Syllabus: Mr. Chris Domsch 1

Anatomy and Physiology

Lutheran High School of Kansas City

Instructor: Mr. Chris Domsch
Phone: 816-241-5478 / e-mail:

Course Title: Anatomy and PhysiologyCourse number: 211/01

Department: SciencePrerequisites: Biology

Length of Course: Year long Credit: .5 per semester / 1 per year

Grade Level(s): 11-12

COURSE DESCRIPTION:

This course is a general education science course, fulfilling requirements for one credit of high school science in the state of Missouri. It studies the areas of anatomy and physiology of the human body. The instructor retains the right to change the course presentations, scheduling, and requirements to best meet learning needs. The ultimate goal is for each student to learn to understand and appreciate God’s creative handiwork in the human body, the intricacies of human body systems, and the real life applications of human anatomy and physiology.

ASSIGNMENTS

We learn by doing. Complete all assignments to the best of your ability and turn them in as scheduled. Students will typically have multiple assignments each week. There is a higher level of expectations for the completion of this class in terms of reading comprehension, recall and retention, and oral and written expression.

TOPICS OF STUDY

  1. Introduction to anatomy and physiology
  2. Chemical level of organization
  3. Cell structure and function
  4. Tissue level of organization
  5. Integumentary systems
  6. Skeletal systems
  7. Muscular systems
  8. Nervous system
  9. General and special senses
  10. Endocrine system
  11. Cardiovascular system
  12. Blood
  13. Heart
  14. Blood vessels and circulation
  15. Lymphatic system
  16. Respiratory system
  17. Digestive system
  18. Metabolism and energetics
  19. Urinary system
  20. Reproductive system
  21. Development and inheritance

COURSE GOALS AND OBJECTIVES

based on MO DESE Standards, Common Core Standards, National Science Education Standards, and LHSKC expectations

1. The student will understand and appreciate the intricacies and design of God’s creation.

●Explain the anatomy and physiology of the human body with an understanding of God’s plan and design.

●Compare and contrast body systems as a design of God’s handiwork.

2. The student will demonstrate proficiency in reading and writing in the content area of human anatomy and physiology.

●Explain orally and in written response the vocabulary terminology from the text and the complexities of the systems of the human body.

●Demonstrate the ability to assemble and cite information appropriately

●Compare and contrast the anatomy and physiology of human body systems

3. The student will explore methods of scientific inquiry as they relate to the study of the anatomy and physiology of the human body.

●Use appropriate tools and technology to produce accurate data.

●Communicate and defend scientific findings.

●Explore the history and impact of medical technology as it relates to the study of the structure and function of the human body.

●Distinguish between human anatomy and physiology.

4. The student will explore the chemical, microscopic, and organizational structures of the body and will relate their role in human anatomy and physiology.

●Analyze the structure and function of the human body from the molecular to organism level.

●Investigate human cytology structure and function including cellular respiration and metabolism

●Explore the structure and function of human tissues/histology

●Investigate the major body regions, directions, and cavities to include organs within each and apply the correct related terminology.

●Describe the body mechanisms that maintain homeostasis.

5. The student will explore systems that relate to the support and movement of the human body.

●Explain the structure and functions of the integumentary system and its role in homeostasis of the human body

●Identify the skeletal system (the bones and their parts) and relate the physiological mechanisms that assist the skeletal system in fulfilling its function.

●Illustrate the various types of muscles, including major skeletal muscles of the body, and explain the physiology of muscle contraction.

●Investigate and explain diseases and disorders common to integumentary system

●Investigate and explain diseases and disorders common to skeletal system

●Investigate and explain diseases and disorders common to muscular system.

6. The student will explore systems that relate to integration, sensation, and control of the human body.

●Investigate the anatomy and physiology of the central and peripheral nervous systems from the microscopic to systemic levels.

●Analyze the anatomy and physiology of the special senses and their role in sensory perception.

