human Anatomy & Physiology

Council Rock High School South –Ms. Devlin

2012-2013

Course Handbook

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Hole’s

Human Anatomy & Physiology, 11/e

David Shier, WashtenawCommunity College

Jackie Butler, GraysonCountyCollege

Ricki Lewis, Contributing Editor to the Scientist

ISBN: 0072829532

© 2007

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Chapter Emphasis

Human Anatomy & Physiology

The following information gives you an insight about the emphasis given to each chapter. A notation of (3) indicates heavy emphasis, (2) indicates medium emphasis, and (1) indicates little or no emphasis. Test values will be based on this scheme, as well as the content of the final exam.

Chapter / Title / Emphasis / Timing
1 / Introduction to Human Anatomy and Physiology / 3 / MP 1
2 / Chemical Basis of Life / 2
3 / Cells / 1
4 / Cellular Metabolism / 2
5 / Tissues / 3
6 / Skin and the Integumentary System / 2
7 / Skeletal System / 3 / MP 2
8 / Joints of the Skeletal System / 3
9 / Muscular System / 3
10 / Nervous System I / 2 / MP 3
11 / Nervous System II / 2
12 / Somatic and Special Senses / 3
13 / Endocrine System / 3
14 / Blood / 3
15 / Cardiovascular System / 3
16 / Lymphatic System and Immunity / 2
17 / Digestive System / 3 / MP 4
18 / Nutrition and Metabolism / 1
19 / Respiratory System / 2
20 / Urinary System / 2
21 / Water, Electrolyte, and Acid-Base Balance / 1
22 / Reproductive Systems / 2
23 / Pregnancy Growth and Development / 1
24 / Genetics and Genomics / 1

The above is geared to Hole’s Human Anatomy & Physiology, 11/e.

Course Information

Welcome

Welcome to Human Anatomy & Physiology (HAP)!! Your presence here should indicate that you are ready for an in-depth treatment of the human systems, which requires high motivation and hard work. This course is an honors course, which means that we will seek a higher level of performance. A strong commitment on your part is a critical factor of your success.

HAP takes into consideration students of varied interests from specialized goals of medicine to nursing, to general goals in any of the hundreds of health related professions.

The materials and equipment we have for the class are suburb by any standard, and I eagerly look forward to the challenge of helping you to understand what makes the human body “tick.” The models, visuals, coloring book, text, microscope slides and slide activities all combine to offer motivated students the highest quality of learning experience.

The degree of success you achieve in this class is directly proportional to the amount of time and energy you invest on a weekly basis. The following ideas will help:

Reading this is key to success in this course. Unless you are ‘tuned’ in to the material under discussion, it will have little meaning. Outside reading is imperative for a full understanding of this material. You must not rely on class lectures alone to get everything you need. Plan to read each night, and do not fall behind.

Coloring Bookswe assign selected plates. These plates are a helpful tool as they visually allow you to work through visual aspects of the course. Note: You could purchase your entire book to use for future reference. The color plates WILL be graded and count as an optional quiz grade. Though optional, they are an excellent study tool.

testsChapter tests combine true-false, completion, multiple choice, diagrams, and essay and ID exams. The value of each test and final exam is based on the emphasis given to each chapter as noted previously.

lab workall lab work is to be completed by each student. You usually work in teams of 4-5 members. However, you complete dissections in teams of two. Your participation and team effort enhances your success, while contributing to the success of others. Lab reports, when required, must be done by each student.

review Plannerat the conclusion of each chapter, all review questions must be completed by each student. Random questions may be assigned. The approximate value is 15 points. Do not ignore this work until the day before a test! It takes time.

