Course title
SCIPre-requisite
Successful student typically have earned a “C” or better in Biology and ChemistryCourse description
Course Description: An in-depth study of the 11 organ systems that make up the human body including; Integumentary; Skeletal; Muscular; Circulatory; Respiratory; Endocrine; Lymphatic; Reproductive; Digestive; Urinary and Nervous systems. In each system we will study the major organs and learn how the structure of these organs is related to their function. We will emphasize physiological mechanisms and a thorough understanding of human anatomy. We will take a look at some common diseases/pathogens that affect these fine-tuned systems and research the latest news in medical technology and medicine. You will be expected to solve clinical and laboratory problems just as if you were a doctor. This class is geared for those planning to study some type of career in the medical field after high school. This is a lab science and does include dissections and graphic videos of internal organs.
Text/Resources
Human Anatomy & Physiology Text Book; Elaine N. Marieb
Human Anatomy & Physiology Laboratory Manual; Elaine N. Marieb
Human Anatomy & Physiology Coloring Workbook; Elaine N. Marieb
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; articles and Disease Portfolio 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.
Honors Extension
This is an Honors class and therefore earning Honors credit for this course. In addition to the regular content of Anatomy & Physiology (A&P); students will be required to create and maintain a portfolio of pathology/diseases. Each week I will assign 2 diseases to be reported on but this may change depending on the strength of the material being covered in class. The following requirements must be in each paper:
1. Common name
2. Scientific name
3. Signs/symptoms
4. Describe the ailment.
5. How do professionals test for it?
6. How is it acquired? Contagious or inherited?
7. How is it cured or course of treatment (not everything can be cured; instead treated)
8. What medications are used and for how long?
9. How can it be prevented?
10. At least 2 colored photos. 1 picture should be an accurate visual of what the affliction would look like in the beginning stages and the other an accurate visual of the affliction if left untreated.
It must be very specific. If something is genetic; tell me the chromosome that the gene is found on and how it became that way. If something is contagious; describe what happens on the microscopic level. Please put everything in your own words-no plagiarism! Make sure your resource source is reliable. You are a professional; your research should be professional; please don’t wait till the day before it is due and try to make a professional report. Your report should be no longer than 1 paper; including photos. You may use both sides. Reports that are lacking the required information will not be graded. Please keep all reports in a binder with a table of contents.
Unit 1: An Orientation of the Human Body (1.5 weeks)
Learning Goals
An Overview of Anatomy and Physiology
1. Define Anatomy and Physiology; describe their subdivisions.
2. Explain the Principal of Complementarity.
Levels of Structural Organization
3. Name the different levels of structural organization that make up the human body and
explain their relationships.
4. List the 11 organ systems; identify their components; and briefly explain the major
functions of each system.
Maintaining Life
5. List the functional characteristics necessary to maintain life in humans.
6. List the survival needs of the body.
Homeostasis
7. Define homeostasis and explain its significance.
8. Describe how negative and positive feedback maintains body homeostasis.
9. Describe the relationship between homeostatic imbalance and disease.
The Language of Anatomy
10. Describe the anatomical position.
11. Use correct anatomical terms to describe body directions; regions and body planes or
sections.
12. Locate and name the major body cavities and their subdivisions and list the major
organs contained within them.
13. Name the serous membranes and indicate their common function.
14. Name the 9 regions or 4 quadrants of the abdominopelvic cavity and list the organs they
contain.
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.
Lab 2: 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 2: Chemistry Comes Alive; Organic; Inorganic and Biochemistry (1.5 weeks)
Learning Goals
Definition of Concepts: Matter and Energy
1. Differentiate between matter and energy; between kinetic and potential energy.
2. Describe the major energy forms.
Composition of Matter: Atoms and Elements
3. Define chemical element and list the 4 elements that form the bulk of the body matter.
4. Define atom. List the subatomic particles; describe their relative masses; charges and positions in the atom.
5. Define atomic number; atomic mass; atomic weight; isotope and radioisotope.
How Matter is Combined: Molecules and Mixtures
6. Distinguish between a compound and a mixture. Define molecule.
7. Compare solutions; colloids and suspensions.
Chemical Bonds
8. Explain the role of electrons in chemical bonding in a relationship to the octet rule.
9. Differentiate among ionic; covalent and hydrogen bonds.
10. Compare and contrast polar and non-polar compounds.
Chemical Reactions
11. Define the three major types of chemical reactions; synthesis; decomposition and exchange. Comment on the nature of oxidation-reduction reactions and their importance.
