Course title

Pre-requisite

Course description

Human Anatomy and Physiology
Pre-requisite:
Biology

Course Description: The purpose of this course is to provide students with an overview of the structure and functions of the 12 organ systems of the body. These systems include: Integumentary; Skeletal; Muscular; Nervous; Sensory; Endocrine; Respiratory; Blood; Cardiovascular; Lymphatic and Immune; Digestive and Nutrition; Urinary; and Male and Female Reproductive Systems. Emphasis is placed on the concept of “form fits function.” Additionally; the course includes relevant information to reinforce student understanding; including the basic language of anatomy and physiology; explanations of how forces affect the body; a review of the steps of the scientific method; and a review of basic cellular chemistry. Students will analyze and evaluate data from graphs and articles as well as perform labs and dissections. There are a minimum of 4 independent research projects including exploration of disorders and diseases of specific systems and real world applications such as effects of nutrition on the body as well as the importance of TBI in sports. Students also explore various career fields involving anatomy and physiology. They will also learn methods for scientific drawing and apply this to illustrating the systems covered. Students will delve into bioethical questions such as genetic manipulation of unborn children and stem cell treatments. At least once each unit students will have a “flipped” classroom; in which the students; having read and researched materials; will break into teams and present the section to classmates.

Text/Resources
Introduction to Anatomy and Physiology Text Book; Susan J. Hall; Michelle A. Provost-Craig; William C. Rose
Student Workbook and Lab Manual: Introduction to Anatomy and Physiology; Goodheart-Wilcox Publisher
Human Anatomy and Physiology Coloring Workbook
Anatomy 360o The Ultimate Visual Guide to the Human Body; Dr. Jamie Roebuck
The World’s Best Anatomical Charts- Systems and Structures; Anatomical Chart Company
On-Line instructional videos (various sources)

Course Outline:
Semester 1
*Foundations of Human Anatomy and Physiology-planes; directions; kinetic concepts; cavities; regions; Metric system; basic structural and functional organization of the body; homeostasis; metabolism; early history of anatomy
*Cells and Tissues-organic and inorganic molecules; anatomy and physiology of a cell; cell life cycle; tissue types.
*Membranes and the Integumentary System- Types of body membranes; structure and function of integumentary system; Injuries and Disorders of the skin.
*The Skeletal System – composition; structure; organization of skeletal system; bone growth and development; axial and appendicular skeletal systems; joints; injuries and disorders of the skeletal system.
*The Muscular System- Muscle tissue; categories; and functions; major skeletal muscles and actions; common injuries and disorders of the muscles.
*The Nervous System- Form and function of the nervous system; transmission of nerve impulses; functional anatomy of the central nervous system; functional anatomy of the peripheral nervous system; injuries and disorders of the nervous system.
*The Sensory Systems- Structure and function of special sensory systems: the eye; the ear; smell and taste; disorders injuries; and diseases of special sensory organs.
*The Endocrine System- Anatomy; functions; control of endocrine system and its organs; hormonal control; diseases and disorders of the endocrine system.

Semester 2
*The Respiratory System- functions and anatomy of the respiratory system and organs; mechanics and control of respiration; respiratory disorders and diseases.
*The Blood- function and composition of blood; blood types and incompatibilities; Disorders and diseases of the blood
*The Cardiovascular System- Function and anatomy of heart of vessels of cardiovascular system; paths of circulation; regulations of heart beat; measuring blood pressure; EKG’s; disorders and diseases of the Heart and cardiovascular system.
*The Lymphatic and Immune Systems- Organization; function; and anatomy of the Lymphatic system (cells; tissues; organs);nonspecific defenses against disease ( cellular and chemical defenses; inflammatory response); Specific defenses(antigens; immune system cells; humoral immunity; primary and secondary immune responses; cellular immunity); disorders and diseases of the immune system.
*The Digestive System- nutrition; anatomy and physiology of organs of digestive system; activities of digestion; disorders and diseases of the digestive system
*Urinary System- Kidney anatomy; urine formation; storage and excretion; diseases and disorders of the Urinary system
*The Male and Female Reproductive Systems- reproduction and development of the human reproductive systems; mitosis vs. meiosis; male and female reproductive anatomy and physiology; fertilization; pregnancy; and birth; disorders and diseases of the reproductive system.

