Course title
SCI7150Pre-requisite
BiologyCourse description
Honors Anatomy and Physiology is designed for the student who is seriously interested in the medical fields. It will focus on the anatomy and physiology of the human body covering most of the major systems of the body. This course will have an emphasis in structure and function as well as interrelationships between the body systems. Anatomy and Physiology does meet the Arizona requirements as a lab science. Prerequisite: Biology. Fee required.
HUMAN ANATOMY AND PHYSIOLOGY COURSE SYLLABUS
Description: Anatomy and physiology is a one year course that involves the structure and function of the human body; as it pertains to how the body systems relate to one another in organization; adaptation; and homeostasis. This course will involve laboratory activities; projects; dissections; textbook material; models; diagrams; journal writings; and clinical studies. The material learned in this course can be applied to medical field careers; health and fitness careers; and biological research careers.
Expected Schoolwide Learning Results:
Effective Communicators
Critical Thinkers
Self Directed Learners
Responsible Community Members
Materials: Essentials of Anatomy & Physiology:12th edition (textbook/ digital textbook); notebook; laboratory notebook; pencil; pen; college-ruled paper; drawing paper; graph paper; colored pencils or markers; glue stick; ruler; scissors; and index cards (3 x 5).
C. Grades
There are 6 ways to earn points toward one grade in this science class.
1. Human Anatomy and Physiology Notebook: You are responsible for completing
each assignment on time. I will stamp each completed assignment and grade each
assignment. All assignments are to be kept together; in order; and to be placed neatly in
a classroom notebook and turned in at the end of each semester. If the notebook is late
due to an excused absence; it must be stated on the classroom notebook rubric where it
can be seen. I will not accept a late unexcused classroom notebook.
2. Group Lab Projects: At times; you will work with others in a group or with a partner
doing lab activities and projects. Everyone within the group is required to participate.
I will give points for individual and group participation. You are also required to use a
lab notebook for recording laboratory activities.
3. Quizzes: You are responsible for knowing the vocabulary and science topics from
each chapter in the textbook.
4. Chapter Tests: At the end of each chapter; you will be tested over material covered in
the chapter. The test involves multiple choice; fill-in-the-blank; matching; short
answers; and essay questions.
D. Grading Scale
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
0% - 59% = F
Lab/ Lab Assignments List:
-TISSUE MICROSCOPE LAB (PART 1)
QUESTION: WHAT ARE THE FOUR MAJOR TYPES OF TISSUE?
PROCEDURE: YOU ARE TO WORK IN GROUPS OF 2 TO 4 TO OBSERVE
TWELVE TISSUE SLIDES:
1) SIMPLE SQUAMOUS EPITHELIUM
2) STRATIFIED SQUAMOUS EPITHELIUM
3) PSEUDOSTRATIFIED CILIATED COLUMNAR EPITHELIUM
4) TRANSITIONAL EPITHELIUM
5) BONE
6) HYALINE CARTILAGE
7) ADIPOSE TISSUE
8) HUMAN BLOOD
9) SKELETAL MUSCLE
10) STRIATED MUSCLE
11) CARDIAC MUSCLE
12) SMOOTH MUSCLE
-TISSUE IDENTIFICATION LAB (PART 2)
PROCEDURE:
YOU ARE TO MATCH AND IDENTIFY THE FOLLOWING TISSUE NAMES WITH THE UNKNOWN MICROSCOPE TISSUE SLIDES YOU SEE IN THE LAB:
BONE
NERVOUS (NEURON) TISSUE
SIMPLE COLUMNAR EPITHELIUM
ELASTIC CARTILAGE
FIBROUS CONNECTIVE TISSUE
SMOOTH MUSCLE TISSUE
BLOOD
STRATIFIED SQUAMOUS EPITHELIUM (KERATIN)
HYALINE CARTILAGE
SIMPLE CUBOIDAL EPITHELIUM (2)
CARDIAC MUSCLE TISSUE
RETICULAR CARTILAGE
TRANSITIONAL EPITHELIUM
SKELETAL MUSCLE TISSUE
ADIPOSE (FAT) TISSUE
STRATIFIED SQUAMOUS EPITHELIUM (NONKERATIN)
AREOLAR TISSUE
-COMPARING FINGERPRINTS LAB
PROBLEM: WHAT IS THE MOST COMMON TYPE OF
FINGERPRINT?
BACKGROUND INFORMATION: DEFINE FINGERPRINTS.
HYPOTHESIS: IF FINGERPRINTS ARE TAKEN FOR EAC
FINGER; THEN THE MOST COMMON
FINGERPRINT IS ARCH; LOOP; OR WHORL.