12. Explain why chemical reactions in the human body are often irreversible.
13. Describe factors that affect chemical reaction rates.
Part 2: Biochemistry
Inorganic Compounds
14. Explain the importance of water and salts to body homeostasis.
15. Define acid and base. Explain the concept of pH.
Organic Compounds
16. Describe and compare the building blocks; general structures and biological functions of carbohydrates; lipids; proteins and nucleic acids.
17. Explain the role of dehydration synthesis and hydrolysis in the formation and breakdown of organic molecules.
18. Describe the four levels of protein structure.
19. Describe the general mechanism of enzyme activity.
20. Explain the role of ATP in cell metabolism.
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: The Living Units (1 week)
Learning Goals
Overview of the Cellular Basis of Life
1. Define cell.
2. List the three major regions of a generalized cell and indicate the function of each.
The Plasma Membrane: Structure
3. Describe the chemical composition of the plasma membrane and relate it to membrane functions.
4. Compare the structure and function of tight junctions; desmosomes; and gap junctions.
The Plasma Membrane: Membrane Transport
5. Relate plasma membrane structure to active and passive transport mechanisms.
6. Compare and contrast simple diffusion; facilitated diffusion; and osmosis relative to substances transported; direction; and mechanism.
7. Differentiate between primary and secondary active transport
8. Compare and contrast endocytosis and exocytosis in terms of function and direction.
9. Compare and contrast pinocytosis; phagocytosis; and receptor-mediated endocytosis.
10. Define membrane potential and explain how the resting membrane potential is established and maintained.
The Plasma Membrane: Cell-Environment Interactions
11. Describe the role of the glycocalyx when cells interact with their environment.
12. List several roles of membrane receptors.
The Cytoplasm
13. Describe the composition of the cytosol.
14. Discuss the structure and function of mitochondria.
15. Discuss the structure and function of ribosomes; the endoplasmic reticulum; and the Golgi apparatus; including functional interrelationships among these organelles.
16. Compare the functions of lysosomes and peroxisomes.
17. Name and describe the structure and function of cytoskeletal elements.
18. Describe the roles of centrioles in mitosis and in formation of cilia and flagella.
19. Describe how the two main types of cell extensions; cilia and microvilli; differ in structure and function.
The Nucleus
20. Outline the structure; and function of the nuclear envelope; nucleolus; and chromatin.
Cell Growth and Reproduction
21. List the phases of the cell life cycle and describe the events of each phase.
22. Describe the process of DNA replication.
23. Define gene and genetic code and explain the function of genes.
24. Name the two phases of protein synthesis and describe the roles of DNA; mRNA; tRNA; and rRNA in each phase.
25. Contrast triplets; codons; and anticodons.
Extracellular Materials
26. Name and describe the composition of extracellular materials.
Developmental Aspects of Cells
27. Discuss some theories of cell differentiation and aging.
28. Indicate the value of apoptosis to the body.
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.
Unit 4: Tissue: The Living Fabric (2 weeks)
Learning Goals
Epithelial Tissue
1. List several structural and functional characteristics of epithelial tissue.
2. Name; classify; and describe the various types of epithelia; and indicate their chief function(s) and location(s).
3. Define gland. Differentiate between exocrine and endocrine glands; and between multicellular and unicellular glands.
4. Describe how multicellular exocrine glands are classified structurally and functionally.
Connective Tissue
5. Indicate common characteristics of connective tissue; and list and describe its structural elements.
6. Describe the types of connective tissue found in the body; and indicate their characteristic functions.
Covering and Lining Membranes
7. Describe the structure and function of cutaneous; mucous; and serous membranes.
Nervous Tissue
8. Indicate the general characteristics of nervous tissue.
Muscle Tissue
9. Compare and contrast the structures and body locations of the three types of muscle tissue.
Tissue Repair
10. Outline the process of tissue repair involved in normal healing of a superficial wound.
Developmental Aspects of Tissues
11. Indicate the embryonic origin of each tissue class.
12. Briefly describe tissue changes that occur with age.
Labs/Activities
Lab 1: 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 each tissues function.
