Download Human Body - Logan Petlak

Human Body
ANATOMY AND PHYSIOLOGY
HS20-HB1 ANALYZE THE ANATOMY AND PHYSIOLOGY OF A HEALTHY
HUMAN.
Indicators
a. Examine First Nations, Métis, and other holistic perspectives of the human body. (K, A)
b. Describe the anatomy (structure) and physiology (function) of all human body systems (i.e., cardiovascular, endocrine, lymphatic, digestive,
urinary, muscular, nervous, respiratory, reproductive, integumentary, and skeletal). (K)
c. Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure, temperature, O2 saturation and respiratory
rate). (K)
d. Demonstrate the scientific use of anatomical terminology, including directional terms, body planes, body regions, and body cavities, to locate
anatomical features. (K, STSE)
e. Investigate the anatomical locations of organs in mammals such as pigs, rats, or cats through dissection or virtual simulation. (K, S) – LAB?
f. Design and carry out an investigation to examine baseline values used for assessing health such as heart rate, O2 saturation, blood pressure,
temperature, and respiratory rate. (K, S, A, STSE) - LAB?
g. Discuss the interrelationships between the ABO and Rh blood group systems, an individual’s blood type, and blood donor compatibilities. (K, S)
h. Investigate benefits of normal flora in the body (e.g., swab skin and examine results). (K, S) – LAB?
i. Research advances in scientific understanding of the anatomy and physiology of humans. (STSE)
Labs
Agar Plates/Microbes Lab
h. Investigate benefits of normal flora in the body (e.g., swab skin and examine results). (K, S) –
Virtual Dissection Lab
e. Investigate the anatomical locations of organs in mammals such as pigs, rats, or cats through
dissection or virtual simulation. (K, S)
Examining Heart Rate Lab
f. Design and carry out an investigation to examine baseline values used for assessing health
such as heart rate, O2 saturation, blood pressure, temperature, and respiratory rate. (K, S, A,
STSE)
Anatomy
Describe the anatomy (structure) and physiology (function) of all human body systems (i.e., cardiovascular, endocrine, lymphatic, digestive, urinary,
muscular, nervous, respiratory, reproductive, integumentary, and skeletal). (K)
Anatomy –
Physiology –
Major terms: ___________ and ____________
(BIG IDEA:
)
What is an example of this in the body – where structure
allows for proper function?
Anatomy
Describe the anatomy (structure) and physiology (function) of all human body systems (i.e., cardiovascular, endocrine, lymphatic, digestive, urinary,
muscular, nervous, respiratory, reproductive, integumentary, and skeletal). (K)
Anatomy –
study of the structure of organisms and their parts
Physiology –
study of normal function in living systems.
Major terms: Structure and function (BIG IDEA: structure
allows for function)
What is an example of this in the body – where structure
allows for proper function?
Levels of Organization
1. 
2. 
3.
4.
5.
6.





Levels of Organization
1. Molecular/Chemical
2.  Cellular
 Organelle
3.  Tissue
4.  Organ
5.  Organ System
6.  Organismal
Levels of Structural Organization
Understand the components that make up body systems
Our body has different
levels of structure.
Last unit, we looked at
nutrients – which would
represent the basic
chemical structures and
parts of our body.
Chemical Level
•_______ (e.g. H, O, C)
•Molecules (e.g. ____,
__________)
Levels of Structural Organization
Understand the components that make up body systems
Our body has different
levels of structure.
Last unit, we looked at
nutrients – which would
represent the basic
chemical structures and
parts of our body.
Chemical Level
•Atoms (e.g. H, O, C)
•Molecules (e.g. DNA,
Glucose)
Sub-level:
Organelles
Cell –
What is an
example?
•Basic ______________/
____________________
______
Sub-level:
Organelles (small
structures that
perform specific
functions inside of a
cell).
Cell – basic
structural unit of all
living organisms.
What is an
example?
Red Blood Cell
•Basic structural/functional
units
In your table groups look up a
definition of:
Epithelial tissue –
Tissue Level
Connective tissue –
Muscular tissue –
•Groups of _____ that perform a particular
_____________.
•4 types – epithelial, connective, muscular,
nervous
Nervous tissue –
Need Na+ and K+ pump!
