Course title
METPre-requisite
Application required. Junior or senior status. Must have Biology lab science requirement completed. Foundations of Medicine I is also a prerequisite. Must have demonstrated excellence in the first two years of high school math and science and must have aCourse description
Foundations of Medicine II follows Foundations of Medicine I as the first courses in the MET Professional Academy Medical Strand. The course is an engaging; hands-on class experience that examines the dynamic field of medicine and health care. This college level course studies the structure and function of the human body and its many systems; i.e.; skeletal; nervous; reproductive; circulatory; etc. Dissection of biological specimens is a mandatory component of this course. For those students who are seeking a career in medicine; biomedical research; dentistry; optometry or as a veterinarian; this creates the necessary educational foundation. College-level classroom activities and lab work will advance MET students’ understanding of the fundamentals of health sciences through the study of core medical subjects such as: general biology; general chemistry; anatomy; physiology; and pathology. MET students will also learn from diverse health care providers in the field who may visit the classroom as expert guest lecturers. Outside the classroom; learning experiences will involve site visits to a variety of college and professional partners’ health care facilities. Students complete lab work in the Cadaver Lab at Grand Canyon University. Dual credit may be obtained from Grand Canyon University through the MET Professional Academy.
These courses comprise a two-course sequence examining the structure and function of the human body and mechanisms for maintaining homeostasis within it. This portion includes the study of cells; tissues; genetics; and the integumentary; skeletal; muscular; and nervous systems.These courses comprise a two-course sequence examining the structure and function of the human body and mechanisms for maintaining homeostasis within it. This portion includes the study of cells; tissues; genetics; and the integumentary; skeletal; muscular; and nervous systems.
The lab portion of this course involves a study of the gross anatomy and functions of the skeletal; muscular; and nervous systems. This experiential lab involves gaining basic knowledge of the use of human cadavers; animal demonstrations; and computer-assisted instruction.
TOPICS; OBJECTIVES; AND ASSIGNMENTS
Topic and Objectives –
Anatomy; Physiology; Homeostasis; and the Chemistry of Life I
• Compare and contrast the science of anatomy with physiology.
• Describe the six levels of structural organization of the human body and how they interact.
• Describe the concept of homeostasis.
• Differentiate between negative and positive feedback mechanisms and their effect in the body.
• Describe the chemical structure of water and the concept of surface tension.
• Review enzymes and activation energy.
• Distinguish between exergonic and endergonic reactions.
Essential Questions:
• Why do we study anatomy and physiology together?
• How does body organization allow organisms to maintain homeostasis?
• How does the feedback loop help maintain homeostasis?
• How does structure determine function?
• What are the basic chemistry and biochemistry concepts needed to understand body functions?
Readings –
Read Chapters 1 and 2 (sections 2-1 through 2-5) in Fundamentals of Anatomy & Physiology.
Assignments –
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Arizona Science Standards
Strand 4 Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
LAB--An Introduction to Anatomy; Physiology; Terminology; and Lab Rules
• List and identify lab rules regarding cadavers; hazardous waste; and student expectations.
• Define the relationship between anatomy and physiology. Identify anatomical regions and body cavities as they relate to the human body.
• List and identify directional terms and sectional planes.
Topic and Objectives –
The Chemistry of Life II
• Identify the differences between inorganic and organic compounds.
• Describe the properties of aqueous solutions.
• Explain the concepts of concentration and osmolality.
• Explain pH and its importance in physiology.
• Describe the structure and function of carbohydrates; proteins; lipids; and nucleic acids.
Essential Questions:
How do multicellular body cells specialize to perform specific functions that help maintain homeostasis and benefit the body as a whole?
How do the structure and function of organic molecules effect the human body?
Readings –
Read Chapter 2 (sections 2-6 through 2-14) in Fundamentals of Anatomy & Physiology.
Assignments –
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards:
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Arizona Science Standards:
Explain the role of biochemistry in maintaining homeostasis in the body.
Assess the importance of the pH scale in maintaining homeostasis and explain how buffers affect this process
Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 2. Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
PO 5. Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
Topic and Objectives –
Cell Physiology I
• Outline the steps of cellular respiration.