●Investigate the anatomy and physiology of the endocrine organs and connect the relation of each structure to the hormonal regulation of homeostasis.

●Investigate and explain diseases and disorders common to the nervous system and senses.

●Investigate and explain diseases and disorders common to the endocrine system.

7. The student will investigate the structure and function of body systems that relate to transportation, respiration, and defense.

●Describe the molecular and cellular components of the blood and their role in the maintenance of the normal homeostasis of the human body.

●Demonstrate an understanding of the anatomy and physiology of the heart and the flow of blood through the heart.

●Describe the structure of blood vessels and label the major arteries and veins.

●Describe the physiological basis of circulation and blood pressure.

●Describe the structure and function of the respiratory system and demonstrate the role of the respiratory and cardiovascular systems in maintaining homeostasis.

●Describe the major organs of the lymphatic system and explain how they relate to the immune response.

●Investigate and explain diseases and disorders common to cardiac system

●Investigate and explain diseases and disorders common to respiratory system

●Investigate and explain diseases and disorders common to circulatory and lymphatic system

8. The student will investigate the human organ systems that relate to nutrition, digestion, and excretion.

●Analyze the structure and function of major organs of the digestive system.

●Analyze the structure and function of major organs of the excretory system.

●Describe mechanisms of digestion and absorption within the body.

●Relate how nutrition, metabolism, and body temperature are interrelated.

●Examine the homeostatic mechanisms involved in the maintenance of normal fluid/electrolyte and acid/base balance.

●Investigate and explain diseases and disorders common to digestive system.

●Investigate and explain diseases and disorders common to excretory system.

9. The student will investigate the human organ systems that relate to reproduction, growth, and development.

●Identify the structures and related functions of the male reproductive system.

●Identify the structures and related functions of the female reproductive system.

●Indicate the duration and relate the major events at each stage of gestation.

●Investigate and explain diseases and disorders common to female reproductive system and/or pregnancy.

●Investigate and explain diseases and disorders common to male reproductive system.

10. The student demonstrates that science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking.

●Formulate testable questions and hypotheses

●Analyzing an experiment, identify the components (i.e., independent variable, dependent variables, control of constants, multiple trials) and explain their importance to the design of a valid experiment

●Design and conduct a valid experiment

●Recognize it is not always possible, for practical or ethical reasons, to control some conditions (e.g., when sampling or testing humans, when observing animal behaviors in nature)

●Acknowledge some scientific explanations (e.g., explanations of astronomical or meteorological phenomena) cannot be tested using a controlled laboratory experiment, but instead by using a model, due to the limits of the laboratory environment, resources, and/or technologies

●Acknowledge there is no fixed procedure called “the scientific method”, but that some investigations involve systematic observations, carefully collected and relevant evidence, logical reasoning, and some imagination in developing hypotheses and other explanations

●Evaluate the design of an experiment and make suggestions for reasonable improvements

●Make qualitative and quantitative observations using the appropriate senses, tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders)

●Measure length to the nearest millimeter, mass to the nearest gram, volume to the nearest milliliter, force (weight) to the nearest Newton, temperature to the nearest degree Celsius, time to the nearest second

●Determine the appropriate tools and techniques to collect, analyze, and interpret data

●Judge whether measurements and computation of quantities are reasonable

●Calculate the range, average/mean, percent, and ratios for sets of data

●Recognize observation is biased by the experiences and knowledge of the observer (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results)

●Use quantitative and qualitative data as support for reasonable explanations (conclusions)

●Analyze experimental data to determine patterns, relationships, perspectives, and credibility of explanations (e.g., predict/extrapolate data, explain the relationship between the independent and dependent variable)

●Identify the possible effects of errors in observations, measurements, and calculations, on the validity and reliability of data and resultant explanations (conclusions)

●Analyze whether evidence (data) and scientific principles support proposed explanations (laws/principles, theories/models