Tissue Level
•Groups of cells that perform a particular
function
•4 types – epithelial, connective, muscular,
nervous
In your row look up a definition
of:
Epithelial tissue – tissues that
are comprised of closely packed
cells that line cavities or
surfaces of organs in the body.
Connective tissue - tissue that
connects, supports, binds, or
separates other tissues or
organs
Muscular tissue – composed of
muscle cells that can contract
Nervous tissue – send impulses
to different parts of the body
and react to stimuli. Need Na+
and K+ pump!
Organ Level
•Composed of 2 or more types of _________
•Have specific __________ (e.g. _______,
_______, _________)
Organ Level
•Composed of 2 or more types of tissues
•Have specific functions (e.g. stomach, heart,
brain)
Organ System Level
•Composed of
•e.g.
Organ System Level
•Composed of related organs with a
common function
•e.g. digestive system (mouth, esophagus,
stomach, small intestine, large intestine)
Organismal Level
Quiz tomorrow
Know – Definitions of anatomy and
Physiology
Six levels of structural organization
Systems of the Human Body
11 Systems
◦
◦
◦
◦
◦
◦





______________ system
______________ system
Muscular system
______________ system
Endocrine system
Cardiovascular (Circulatory) system
Lymphatic system
______________ system
Digestive system
______________ system
______________ system(s)
Each has a __________________ that share
__________________________________________.
Systems of the Human Body
11 Systems
◦
◦
◦
◦
◦
◦





Integumentary system
Skeletal system
Muscular system
Nervous system
Endocrine system
Cardiovascular (Circulatory) system
Lymphatic system
Respiratory system
Digestive system
Urinary/Excretory system
Reproductive system(s)
Each has a group of organs that share common overall
functions
Body Systems (there are 11)
We will list a function and an organ
System
Muscular
Nervous
Reproductive
Skeletal
Cardiovascular
Respiratory
Function
Components (structures)
Body Systems (there are 11)
We will list a function and an organ
System
Function
Components (s)
Muscular
Movement, stabilization and heat
generation
Muscle tissue attached to bones
Nervous
Control of the body –
communication among parts
Brain, spinal cord, and sensory
organs
Reproductive
“Is to produce egg cells, hormones,
sperm (gametes)”
Uterus, vagina, penis, testicles,
ovaries
Skeletal
Support and protection
Skeleton/bones – bones and joints
Cardiovascular
Transfer oxygenated blood and
nutrients through the body.
Heart, blood vessels, blood
Respiratory
Movement of oxygen throughout
the body
Pharynx, larynx, trachea, lungs
Body Systems
System
Endocrine
Lymphatic
Digestive
Urinary
Integumentary
Function
Components (s)
Body Systems
System
Function
Components (s)
Endocrine
Produce or secrete hormones
that regulate the activity of
cells or organs.
Hormone producing glands and cells
Lymphatic
Carries water to the heart.
Connected to
immune and cardiovascular
system.
Spleen, thymus, tonsils
Digestive
Breaks down food, absorbs
nutrients, eliminates waste
Mouth, esophagus, stomach, small/large
intestine, gall bladder, liver, pancreas
Urinary
Produces and eliminates
Kidneys, bladder, ureters, urethra
urine and waste. Blood
composition, acid/base
balance and production of red
blood cells.