Calculation of Grades:
Grades are determined on points accumulated over the course of each semester. Points are received for a variety of assignments including labs; class work; home work; scientific drawing; projects; quizzes; unit and final exams. A student must maintain a minimum of a C average in order to receive credit for this course.
The grading scale is as follows:
A= 90-100%
B= 88-89%
C= 70-79%
D= 60-69%(no credit)
F- Below 60%

The distribution of grades by category is as follows:
Discussion Boards = 10%
Quizzes/Projects/Labs/ Tests= 40%
Homework/Participation = 30%
Midterm/Final = 20%

Student Evaluations
Discussion boards- weekly discussion boards requiring statement and a response to another student’s statements- involved ethical and real world questions about anatomy and physiology
Quizzes; Tests; Project presentations; Labs; and chapter notebooks were scored in the 40% category
Daily homework sheets; worksheets; scientific drawings; flipped classroom presentations; and vocabulary were scored in the 30% category.
Midterm and finals were scored in the 20% category
Laboratory Component

Multiple labs will be integrated through each unit to reinforce learning outcomes. Students will perform hands on experiments to better understand the workings of the human body. Students will use technology to aide in labs and in research as well as to solve 21st century problems.

This class meets Monday; Tues; Thurs; Friday for 1 Hr 45 minutes each session and on Wednesday for 1 hour. Students will learn by reading text; observing/discussion power points and on line videos; composing a unit notebook; researching; presenting in flipped classroom format; scientific drawings; and lab/hands on procedures. Students spend a minimum of 30% of their time conducting labs and activities.

Unit 1: Foundations of Human Anatomy and Physiology ( 1 week)
Learning Goals:
*Define the language of anatomy and physiology
*Define/illustrate anatomical position
* List the nine abdominopelvic regions and abdominopelvic quadrants
*Define and illustrate principal directional terms and plans as used in describing the body and the relationship of body parts one to another
*Review use and importance of Metric System to the scientific community
*List the major cavities of the body and the subdivisions of each.
*List and discuss in order of increasing complexity the levels of organization of the human body
*List the 12 major human organ systems; their major organs and primary functions
*Define homeostasis and define homeostatic mechanisms
*Define metabolism and metabolic rate
*Explain the basic kinetic concepts and explain how movements of the body and the effects of forces can cause injury
*Explain the difference between weight and mass
*Explain the steps in the scientific method
*List the major scientists and their contribution to anatomy beginning with early Greek and Roman anatomists

Labs/Activities
*Students will use an apple to cut correct planes and directions as given by the teacher
*Students will draw a body in the anatomical position and draw and label the major planes
*Students will draw a body illustrating/labeling the major cavities and the organs contained in each
*Students will use pieces of taffy; an Oreo Cookie; and a soda can to develop demonstrations depicting tension; compression; and shearing forces
*Students will interpret data from charts and graphs as given in class and on power points
*Students will work in teams to construct an “imaginary” experiment using the steps in the scientific method- the data will be “collected” and “illustrated” with graphs
*Students will draw and label a time line showing major contributions of scientists to anatomy and physiology beginning with Greek and Roman times and continuing to the present.
*Students will give 1 flipped classroom presentation for this unit.