Unit 5: The Integumentary System (2 weeks)
Learning Goals
The Skin
1. Name the tissue types composing the epidermis and dermis. List the major layers of each and describe the functions of each layer.
2. Describe the factors that normally contribute to skin color. Briefly describe how changes in skin color may be used as clinical signs of certain disease states.
Appendages of the Skin
3. Compare the structure and locations of sweat and oil glands. Also compare the composition and functions of their secretions.
4. Compare and contrast eccrine and apocrine glands.
5. List the parts of a hair follicle and explain the function of each part. Also describe the functional relationship of arrector pili muscles to the hair follicles.
6. Name the regions of a hair and explain the basis of hair color. Describe the distribution; growth; replacement; and changing nature of hair during the life span.
7. Describe the structure of nails.
Functions of the Integumentary System
8. Describe how the skin accomplishes at least five different functions.
Homeostatic Imbalances of Skin
9. Explain why serious burns are life threatening. Describe how to determine the extent of a burn and differentiate first-; second-; and third-degree burns.
10. Summarize the characteristics of the three major types of skin cancers.
Developmental Aspects of the Integumentary System
11. Describe and attempt to explain the causes of changes that occur in the skin from birth to old age.
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 6: Endocrine (2 week)
Learning Goals
The Endocrine System: An Overview
1. Indicate important differences between hormonal and neural controls of body functioning.
2. List the major endocrine organs; and describe their body locations.
3. Distinguish between circulating hormones and local hormones.
Hormones
4. Describe how hormones are classified chemically.
5. Describe the two major mechanisms by which hormones bring about their effects on their target tissues.
6. List three kinds of interaction of different hormones acting on the same target cell can have.
7. Explain how hormone release is regulated.
Major Endocrine Glands
8. Describe structural and functional relationships between the hypothalamus and the pituitary gland.
9. List and describe the chief effects of anterior pituitary hormones.
10. Discuss the structure of the posterior pituitary; and describe the effects of the two hormones it releases.
11. Describe important effects of the two groups of hormones produced by the thyroid gland. Follow the process of thyroxine formation and release.
12. Indicate general functions of parathyroid hormone.
13. List hormones produced by the adrenal gland; and cite their physiological effects.
14. Briefly describe the importance of melatonin.
15. Compare and contrast the effects of the two major pancreatic hormones.
16. Describe the functional roles of hormones of the testes; ovaries; and placenta.
17. Briefly describe the importance of thymic hormones in immunity.
Hormone Secretion by Other Organs
18. Name a hormone produced by the heart.
19. State the location of enteroendocrine cells.
20. Briefly explain the hormonal functions of the kidney; skin; adipose tissue; bones; and thymus.
Developmental Aspects of the Endocrine System
21. Describe the effect of aging on endocrine system functioning.
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 7: The Skeletal System (3.5 weeks)
Learning Goals
Skeletal Cartilages
1. Describe the functional properties of the three types of cartilage tissue.
2. Locate the major cartilages of the adult skeleton.
3. Explain how cartilage grows.
Classification of Bones
4. Name the major regions of the skeleton and describe their relative functions.
5. Compare and contrast the structure of the four bone classes and provide examples of each class.
Functions of Bones
6. List and describe five important functions of bones.
Bone Structure
7. Indicate the functional importance of bone markings.
8. Describe the gross anatomy of a typical long bone and flat bone. Indicate the locations and functions of red and yellow marrow; articular cartilage; periosteum; and endosteum.