Integumentary
Protects body, helps produce
vitamin D, regulates body
temperature, detects
sensations
Hair, skin, nails, oil glands, sweat glands
Integumentary System
What if you stopped going outside
(Vitamin D) https://www.youtube.com/watch?v=
hmqguIFMC-Y
Components:





Skin
Hair
Nails
Oil glands
Sweat glands
Functions:





Protection
Regulates body temperature
Eliminates wastes
Helps make vitamin D
Cutaneous sensation
Skeletal System
Components:
 Bones
 Joints
 Associated cartilages
Functions:




Support and protection
Assists movement
Produces blood cells
Stores minerals & lipids
Muscular System
Components:
 Skeletal muscle
Functions:
 Movement
 Stabilizes body position
 Generates heat
Nervous System
Components:




Brain
Spinal cord
Nerves
Special sense organs
Functions:
 Regulates body activities
 Detects, interprets, and responds to
changes in the body
Endocrine System
Components:
 Hormone-producing glands
 Hormone-producing cells
Functions:
 Regulates body activities
 Detects and responds to changes in
the body
Cardiovascular System
Components:
 Heart
 Blood vessels
 Blood
Functions:
 Carries oxygen and nutrients to cells
 Carries carbon dioxide and wastes
away from cells
 Regulates acid-base balance
 Regulates body temperature
 Helps defend against disease
How the heart works
https://www.youtube.com/watch?v=oE
8tGkP5_tc
Lymphatic System
Components:
 Lymphatic vessels
 Lymphatic fluid
 Spleen, thymus, tonsils, lymph nodes
Functions:
 Returns proteins and fluids to the
blood
 Carries lipids from the GI tract to the
blood
 Helps defend against disease
GI = gastrointestinal
= digestive system
Respiratory System
Components:
 Pharynx, larynx, trachea
 Bronchial tubes
 Lungs
Functions:
 Transfers oxygen and carbon dioxide
between air and blood
 Regulates acid-base balance
 Voice production
Digestive System
Components:
 Mouth, esophagus, stomach, small
intestine, large intestine
 Liver, gall bladder, pancreas
Functions:
 Breaks down food
 Absorbs nutrients
 Eliminates wastes
Urinary System
Components:
 Kidneys, ureters, urinary bladder,
urethra
Functions:






Produces and eliminates urine
Eliminates wastes
Regulates blood composition
Regulates acid-base balance
Maintains mineral balance
Regulates production of red blood
cells
Reproductive System(s)
Components:
 Gonads (testes, ovaries)
 Associated organs
Functions:
 Produces and stores gametes (sperm, oocytes)
 Produces hormones
Would you like to know more?
Crash Course Biology – #26 - #34
https://www.youtube.com/watch?v=x4PPZCLnVkA&list=PL3EED4C1D684D3ADF&index=26
Body Systems (Organ Systems)
Independent Study/Write-up!
Chance to use APA Format Writing and Referencing!
Select a Body System to Research!
You have two-three days to complete!
Anatomical Terminology
d. Demonstrate the scientific use of anatomical terminology, including directional terms, body
planes, body regions, and body cavities, to locate anatomical features. (K, STSE)
Descriptions always assume that the body is in the ___________
___________
◦
◦
◦
◦
LET’S ALL TRY IT!!!
Importance:
Anatomical Terminology
d. Demonstrate the scientific use of anatomical terminology, including directional terms, body
planes, body regions, and body cavities, to locate anatomical features. (K, STSE)
Descriptions always assume that the body is in the anatomical
position
◦
◦
◦
◦
Standing erect
Head level and eyes facing forward
Upper limbs at the sides with palms turned forward
Lower limbs such that the feet are flat on the floor and directed forward
LET’S ALL TRY IT!!!
Importance:
When medical care providers communicate with one another, it is
beneficial to have a universal language to identify areas where health
problems may be present.
Regions of the Human Body
Most terms are based on Greek or Latin words.
Body Regions
Cephalic
(Head)
Body Regions
Cervical (Neck)
Thoracic
(chest)
Scapular
Dorsal
Lumbar
Body Regions
Lower Limb
Upper Limb
Body Regions
Upper Limb
Brachial
Antebrachial
Lower Limb
Carpal
Phalangeal
Femoral
Crural
Tarsal
Phalangeal
Directional Terms
Specific directional terms are used when describing the relationship of
one part of the body to another
Refer to the _____________ _____________ of the body parts when the
body is in the anatomic position
Most can be grouped into _________ that have ____________ meanings
Directional Terms
Specific directional terms are used when describing the relationship of
one part of the body to another
Refer to the relative positions of the body parts when the body is in the
anatomic position
Most can be grouped into pairs that have opposite meanings
Anterior
Superficial
Ex. ACL
Deep
Posterior
Contralateral
Ipsilateral
Anatomical Terminology Continued
Anterior (ventral)
Superficial
[Toward the front of the body]
[Toward the surface of the
body]
Posterior (dorsal)
Deep
[Toward the back of the body]
[Away from the surface of the
body]
Ipsilateral
[On the same side of the
body]
Contralateral
[On the opposite side of the
body]
Medial Ligaments are closer to the middle line of the body.
Lateral
Proximal
Proximal – closer
to the chest.