• Describe the structure and function of the cell membrane and its selective permeability.
• Contrast extracellular and intracellular fluid in terms of location and basic composition.
• Explain diffusion; osmosis; carrier mediated transport; and vesicular transport.
• Evaluate the osmotic effects that occur when a cell is placed in an isotonic; hypotonic; or hypertonic environment.
• Describe the role of ion concentration gradients and ion channels on resting membrane potential.
Essential Question: How do the structure and function of organic molecules effect the human body?
Readings –
Read Chapters 3; 12 (section 12-4); and 25 (sections 25-1 through 25-3) in Fundamentals of Anatomy & Physiology.
Assignments –
Quiz 1-- The quiz will be scheduled by the instructor.
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards: 11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics
Arizona Science Standards:
Concept 1: The Cell
Understand the role of the cell and cellular processes.
PO 1. Describe the role of energy in cellular growth; development; and repair.
PO 2. Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
PO 3. Explain the importance of water to cells.
PO 4. Analyze mechanisms of transport of materials (e.g.; water; ions; macromolecules) into and out of cells: passive transport; active transport
PO 5. Describe the purposes and processes of cellular reproduction.
Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 2. Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
PO 5. Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
Topic and Objectives –
Cell Physiology II
• Describe the steps of generating an action potential.
• Describe the all-or-none principle and refractory period of an action potential.
Essential questions:
What is the impact of the research scientists have conducted on action potential to humans?
Readings –
Read Chapter 12 (sections 12-4 and 12-5) in Fundamentals of Anatomy & Physiology.
Assignments –
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards:
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Arizona Science Standards:
Concept 1: Observations; Questions; and Hypotheses
Formulate predictions; questions; or hypotheses based on observations.
Evaluate appropriate resources.
PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1; R10-S3C1; R11-S3C1; and R12-S3C1)
PO 2. Develop questions from observations that transition into testable hypotheses.
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring).
Concept 2: Scientific Testing (Investigating and Modeling)
Design and conduct controlled investigations.
PO 1. Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 2. Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
PO 5. Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
LAB--Cell Biology and Homeostasis
• Identify and model the basic structure and components of a cell.
• Identify and model negative and positive feedback mechanisms and their effect on the body.
• Identify extracellular and intracellular fluid at the microscopic level.
Topic and Objectives –
Tissues
Identify the general characteristics and functions of each of the principle types of tissues.
Essential Question:
How do different tissues work together throughout the body?
Readings –
Review Chapter 3 (sections 3-2 through 3-5 and 3-8 through 3-11) and read Chapter 4 (sections 4-7 through 4-11) in Fundamentals of Anatomy & Physiology.
Assignments –
Quiz 2 -- The quiz will be scheduled by the instructor.
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards:
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Arizona Science Standards:
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 2. Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
PO 5. Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
Topic and Objectives –
Tissues and Tissue Membranes
• Compare and contrast exocrine and endocrine glands.
• Differentiate between the basic types of tissue membranes.
Readings –
Read Chapter 4 (sections 4-3; 4-4; and 4-6) in Fundamentals of Anatomy & Physiology.
Assignments –
Benchmark – Exam 1 -- Exam 1 will be provided by the instructor.
Participation -- Participate in class as directed by your instructor.
Weekly Reflection - Complete the weekly reflection as directed by your instructor.
ELA Standards
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics
Arizona Science Standards
Strand 4 Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
LAB--Overview of Tissues and Epithelial Tissue in depth
• Identify the four major tissue types.
• Identify and describe locations within the body where the different types of epithelial tissue would be found.
• Identify the basic types and properties of epithelial tissue at the microscopic level.
Arizona Science Standards:
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 5. Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
LAB--Connective Tissue
• Identify and describe the basic structure of connective tissue at the microscopic level.
• Identify the basic types and properties of connective tissue proper at the microscopic level.
• Identify the basic types and properties of fluid connective tissue at the microscopic level.
• Identify the basic types and properties of supportive connective tissue at the microscopic level.
• Identify and describe locations within the body where the different types of connective tissue (cartilage; bone; loose and dense) would be found.
