down and 1 student at a time must turn over only 3 cards; 1 of each color. If they all match that one system; they have made a pair. If not; then they must turn the cards back over and the next person goes. The person with the most matches wins.
Lab2: Feedback Loops
Student groups will be given scenarios of endocrine disorders and they will have to research and create the feedback loop that is causing the problem. Hopefully; they might solve the problem to restore the human body to homeostasis.

Unit 6: The Skeletal System (3 weeks)
Learning Goals
• List and discuss the generalized functions of the skeletal system.
• Identify the major anatomical structures found in a typical long bone.
• Discuss the microscopic structure of bone and cartilage; including the identification of specific cell types and structural features.
• Explain how bones are formed; how they grow and how they are remodeled.
• Identify the two major subdivisions of the skeleton and list the bones found in each area.
• List and compare the major types of joint in the body and give an example of each.

Labs/Activities
Lab 1: Identify markings/landmarks on all skeletal bones
Students are given a list of marking/landmark names for all skeletal bones. Each table has a box of bones; atlas; coloring sheets; wall charts or computer graphic of all the bones and must properly label the vocabulary on each bone. They must also be able to correctly name each bone.
Lab 2: Effects of chemicals and heat on bones
Students will have real bones from the butcher and must place them under various conditions such as heat and chemicals. Students will see that bones can be robbed of vital necessities which keep them hard.
Lab 3: Create a model of a joint
Students will use play dough; or and molding substance; to create a replica of a joint and must identify its parts by labeling it.

Unit 7:The Muscular System (3 weeks)

Learning Goals
• List; locate in the body and compare the structure and function of the three major types of muscle tissue.
• Discuss the microscopic structure of a skeletal muscle sarcomere and motor unit.
• Discuss how a muscle is stimulated and compare the major types of skeletal muscle contractions.
• Name; identify on a model or diagram and give the function of the major muscles of the body discussed in this chapter.
• List and explain the most common types of movement produced by skeletal muscles.

Labs/Activities
Lab 1: Manipulatives
Students will use manipulatives to learn the anatomy of muscle and sarcomere organization and progress to NMJ and the contraction cycle.
Lab 2: ATP/Glycerated muscle
Students will have a strand of muscle saturated in glycerin. They will add ATP; NaCl and K ions to see if the muscle will move. When ATP is added to the muscle; it forces it to contract. Students will see that it is the ATP forcing the contraction because the muscle is not being controlled by any other mechanism (its dead) demonstrating the All or None Principal
Lab 3: Red vs White muscle
Students will be at a start cone and the timer will start. Each student; one at a time; will run as fast as they can till they can no longer run. The timer will stop. They will take that number and place it into an equation. Their number will fall above or below a mean which will indicate they are predominantly white muscle fiber type or red muscle fiber type.
Lab 4: Identify muscles with play dough
Students will mold their play dough over the skeleton model forming the muscle that should be there; paying attention to origin and insertion points and naming the muscle on their chart. Only cover major muscles.
Lab 5: Vernier Grip Strength Lab

Unit 8: The Senses (1.5 weeks)

Learning Goals
• Classify sense organs as special or general and explain the basic differences between the two groups.
• Discuss how a stimulus is converted into a sensation.
• Discuss the general sense organ and their functions.
• Describe the structure of the eye and the functions of its components.
• Discuss the anatomy of the ear and its sensory function in hearing and equilibrium.
• Discuss the chemical receptors and their functions.

Labs/Activities
Lab 1: Senses Lab
In this kit; student will perform many tests on themselves to measure their hearing; reaction time; eye (bleaching; dominant eye; pupil dilation; near point; color) taste (sweet; sour; bitter and salty)and smelling. They get an understanding of how their senses work.
Lab 2: Eyeball dissection
Students will dissect a cow eyeball to learn the anatomy and some understanding of physiology. Each group of 4 students will have a job; Surgeon; Scribe; Fetcher and Book Person. They will work as a group to locate items; answer questions and fill in diagrams. I will sign off on the quizzes by randomly picking a student to identify an item; students have no idea who I will pick so all must learn the items.

Unit 9: The Nervous System (2.5 weeks)

Learning Goals
• List the organs and divisions of the nervous system and describe the generalized functions of the system as a whole.
• Identify the major types of cells in the nervous system and discuss the function of each.
• Identify the anatomical and functional components of the three-neuron reflex arc. Compare and contrast the propagation of an action potential along a nerve fiber and across a synaptic cleft.
• Identify the major anatomical components of the brain and spinal cord; and briefly comment on the function of each.
• Compare and contrast spinal and cranial nerves.
• Discuss the anatomical and functional characteristics of the two divisions of the autonomic nervous system.