Distal – further
from the chest.
Medial
Superior
The heart is superior
to the large intestine.
The large intestine is
inferior to the heart.
Distal
Inferior
Body Cavities – (cavity = hole)
Anatomical Planes & Sections
An imaginary flat surface that passes through the body is called a
plane
Sagittal – midsagittal and para sagittal – up and down cut.
Frontal – separates into anterior and posterior
Transverse – horizontal – cuts the body into superior and inferior.
Oblique – diagonal cut between two planes.
A cut through the body (or part of the body) along a plane is called
a section
Sagittal Plane
 Vertical
 Divides the body (or part) into left and
right sides
“Midsagittal plane”
 The plane passes through the midline (equal
left and right sides)
“Parasagittal plane”
 The plane does not pass through the midline
(unequal left and right sides)
Frontal (Coronal) Plane
 Vertical
 Divides the body (or part) into anterior
and posterior portions
Transverse Plane
 Horizontal
 Divides the body (or part) into superior
and inferior portions
Oblique Plane
 Passes through the body at an angle
between two of the other three planes
This is a ___________ section of the brain.
This is a ___________ section of the brain.
This is a ___________ section of the brain.
Test Yourselves (Quiz Tomorrow)
Come up with questions to ask your partner like we practiced.
Example:
A. There was a superficial cut to the inferior portion on the
medial side of the left tarsal. Point out where this is – is this lifethreatening?
B. There was a deep cut on the ipsilateral side (to the tarsal cut),
medial and superior portion of the femoral region, which body
system may be at risk?
Blood Types and Vital Signs
c. Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
g. Discuss the interrelationships between the ABO and Rh blood group systems, an individual’s
blood type, and blood donor compatibilities. (K, S)
Common Vital Signs
Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
What is a vital sign?
An indication of being alive (functioning healthily)
Why are they needed?
To help medical care providers discern/assess a patient to see if they are
functioning healthily. If signs are abnormal, something may be wrong.
Common Vital Signs - what are they? What do they measure?
Blood Pressure – how much force (pressure) your heart exerts on the veins and
arteries. Systolic (force when your hearts pumps). Diastolic is the pressure when your
heart is at rest.
Respiratory Rate – Amount of breaths taken in a minute.
ₒ
Temperature – measurement of body temperature (healthy range is around 36.6 C
O2 Saturation – how saturated our blood is with oxygen. We want >95%
Heart/Pulse Rate – heart beats per minute.
Common Vital Signs
Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
What is a vital sign?
An indication of being alive (healthy functioning of the body)
Why are they needed?
Medical care providers assess patient health using vital signs.
Common Vital Signs - what are they? What do they measure?
Blood Pressure –
Respiratory Rate –
Temperature –
O2 Saturation –
Heart/Pulse Rate –
Common Vital Signs
Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
What is a vital sign?
Used as an indicator of how healthy you are.
“An indication of being alive”
Why are they needed?
For doctors to get a snapshot of our health and well-being.
Common Vital Signs - what are they? What do they measure?
Blood Pressure – Systolic (when heart pumps) and Diastolic (when it
relaxes) pressure of your blood. Measuring how hard your heart pumps and
the pressure it puts on arteries.
Respiratory Rate – how many breaths we take in a minute
Temperature – our ideal body temperature (36.6C – 37C)
O2 Saturation – amount of oxygen our blood is holding (of its maximum
capacity) (>95%)
Heart/Pulse Rate – heart beats per minute!
Common Vital Signs
Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
What is a vital sign?
An indication of being alive
Why are they needed?
They help us diagnose others and ourselves for illness and well-being.
Common Vital Signs - what are they? What do they measure?
Blood Pressure – Systolic and Diastolic pressure
Respiratory Rate – amount of breaths you take in a minute
Temperature – the temperature of your body
O2 Saturation – a percentage of the amount of oxygen in your
blood to what it can hold
Heart/Pulse Rate – number of heartbeats in a minute!
Common Vital Signs
Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
What is a vital sign?
A form of measuring healthy functioning of the human body’s most basic
functions.
Why are they needed?
Doctors use it to assess the immediate health of patients. Most of these are irregular in the event
of illness.
Common Vital Signs - what are they? What do they measure?
Blood Pressure – SYS – when heart pumps DYS – when heart is resting
Heart (pulse) Rate – number of times your heart beats.
