Teacher: Katherine Hoff
Room: B 1.24
E-Mail: kate_hoff@eu.odedea.edu
Course Description:
This course is designed to introduce the basic
concepts of human anatomy and physiology.
It is an elective course that allows students to explore the systems of
the human body through lecture, lab and dissection of mammals. The students will become familiar with the
skeleton, muscles, organs, nerves, tissues and body processes. The students will develop the vocabulary
needed to communicate about anatomy and physiology. Multiple methods of learning will be used. The primary methods will be lecture and
dissection, but will also include research, presentations, discussion, and
labs.
Course Goals/Objectives/Standards: A.
INQUIRY SKILLS
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Students
will design and conduct scientific investigations ·
Identify questions that can be answered
through scientific investigations ·
Use appropriate tools, technology, and
techniques to gather, analyze, and interpret data ·
Organize and maintain a journal showing
all phases of investigations ·
Develop descriptions, explanations,
predictions, and models using evidence and logic ·
Use mathematics to explain, interpret,
and improve investigations and communications ·
Construct logical relationships between
evidence and explanations ·
Identify and analyze alternative
explanations, models, and predictions ·
Demonstrate understanding about
scientific inquiry ·
Use fair test procedures |
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Students
will communicate scientific procedures and explanations ·
Demonstrate effective methods to organize
and display scientific concepts ·
Present investigative procedures and
results to others verbally, graphically, and in writing ·
Communicate science concepts accurately
and clearly, using scientific vocabulary |
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B.
HUMAN ANATOMY AND PHYSIOLOGY CONTENT
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Students
will use a standard set of terms to describe body structures and functions ·
Determine common language between
physiology and other sciences such as chemistry, physics, and biology ·
Differentiate between levels of
organization related to body structures and functions ·
Investigate how body systems function
synergistically |
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Students
will understand that chemical substances form the structural basis of matter
and interact in metabolic processes ·
Describe the relationship between
chemical substances and physical processes ·
Explain that all processes of life
involve the transfer of energy arising from chemical reactions ·
Identify the structural units for
carbohydrates, lipids, proteins, and nucleic acids ·
Distinguish between basic processes such
as absorption, biosynthesis, and respiration |
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Students
will recognize cells as the basic organizational units of the body ·
Describe the general characteristics of a
cell ·
List methods by which substances enter
and leave a cell ·
Describe cellular metabolism in terms of
energy changes ·
Distinguish between solutions that are
hypertonic, hypotonic, and isotonic in a laboratory setting ·
Describe the life cycle of a cell and
explain how cells reproduce ·
Compare characteristics and functions of
different tissue types |
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Students
will describe homeostasis ·
Determine how humans maintain an
intricate balance of life processes when faced with constant changes ·
Analyze the importance of homeostasis for
living things ·
Explain the feedback mechanism
controlling homeostasis |
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Students
will explain the human as a vertebrate animal ·
Define vertebrate as a bony, jointed
endoskeleton that grows and supports the body ·
Evaluate the five essential body functions
performed by the skeleton system ·
Illustrate how bones support and protect
the body organs ·
Describe the histology and development of
bone in terms of intramembranous ossification and intracartilaginous
ossification ·
Classify anatomical joints according to
lever actions and types of movements |
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Students
will explain the role of muscles in the human body ·
Compare the three types of muscles and
describe their role in movement, heat production, and temperature regulation ·
Analyze the impact of medical technology
on muscle physiology and disease ·
Analyze the synergistic actions of
muscles to produce movement ·
Differentiate between isotonic and
isometric muscle contraction ·
Describe the process of converting
chemical energy from nutrients into movement |
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Students
will understand the role of the nervous system in coordinating body
activities ·
Identify neurons as structural and
functional units specialized to react to changes in their surroundings ·
Analyze the chemical nature of impulse
transmission at a synapse ·
Describe the two major divisions of the
nervous system ·
Evaluate effects of injury to different
areas of the nervous system ·
Trace the pathway of a nerve impulse in a
reflex action ·
Distinguish the chemical, electrical, and
mechanical nature of sense receptors for touch, smell, taste, vision, and
hearing ·
Investigate the wave principles
associated with optics and sound to demonstrate the operations of the optic
and auditory sense organs ·
Determine the role of the nervous system
in conditioned responses (examples: learning,
speech, posture, movement) |
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Students
will determine the relationship between the nervous and endocrine systems ·
Describe the location and function of
selected endocrine glands ·
Analyze the role of hormones as
regulators |
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Students
will understand the role of the circulatory system in providing nutrients and