Labs/Activities
Lab 1: Review the NMJ (neuromuscular junction) from Muscles unit with manipulatives
Students will review the NMJ and its anatomy using the manipulatives. Each group has a color laminated mat of the NMJ and laminated “steps” of the action potential cycle. They must place the steps on the mat where each step occurs.
Lab 2: Brain Dissection
Students will dissect a brain to learn the anatomy and some understanding of physiology. Each group of 4 students will have a job; Surgeon; Scribe; Fetcher and Book Person. They will work as a group to locate items; answer questions and fill in diagrams. I will sign off on the quizzes by randomly picking a student to identify an item; students have no idea who I will pick so all must learn the items.

Lab 3: Dominos of the Brain
Each table will have a Domino game card set of the areas/lobes of the brain and their function. Each card has an area and a function on it; but they don’t go together. They must connect the dots like in Dominos to find a match. All cards should be connected and make a shape like a rectangle to know if they got it right.
Lab 4: Reflex Arc/Vernier Reflex
In partners; students will test each other’s reflexes. Using a printed exercise from the lab manual and a reflex hammer; they will learn about the Reflex Arc and Somatic and Autonomic reflexes
Lab 5: Vernier Muscle Function Analysis
Students will take an EMG; electrical analysis of muscle movement.

Unit 10: Blood (1.5 weeks)

Learning Goals
• Describe the primary function of blood.
• Describe the characteristics of blood plasma.
• List the formed elements of blood; and identify the most important function of each.
• Discuss anemia in terms of red blood cell numbers and hemoglobin content.
• Explain the steps involved in blood clotting.
• Describe ABO and RH blood typing.
• Define the following medical terms associated with blood: hematocrit; leukocytosis; leukopenia; polycythemia; sickle cell; phagocytosis; acidosis; thrombosis; erythroblastosis fetalis; serum; fibrinogen; Rh factor; and anemia.

Labs/Activities
Lab 1: Microscope
Students will look at; label and draw cells on highest magnification. Cells will include; erythrocytes; platelets and the five types of leukocytes.
Lab2: ABO and Rh blood typing
Students will test their blood for Antigen types and Antibodies present in their own blood plasma to determine their blood type. They will also test for the Rh factor.

Unit 11: The Circulatory System (2.5 weeks)

Learning Goals
• Discuss the location; size; and position of the heart in the thoracic cavity and identify the heart chambers; sounds; and valves.
• Trace blood through the heart and compare the functions of the heart chambers on the right and left sides.
• List anatomical components of the heart conduction system and discuss the features of the normal electrocardiogram.
• Explain the relationship between blood vessel structure and function.
• Trace the path of blood through the systemic; pulmonary; hepatic portal; and fetal circulations.
• Identify and discuss the primary factors involved in the generation and regulation of blood pressure and explain the relationships among these factors.

Labs/Activities
Lab 1: Heart dissection
Students will dissect a heart to learn the anatomy; blood flow through the heart and some understanding of physiology. Each group of 4 students will have a job; Surgeon; Scribe; Fetcher and Book Person. They will work as a group to locate items; answer questions and fill in diagrams. I will sign off on the quizzes by randomly picking a student to identify an item; students have no idea who I will pick so all must learn the items.
Lab2: Cardiac Output/ Vernier BP and Exercise
Cardiac Output (CO) is the amount of blood the ventricle can pump in 1 minute
Students will learn the physiological change that happens to them when the heart is stressed (exercise).
They will take a resting heart rate and plug it into the equation to solve for Cardiac Output. Then will compare it to the CO when they have just run one mile. They may also use the Stethoscopes to compare resting and stressed heart. Class graph.
Lab3: Anatomy of Blood Vessels
Students will complete the exercise lab sheet to learn the anatomy of blood vessels and learn the special circulations of the body.
Lab 4: Blood Pressure/Vernier Vitals
Students will learn how to use the Blood Pressure (BP) cuffs to take an accurate reading. They will take the BP cuffs and Stethoscopes for 24 hours; take the vitals; blood pressure and pulse rate; on 10 people; chart the subject’s vitals and turn it in.

Unit 12: The Respiratory System (2 weeks)

Learning Goals
• Discuss the generalized functions of the respiratory system.
• List the major organs of the respiratory system and describe the function of each.
• Compare; contrast; and explain the mechanism responsible for the exchange of gases that occurs during internal and external respiration.
• List and discuss the volumes of air exchanged during pulmonary ventilation.
• Identify and discuss the mechanisms that regulate respiration.

Labs/Activities
Lab 1: DVD
As a class; students will learn the anatomy of the respiratory system like organs and muscles by pasting the organ/muscles to the correct spot and dragging the correct label to the organ/muscles
Lab 2: DVD/Model Lung
Students will look at a simulation of Boyle’s Law and then create a model lung to understand that as pressure changes in one organ; it affects another.
Lab 3: Tidal Volume (TV) Bags/Spirometer
Students will blow different forces breath into the TV bags and find their IRV=VC-(TV+ERV) or difference in respiratory volumes.
Lab 4: Vernier Effects of Dead Space on O2 Exchange.
Students will measure O2 in dead spaces. Correlate dead space to a variety of physiological challenges.