Temperature – varies given gender, activity, food and fluid consumption
O2 Saturation – amount of oxygen in blood – oximeter uses infrared light.
Respiratory Rate – breathing levels -
Common Vital Signs
Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
Vital Sign
Heart Rate
Blood Pressure
Respiratory Rate
Temperature
O2 Saturation
Normal value or range
Common Vital Signs
Identify the normal value or range for the common vital signs (e.g., heart rate, blood pressure,
temperature, O2 saturation and respiratory rate). (K)
Vital Sign
Normal value or range
Heart Rate (resting)
(active)
(elite cardio athlete - efficient heart–
resting)
Blood Pressure
60-100 BPM
100-170 BPM
as low as 40 BPM
Temperature
Sys – 95-140 – Ideal = <120
Dia – 60-90 - Ideal = <80
12-30 – Teens
16-20 – Adults (Breaths)
36.6C – 37C
O2 Saturation
95-100%
Respiratory Rate
How do we test them?
O2 Saturation
- Oximeter!Means of testing
Vital
Sign
Heart Rate
Blood Pressure
Respiratory Rate
Temperature
O2 Saturation
What did you get?
How do we test them?
O2 Saturation
- Oximeter!Means of testing
Vital
Sign
Heart Rate
BPM – check your pulse (15 seconds x 4 or for 60
seconds)
Blood Pressure
Machine!
Respiratory Rate
Count how many breaths you take in a minute!
Temperature
Machine! Armpit? 0.3 – 0.4 degrees lower!
O2 Saturation
Machine!
What did you get?
Blood Types
g. Discuss the interrelationships between the ABO and Rh blood group systems, an individual’s
blood type, and blood donor compatibilities. (K, S)
Blood Types –
Antigens –
Red Blood Cell “Types”
_ – has the A antigen
_ – has the B antigen
__ – has the A an B antigen
_ – has no antigen
_______ (liquid that holds blood, salt, water and enzymes)
__ _______ (protein on red blood cells) = (-) or (+)  + means it… has the protein
Blood Types
g. Discuss the interrelationships between the ABO and Rh
blood group systems, an individual’s blood type, and
blood donor compatibilities. (K, S)
Blood Types – are determined by inherited
antigens.
Antigens – a molecule capable of inducing an
immune response by the host organism.
Red Blood Cell
A – has the A antigen
B – has the B antigen
AB – has the A an B antigen
O – has no antigen
Plasma (liquid that holds blood, salt, water and
enzymes)
Rh factor (protein on red blood cells) = (-) or (+) 
+ means it… has the protein
Blood Types
g. Discuss the interrelationships between the ABO and Rh blood group systems, an individual’s
blood type, and blood donor compatibilities. (K, S)
Blood Types – are determined by the antigens
found on your red blood cells.
Antigens – substances that can trigger an immune
response if they are foreign to the body. Since
some antigens can trigger a patient's immune
system to attack the transfused blood, safe blood
transfusions depend on careful blood typing and
cross-matching.
Red Blood Cell
A – has the A antigen
B – has the B antigen
AB – A and B antigen
O – no antigen
Plasma
Rh (-) or (+)  + means it has the antigen!
Blood Types
g. Discuss the interrelationships between the ABO and Rh blood group systems, an individual’s
blood type, and blood donor compatibilities. (K, S)
TWO THINGS DETERMINE OUR BLOOD TYPE
______ ______ (Letter) – Example: A
and
__ ________ – Example: Both are inherited!
Blood Type = ARh factor (protein on red blood cells) = (-) or (+)  + means it… has the
protein
Blood Types
g. Discuss the interrelationships between the ABO and Rh
blood group systems, an individual’s blood type, and blood
donor compatibilities. (K, S)
TWO THINGS DETERMINE OUR BLOOD TYPE
1. ABO Blood System (Letter) – Example: A, B, O
2. Rh factor – Example: - (negative) or +
(positive)
Both are inherited!
Blood Type = ARh factor (protein on red blood cells) = (-) or (+)
 + means it has the protein
Blood Donor Compatibility and Inheritance
g. Discuss the interrelationships between the ABO and Rh blood group systems, an individual’s blood
type, and blood donor compatibilities. (K, S)
Parent 1 A A A A BAAOOO
BBBB
Parent 2 A BAOBBABAO
B
Possible
blood
type
of
child
O
XXXXXX
AXXXX XX X
B XXXXXX X
AB XXX
X
Genetics and Inheritance!