-BONE IDENTIFICATION AND MARKINGS LAB
DIRECTIONS: YOU ARE TO WORK IN GROUPS OF 3 TO 4 AND TRAVEL TO 14 STATIONS. YOU HAVE 10 MINUTES AT EACH STATION. YOU ARE TO RECORD YOUR ANSWERS ON THE LAB SHEET. YOU MAY ALSO DRAW PICTURES; ALONG WITH YOUR ANSWERS. STATIONS INCLUDE SKULL; VERTEBRAE; AND RIB STATIONS.
-MUSCLE FATIGUE LAB
PROBLEM: WHAT CAUSES SKELETAL MUSCLE FATIGUE?
BACKGROUND INFORMATION:
WHAT IS MUSCLE FATIGUE?
WHAT IS MUSCLE TENSION?
WHAT IS A MUSCLE TWITCH?
HYPOTHESIS: IF YOU EXERCISE FOR A LONG PERIOD OF TIME;
THEN YOUR ENERGY LEVEL WILL (INCREASE;
DECREASE; OR STAY THE SAME).
EXPERIMENT:
MATERIALS: 1) TEST TUBE CLAMP 2) DOMINANT HAND
3) SECOND HAND WATCH OR CLOCK
PROCEDURE:
1) HOLD THE TEST TUBE CLAMP IN THE HAND THAT YOU
TO USE WRITE (YOUR DOMINANT HAND).
2) SQUEEZE THE CLAMP WITH YOUR THUMB AND FIRST
TWO FINGERS UNTIL YOUR FINGERS MEET. RELAX YOUR GRIP UNTIL THE CLAMP IS BACK IN ITS ORIGINAL POSITION. THIS IS ONE SQUEEZE.
3) USING THE SECOND HAND ON THE CLOCK; YOUR
PARTNER WILL RECORD THE NUMBER OF SQUEEZES YOU CAN DO EVERY 30 SECONDS FOR A TOTAL OF 150 CONTINUOUS SECONDS (5 TRIALS).
4) COUNT THE NUMBER OF SQUEEZES OUT LOUD.
5) AT THE END OF THE FIRST 30 SECOND PERIOD YOUR PARTNER WILL RECORD THE NUMBER OF SQUEEZES IN THE DATA CHART. YOU CONTINUE TO SQUEEZE THE CLAMP. RECORD THE NUMBER OF SQUEEZES AFTER 60 SECONDS; 90 SECONDS; 120 SECONDS; AND 150 SECONDS.
6) REPEAT THE WHOLE PROCESS BY EXCHANGING YOUR TEST TUBE CLAMP WITH YOUR PARTNER.
DATA:
TRIAL NO. TIME (SECONDS) SQUEEZE NO.
1 30
2 60
3 90
4 120
5 150
ANALYSIS: USING THE RESULTS FROM THE DATA TABLE; MAKE A
BAR GRAPH.
(Y-AXIS)
NUMBER OF SQUEEZES
(X-AXIS)
TIME (SECONDS)
1. FROM SEEING THE GRAPH; WHAT HAS HAPPENED TO THE
NUMBER OF SQUEEZES AFTER TIME AS PASSED FROM 30
SECONDS TO 150 SECONDS?
CONCLUSION:
1. FROM LOOKING AT THE GRAPH; WHAT HAPPENED TO YOUR
STRENGTH AS YOU PASSED THROUGH TIME?
2. WHAT TYPE OF NUTRIENTS ARE REQUIRED BY SKELETAL
MUSCLES DURING EXERCISE? HOW ARE THESE NUTRIENTS
ACTUALLY DELIVERED TO THE SKELETAL MUSCLE?
3. WHAT KIND OF TWITCH WAS CREATED DURING YOUR HAND
EXERCISE – A FAST TWITCH (FT) OR A SLOW TWITCH (ST)?
4. WHAT KIND OF ACID IS FORMED WHEN THERE IS NOT ENOUGH OXYGEN (ANAEROBIC) GOING TO THE SKELETAL MUSCLE CELLS?
5. BESIDES NOT HAVING ENOUGH NUTRIENTS BEING
DELIVERED TO YOUR SKELETAL MUSCLES; WHAT ARE SOME
OTHER FACTORS THAT CAN CAUSE MUSCLE FATIGUE?
-BRAIN 3-D MODEL PROJECT
YOU ARE TO CONSTRUCT OR MAKE A 3-D MODEL OF THE BRAIN. YOU ARE ALLOWED TO WORK WITH A PARTNER. USE THE TEXTBOOK OR THE INTERNET TO SEE THE STRUCTURE OF THE BRAIN.