Unit 2: Cells and Tissues ( 1 week)
Learning Goals:
*List and define the major organic molecules in the human body and give their monomers
*Explain the amount of energy available to the body from each classification of major organic molecules
*Explain structure and function of DNA and RNA
*Explain the structure and function of ATP
*Explain the special composition and properties of water and how these are essential for human life
*Explain the anatomy and physiology of a cell- including structure of the plasma membrane and structure and function of organelles
*Compare and contrast different types of membrane transport and how they work
*Explain the steps in duplication; transcription; and translation as well as the role of RNA polymerase and protein synthesis
*Explain the life cycle of a cell- mitotic division-and the processes in each step as well as the importance of cellular reproduction
*Identify and describe the functions of the four main types of body tissue
*Describe the various types and functions of epithelia
*Explain the properties and function of different types of connective tissue
*Describe the basic types and functions of nerve tissue
*Explain the difference between exocrine and endocrine glands

Labs/Activities
*Students will use microscope s to view premade slides of the stages of mitosis; each stage will be drawn; labeled; and identified
*Students will prepare slides (stain when needed) of hair; a thread; a letter; onion epithelial cells and check cells- magnifications will be noted and slides will be drawn/illustrated
*Students will perform an “egg” lab (egg is a large cell) to determine which substances can cross a cell membrane and what happens to a cell in an isotonic; hypertonic; and hypotonic solution. Eggs will be weighted “before and after” on a balance
*Students will make “flip books” illustrating the stages in the cell cycle/mitosis
*Students will construct a model of a plasma membrane. They will be given toothpicks; pipe cleaners; straws; jelly beans; etc. with which to develop a model
*Students will construct a “gummy bear/ licorice” DNA model. Gummy bear colors will represent base pairs; licorice will be twisted into the spiral backbone
* Students will construct a “candy” model of a cell. Various candies will be used to illustrate the organelles- a key will be provided by the student explaining their model/organelles
*Students will draw and label an “animal” cell
*At least 1 flipped classroom presentation for this unit.

Unit 3: Membranes and the Integumentary System (1 week)
Learning Goals:
*Identify the different types of body membranes and explain their function
*Explain the purpose of serous and synovial fluid
*Describe the anatomy/ layers of the skin
*Explain how skin continually regenerates
*Explain the different protective functions of skin
*Describe the processes by which skin helps regulate body temperature
*Identify the different glands and sensory receptors present in skin; describe their functions
*Describe various injuries/disorders of the skin: bedsores; first; second; and third degree berns; different types of herpes and fungal infections
*Explain the difference between benign and malignant
Labs/Activities
*Draw and label the anatomical structures/ layers of the skin
*Using your knowledge of the layers of the skin; examine your hands; arms; and feet. Write a description of what the skin looks like in these areas- include color; thickness; etc. Describe why the skin in these areas is composed the way it is
*Using the rule of nines; calculate the percentage of total body surface area covered by burns when given 4 different patient situations
*Use technology to go to the CDC web site. Search herpes varicella; herpes zoster; herpes simplex type 1; and herpes simplex type 2. What characteristics are similar among all these? What is different. Present a short report to the class
*Students will present 1 flipped classroom presentation for this unit

Unit 4: The Skeletal System ( 1 week)
Learning Goals:
*Describe the functions of the skeletal system
*Identify two types of bone tissue and explain the differences between them
*Describe the anatomical structure of a long bone
*Explain how bones grow in length and diameter during normal human development
*Explain bone remodeling including cells responsible and practices and environments that can influence remodeling
*Explain similarities/differences between skull of infant and of adult
*Identify the bones of the cranium and face
*Describe and identify the form; structure; function of bones of the axial skeleton
*Describe structure of typical vertebra and explain specialization of atlas; axis; cervical; thoracic and lumbar vertebrae
*Identify and describe normal and abnormal spinal curvatures
*Explain the functional importance of intervertebral discs and how to maintain their health
*Describe and identify form; structure; function of bones in appendicular skeleton
*Identify and explain purpose and motions of: bones and joints in arm; bones of pelvis; bones and joints of leg; joints; locations; and function of bones in ankle and foot
*Describe the general structures and functions of the three major categories of joints giving several examples of each and explaining how their structure governs movement capability
*Describe the structure and functions of joint-related structures including tendons; ligaments; bursae and articular cartilage
*Delineate and explain common injuries and disorders of the skeletal system including: types of bone and epiphyseal injuries and types of forces that may cause it; osteoporosis; joint injuries; types of arthritis

