Mr. Jamie Glasgow
*A&P*
Syllabus for the Year 2016-17
Course Description: Human Anatomy and Physiology is a study of the structure and function of the human body. Laboratory experiences and text-based activities prepare students for advanced biological sciences, biomedical nursing, and other science-based careers. Topics include the major body systems, how the body systems work together to provide homeostasis, body functions in the healthy and diseased states, blood typing, muscle action, cranial nerve functioning and bioethics.
Required Classroom Materials:
- 3-ring binder for this class or at least one dedicated section in a binder
- Pencils (Mechanical pencils will work best)
- Pens (Standard Blue or Black ONLY)
- Plenty of notebook paper
- Colored Pencils
Classroom Supplies: Please bring in 1 of each of the following for classroom use: roll of paper towels and a box of Kleenex
Class Expectations: Students should come to class fully prepared. They are expected to follow all rules and work together without disrupting other students or groups. All county policies on BYOD will be enforced. If you discipline yourself, others will not have to do this for you.
Grading:
Each nine-week grade is based on various methods of assessment. These may include, but are not limited to, tests, homework, journals/logs, projects, portfolios, essays, organized notebooks, computer assignments, quizzes, and class participation. Each nine-week term will conclude with an exam worth 15% of the nine-week average.
Homework: Students usually will not have much “homework”, but they will occasionally have extension exercises and quizzes/tests. Edmodo will be an essential site for work and notes.
Make up work:
Late assignments will be graded for partial credit. Generally, the penalty will be 20 points off per day late. Students are responsible for checking the assignment folder for missed work, which contains any assignments/handouts given in class. Make up work will be given a grade of zero until it has been turned in and graded; it is best to turn in make-up work as soon as possible.Missed labs (with an excused absence) will be marked as ‘E’ meaning excused, and will not count against a student’s average.Missed tests will be recorded as a zero, and, again, should be made up as soon as possible after returning to class.
Please feel free to contact me if you have any concerns at 342-2670 or e-mail me at .
I have read the information for Mr. Glasgow’s Science class and I understand the rules and expectations.
Student’s Signature
Parent/Guardian Signature
Course Objectives: Successful completion of this course requires demonstration of proficient knowledge of the following state standards:
1. Develop and use models and appropriate terminology to identify regions, directions, planes, and cavities in the human body to locate organs and systems.
2. Analyze characteristics of tissue types (e.g., epithelial tissue) and construct an explanation of how the chemical and structural organizations of the cells that form these tissues are specialized to conduct the function of that tissue (e.g., lining, protecting).
3. Obtain and communicate information to explain the integumentary system’s structure and function, including layers and accessories of skin and types of membranes.
4. Use models to identify the structure and function of the skeletal system (e.g., classification of bones by shape, classification of joints and the appendicular and axial skeletons).
5. Develop and use models to illustrate the anatomy of the muscular system, including muscle locations and groups, actions, origins and insertions.
6. Obtain, evaluate, and communicate information regarding how the central nervous system and peripheral nervous system interrelate, including how these systems affect all other body systems to maintain homeostasis.
7. Use models to determine the relationship between the structures in and functions of the cardiovascular system (e.g., components of blood, blood circulation through the heart and systems of the body, ABO blood groups, anatomy of the heart, types of blood vessels).
8. Communicate scientific information to explain the relationship between the structures and functions, both mechanical (e.g., chewing, churning in stomach) and chemical (e.g., enzymes, hydrochloric acid [HCl] in stomach), of the digestive system, including the accessory organs (e.g., salivary glands, pancreas).
9. Develop and use a model to explain how the organs of the respiratory system function.
10. Obtain, evaluate, and communicate information to differentiate between the male and female reproductive systems, including pathological conditions that affect each.
11. Use models to differentiate the structures of the urinary system and to describe their functions.
12. Obtain and communicate information to explain the lymphatic organs and their structure and function.
13. Obtain, evaluate, and communicate information to support the claim that the endocrine glands secrete hormones that help the body maintain homeostasis through feedback loops.