Topic and Objectives –
The Integument and Skeleton I
• Identify the functions of hair.
• Describe the functions of sudoriferous and sebaceous glands.
• Describe repair of the integument.
• Identify the functions of the skeletal system.
• Describe the features of a long bone.
• Compare and contrast compact and spongy bone.
• Identify the roles of osteoblasts; osteocytes; and osteoclasts in bone growth and ossification.
• Explain endochondral and intramembranous ossification.
Essential Questions:
How does the integumentary system help maintain homeostasis?
How do the structures of the Integumentary system relate to the function of the integumentary system?
How does the skin and its components make up a complex set of organs that protects and interacts with other body systems?
Readings –
Read Chapters 5 (sections 5-1 through 5-11) and 6 (sections 6-1 through 6-5) in Fundamentals of Anatomy & Physiology.
Assignments –
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards
11-12 WHST.1. Write arguments focused on discipline-specific content.
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
LAB--Integumentary System
• Identify the components of the integumentary system at the microscopic level.
• Identify and describe the epidermis.
• Identify and describe the glands that are found within the integumentary system.
• Identify and describe the dermis.
• Identify and describe the hypodermis.
• Identify and describe the hair follicles within the integumentary system.
• Identify and describe the fingernail.
Topic and Objectives –
Skeleton II
• Describe bone growth and development.
• Describe the impact of aging; exercise; and lifestyle on bone remodeling.
• Explain the process of bone repair.
• Identify tooth structure; types of teeth; and dental succession.
Essential Questions: What is the structure and function of bone tissue and the dynamics of its formation and remodeling throughout life?
Readings –
Read chapters 6 (sections 6-6 through 6-10) and 24 (sections 24-2 and 24-3) in Fundamentals of Anatomy & Physiology.
Assignments –
Quiz 3 -- The quiz will be scheduled by the instructor.
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Arizona Science Standards
Strand 4 Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
LAB—Appendicular Skeleton
• Identify the bones of the pectoral girdle; their functions; and superficial features.
• Identify the bones of the upper limbs; their functions; and superficial features.
• Identify the bones of the pelvic girdle; their functions; and superficial features.
• Identify the bones of the lower limbs; their functions; and superficial features.
LAB--Axial Skeleton
• Differentiate between axial and appendicular skeletons.
• Identify the bones of the cranium and face; and explain the significance of the markings of the individual bones.
• Describe the structure of the nasal complex and the functions of the individual bones.
• Describe key structural differences among the skulls of infants; children; and adults.
• List and identify cranial openings.
• Identify and describe the curvatures of the spinal column and their functions.
• Identify the markings and structures specific to each region of the vertebral anatomy.
• Identify and list the regions of the vertebral anatomy.
• Explain the relationship of the articulations between the thoracic vertebrae and the ribs; and between the ribs and the sternum.
• Identify the hyoid bone and its function.
• List and identify the anatomy of the thoracic cage.
Topic and Objectives –
Articulations
• Explain the different structural and functional classifications of articulations.
• Describe how muscles and articulations work together as lever systems.
Essential Question: How do the bones; joints; and ligaments function to permit movement and mobility in the skeleton?
Readings –
Read chapters 9 (sections 9-1 through 9-3) and 11 (sections 11-1 through 11-3) in Fundamentals of Anatomy & Physiology.
Assignments –
Exam 2 -- Exam 2 will be provided by the instructor.
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
ELA Standards
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Arizona Science Standards
Strand 4 Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
LAB--Joints and Muscle Tissue
• Identify the basic structure of articulations.
• Identify the structure of selected joints.
• Identify the structure of a synovial joint.
• Describe the general functions of the muscular system.
• Describe and understand the function of muscle contractions.
• Identify the different types and functions of muscle tissue at the microscopic level.
Topic and Objectives –
Skeletal Muscle I
• Identify the functions of skeletal muscle.
• Describe the macroscopic; microscopic; and molecular components of skeletal muscle.
• Explain the sliding filament theory of skeletal muscle contraction and the contraction cycle.
