PORTERHIGH SCHOOL
Dr. John M. Bartlett, D.C.
Syllabus for Anatomy and Physiology Honors
In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods duringinvestigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study avariety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.
Room: J108
Email:
Contact me: Due to my teaching schedule of both dual credit and the cool courses here at PHS, I do not have before or after school hours. The best way to contact me is by email. If you really need to speak with me, you can leave a phone number for me to contact you at in the evening.
Units of Study
Chapter 1. Foundations of Human Anatomy and Physiology
1.1 The Language of Anatomy and Physiology
1.2 Basic Physiological Processes
1.3 How Forces Affect the Body
1.4 Understanding Science
Chapter 2. Cells and Tissues
2.1 Molecules of Life
2.2 Cells
2.3 Tissues
Chapter 3. Membranes and the Integumentary System
3.1 Body Membranes
3.2 The Integumentary System
3.3 Injuries and Disorders of the Skin
Chapter 4. The Skeletal System
4.1 Bone as a Living Tissue
4.2 The Axial Skeleton
4.3 The Appendicular Skeleton
4.4 Joints
4.5 Common Injuries and Disorders of the Skeletal System
Chapter 5. The Muscular System
5.1 Muscle Tissue categories and Functions
5.2 Skeletal Muscle Actions
5.3 The Major Skeletal Muscles
5.4 Common Injuries and Disorders of Muscles
A. Epidermis
B. Dermis
Chapter 6. The Nervous System
6.1 Overview of the Nervous System
6.2 Transmission of Nerve Impulses
6.3 Functional Anatomy of the Central Nervous System
6.4 Functional Anatomy of the Peripheral Nervous System
6.5 Injuries and Disorders of the Nervous System
Chapter 7. Sensory Systems
7.1 The Eye
7.2 The Ear
7.3 Smell and Taste
Chapter 8. The Endocrine System
8.1 Functions and Control of the Endocrine System
8.2 Major Endocrine Organs
8.3 Endocrine Disorders and Diseases
Chapter 9. The Respiratory System
9.1 Functions and Anatomy of the Respiratory System
9.2 Respiration: Mechanics and Control
9.3 Respiratory Disorders and Diseases
Chapter 10. The Blood
10.1 The Functions and Composition of Blood
10.2 Blood Types
10.3 Blood Disorders and Diseases
Chapter 11. The cardiovascular System
11.1 Heart Anatomy and the Function of the Cardiovascular System
11.2 Regulation of the Heart
11.3 Blood Vessels and Circulation
11.4 Heart Disease
Chapter 12. The Lymphatic and Immune Systems
12.1 The Lymphatic System
12.2 Nonspecific Defenses
12.3 Specific Defenses
12.4 Disorders and Diseases of the Immune System
Chapter 13. The Digestive System and Nutrition
13.1 Nutrition
13.2 Anatomy and Physiology of the Digestive System
13.3 Disorders and Diseases of the Digestive System
Chapter 14. The Urinary System
14.1 Anatomy of the Kidney
14.2 Urine Formation, Storage, and Excretion
14.3 Diseases and isorders of the Urinary System
Chapter 15. The Male and Female Reproductive Systems
15.1 Reproduction and Development of the Human Reproductive System
15.2 Male Reproductive System Anatomy and Physiology
15.3 Female Reproductive System Anatomy and Physiology
15.4 Fertilization, Pregnancy, and Birth
15.5 Disorders and Diseases of the Reproductive System
Resources: Books
Anthony's Textbook of Anatomy & Physiology. 17E, Elsevier/Mosby & Saunders.
Body Structures and Functions with CD. 10E, Delmar Learning.
Essentials of Human Anatomy & Physiology. 7E, Pearson/Prentice Hall.
The Human Body in Health & Disease. 3E, Elsevier/Mosby & Saunders.
Introduction to Anatomy and Physiology. Goodheart-Wilcox.
If you wish, you may go to the AP incharge of books to check out an A and P textbook. You will find that your success in a class such as this will be greater if you have read and reviewed the chapter before the lectures. I will include a pdf from an A and P book for each section.
Resources: Web Sites
Texas Health Science Curriculum Resources
Morbidity and Mortality Weekly Report
Pathology Guy
This is an open source free online learning tool. Go to the bottom menu and select “see our open and free courses”. You will need to register but it is free and an alternative to checking out a textbook.
This is an online A and P textbook in 3 volumes. It is public domain and free to use. It is actually a pretty good text and would be worthwhile to use as your textbook.
Materials needed for class: The student willbe expected/required to take notes and study. This class is not one to be taken lightly. It will most likely be the most academically challenging course they will ever take in high school.
- Pens
- Spiral bound notebook for note taking
- Artist’s spiral notebook (unruled) for drawings and labs.
- Colored pencils
- Large long sleeve t-shirt or lab coat to be worn over regular clothes during dissection and other “messy” labs.
- 1.5 to 2 inch 3 ring binder for handouts
Grading policy: Refer to file named ‘Grading Policy’ for details.
No extra credit is offered in any classes. The time to come in for help is early in the grading period. Do not wait until the day of your final exam to ask me if there is anything ‘extra’ you can do. I have 4 to 6 classes to prepare for and do not have the luxury of time to assign and grade ‘extra’ projects for individuals. It is also unfair to those students who have worked hard and have come in early for help to pass while some other student can wait until the last minute to do one assignment and maybe pass the course because of that one assignment.
The HST program is also designed to familiarize a student with what is required to succeed in college and post-graduate work. There is no ‘extra credit’ in medical school, nursing school, etc. Due to my schedule of dual credit courses, there are no tutorials.
My grading policy
1. Grades are Product Criteria. Graded products are those that can be evaluated and focus on what students know and are able to do at a particular place in time. Unit reviews and unit tests are the best way to provide this.
2. I do not count Process Criteria. Effort and work habits are too subjective to be graded effectively. This includes daily work, worksheets, quizzes, homework, etc.
3. Progress criteria is mainly effective in special education and personally paced instructional programs, which my classes are not.
Researchers recommend Product Criteria exclusively in determining student grades.
Other:
Labs of course are graded in that the questions asked at the end of the lab attempt to define what the student has learned from the performance of the lab. In certain classes, lab practicals may be used (microscope, dissection).
Including a pre-defined number of grades such as daily grades and homework, effectively diminishes what purpose grading serves. It also artificially inflates a student's grade.
If there is ever a case of something not being done (student has a bad day, absent, loses paper, etc.) every effort will be made to give the student an opportunity to make the work up. As an example, if a student is absent on a lab day, obviously, the lab cannot be made up. The student will be assigned a paper to write on the lab subject to turn in as a grade for the missed lab. I also will not give a grade of 0 for a missed assignment as I believe this artificially deflates a student's grade. A 40 will be used in these cases. However, the end of six weeks or semester grade will not be artificially inflated to a predetermined lowest grade to be given such as a 40.
Honors Anatomy and Physiology will be graded 60% on exams and 40% on labs and practicals. Parents, understand that grades in this class will resemble college. There may not be a grade entered every week. Some sections may take over a week to cover before a test is given. Labs/projects may take several class periods. So do not expect the grades entered for this class to be like an English or math class with numerous daily grades.
Retests
Any student who makes below 70 on a major grade, may take a retest if the following requirements are met:
1.The student must attend 2 tutoring sessions. (Not applicable for my courses)
2.The retest must be taken at least 2 weeks from the date of the original test AND be completed before the end of the grading period.
The maximum grade that can be earned on a retest is 70.
A letter will be sent home for your signature at a later date concerning use of blood in certain labs.