Phenotype (what is seen)
Genotypes (genetic pair of
alleles - traits)
AB Parent x AB Parent =
Offspring odds ½ AB, ¼ A, ¼ B
US Blood Type
Distribution
O-positive: 38 percent
O-negative: 7 percent
A-positive: 34 percent
A-negative: 6 percent
B-positive: 9 percent
B-negative: 2 percent
AB-positive: 3 percent
AB-negative: 1 percent
Blood Types
_ is a dominant allele (blood type)
_ is a dominant allele (blood type)
_ is a recessive allele (blood type)
Therefore an ___ Genotype would mean the individual is an _ Blood Type
(Phenotype)
An individual that is an __ Blood Type (Phenotype) must have an ____
Genotype.
___ Blood Type is two dominant alleles happening at once.
We get one “allele” from each of our parents… they combine to form our
Blood Type
Blood Types
A is a dominant allele (blood type)
B is a dominant allele (blood type)
O is a recessive allele (blood type)
Therefore an AO Genotype would mean the individual is an A Blood Type
(Phenotype)
An individual that is an O Blood Type (Phenotype) must have an OO Genotype.
AB Blood Type is two dominant alleles happening at once.
We get one “allele” from each of our parents… they combine to form our
Blood Type
Rh Factor
Remember!
The Rh factor also affects blood donation! An A- can
donate to n A+ but a A+ can’t donate to an A-.
The Rh factor is another protein found on blood cells if
your blood doesn’t have it (negative) then that is what’s
unfamiliar and it will “attack” and reject it.
In Canada?
Distribution Worldwide and in SK (O)
Why is this
distribution
present?
What is
your blood
type?
Bacteria
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold,
influenza, and herpes) differ in how they are transmitted, their impact on the human body, and how each is treated.
(K)
How are they transmitted?
Impact on the body?
Fortunately, bacteria are localized to a _________
__________.
How are they treated?
Bacteria
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold,
influenza, and herpes) differ in how they are transmitted, their impact on the human body, and how each is treated.
(K)
How are they transmitted?
Transmission – process of microorganisms transferring from one
individual to another. Typically through liquid exchange or contact.
Can exist outside of living hosts. (Countertops, etc.)
Impact on the body?
Range of symptoms – stomach related. Localized to a specific
location and therefore is targeted specifically with
medications/antibiotics.
How is each treated?
Antibiotics – drugs that kill the bacterial cell.
Examples:
Salmonella Streptococcus
Escherichia coli (E coli)
Bacteria
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold,
influenza, and herpes) differ in how they are transmitted, their impact on the human body, and how each is treated.
(K)
How are they transmitted?
“there is bacteria everywhere” – you get them from coming into contact with
them.
- Being in close proximity to sick individuals.
- Touching things other people have touched.
- We can ingest bacteria (food and drinks)!
Impact on the body? Disease – Yersinia pestis
(black plague bacteria). Tuberculosis. E. Coli
Stomach ache, vomiting, nausea, diarrhea.
Localized to a specific location.
How is each treated?
Meds – antibiotics!
Bacteria
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold,
influenza, and herpes) differ in how they are transmitted, their impact on the human body, and how each is treated.
(K)
What are probiotics?

Bacteria can be found on our _____, _________, ________,
_______________!
Bacteria
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold,
influenza, and herpes) differ in how they are transmitted, their impact on the human body, and how each is treated.
(K)
What are probiotics?
“a microorganism introduced into the body for its beneficial
qualities.”
Bacteria isn’t all bad! Our body is home to more bacterial
cells than human cells (human cells are bigger, but still).
Bacteria can be found on our skin, stomach, mouth, toes,
everywhere!
Virus
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses
(e.g., common cold, influenza, and herpes) differ in how they are transmitted, their impact on
the human body, and how each is treated. (K)
How are they transmitted?
Impact on the body?
How is each treated?
Examples:


Virus
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses
(e.g., common cold, influenza, and herpes) differ in how they are transmitted, their impact on
the human body, and how each is treated. (K)
How are they transmitted?