oxygen to the body ·
Analyze the composition and functions of
blood ·
Describe the means by which the heart
provides blood for the metabolic requirements of all body cells ·
Compare and contrast the morphology and
physiology of the vascular system |
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Students
will explain the role of the respiratory system in obtaining oxygen and
removing carbon dioxide ·
Explain the structures and functions of
the respiratory organs ·
Describe the mechanics of breathing,
including application of gas laws, and neural and chemical regulators ·
Analyze principles affecting oxygen and
carbon dioxide transport and exchange within the body |
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Students
will understand how the digestive system receives, modifies, and absorbs food,
and eliminates solid wastes ·
Explain how the digestion and absorption
of food is accomplished by each organ/gland of the alimentary system ·
Analyze factors that may lead to
malnutrition ·
Define metabolism as the total of all
chemical processes from the time nutrients are absorbed from the small
intestine until it is excreted from the body as waste products ·
Analyze the anabolic and catabolic
activities of carbohydrates, proteins, and lipids |
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Students
will describe how the urinary system eliminates nitrogenous wastes and
maintains fluid balance ·
Determine the structures and functions of
the urinary system ·
Analyze the homeostatic nature of the
urinary system |
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Students
will understand vital functions of the integumentary system ·
Explain how the skin enables individuals
to respond to changes in the environment ·
Describe how different structures of the
skin protect the body |
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Students
will know the role of the reproductive system in the continuation of the
species
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Identify the structures associated with
the reproductive system and how they function ·
Analyze the reproductive process from
formation of the gametes, through conception, birth, and nourishment of the
offspring |
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C. SCIENCE AND TECHNOLOGY
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Students
will demonstrate abilities in technological design ·
Design and construct a new solution to an
identified problem ·
Determine the effectiveness of the
solution ·
Design and conduct an investigation to
determine the quality of commercial products (examples: aspirin, antacids) |
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Students
will understand the relationship between science and technology ·
Determine how science and technology are
interrelated ·
Compare the intended benefits and
unintended consequences of a technology related to physiology ·
Explain constraints in technological
designs (examples: potential negative effects, costs, design
flaws, safety factors, aesthetics) |
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D. PERSONAL AND SOCIAL PERSPECTIVES
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Students
will practice safety ·
Demonstrate personal and group safety
when engaged in science activities ·
Describe health problems related to light
and sound (examples: electromagnetic fields, noise pollution) ·
Analyze the use of personal safety
devices (examples: hearing protectors, sun glasses, UV filters) |
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Students
will evaluate factors that affect environmental quality ·
Establish criteria for environmental
quality ·
Analyze factors that impact on the
quality of the environment (examples:
air quality, water quality) |
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Students
will understand the availability and consumption of natural resources ·
Distinguish between nonrenewable and renewable
natural resources ·
Analyze how human consumption depletes
nonrenewable resources and places stress on renewable resources |
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Students
will evaluate risks and benefits of natural and other hazards ·
Describe the risks associated with
chemicals ·
Discuss the benefits and risks associated
with social decisions related to chemical and social hazards ·
Evaluate human actions that have created
hazards and environmental degradation |
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E. HISTORY AND NATURE OF SCIENCE
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Students
will investigate examples of science as a human endeavor ·
Describe examples of scientists who
collaborate and conduct investigations in teams ·
Examine the ethical traditions of
scientists ·
Investigate contributions from scientists
representing different cultures and genders ·
Research a selected scientific career
(examples: costs, required professional preparation, job opportunities) |
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Students
will explain the nature of scientific knowledge ·
Explain how science distinguishes itself
from other ways of knowing ·
Analyze criteria used by scientists in
their research and publications |
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Students
will understand important historical events of science ·
Describe the efforts of scientists,
valued in their societies, who have contributed to scientific knowledge ·
Explain how the center of scientific research
has shifted between cultures and continents over time. ·
Investigate how scientific and
technological advances have made long lasting contributions to society
(examples: germ theory, AIDS/HIV research, cancer research, blood analysis) |
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Scope and
Sequence:
August 30-3 Cells
September 6-10Skin and Membranes
September 14-17 Skin and Membranes
September 20-24 Skeletal system
September 27-October 1 Skeletal System
October 4-8 Skeletal System
October 11 15 Fall Break!