Labs/Activities
*Students will use skull in classroom to correctly label cranial and facial bones; joints; sutures
*Students will draw and correctly label axial and appendicular skeleton
*Students will trace the body of one student and draw in all the major bones; joints; etc. and correctly label ( Mr. Bones project)
* Students will have real bones from a butcher and place them under various conditions (heat; chemicals) to see that bones can be robbed of ital. necessities that keep them hard
*Students will be given a chicken bone –ball and socket joint- and identify the structure/layers of the bone
*Students will randomly be presented with choices of osteoporosis; osteopenia; rheumatoid arthritis; bursitis; or osteoarthritis. They will decide which condition their “patient” has and create a treatment plan including: description of disorder; age groups typically affected by disorder; medications that can be taken to decrease pain and inflammation; foods to add to diet (if any) to minimize progression of disorder; foods to omit from diet; physical activities in daily routine and a workout schedule for each day of week. Will present to class.
*Minimum of 1 flipped classroom presentation for this unit

Unit 5 The Muscular System ( 1 week)
Learning Goals:
*Describe the structural and functional characteristics of the three categories of muscle
*Describe the four behavioral characteristics of all muscle tissue
*Explain the roles of agonist and antagonist muscles in muscle pairs
*Describe a motor unit explaining functional differences between motor units that contain large and small numbers of muscle fibers
*Explain a muscle contraction at the level of the sarcomere
*Describe the differences between slow and fast twitch skeletal muscle fibers
*Explain the concepts and differences between muscular strength; power; and endurance
*Describe types of body motions occurring in sagittal; frontal and transverse planes
*Identify locations and functions of: muscles of head and neck; muscles of trunk; muscles of upper and lower limbs
*Describe common injuries and disorders of muscles including: tendinitis vs. tendinosis; sprain; contusion; cramp; injuries from participation in different sports; whiplash; hernias; risk factors for low back pain
*One flipped classroom presentation for this unit.

Labs/Activities:
*Students will draw and label 3 classes of muscle and give functions of each
*Using spaghetti and plastic wrap; students will work in groups to create a muscle including muscle fibers; fascicles; endomysium; perimysium and epimysium.
*Students will dissect a chicken leg and identify muscle; tendon; aponeurosis and epimysium
*Students will work in teams doing pushups (and downs) and record when triceps experience concentric contraction and when they experience eccentric contractions
*Students will work in pairs to get into and hold a squatting position. Partner times. Five minutes is allowed to rest; then continue moving into and out of the squatting position. Does fatigue occur more quickly holding a squatting position or while moving up and down in a squatting motion- why?
*Students will tape their opposing thumb to the side of the hand- and record their difficulties throughout the day-why is an opposing thumb so important?

Unit 6: The Nervous System (2 weeks)
Learning Goals:
*Differentiate between central nervous system and peripheral nervous system explain the functions of each
*Explain the differences in afferent and efferent nerves
*Describe the functions of the somatic and autonomic branches of nervous system
*Identify the general role of the glial cells
* Describe the anatomical structure of a typical neuron
*Define action potential and how action potentials are generated
*Describe how impulses are transmitted across the synapse and role of neurotransmitters
*Describe the three types of reflexes and how they work
*Identify the four lobes of the brain and the functions of each
*Describe location; structures and functions of: diencephalon (interbrain); brain stem; cerebellum
*Identify the membranes comprising the meninges and explain their purpose
* Describe how capillaries in the brain are different from other capillaries and why this is important
* Identify location and functions of the spinal cord
*Describe the basic structure of a nerve
*Identify the twelve cranial nerves and purpose of each
*Explain organization of spinal nerves dorsal and ventral rami; and plexuses
*Describe location; structure; and function of ganglions
*Differentiate between functions of sympathetic and parasympathetic nervous system
*Describe injuries and disorders of the nervous system including: Symptoms and recovery from TBI; causes and symptoms cerebral palsy; consequences of injuries at different levels of the spinal cord; common diseases and disorders of nervous system
*Students will don 1 flipped classroom presentation for this unit.