MODEL SUGGESTIONS:
THE FOLLOWING MATERIALS CAN BE USED FOR THE MODEL:
1. STYROFOAM
2. COLORED PAPER
3. BUTTONS
4. STRING
5. RIBBON
6. SEQUENCE
7. PLASTIC
8. TOOTHPICKS
9. POPSICLE STICKS
10. GLITTER
11. CLAY
12. CLOTH
YOU ARE TO LABEL ALL THE PARTS BY INCLUDING A SEPARATE COLORED CODED KEY. MAKE SURE TO ADD COLOR TO YOUR MODEL BY USING MARKERS; PAINTS; OR COLORED PAPER.
THE LOBES AND BRAIN PARTS SHOULD BE INCLUDED IN THE MODEL. YOU ARE TO MAKE THE MODEL AS IF IT WERE TO BE ENTERED AT THE LOCAL MUSEUM
-NERVE AND MUSCLE ACTION LAB
PROBLEM: HOW DOES THE NERVE STIMULATE THE MUSCLE?
BACKGROUND INFORMATION: DEFINE THE FOLLOWING WORDS:
1) SYNAPSE 5) NEUROTRANSMITTERS
2) AXON 6) DENDRITES
3) MYELIN SHEATH 7) CYTON
4) SARCOMERES 8) MYOFIBRILS
HYPOTHESIS: IF YOU STIMULATE THE MUSCLE; THEN THE MUSCLE
WILL REACT.
MATERIALS: NAME ALL MATERIALS USED.
PROCEDURE: 1) WORK IN GROUPS OF FOUR TO FIVE
2) USE THE MICROVIEWER TO OBSERVE SLIDES.
3) READ THE NERVE AND MUSCLE ACTION CARD.
4) DRAW EACH PICTURE FOUND ON SLIDES (8)
5) LABEL EACH LETTER FOUND ON PICTURE SLIDE.
6) PLACE THE MAGNIFICATION NUMBER NEXT TO
EACH DRAWING.
DATA: 8 DRAWINGS WITH COLOR
-EYE DISSECTION LAB
Problem: What is the structure or parts of the eye?
Background Information: The eye is the sense organ that allows us to detect
Electromagnetic Energy. Our eyes can only see
wavelengths of visible light. Light rays are bent as they
pass through the lens and form an image on the retina.
The image is translated into nerve impulses which are
sent to the brain along the optic nerve.
Hypothesis: If you dissect the eye; then you will be able to visualize the structure of
the eye.
Materials: 1) Sheep eyeball
2) Dissection tray
3) Petri dish
4) Dissection tools
Procedure:
1) Set the sheep eyeball in the Petri dish located in the dissection tray.
Locate the following parts in the eyeball:
a) cornea h) ora serrata
b) sclera i) ciliary body
c) optic nerve j) choroid
d) iris k) tapetum lucidum
e) pupil l) retina
f) fat tissue m) lens
g) vitreous humor
2) Fill in the chart to give both description and drawing for each structure.
3) Use the stereo microscope or dissection microscope to view the eye structures.
Analysis: 1) What is the liquid or watery substance that comes out of the eye?
What is the purpose or function of this watery substance? (3 pts.)
2) What are the three layers of the eye? What is contained in each layer? (3 pts.)
3) What do the ciliary muscles of the ciliary body do for the eye? (2 pts.)
4) What is the purpose of the optic nerve? (2 pts.)
5) What structure or part is only found in the sheep eye and not in a
human eye? (2 pts.)
-HUMAN BLOOD MICROSLIDE LAB
Directions: You are to draw all 8 microslides. Also; you must color; label; and title each drawing. Include the magnification number. (16 pts.)
-SHEEP HEART DISSECTION LAB
1. LOOK CAREFULLY AT THE SURFACE OF THE HEART. HOW DOES THE HEART’S OUTSIDE SURFACE LOOK LIKE? WHAT ARE THE THREE LAYERS OF THE HEART FROM THE EXTERIOR TO THE INTERIOR? DESCRIBE THE PERICARDIUM MEMBRANE? WHY IS IT SHINY AND SLIPPERY? (5 PTS.)
IDENTIFY THE PARTS OF THE HEART SHOWN IN THE PICTURE (DIAGRAM) BELOW: THIS IS THE
VENTRAL SIDE (ROUNDED SIDE). DON’T CUT IT YET.