October 18-22 The Muscular System
October 25-29 The Muscular System
November 1-5 The Muscular System
November 8-12 Blood
November 15-19 The Circulatory System
November 22-26 The Circulatory System
November 19-December 3 The Respiratory System
December 6-10 The Respiratory System
December 13-17 The Respiratory System
December 20-January 3 Winter Break!
January 4-7 Project Presentation
January 10-14 1st semester
Final Exams!
January 17-21 The Digestive System
January 24-28 The Digestive System
January 31-February 4 The Urinary System
February 7-11 Carnival Break!
February 14-18 The Reproductive System
February 21-25 The Reproductive System
February 28-March 4 Dissection
March 7-11 Dissection
March 14-18 Dissection
March 21-25 Spring Break
April 4-8 The Nervous System
April 11-15 The Nervous System
April 18-22 The Nervous System
April 25-29 Special Senses
May 2-6 The Endocrine System
May 9-13 The Endocrine System
May 16-20 Body Defenses
May 23-27 Body Defenses
May 30-June 3 senior finals
June 6-10 Review
June13-17 Final Exams
Course Grading/Assessment:
The course will be graded on points. Exams
are worth 100 points. Homework
assignments will range from 5-20 points, depending on the length of the
assignment. Other forms of assessment
will include labs, quizzes, projects and presentations. The point value of each assignment will be
announced when the assignment is given.
At the end of the semester, the first
quarter will count for 40% of the grade, the second quarter will be 40% of the
grade and the final exam will be 20% of the grade.
Continuous School Progress:
AFNORTH International Middle/High School’s
CSP goal is, “All students will improve their written communication skills
across the curriculum.” The 6+ 1 trait is the model selected to improve
school-wide writing in all subject areas.
The 6+ 1 trait writing framework is a powerful way to learn and use a
common language to refer to characteristics of writing as well as establish a
common vision of what “strong” writing looks like. Teachers and students will use the 6+1 trait model to identify
areas of strengths and weaknesses as they continue to strive towards continued
writing improvement. In this class we
will be using the 6+1 trait to work on appropriate scientific communication
through lab reports, essay exams, and other written projects.
Classroom Expectations/Consequences:
Respect yourself by doing your work,
listening and participating.
Respect me by being cooperative and attentive.
Respect your school by taking care of
materials and using them properly.
Respect your peers by being quiet during
lectures and doing your fair share of group work.
Textbook:
Essentials of Human Anatomy and Physiology by Elaine Marieb
Supplies:
Pens with blue or black ink
Colored pencils
Loose-leaf paper
Pencils
Make up work policy:
If you are absent, you have as many days as
you were absent to make up assignments.
It is your responsibility to get your work when you have been
absent. Labs and tests will be made up
during the next seminar day unless other arrangements are made.
For unexcused late work, you will be
penalized 25% for each day that it is late.
You must keep up with assignments in order
to succeed!