●Communicate the procedures and results of investigations and explanations through:

ooral presentations

odrawings and maps

odata tables (allowing for the recording and analysis of data relevant to the experiment such as independent and dependent variables, multiple trials, beginning and ending times or temperatures, derived quantities)

ographs (bar, single, and multiple line)

oequations and writings

●Communicate and defend a scientific argument

●Explain the importance of the public presentation of scientific work and supporting evidence to the scientific community (e.g., work and evidence must be critiqued, reviewed, and validated by peers; needed for subsequent investigations by peers; results can influence the decisions regarding future scientific work)

11. The student will understand that the nature of technology can advance, and is advanced by, science as it seeks to apply scientific knowledge in ways that meet human needs.

●Recognize the careers available in medical, health, and scientific fields related to the technology to investigate human anatomy and physiology

●Recognize relationships linking technology and science (e.g., how technological problems may create a demand for new science knowledge, how new technologies make it possible for scientists to extend research and advance science)

●Recognize contributions to science are not limited to the work of one particular group, but are made by a diverse group of scientists representing various ethnic and gender groups

●Recognize gender and ethnicity of scientists often influence the questions asked and/or the methods used in scientific research and may limit or advance science knowledge and/or technology

●Identify and evaluate the need for informed consent in experimentation

●Identify the ethical issues involved in experimentation (i.e., risks to organisms or environment)

●Identify and evaluate the role of models as an ethical alternative to direct experimentation (e.g., using a model for a stream rather than pouring oil in an existing stream when studying the effects of oil pollution)

●Identify and describe how explanations (laws/principles, theories/models) of scientific phenomena have changed over time as a result of new evidence (e.g., cell theory, theories of spontaneous generation and biogenesis, theories of extinction, evolution theory, structure of the cell membrane, genetic theory of inheritance)

●Identify and analyze current theories that are being questioned, and compare them to new theories that have emerged to challenge older ones (e.g., theories of evolution, extinction, global warming)

●Explain why accurate record-keeping, openness, and replication are essential for maintaining an investigator’s credibility with other scientists and society

12. The student will understand that God is the creator and sustainer of all life.

●Recognize the unique position that humans have in God’s order of creation

●Recognize the intricacies and God’s elaborate design and healing in the human body

●Recognize the sacredness of human life at all stages of life

●Recognize the value of God-given individual differences, strengths, and abilities

GRADE

The student evaluations will be calculated as follows:

ASSIGNMENTS POINT VALUE

End of section questions20%

Chapter exams20%

Lab participation and completion 20%

Homework20%

Cumulative exam (final)20%

PARTICIPATION

Meaningful participation from each class member is necessary to develop a “community of learners.” Active participation is an essential element in learning and effective instruction.

ACADEMIC HONESTY:

Demonstrating academic honesty is an essential character trait. All assignments and presentations must be your own work. Plagiarism, use of an assignment that is not your own work, use of your work by anyone other than yourself, or inaccurate documentation are all forms of dishonest behavior.

GRADE CALCULATION

The grade will be calculated as follows:

90 – 100% / A / 80 – 89% / B / 70 – 79% / C / 60 – 69% / D / >60% / F

LATE POLICY

Assignments should be turned in as scheduled. Requirements for assignments not turned in on time may be adjusted by the instructor. Tests will be taken with the class.