Labs/Activities
*Students will draw/label structure of brain and/or make clay model color-coding different lobes and structures and then listing functions and body processes controlled by each
*Students will draw chart labeling interconnections of CNS; PNS; autonomic; somatic; parasympathetic and sympathetic systems
*Students will draw/ label neuron and transmission across synaptic gap
*Using a toothpick and piece of ice; test a partner’s sensory impulse reaction. Gently poke the partner’s forearm and note length of time for partner to sense pain. Then place the piece of ice on the same spot on the partner’s forearm- time 1 minute. Note the length of time and amount of pressure required for response to pain. Explain results
* Working as a team; determine standard operating procedures in high school athletic departments and colleges for dealing with concussions. Are medical professionals involved in evaluating severity and determining when athlete can resume practice? What tests are used? What rules have been instituted? Students will discuss why they would/would not allow their offspring to participate in a sport that could lead to TBI. Guest speaker suffering from TBI to address students. Movie “Concussion” is watched and added to discussion on TBI/sports
*With a partner do some online research for images of a brain for each of the following: epilepsy; Alzheimer’s dementia. Explain how images are alike and how they are different. Point out the specific areas on your presentation (print images). Compare this to images found (think movie concussion) of athletes suffering from TBI.

Unit 7: The Sensory Systems (1 week)
Learning Goals:
*Describe internal and external anatomical structures of human eye and give functions of each structure
*Explain function of sphincter pupillae and dilator pupillae muscles controlling amount of light admitted to eye
*Identify anatomical structures associated with the retina and explain their functions to produce vision
*Define: myopia; hyperopia; presbyopia and its causes; define colorblindness and explain it as a sex-linked trait
*Describe major anatomical structures and their functions of outer; middle and inner ear
*Explain process by which sound waves are transmitted from perception to interpretation
*Explain how the middle ear maintains equilibrium
*Describe common causes of deafness and ear infections
*Describe anatomy of olfactory region and give its functions
*Explain how smells can trigger memories and emotions
*Describe the five taste sensations and how flavor is detected in food
*Describe major anatomical structures of gustatory sense and explain their functions
*Describe injuries and disorders of the nose
Labs/Activities
*Students will draw and label structures of eye
*Students will draw and label structures of ear
*KWL chart on vision accommodation. Close one eye; stare at point 20 ft. away. The point should be in focus. Concentrate on the point; raise one finger into line of sight just below point. Finger should be a little blurred. Change focus- look at tip of finger instead of point 20 ft away. Finger focused; point blurred
*Tuning fork lab- sound transmission through solid objects- including holding it to the back of the ear
*Jelly Bean Lab- testing for taste/smell
*Research products and service for either deafness or Otis media. Collect information from product manufacturers and clinics. Analyze data and make inferences about products/ services recommending the best ones based on your research- present
*One flipped classroom presentation for this section

Unit 8: The Endocrine System (1 week)
Learning Goals:
*Describe how endocrine and nervous systems work together to regulate bodily functions
*Describe basic anatomy of endocrine system
*Describe function of hormones and how they move through the body
*Delineate the 2 classifications of hormones and explain how they help maintain homeostasis
*Describe the major organs and glands of the endocrine system and explain their functions/interactions
(thyroid; parathyroid; thymus; pineal; adrenal and hormones)
*Explain how the pancreas functions as both and exocrine and as an endocrine gland
*Identify the sex hormones produced by the gonads
*Describe major endocrine disorders and diseases (acromegaly; dwarfism; diabetes insipidus; hypothyroidism; hyperthyroidism; Cushings syndrome; etc.)
Explain the difference between Type I and Type II diabetes mellitus