Transmission – process of transferring from one individual to
another. Typically via some form of liquid or contact with other
individuals.
Need a living host to exist in.
Impact on the body?
Some cannot be cured, live in and throughout your body
indefinitely.
How is each treated?
Viruses typically require rest as your body needs to develop
antibodies to combat it, antibiotics will not work.
Vaccines – teach your body to fight them before you get the
legit one!
Examples:
Influenza
HIV
Bacteria vs Viruses – What’s the difference?
Transmission Differences?
Impact differences?
Both can have similar symptoms, however.
Treatment differences?
Bacteria vs Viruses – What’s the
difference?
Transmission Differences?
Bacteria can live and be transmitted from many surfaces (humans, food or objects).
Virus has to go from living thing (host) to living thing (host).
Impact differences?
Bacteria attack a particular area of your body.
Virus infects your whole body.
Both can have similar symptoms, however.
Treatment differences?
Bacteria are treated with antibiotics. (combat/solution after you have it)
Viruses are (pre)treated with vaccines. (preventative)
Select a Bacteria or Virus
 What is its name?
 Where did it originate (first discovered when and where)?
 What are the symptoms? How does a MCP (medical care provider) confidently diagnose it?
 How does it transmit?
 How do we combat it (what is the name of the most common treatment)?
Vaccinations (Anti-Vaxxers Go Away)
 What is the anti-vax movement? What are its flaws (are there pros)?
 How do flu shots work (what is in the shot – why might you still get
sick)?
 What is a vaccination?
What type of injection is a flu shot injection – intravenous,
subcutaneous, or muscular? Why is it this one?

More info/articles
Vaccine
http://www.iflscience.com/health
-and-medicine/simple-methodproves-effective-countering-antivaccination-attitudes/
Mumps
http://whl.ca/article/statementfrom-the-western-hockey-leagueregarding-mumps-virus
Vaccinations (Anti-Vaxxers Go Away)
 What is the anti-vax movement? What are its flaws (are there pros)?
Sensationalism and conspiracy theories try to justify that because certain
elements are present, they must be harmful. Most of these occur naturally in the
More info/articles
body anyway or are not administered anymore.
 How do flu shots work?
Flu shots target specific strains MCP predict will be prevalent that year.
 What is a vaccination?
You are given an injection with a weakened form of the virus to develop
antibodies.
What type of injection – intravenous, subcutaneous, or muscular? Why is it
this one?
Muscular – muscular injections are absorbed fast, yet together, going
through the lymphatic system rather than specifically the blood
stream.
Vaccine
http://www.iflscience.com/health
-and-medicine/simple-methodproves-effective-countering-antivaccination-attitudes/
Mumps
http://whl.ca/article/statementfrom-the-western-hockey-leagueregarding-mumps-virus
Human Body
DISEASE AND PATHOLOGY
HS20-HB2 INVESTIGATE VARIOUS PATHOLOGIES AND AILMENTS AND
THEIR EFFECTS ON CELLS, TISSUES, ORGANS, AND SYSTEMS OF A
HEALTHY HUMAN.
Indicators
a. Differentiate among the ways in which medical practitioners and the public describe pathologies using terms such as
disease, illness, ailment, disorder, infection, medical condition, syndrome, and abnormal condition. (STSE, K)
b. Examine how the interrelationship between a person’s lifestyle and the human immune system affect how the body
responds to pathogens (e.g., risky behaviors, poor hygiene, autoimmune, immunocompromised, innate, and adaptive
immunity). (K)
c. Research the symptoms, possible causes, stages, scope (e.g., cells, tissues, organs and/or systems) and prevention of a
pathology that affects one or more body systems. (K)
d. Create a representation (e.g., illness narrative, journal, timeline, story, video, or diorama) of the progression of a
pathology from the perspective of a real or hypothetical individual, including impacts on their lifestyle. (K, A, S, STSE)
e. Outline the history of a disease or illness and its causes, including societal and cultural perspectives. (K, A, S, STSE)
f. Compare prepared slides or digital images of healthy and diseased tissues to identify how pathologies affect cells. (K, A,
S)
g. Compare how bacteria (e.g., Salmonella, Streptococcus, and Escherichia coli) and viruses (e.g., common cold,
influenza, and herpes) differ in how they are transmitted, their impact on the human body, and how each is treated. (K)
What’s the difference?
a. Differentiate among the ways in which medical practitioners and the public describe pathologies using terms such as
disease, illness, ailment, disorder, infection, medical condition, syndrome, and abnormal condition. (STSE, K)
What is a pathology?