• Describe neuromuscular communication and the events of excitation contraction coupling.
Essential Question:
How do the structures of the musculoskeletal system relate to the function of the musculoskeletal system?
Readings –
Read Chapter 10 (sections 10-1 through 10-4) in Fundamentals of Anatomy & Physiology.
Assignments –
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
Topic and Objectives –
Skeletal Muscle II and Nervous Tissue
• Describe the length-tension relationship.
• Describe the refractory period of skeletal muscle.
• Describe motor units and motor unit recruitment.
• Compare and contrast isotonic and isometric contraction.
• Describe the energetics of skeletal muscle contraction.
• Compare and contrast the differences between skeletal muscle fiber types.
• Describe the structure and function of neurons and neuroglia.
• Describe the role of axon diameter and myelin in the propagation of the action potential.
• Contrast continuous and salutatory conduction of the action potential along the axon.
Essential Questions:
How does the musculoskeletal system help maintain homeostasis?
How do the structures of the musculoskeletal system relate to the function of the musculo-skeletal system?
ELA Standards
11-12. RST.4 Determine the meaning of symbols; key terms; and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
Arizona Science Standards
Strand 4 Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
LAB--Muscles of the Anterior
• Identify the anterior muscles of the head and neck and indicate their origins; insertions; and actions.
• Identify the oblique and rectus muscles and indicate their origins; insertions; and actions.
• Identify the muscles of the anterior upper limbs and thorax and indicate their origins; insertions; and actions.
• Identify the muscles of the anterior lower limbs and indicate their origins; insertions; and actions.
LAB--Muscles of the Posterior
• Identify the muscles of the posterior lower limbs and indicate their origins; insertions and actions.
• Identify the posterior muscles of the head and neck and indicate their origins; insertions; and actions.
• Identify the muscles of the posterior upper limbs and indicate their origins; insertions; and actions.
• Identify the muscles of the shoulder and indicate their origins; insertions; and actions.
• Identify the erector spinae muscles and muscles of the back and indicate their origins; insertions; and actions.
• Compare the major muscle groups of the upper and lower limbs and relate their differences to their functional roles.
Readings –
Read chapters 10 (sections 10-4 through 10-6) and 12 (sections 12-1 through 12-3 and sections 12.5 through 12.7) in Fundamentals of Anatomy & Physiology.
Review Chapter 12 (section 12.4) in Fundamentals of Anatomy & Physiology.
Assignments –
Quiz 4 -- The quiz will be scheduled by the instructor.
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
Topic and Objectives –
Neuronal Communication
• Explain synaptic communication.
• Describe the action of neurotransmitters and neuromodulators.
• Identify common synaptic pharmacology.
• Describe neuronal integration.
• Describe spinal reflexes.
Essential Questions:
How does the nervous system act as the master system in controlling and communicating within the body?
What is the structure of the central nervous system and the functions associated with its various regions?
Readings –
Read chapters 12 (sections 12-8 and 12-9) and 13 (sections 13-6 through 13-8) in Fundamentals of Anatomy & Physiology.
Assignments –
Participation -- Participate in class as directed by your instructor.
Weekly Reflection -- Complete the weekly reflection as directed by your instructor.
Arizona Science Standards:
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.
Topic and Objectives –
Brain
• Describe the functions of the cranial meninges.
• Describe the production and flow of cerebral spinal fluid.
• Describe the structure and function of the blood brain barrier.
• Describe the functions of the medulla oblongata; pons; cerebellum; midbrain; diencephalon; and limbic system.
• Describe the functions of association; commissural; and projection fibers in the white matter of the cerebrum.
• Describe the functions of the basal nuclei.
• Describe specific locations and functions of cerebrum.
• Describe the concept of hemispheric lateralization.
Essential Questions:
What are the parts and functions of the nervous system?
How does structure and function affect homeostasis?
Readings –
Read Chapter 14 (
School country
United StatesSchool state
ArizonaSchool city
GlendaleSchool / district Address
6330 West Thunderbird RoadSchool zip code
85306Requested competency code
Lab ScienceDate submitted
Approved
YesApproved competency code
- LBIO
- Biology