Unit 13: The Lymphatic System and Immunity (1.5 weeks)

Learning Goals
• Describe the generalized functions of the lymphatic system and list the primary lymphatic structures.
• Define and compare nonspecific and specific immunity; inherited and acquired immunity; and active and passive immunity.
• Discuss the major types of immune system molecules and indicate how both antibodies and complement function.
• Discuss and contrast the development and functions of B cells and T cells.
• Compare and contrast humoral and cell-mediated immunity.

Labs/Activities
Lab 1: Diagram
Student will fill in the empty body diagram with organs in the Lymphatic system and match its function to that organ
Lab 2: Immunity Card Game
Students will match the cell; organs and types of immunity with its function till they no longer need to look it look it up.
Lab 3: ELISA
Students will determine if a person has contracted a disease by testing for cells antibodies to that disease.
Lab 4: Antibiotic Lab
Students will be given 3 bacterial dishes and will place three different antibiotics in each dish. After a few days students will determine which antibiotic is most effective against that strain of bacteria.

Unit 14: The Urinary System (2 weeks)

Learning Goals
• Identify the major organs of the urinary system and give the generalized function of each.
• Name the parts of a nephron and describe the role each component plays in the formation of urine.
• Explain the importance of filtration; tubular reabsorption; and tubular secretion in urine formation.
• Discuss the mechanisms that control urine volume.
• Explain how the kidneys act as vital organs in maintaining homeostasis.

Labs/Activities
Lab 1: Kidney dissection
Students will dissect a Kidney to learn the anatomy; urine flow through the kidney and some understanding of physiology. Each group of 4 students will have a job; Surgeon; Scribe; Fetcher and Book Person. They will work as a group to locate items; answer questions and fill in diagrams. I will sign off on the quizzes by randomly picking a student to identify an item; students have no idea who I will pick so all must learn the items.
Lab2: Urine dip sticks/observation
Student will research what normal pH; organic components and other characteristics urine should have. They will then test their own urine and fill out the urine analysis table for their own urine. They will receive a bad sample and can discuss what the possible problems are that might cause the urine to have a bad reading.
Lab 3: Kidney dialysis
Students will create a capillary using simulated blood and a semi-permeable membrane. They will place it in a cup of water. They will be able to see substances diffusing into the water it was submerged in which will change color and pH. They should see that urine formation comes from our vessel system.

Unit 15: The Digestive System (2 weeks)

Learning Goals
• List in sequence each of the component parts or segments of the alimentary canal from the mouth to the anus and identify the accessory organs of digestion.
• List and describe the four layers of the wall of the alimentary canal. Compare the lining layer in the esophagus; stomach; small intestine; and large intestine.
• Discuss the basics of protein; fat; and carbohydrate digestion and give the end products of each of these processes.
• Define and contrast mechanical and chemical digestion.
• Define peristalsis; bolus; chyme; jaundice; ulcer; and diarrhea.

Labs/Activities
Lab 1: Toothpaste lab
Students will learn the anatomy of the tooth. Next they will perform 5 tests on different brands of toothpaste like abrasiveness; pH; fluoride; cost and foaming ability. They will determine what makes a good toothpaste and which is more affective at fighting tooth decay
Lab 2: Manipulatives
Each group has a color laminated mat of the organs and their structures in the digestive system. They must place the anatomy word with the organ and its structure.
Lab 3: Digestion Lab
Introduce students to the role of gastric and intestinal enzymes in digestion. Students test the effect of pH; temperature; and concentration on the enzymatic processes and the need for digestion before absorption.

Unit 15: The Reproductive Systems (1.5 weeks)
Learning Goals
• List the essential and accessory organs of the male and female reproductive systems and give the generalized function of each.
• Describe the gross and microscopic structure of the gonads in both sexes and explain the developmental steps in spermatogenesis and oogenesis.
• Discuss the primary functions of the sex hormones and identify the cell type or structure responsible for their secretion.
• Identify and describe the structures that constitute the external genitals in both sexes.
• Identify and discuss the phases of the endometrial or menstrual cycle and correlate each phase with its occurrence in a typical 28-day cycle.

Labs/Activities
Lab 1: Anatomy of the Reproductive System Exercise
Students will learn the male and female anatomy using the exercise in the lab manual. They will use a microscope to see an Ovum and a Sperm then use diagrams and labeling sheets to identify the accessory and reproductive organs for each sex.
Lab2:

School country

United States

School state

Arizona

School city

Tucson

School / district Address

N/A

School zip code

85706

Requested competency code

Lab Science

Date submitted

04/19/2015

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

04/28/2015

Online / Virtual

No