Room: B 1.19 and B2.14 (Labs)
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. The students will become familiar with the
skeleton, muscles, organs, nerves, tissues and body processes. Anatomy and Physiology is a study that is
heavily invested in vocabulary. Educational theorists feel that the sciences
include as much instruction in language as in scientific process and theory;
therefore, all students are expected to focus and master the necessary
vocabulary. Multiple methods of learning will be used. Those methods include: lecture and dissection, research,
presentations and projects, scientific modeling, discussion, and labs.
Course
Goals/Objectives/Standards: The course goals for Anatomy and Physiology align
with DoDEA content standards. The curriculum
is driven by these standards, which can be found on the DoDEA website: www.dodea.edu/instruction/curriculum. The main standards that are addressed in
this course are:
S3. Science in Personal and Social Perspectives – The student demonstrates an understanding of the impact each individual, community, and human enterprise has on natural conditions and resources from local, national, and global perspectives.
S4. Science and Technology – The student demonstrates abilities of technological design and understandings about science, engineering and technology.
S5. Biology – The student demonstrates a conceptual understanding of the organization of life on Earth.
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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
intra-membranous ossification and intra-cartilaginous 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 ·
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
22-September 16 Body orientation, chemistry, cells & tissues
September
19-October 14 Skeleton
Fall
break
October
24-November 17 Muscles
November
21-December 9 Nervous system
December
12—December 16 Skin
Winter
Break
January
3- January 6 Special Senses
January
9-January 19 Review and exam
January
23-February 3 Endocrine system
February
6-February 24 Blood, circulatory system
Carnival
break
March
6-March 24 Digestive system, urinary system
March
27-April 7 Respiratory system
Spring
break
April
24- May 5 Dissection
May
8- May 24 Body defenses
May
29-June 9 Reproductive system
Course
Grading/Assessment:
All
work is graded out of 100 including labs, quizzes, projects and
presentations. Some projects and major
tests are worth more toward the quarter grade.
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 (borrowed from another teacher):
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
Journal
Looseleaf
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!