Download Syllabus - PBworks

Human Anatomy & Physiology
Course Description
This semester-long required course provides an overview of the interactions between human
body systems to promote the health of an individual. Homeostatic feedback mechanisms, cell
membrane transport, cell-to-cell communication, epidemiology, medical ethics and disease will
provide a focus for discussion and labs. Dissection of a fetal pig allows students to become familiar
with anatomical features of organs and tissues.
This course is open to 11th and 12th grade students and is required for graduation from SSHS. A
full year of AP Biology or Sports Injuries will also meet this requirement. Successful completion of
Human Anatomy & Physiology requires full participation in class as well as completion of all projects
and assessments.
Instructor
Cynthia Jamison Gay
Classroom: UEM 209
Office Hours: 4th period, excepted as noted on weekly open lab calendar
Additional times as noted on weekly open lab calendar
970.871.3659
[email protected]
http:cgay.pbworks.com
Required Resources
The following resources must be brought to class each lesson:
Miller, K R, & Levine, J S. (2004). Biology. Upper Saddle River, NJ: Pearson Prentice Hall.
Available for check out and online as an E-book.
Binder: 3-ring, at least 2”
Dividers, 5
Notebook paper, college rule
Composition book (spiral notebooks are not acceptable)
Writing utensils
Skills to Be Mastered and Demonstrated
1.
2.
3.
4.
5.
Inquiry: The Spirit and Process of Science
Laboratory and Field Techniques for Data Collection
Technical Literacy (Reading and Writing)
Scientific Numeracy (Measurement, Uncertainty, and Computation)
Graphicacy (Visual Representation of Information)
Attitudes to Be Demonstrated
1.
2.
3.
4.
5.
Demonstrates respect of self, others and environment
Makes connections to prior knowledge, is unafraid to ask questions, corrects mistakes
Cooperates with other students and does a fair share of work in groups
Contributes to the learning of other people inside and outside the class
Takes personal responsibility for learning independently and in groups (arrives prepared;
hands in work on time, persistent in difficult tasks; submits finest effort)
C. Gay Revised 8/2014
Steamboat Springs High School Anatomy-Physiology
Syllabus
A detailed syllabus is made available separately as well as weekly assignment calendars. All handouts
are available for download on my website.
Unit I: Structure, Support and Movement
Enduring Understanding:
The relationship of structure to function is common to all organisms. The structural levels from molecules to
organisms ensure successful functioning in human beings. Everything, from cells to organs to organisms, exists in a
state of dynamic balance that must be controlled by positive or negative feedback mechanisms.
Specialized functions require that the human body be divided into separate spaces and cavities by the
integumentary system, which includes specialized membranes, skin, hair and nails. The integumentary system also
covers and provides physical and chemical protection for most parts of all other body systems. The skeletal system
provides the body structural integrity and bony protection for the internal organ. The muscular system acts with the
skeletal system to generate voluntary movements, motility and involuntary actions.
Essential Questions:
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


How does the organization of cells, tissues, and organs determine structure and function in the human body?
Why are separation and body cavities important for the functioning of the human body?
How does the integumentary system provide physical and chemical protection for other organ systems?
What is the relationship between the skeletal and muscular system?
Content Standards
Standard 2: Life Science
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact
with each other and their environment.
3. Cellular metabolic activities are carried out by biomolecules produced by organisms
e. Analyze and interpret data on the body’s utilization of carbohydrates, lipids and proteins.
5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments
c. Diagram the cell membrane schematically, and highlight receptor proteins as targets of hormones, neurotransmitters, or
drugs that serve as active links between intra and extracellular environments
6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external
environments
a. Discuss how two or more body systems interact to promote health for the whole organism
b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims
about the effectiveness of feedback loops to maintain homeostasis
c. Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence
regarding disrupted homeostasis in particular diseases
d. Use computer simulations and models of homeostatic mechanisms
Unit Assessment
Unit I Exam
Unit II: Integration and Control
Enduring Understanding:
The nervous system regulates all the visceral and motor functions of the body, integrating with the endocrine
system to provide both short term and long term responses to stimuli. The endocrine system produces hormones that
activate and regulate homeostatic functions, growth and development. These two systems are closely linked and can
be affected by disease and drugs, and undergo marked changes with aging.
The immune system utilizes lymphatic vessels to pick up leaked tissue fluid and proteins and return them to
general circulation. The immune system protects the body’s tissues and organs against pathogens. The
lymphatic/immune and cardiovascular systems are linked in a communication network with the nervous and
endocrine systems extending throughout the body.
Essential Questions:



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How do the nervous and endocrine systems work together in regulating and controlling the body’s activities?
Why is homeostasis critical to health and survival?
How does the immune system protect the body from pathogens without damaging the body?
Why are nervous, endocrine and immune disorders so difficult to treat?
How does society determine which drugs are legal/socially acceptable or illegal/socially unacceptable?
Content Standards
Standard 2: Life Science
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact
with each other and their environment.
3. Cellular metabolic activities are carried out by biomolecules produced by organisms
C. Gay Revised 8/2014
Steamboat Springs High School Anatomy-Physiology
e. Analyze and interpret data on the body’s utilization of carbohydrates, lipids and proteins.
5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments
c. Diagram the cell membrane schematically, and highlight receptor proteins as targets of hormones, neurotransmitters, or
drugs that serve as active links between intra and extracellular environments
6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external
environments
a. Discuss how two or more body systems interact to promote health for the whole organism
b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims
about the effectiveness of feedback loops to maintain homeostasis
c. Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence
regarding disrupted homeostasis in particular diseases
d. Use computer simulations and models of homeostatic mechanisms
Unit Assessment
Unit II Exam
Unit III: Energy, Waste and Reproduction
Enduring Understanding:
The cardiovascular system works with the respiratory, digestive and excretory systems to deliver oxygen and
nutrients to organs and tissues and remove carbon dioxide and other waste products of metabolism
Energy for life is provided by the respiratory and digestive systems. The respiratory system provides an interface
for gas exchange with the external environment. It provides all the cells of the body with oxygen and disposing of
waste carbon dioxide produced as a result of cellular respiration. The digestive system is responsible for the physical
and chemical digestion and absorption of ingested food, and provides the nutrients required by all body systems for
energy metabolism, growth, repair and maintenance of tissues.
The respiratory and excretory systems remove metabolic wastes from the body. The excretory system disposes of
nitrogenous wastes, toxins, and metabolic breakdown products. The kidneys maintain the fluid, electrolytes, and the
acid-base balance of body fluids, which is essential for the proper functioning of all body systems. All these systems
can be affected by disease and undergo changes associated with training and aging.
Unlike other body systems, which are functioning almost continuously since birth, the reproductive system
remains dormant until puberty, at which time it begins development towards maturity. The reproductive system
undergoes marked changes associated with aging and the end of fertility. Disease may affect it both directly and
indirectly.
Essential Questions:



How do the circulatory, respiratory, digestive and excretory systems work together in regulating and controlling
the body’s nutrients and waste?
How does training and aging affect the circulatory, respiratory, digestive and excretory systems?
Why does the reproductive system not function until puberty and then stop functioning with age?
Content Standards
Standard 2: Life Science
Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact
with each other and their environment.
3. Cellular metabolic activities are carried out by biomolecules produced by organisms
e. Analyze and interpret data on the body’s utilization of carbohydrates, lipids and proteins.
5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments
c. Diagram the cell membrane schematically, and highlight receptor proteins as targets of hormones, neurotransmitters, or
drugs that serve as active links between intra and extracellular environments
6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external
environments
a. Discuss how two or more body systems interact to promote health for the whole organism
b. Analyze and interpret data on homeostatic mechanisms using direct and indirect evidence to develop and support claims
about the effectiveness of feedback loops to maintain homeostasis
c. Distinguish between causation and correlation in epidemiological data, such as examining scientifically valid evidence
regarding disrupted homeostasis in particular diseases
d. Use computer simulations and models of homeostatic mechanisms
Unit Assessment
Unit III Exam
Homework and Grading Policies
Refer to the separate handout for a detailed explanation of homework and grading policies.
C. Gay Revised 8/2014
Steamboat Springs High School Anatomy-Physiology