How do these terms differ from public usage to medical practitioner usage? Look
up the following terms and find the technical definition.
Disease, Illness, Ailment, Disorder, Infection, Medical Condition, Syndrome, Abnormal condition
What’s the difference?
a. Differentiate among the ways in which medical practitioners and the public describe pathologies using terms such as
disease, illness, ailment, disorder, infection, medical condition, syndrome, and abnormal condition. (STSE, K)
What is a pathology?
A branch of medical science concerning the examination of organs, tissues, and
bodily fluids to diagnose the possibility of illness or disease.
“Study of diseases that affect the body.”
How do these terms differ from public usage to medical practitioner usage? Look
up the following terms and find the technical definition.
Disease
Illness
Ailment
Disorder
Infection
Medical Condition
Syndrome
Abnormal condition
Describing Pathologies
Term
Medical Practitioner Definition
Disease
Illness
Ailment
Disorder
Infection
Medical Condition
Syndrome
Abnormal Condition
How do these terms differ from public usage to medical practitioner usage?
Lifestyle and Immune Systems
b. Examine how the interrelationship between a person’s lifestyle and the human immune system affect how the body
responds to pathogens (e.g., risky behaviors, poor hygiene, autoimmune, immunocompromised, innate, and adaptive
immunity). (K)
How do certain lifestyle choices affect the immune system? How does the
combination of these affect our bodies’ response to pathogens?
Risky Behaviours –
Poor Hygiene –
Autoimmune –
Immunocompromised –
Innate –
Adaptive Immunity –
What are different ways the body responds to pathogens?
Lifestyle and Immune Systems
b. Examine how the interrelationship between a person’s lifestyle and the human immune system affect how the body
responds to pathogens (e.g., risky behaviors, poor hygiene, autoimmune, immunocompromised, innate, and adaptive
immunity). (K)
How do certain lifestyle choices affect the immune system? How does the combination of these affect
our bodies’ response to pathogens?
Poor hygiene – wash hands to avoid getting sick
Risky Behaviours – binge drinking, promiscuity,
Poor Hygiene – keeping clean
Autoimmune – a body responding against its own cells and tissues.
Immunocompromised – immune system is compromised – not working as
well.
Innate – instant defence/reaction to antigens.
Adaptive Immunity – adapts to certain invaders
What are different ways the body responds to pathogens?
Quiz – Pathology Terminology and
Immune System
What is pathology?
Terminology
Disease
Illness
Infection
What are different ways the body responds to pathogens? What is the term that
describes a decreased ability to do so?
The body can respond through innate (skin and protective layers) and adaptive
(creating white blood cells) immunity. Immunnocompromised.
Healthy or Diseased
f. Compare prepared slides or digital images of healthy and diseased tissues to identify how pathologies affect cells. (K,
A, S)
Heart
muscle
tissue.
Monkey
and
Human.
Healthy vs Diseased
Healthy vs Diseased
How does the body respond to
pathologies?
When you’re sick, how does your body respond (ie. Types of sick)
When you get hurt, how does your body respond?
What are some ways your body responds to pathogens – why might
it do this? Use an example.
How does the body respond to
pathologies?
When you’re sick, how does your body respond (ie. Types of sick)
fatigue
chills – temperature change
feverish – hot
nausea
vomiting
cough – sneezing runny nose
diarrhea
headache
pain/aches
dehydrated
“eye boogers”
When you get hurt, how does your body respond?
What are some ways your body responds to pathogens – why might it do this? Use an example.
Assignment!
Options
c. Research the symptoms, possible causes, stages, scope (e.g., cells, tissues,
organs and/or systems) and prevention of a pathology that affects one or more
body systems. (K)
d. Create a representation (e.g., illness narrative, journal, timeline, story, video,
or diorama) of the progression of a pathology from the perspective of a real or
hypothetical individual, including impacts on their lifestyle. (K, A, S, STSE)
e. Outline the history of a disease or illness and its causes, including societal and
cultural perspectives. (K, A, S, STSE)