9. Describe the histology of compact and spongy bone.
10. Discuss the chemical composition of bone and the advantages conferred by the organic and inorganic components.
Bone Development
11. Compare and contrast intramembranous ossification and endochondral ossification.
12. Describe the process of long bone growth that occurs at the epiphyseal plates.
Bone Homeostasis: Remodeling and Repair
13. Compare the locations and remodeling functions of the osteoblasts; osteocytes; and osteoclasts.
14. Explain how hormones and physical stress regulate bone remodeling.
15. Describe the steps of fracture repair.
Homeostatic Imbalances of Bone
16. Contrast the disorders of bone remodeling seen in osteoporosis; osteomalacia; and Paget’s disease.
Developmental Aspects of Bones: Timing of Events
17. Describe the timing and cause of changes in bone architecture and bone mass throughout life.
PART 1: THE AXIAL SKELETON
1. Name the major parts of the axial and appendicular skeletons and describe their relative functions.
The Skull
2. Name; describe; and identify the skull bones. Identify their important markings.
3. Compare and contrast the major functions of the cranium and the facial skeleton.
4. Define the bony boundaries of the orbits; nasal cavity; and paranasal sinuses.
The Vertebral Column
5. Describe the structure of the vertebral column; list its components; and describe its curvatures.
6. Indicate a common function of the spinal curvatures and the intervertebral discs.
7. Discuss the structure of a typical vertebra and describe the regional features of cervical; thoracic; and lumbar vertebrae.
The Thoracic Cage
8. Name and describe the bones of the thoracic cage (bony thorax).
9. Differentiate true from false ribs.
PART 2: THE APPENDICULAR SKELETON
The Pectoral (Shoulder) Girdle
10. Identify bones forming the pectoral girdle and relate their structure and arrangement to the function of this girdle.
11. Identify important bone markings on the pectoral girdle.
The Upper Limb
12. Identify or name the bones of the upper limb and their important markings.
The Pelvic (Hip) Girdle
13. Name the bones contributing to the os coxa and relate the pelvic girdle’s strength to its function.
14. Describe differences in the male and female pelvis and relate these to functional differences.
The Lower Limb
15. Identify the lower limb bones and their important markings.
16. Name the arches of the foot and explain their importance.
Developmental Aspects of the Skeleton
17. Define fontanels and indicate their significance.
18. Describe how skeletal proportions change through life.
19. Discuss how age-related skeletal changes may affect health.
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.
Unit 8: The Muscular System (4.5 weeks)
Learning Goals
Overview of Muscle Tissues
1. Compare and contrast the basic types of muscle tissue.
2. List four important functions of muscle tissue.
Skeletal Muscle
3. Describe the gross structure of a skeletal muscle.
4. Describe the microscopic structure and functional roles of the myofibrils; sarcoplasmic reticulum; and T tubule(s) of skeletal muscle fibers.
5. Describe the sliding filament model of muscle contractions.
6. Explain how muscle fibers are stimulated to contract by describing events that occur at the neuromuscular junction.
7. Describe how an action potential is generated.
8. Follow the events of excitation-contraction coupling that lead to cross bridge activity.
9. Define motor unit and muscle twitch and describe the events occurring during the three phases of a muscle twitch.
10. Explain how smooth; graded contractions of a skeletal muscle are produced.
11. Differentiate between isometric and isotonic contractions.
12. Describe three ways in which ATP is regenerated during skeletal muscle contraction.
13. Define oxygen deficit and muscle fatigue. List possible causes of muscle fatigue.
14. Describe factors that influence the force; velocity; and duration of skeletal muscle contraction.
15. Describe three types of skeletal muscle fibers and explain the relative value of each type.
16. Compare and contrast the effects of aerobic and resistance exercise on skeletal muscles and on other body systems.
Smooth Muscle
17. Compare the gross and microscopic anatomy of smooth muscle fibers to that of skeletal muscle fibers.
18. Compare and contrast the contractile mechanisms and the means of activation of skeletal and smooth muscles in the body.
19. Distinguish between single-unit and multiunit smooth muscle structurally and functionally.
Developmental Aspects of Muscles
20. Describe the embryonic development of muscle tissues and the changes that occur in skeletal muscles with age.
Interactions of Skeletal Muscles in the Body
1. Describe the function of prime movers; antagonists; synergists; and fixators.
Naming Skeletal Muscles
2. List the criteria used in naming muscles. Provide an example to illustrate the use of each criterion.
Muscle Mechanics: Importance of Fascicle Arrangement and Leverage
3. Name the common patterns of muscle fascicle arrangement and relate these to power generation.
4. Define lever; and explain how a lever operating at a mechanical advantage differs from one operating at a mechanical disadvantage.
5. Name the three types of lever systems and indicate the arrangement of effort; fulcrum; and load in each. Also note the advantages of each type of lever system.
Major Skeletal Muscles of the Body
6. Name and identify some
School country
United StatesSchool state
ArizonaSchool city
TucsonSchool / district Address
N/ASchool zip code
85706Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LBIO
- Biology