Disease Research

Paper, Presentation, Patient & Activity

Each student must complete a major research project and presentation on a clinical aspect of anatomy and physiology. This project is worth 100 points and is weighted as a test(not extra credit) and the requirements include:

  1. Pick your project from the Clinical Connections section on pages ix and x of your textbook. You will complete the project when we study the chapter in class.If you would like to complete your project on a different topic from these pages, then check with your teacher for approval.
  2. The written and oral presentation must include:
  3. Causes of the disease
  4. Diagnosis of the disease
  5. Parts of the body affected
  6. How the body parts and activities of daily living (eating, dressing, going food shopping, working, focus, etc.) are affected
  7. Prevalence of the disease (how common it is)
  8. Population most affected by the disease and why, if stated
  9. Treatments of the disease and their effectiveness (specifics such as exercise, inpatient/outpatient therapy services, medicines, and medical follow-up)
  10. Future research and treatment
  11. Personal reactions to your patient interview (i.e. new insights, feelings, understandings, and realizations of the disease due to the personal contact) along with brief history of your patient including age, date diagnosed impact on patient and family, etc. This must be at least 1 full page.
  12. Appendix of prepared patient interview questions (one local support groups’ contact information, at least one related organization’s website and some pertinent information that is provided on the site might benefit patients).
  13. The report must total 6 pages. Pages 1-5 include the research (a-h). Page 6 includes personal reactions (i). Follow standard essay writing procedures with a sound introductory paragraph as well as a closing summary paragraph that ties together your personal reflections and concluding information. Use 12 point font and double-spaced paragraphs.
  14. The report must include a bibliography/works sited sheet with a minimum of 5 sources. Sources must have 2006 or later copyright date. The more current the better.
  15. A PowerPoint oral presentation of the research must be done in class. All terms used in the report and presentation must be correctly pronounced and defined (use a term only if you know what it means), Include relevant pictures, diagrams, charts, etc. to enhance your presentation. You must cover all information specified for the paper.
  16. During your presentation, you must include a class activity to foster class involvement with the learning. You may do this activity before, a hook into your lesson, during to break up your talk, or after as a review. Be creative. For example, if you are researching AIDS, there are activities to demonstrate how quickly and easily a disease can spread and infect people using test tubes. Primarily use this activity to help bring understanding, empathy and insight into your researched disease.
  17. Patient interview Questions (personal aspect, put the facts with the feelings):
  18. Make observations
  19. Create questions
  20. Learn about the public’s response
  21. Ask about advice
  22. Learn about follow-up medical care
  23. Optional: you may decide to attend a support group meeting to gain further insight into the patient population. Please share this if you do.

Recommended Research Disease Topics

Pick your project from the Clinical Connections section on pages ix and x of your textbook or from the list below or from a personal experience with the disease. You will provide me with your 1st, 2nd and 3rd choice. Pediatric diseases are allowed, however, the interview process must take place with a parent and the child.

07, 08 – Skeletal System I, II

  • Amputation
  • Osteoarthritis
  • Rheumatoid Arthritis
  • Total hip or knee surgery

09 - Muscular System

  • Myasthenia gravis
  • Polio Muscular dystrophy (interview with parent and patient

10 - Nervous System

  • CNS
  • Cerebral vascular accident (Stroke)
  • Traumatic Brain Injury
  • Multiple Sclerosis
  • ALS (Lou Gehrig’s)
  • Cerebral Palsy (pediatric requires parent/child interview)
  • PNS
  • Guillain-Barre Syndrome
  • Carpal Tunnel Syndrome

13 - Endocrine System

  • Diabetes Mellitus
  • Acromegaly

14 – Blood

  • Sickle Cell Anemia
  • Hemophilia
  • Leukemias

15 - Cardiovascular System

  • Vascular hart disease
  • Myocardial Infarction
  • Congestive Heart Failure
  • Heart Surgery (CABG, AVR, MVR)

16 - Lymphatic System and Immunity

  • Lymphomas
  • Systemic Lupus Erythmatosus
  • AIDS

17 - Digestive System

  • Hepatitis
  • Cirrhosis
  • Digestive organ cancers and surgeries

19 - Respiratory System

  • Restrictive Airway Disease (emphysema)
  • Obstructive Airway Disease (Chronic Bronchitis – not the flu kind)
  • Tuberculosis