ASSIGNMENTS OVERVIEW

ASSIGNMENTS
Text: Martini, F.H. & Baarthholomew, E.F. (2013). Anatomy and Physiology. Pearson.
Reading:Objectives 1-2-3-4-5-6-7-8-9-10-11-12
You are responsible for reading text assignments before class begins. You may be assessed on assigned reading material prior to reading discussions. Quizzes and in-class writing will be used to demonstrate completion and comprehension of assigned materials and vocabulary.
Class Lab Activities: Objectives 3-4-5-6-7-8-9-10
You will be responsible for group and individual laboratory activities during class time, writing results, and composing summaries.
Independent Lab Activities: Objectives 3-4-5-6-7-8-9-10
You may be assigned or have the option to complete independent lab activities completed outside of class time.
Projects: Objective 2-3-4-5-6-7-8-9
You may create a model, conduct a demonstration, or design an experiment.
Chapter Assessments: Objectives 1-2-3-4-5-6-7-8-9-10-11
Approximately one chapter assessment will be given each week.
Response Journal: Objectives 1-2-3-4-5-6-7-8-9-10-11-12
You may be asked to compose written responses to reading or learning tasks both in class and for homework.
Tests: Objectives 1-2-3-4-5-6-7-8-9-10-11
Two major semester finals tests covering all aspects of the class will be administered.
Quizzes: Objectives 1-2-3-4-5-6-7-8-9-10-11
Quizzes will be given to assess mastery of content for reading assignments and may be unannounced.

SELECTED INTERNET SITES BIBLIOGRAPHY

Inner Body Diagrams

Images of the Human Body

Medline Plus-Health Information

Anatomy and Physiology FALL SEMESTER 2014 CLASS CALENDAR

The calendar may be adjusted as needed for assignments, due dates, and class presentations.

Date / Class Instruction
First Quarter
WEEK 1 Aug. 14 / Reading Due: Chapter 1
Assignments Due: Chapter questions
WEEK 2
Aug. 18-19-21 / Reading Due: Chapter 1
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 3
Aug. 25-26-28 / Reading Due: Chapter 2
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 4
Sept.2-4 / Reading Due: Chapter 2
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 5
Sept. 8-9-11 / Reading Due: Chapter 3
Assignments Due: Chapter questions
Laboratory:
Test:
September 12
September 15 / MIDQUARTER
PARENT TEACHER CONFERENCES
WEEK 6
Sept. 15-16-18 / Reading Due: Chapter 3
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 7
Sept. 22-23-25 / Reading Due: Chapter 4
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 8
Sept. 29-30-Oct, 2 / Reading Due: Chapter 4
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 9
Oct. 6-7-9 / Reading Due: Chapter 5
Assignments Due: Chapter questions
Test:
October 10 / END OF FIRST QUARTER
Second Quarter
WEEK 1
Oct. 13-14-16 / Reading Due: Chapter 5
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 2
Oct. 20-21-23 / Reading Due: Chapter 6
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 3
Oct. 27-28-30 / Reading Due: Chapter 6
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 4
Nov. 3-4-6 / Reading Due: Chapter 7
Assignments Due: Chapter questions
Laboratory:
Test:
November 7 / MIDQUARTER
WEEK 5
Nov. 10-11 / Reading Due: Chapter 7
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 6
Nov. 24-25 / Reading Due: Chapter 8
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 7
Dec. 1-2-4 / Reading Due: Chapter 8
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 8
Dec. 8-9-11 / Reading Due: Chapter 9
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 9
Dec. 15-16 / Review
Dec 17-18-19 / Comprehensive Final Semester Exam
CHRISTMAS BREAK and WINTERIM

Anatomy and Physiology SPRING SEMESTER 2015 CLASS CALENDAR

The calendar may be adjusted as needed for assignments, due dates, and class presentations.

Date / Class Instruction
Third Quarter
WEEK 1
Jan. 27-29 / Reading Due: Chapter 9
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 2
Feb.2-3-5 / Reading Due: Chapter 10
Assignments Due:
Laboratory:
Test:
WEEK 3
Feb.9-10-12 / Reading Due: Chapter 11
Assignments Due: Chapter questions
Laboratory:
Test:
WEEK 4
Feb.16-17-19 / Reading Due: Chapter 12
Assignments Due: Chapter questions
Laboratory:
Test:
February 20
February 23 / MIDQUARTER
PARENT TEACHER CONFERENCES
WEEK 5
Feb.24-26 / Reading Due: Chapter 13