AORTA
PULMONARY ARTERY
THE TWO VENA CAVA GO INTO THE RIGHT ATRIUM ON THE OTHER SIDE (DORSAL SIDE) THE PULMONARY VEIN GOES INTO THE LEFT ATRIUM ON THE DORSAL SIDE.
CORONARY ARTERY AND VEIN
WHEN YOU NEED TO SEE INSIDE THE RIGHT VENTRICLE; CUT HERE.
WHEN YOU WANT TO OPEN THE LEFT VENTRICLE CUT HERE.
IDENTIFY THE ARTERIES AND VEINS WHICH COME OUT OF THE HEART. USING THE STRING AND RULER; MEASURE THE DIAMETER IN CM. OF THE ARTERIES AND THE THICKNESS OF THE WALLS. DESCRIBE WHAT THE ARTERIES LOOK LIKE (COLOR; SHAPE; TEXTURE; ETC.) (3 PTS.)
DIAMETER OF ARTERIES: _____________________
DESCRIPTION OF ARTERIES: _______________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
2. LOOKING AT THE HEART; WHAT IS DIFFERENCE IN THE CHARACTERISTICS (COLOR; SHAPE; TEXTURE; ETC.) OF THE VENA CAVA; PULMONARY TRUNK AND AORTA? (3 PTS.)
3. CAN YOU FIND ANY CORONARY ARTERIES OR VEINS? WHERE ARE THEY FOUND? WHAT IS THEIR FUNCTION? (2 PTS.)
4. CUT OPEN THE LEFT VENTRICLE FOLLOWING THE LINES ON THE DIAGRAM. WHAT IS THE VALVE THAT SEPARATES THE LEFT VENTRICLE FROM THE AORTA? (2 PTS.)
5. CUT OPEN THE RIGHT VENTRICLE FOLLOWING THE LINES ON THE DIAGRAM. WHAT IS THE VALVE THAT SEPARATES THE RIGHT VENTRICLE FROM THE PULMONARY TRUNK? (2 PTS.)
6. HOW IS THE MUSCLE THICKNESS AND VOLUME OF THE LEFT VENTRICLE DIFFERENT FROM THE MUSCLE THICKNESS AND VOLUME OF THE RIGHT VENTRICLE? USING THE RULER IN CM.; MEASURE THE MUSCLE THICKNESS OF BOTH THE RIGHT AND LEFT VENTRICLE. (5 PTS.)
LEFT VENTRICLE MUSCLE THICKNESS: ________CM.
RIGHT VENTRICLE MUSCLE THICKNESS: ________CM.
7. CUT INTO THE ATRIA AND MEASURE THE MUSCLE THICKNESS. IS THE MUSCLE WALL THICKER OR THINNER THAN THE VENTRICLES? EXPLAIN WHY THIS IS THE CASE. (3 PTS.)
8. WHAT CAN YOU SAY ABOUT THE SIZE (VOLUME) OF EACH OF THE CHAMBERS? ARE THEY DIFFERENT SIZES; WHICH IS THE LARGEST? (2 PTS.)
9. WHAT IS THE CHAMBER THAT RECEIVES THE BLOOD FROM THE VENA CAVA INTO THE HEART? (2 PTS.)
10. LOCATED NEXT TO THE HEART VALVES AND PAPILLARY MUSCLES. LOOK FOR THE CHORDAE TENDINAE. DESCRIBE THEIR CHARACTERISTICS (COLOR; SHAPE; TEXTURE; ETC.). WHAT IS THEIR FUNCTION? (3 PTS.)
11. LOOKING AT THE HEART; HOW DOES BLOOD FLOW FROM THE BODY TISSUES TO THE HEART AND BACK TO THE BODY TISSUES? DESCRIBE HOW THE OXYGEN LEVELS CHANGE FROM THE BODY TISSUE THROUGH THE HEART AND BACK INTO THE BODY TISSUE. (5 PTS.)
12. CONCLUSION: WHAT DID YOU LEARN FROM DOING THE SHEEP HEART DISSECTION? (5 COMPLETE SENTENCES) – 5 PTS.
-BACTERIA/VIRUS WANTED POSTER RESEARCH PROJECT
Each student or group will choose a bacterial or viral disease to research and make a wanted poster. See the backside of this handout for list of bacterial and viral diseases.
The poster may be on 8.5” by 11” paper or may use larger poster paper.
The poster must include the following information:
1) Disease name (2 pts.)
2) A photo (microscopic picture) or drawing of the pathogen or organism.
(5 pts.)
3) Photos or Illustrations of the disease. (10 pts.)
4) Description of the microorganism includes characteristics (anaerobic;
parasitic; etc.) (4 pts.)
