Anatomy and Physiology 4601 Description Basic concepts of human anatomy and physiology will be explored in this health (life) sciencefocused course. Using a systems approach, students will learn about the interrelationships between structure and function of the body. Credits.5 Prerequisites Life Science, Biology, *Biophysical Science, or equivalent Textbooks/Resources Essentials of Human Anatomy and Physiology. Marieb, Elaine N. Pearson/Benjamin Cummings. 2006 (8 th Edition). ISBN: 0-8053-7328-4 (text); 0-8053-7327-6 (package) Required Assessments District-wide Standards-Based Assessment Board Approved June 2007 Revised AASD Science Goals for K-12 Students Students will know about science themes and connect and integrate them into what they know about themselves and the world around them. Students will realize that scientific knowledge is public, replicable, and continually undergoing revision and refinement based on new experiments and data. Students will realize that science includes questioning, forming hypotheses, collecting and analyzing data, reaching conclusions, evaluating results, and communicating procedures and findings to others. Students will use science to explain and predict changes that occur around them. Students will use science to evaluate consequences in order to make responsible choices. Students will use their knowledge of science concepts and processes in making informed choices regarding their lifestyles and the impact they have on their environment, and enhance their natural curiosity about their environment. Students will understand that science and technology affect the Earth s systems and provide solutions to human problems. Students will use science to analyze topics related to personal health, environment, and management of resources; they will help evaluate the merits of alternative courses of action Board Approved June 2007 Page 1
AASD Science Standards for Grades 9-12 Students Content Strand Content Standard I. Science Connections A. Understand unifying themes among scientific disciplines: systems, order, organization and interactions B. Understand unifying themes among scientific disciplines: evidence, models and explanations C. Understand unifying themes among scientific disciplines: constancy, change and measurement D. Understand unifying themes among scientific disciplines: evolution, equilibrium and energy E. Understand unifying themes among scientific disciplines: form and function II. Nature of Science A. Understand science is ongoing and inventive B. Understand scientific understandings have changed over time as new evidence is found III. Science Inquiry A. Investigate questions using scientific methods and tools B. Revise personal understanding to accommodate knowledge C. Communicate understandings to others IV. Physical Science A. Demonstrate an understanding of the physical and chemical properties of matter B. Demonstrate an understanding of the forms and properties of energy C. Demonstrate an understanding of the ways in which matter and energy interact V. Earth & Space Science A. Demonstrate an understanding of the structure and systems of Earth B. Demonstrate an understanding of the structure and systems of other bodies in the universe C. Demonstrate an understanding of the interactions of Earth and other bodies in the universe VI. Life & Environmental Science A. Demonstrate an understanding of the characteristics and structures of living things B. Demonstrate an understanding of the processes of life C. Demonstrate an understanding of how living things interact with one another and their environment VII. Science Applications A. Demonstrate an understanding of the relationship between science and technology and the ways in which that relationship influences human activities. VIII. Science in Social & Personal Perspectives A. Use scientific information and skills to make decisions about themselves B. Use scientific information and skills to make decisions about Wisconsin C. Use scientific information and skills to make decisions about the world in which they live Board Approved June 2007 Page 2
1. Demonstrate an understanding of biochemistry terms. a. understands concepts of homeostasis and integration of b. demonstrates knowledge of anatomical terms. c. describes various types of biochemical reactions. d. compares and contrasts organic and inorganic compounds. e. understands the significance of chemical reactions to proper cellular function. Physical Science; Life and Environmental Science 2. Describe, illustrate, and identify cell structure and their functions. a. describes cellular organelles and demonstrates knowledge of their functions. b. illustrates the processes of mitosis and meiosis. c. understands how the process of differentiation creates cellular diversity. d. identifies four main tissue types and functions. Life and Environmental Science 3. Demonstrate an understanding of integument, skeletal, and muscular a. demonstrates knowledge of the anatomy of each system. b. describes skin s function in maintaining homeostasis. c. understands the physiology of each system. d. illustrates the integration of function between these Board Approved June 2007 Page 3
4. Demonstrate an understanding of the nervous and sensory a. identifies anatomy of the nerve cell and describes transmission of a nervous impulse. b. identifies anatomy of the three branches of the nervous system and discusses functional physiology and integration of signals. c. describes the anatomy and functional physiology of each of the sensory organ 5. Demonstrate an understanding of the cardiovascular, lymphatic, immune, and respiratory a. illustrates composition of the blood and outlines functions of components in maintaining homeostasis. b. diagrams the functional anatomy of the heart and outlines physiology with respect to medical issues. c. illustrates vessel anatomy and physiology of circulation including transport across vessel walls. d. identifies lymphatic anatomy. e. discusses physiology of immune response. 6. Demonstrate an understanding of the digestive and urinary a. diagrams anatomy of both b. discusses the physiology including nutritional aspects, use of diffusion, and active transport and integration of Board Approved June 2007 Page 4
7. Demonstrate an understanding of the endocrine and reproductive a. identifies location and function of each endocrine gland. b. discusses feedback mechanisms and interactions within the endocrine system. c. diagrams functional anatomy of the reproductive system. d. integrates endocrine system into the reproductive physiology. e. outlines embryonic/fetal development. Resources and learning activities that address course objectives: Lab on Animal Tissues, Preparation of Tissues Samples for Microscope Study Models of: Skin, Muscle, Skeleton (joints), Nervous System, Brain, Sensory Organs, Heart, Lungs, Digestive, Renal, Reproductive, Mitosis & Meiosis. Dissection of Vertebrate (fetal pig, rat, cat) Physiology Labs (Heart Rate, Blood Pressure, Pulmonary, Exercise, etc.) Immunoassay Analysis Vernier LabPro Physiology Sensors: Blood Pressure, EKG, Hand Dynamometer, Hand-grip Heart Rate Monitor, Spirometer Field trip to cadavers Board Approved June 2007 Page 5