Labs/Activities
*Students will randomly draw a scenario of an endocrine disorder. The teams will research and create the feedback loop causing the problem and hopefully figure how to restore homeostasis
*Students will work in teams and from a random pile will chose a trigger (hunger; thirst; cold temperature; hot temperature; exhaustion; fear) Teams will research how endocrine system responds to trigger. This will be accompanied by a power point or by a chart and will be presented to the rest of the class
*Create a timeline for a day in the life of a high school student with type I diabetes mellitus. Use text and images to describe the events. Explain why and how often student checks glucose level and determine how she receives insulin OR Steve is a 37year old male with type II diabetes. He is 5 ft. 8 inches and weighs 300 pounds. Make a list of questions you would ask Steve if you were to counsel him about beneficial lifestyle changes. Include a list of guidelines to help Steve manage his disease. Present to class
* One flipped classroom presentation per this unit
*Form fits Function lab- dissection of crayfish – identifying and labeling parts. Students will complete a chart with how the crayfish’s structures fit their function. Students will draw a comparison chart as to similarities and differences between crayfish and human anatomy- and explain why these may exist

Unit 9: The Respiratory System ( 1 week)
Learning Goals:
*Describe how respiratory and cardiovascular systems work together to conduct gas exchange
*Identify the main structures of the respiratory system
*Describe functions and anatomy of the respiratory organs
*Describe the mechanism of respiration
*Explain how breathing is affected by neural; chemical and emotional factors as well as by conscious control
*Describe effects of central chemoreceptors; peripheral chemoreceptors; and mechanoreceptors on respiration
*Delineate different methods of measuring lung volume- and how each works
*Describe common illnesses and disorders of upper and lower respiratory tract
*Identify the most common form of chronic obstructive pulmonary disease and describe strategies for symptom management
*Explain cause and symptoms of lung cancer and available treatment options
*Explain proper respiratory etiquette and hand hygiene as it is used to prevent transmission of illnesses
*Explain Boyle’s law and its effect on breathing

Labs/Activities
*Students will draw or create a 3D (clay) model of organs of respiratory system-labeling each and providing a key showing functions of each structure
*Students will use a spirometer to measure lung capacity
*Lung Capacity Lab- take several deep breaths; exhale into balloon. Measure and record diameter of balloon- label this as vital capacity and find your average vital capacity. Then exhale normal. Before inhaling again; quickly put the balloon to lips and exhale into balloon. Measure diameter of balloon and record as expiratory reserve. Repeat 3 times and average. Next take a normal breath and as you exhale normally; put the balloon to your lips. Measure diameter of balloon and record this as tidal volume. Repeat three times and average. Make a bar graph comparing your three average lung volume measurements and compare with other classmates

Unit: 10 The Blood (1 week)
Learning Goals:
*Describe how blood transports nutrients and wastes; regulates body temperature and fights infection
*Identify the solid and liquid components of blood
*Describe how body manufactures blood cells
*Describe the physical properties and functions of white blood cells; red blood cells; and platelets
*Describe the process of coagulation
*Identify the four blood types and the role of antigens and antibodies
*Explain Rh classification and why it is important
*Identify purpose of a complete blood panel
*Explain differences between chronic and inherited anemias
*Describe the genetics of Sickle Cell Anemia
*Identify common blood disorders/ diseases
*Explain the difference between leukemia and multiple myeloma

Labs/Activities
*Microscope lab- students will look at prepared slides and draw and label different types of blood cells
(erythrocytes; platelets; 5 types of leukocytes)
*Using artificial blood; students will determine the blood type of the sample through antigen-antibody reactions. Students will also include Rh factors.
*Students will be given a Blood donation chart. Recipient blood types and donor blood types will be listed. Students will determine if it is safe for recipient to receive blood from the listed donor- and

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• LADV
• Advanced science

• LBIO
• Biology

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