5) How does the microorganism attack or transmits the disease? (2 pts.)
6) What kind of victims do the microorganisms attack? (2 pts.)
7) What are the symptoms or injuries done by the disease? (3 pts.)
8) Is the microorganism considered armed and dangerous? Rate the degree of
damage done by this microorganism. (3 pts.)
9) How many victims does the microorganism infect? (2 pts.)
10) Is their any immunity or vaccine against the disease? (3 pts.)
11) What is the most effective weapon or treatment against the disease? (3 pts.)
-TASTE TEST LAB
Problem: How does the tongue sense different
flavors of candy?
Background Information: What is the tongue?
What are the four tastes of the tongue?
*Draw a picture to describe the parts of a tongue.
(labeled & colored)
Hypothesis: If you taste different samples of
candy; then your tongue will be able
to sense different flavors of candy.
Materials: List of materials needed for lab
Procedure: 1) Each of you are to get a LifeSavers
Gummies bag filled with 5 different
flavors of candy.
2) You are not to look in the bag to see
what flavors of candy are present.
3) One person is to be blindfolded and
given the bag by another person in the group.
4) The person testing the blindfolded person is to dump the candies on the napkin.
5) Before each test; the blindfolded person is to drink a small amount of water from the water bottle.
6) This test is to be repeated 5 times.
7) Repeat the whole process for every person in the group.
8) Record the flavor data each time the blindfolded person is tested.
Analysis: 1) Did you get any of the flavors wrong?
If yes; why?
2) Did you sense any of the four tastes?
If so; which ones? (bitter; salty; sour;
or sweet)
-THE CENTRAL NERVOUS SYSTEM MICROVIEWER LAB
USING THE MICROVIEWER; YOU ARE TO LOOK AT THE FOLLOWING SLIDES: (16 PTS.)
1) MONKEY EYE
2) RETINA
3) MAMMAL BRAIN
4) HUMAN SPINAL CORD
5) GRAY MATTER OF CORD
6) NEURON
7) NERVE
8) SWEAT GLAND
YOU ARE TO DRAW WHAT YOU OBSERVE IN THE MICROVIEWER FOR EACH SLIDE. MAKE SURE TO LABEL ALL PARTS; COLOR AND INCLUDE THE TITLE OF EACH SLIDE; ALONG WITH THE MAGNIFICATION NUMBER.
QUESTIONS: (10 PTS.)
1) SLIDE 1: WHERE DOES THE OPTIC NERVE EXTEND?
2) SLIDE 2: A) DEFINE RODS.
B) DEFINE CONS.
3) SLIDE 3: A) DEFINE CEREBRUM.
B) DEFINE CEREBELLUM.
4) SLIDE 5: WHAT IS GRAY MATTER?
5) SLIDE 8: WHAT ARE EFFECTORS?
-MEASURING LUNG CAPACITY LAB
Problem: What affects the lung capacity? (2 pts.)
Background Information: (5 pts.)
What is the function of the respiratory system?
Define the following words:
vital lung capacity:
tidal lung capacity:
residual volume:
Hypothesis:
If you differ in age; sex; body frame and aerobic fitness; then it will affect the volume of your lung capacity (2 pts.)
Materials: What materials did you use? (3 pts.)
Procedure: (3 pts.)
1) Measure your Tidal Capacity:
a) Stretch a round balloon several times to stretch it out. Inhale normally and then exhale normally into the balloon.
b) Pinch the end of the balloon and measure its diameter. Record the data. See diagram:
c) Repeat for a total of 5 measurements. Record the data.
2) Measure your Vital Capacity:
a) Repeat step 1 of the procedure; only this time inhale and exhale as much air as you can.
b) Use the graph below to convert the balloon diameters to volume. Record.
Data: (5 pts.)
Analysis: (4 pts.)
1) What is the average volume of your tidal capacity? (1 pt.)
2) What is the average volume of your vital capacity? (1 pt.)
3) Compare your data with other members of your group. Why are their differences in your data with others? (2 pts.)
Conclusion: (12 pts.)
1) How might an athlete’s vital capacity compare to a non-athlete? Explain your reasoning. (3 pts.)
2) What happened to the person’s vital capacity over the course of the training period? (2 pts.)
3) What probably caused the change? (2 pts.)
4) What did you learn from the lab experiment? (5 complete sentences – 5 pts.)
School Country
United StatesSchool state
ArizonaSchool city
AvondaleSchool Address
1481 N. Eliseo Felix Jr. WaySchool zip code
85323Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LADV
- Advanced science
- LBIO
- Biology