20 - Urinary System

  • Acute or chronic renal failure
  • Suggest others

disease reseearch guidelines

Paper Total
60 pts / Presentation Total
25 pts / Class Activity
15 pts / Your checklist + 100 pts total
Required Info. / Required Info. / Relevant
Sources and Pages / Organized & Clear / Interesting
Interview Questions / Diagrams & Visuals / GainedKnowledge
Added insight gained, lifestyle changes, emotional impact from patient / Technology Creativity & Attractiveness / Insight About Disease
Support & Organization Groups / Clear, Slow & Full Sentences
Written Format & Footnotes / Eye Contact, Posture, Good Command & Knowledge of Content

Clinics

Clinic hours are 2:15-3:00 PM every Tuesday and Thursday. If additional clinic time is needed, I will schedule it with the class and post it on the board. If you need additional teacher time, please do not hesitate to ask. DON”T FALL BEHIND!!! Note that in addition to class time; you can study (charts, models, specimens, etc.) in this room at various times of the day. Make sure you ask for permission to use the room or this privilege will be revoked.

Extra Credit Projects

A student may choose to do ONE of the following types of extra credit assignments during the year. Plan ahead and give your topic to me the week of interim reports.A 5 page paper must be included in either the edible model or the presentation.

Models:Modelsmust be material not edible. The model must deal with body parts being studied at the time the model is prepared and presented. Before presenting the model, a discussion with the instructor is required to determine how the model should be constructed and what must be included. An oral presentation with the model and short written report must be turned in with the model. The project is worth a maximum of 50 points. This is NOT a required project.

Occupational Presentation:Includes 5-double spaced, 12 point font report and an oral presentation to the class PLUS a bulletin board display for a HEALTH RELATED CAREER. Presentation should include:

  • Job description, available colleges and their requirements, employment outlook, salary, available financial help, training,
  • Interview with a career individual,
  • Works cited (minimum of 3 resources, 2 can be internet)
  • Project is worth 50 points
  • This is NOT a required project.

Current Events

  • 2 are required per grading quarter
  • May be taken from magazines or pamphlets with a 2011 publication date
  • May be taken from current week’s newspaper
  • Must be different from each student
  • Must be typed using a 12 point standard font, no more than one page in length
  • Must include relevancy to class content and a personal reflection/opinion on the article
  • Include a copy of the article when you hand in your summary
  • 10 points each. If the current event is on topic of the class, you may get 11 out of 10.

Students may be asked to explain his/her article to the class, if so, the information MAY NOT BE READ directly from the article or summary paper. Be reflective!

Test Grading: Usually a minimum of four per grading quarter

  • Tests discussed previously (75-100 points)
  • ID Exams will cover lab work, dissections, charts and models
  • Quizzes – MAY be given on reading assignments or notes of the previous days 15-20 points
  • Review Planner
  • Lab Work
  • Current Events, clinical reports, extra credit
  • HAP quarter grade percent will be calculated by a weighted average system. This ensures that tests, quizzes and projects fall within 75% of the marking period grade. Homework, current events and labs fall within 25% of the grade.
  • Scale:
  • A: 90.0-100%
  • B: 80.0-89.9%
  • C: 70.0-79.9%
  • D: 60.0-69.9%
  • F: < 60%

Grading Sample 1st Marking Period

Average Test Score

ID Exam – Organization of the Body RAT 85.0%

Exam Chemistry/Cell87.0%

ID Exam – Histology (Tissues)82.0%

Exam Integumentary, Physio. Skeletal91.0%

86.3%

Average Lab/Other Assignment Score

Ch Labs10/10 pts

Ch Reading Guide10/10pts

Ch Mastery Test8/10 pts

Ch HW10/10pts

Current Event (3)30/30 pts

68/70 pts (97.0%)

The rule of weighted averages will be:

.75(average test/quiz/project grade) + .25 (average lab, diagram, current event, HW grade)

As noted in the example above:

.75(86.3) + .25(97) = 64.7 + 24.3 = 89.0% would be the marking period grade or a B+.

The extra credit project is graded as a test grade and added in for the average test score. In the above example, if the student receives a 100% on an extra credit assignment, his test average would be 91.4 and his marking period grade is calculated as:

.75(89.0) + .25(97) = 66.7 + 24.3 = 91.0% would be the marking period grade or an A-.

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