ࡱ> ` _qbjbj 10i.&8Fb$&t$h\L.֣֣֣֣֣֣vg `8D|D0t|Vv ֣̣ t&&&$KJQK&&&JQ&&& ANATOMY AND PHYSIOLOGY HONORS Subject Area: Science Course Number: 2000360 Course Title: Anatomy and Physiology Honors Credit: 1.0 Will meet graduation requirements for Science A. Major Concepts/Content. The purpose of this course is to enable students to develop understanding of the relationships between the structures and functions of the human body. The content should include, but not be limited to, the following: - implementation of scientific habits of mind - application of scientific knowledge, methodology, and historical context to solve problems - use of laboratory technologies - terminology - cells and tissues - homeostasis - human genetics, growth, and development - body composition, structure, and function - internal and external changes and responses - connections between anatomy, physiology, medicine, technology, society, and the environment This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter. Course student performance standards must be adopted by the district, and they must reflect appropriate Sunshine State Standards benchmarks. B. Special Note. Laboratory investigations of selected topics in the content, which also include use of the scientific method, measurement, laboratory apparatus, and safety procedures, are an integral part of this course. Inquiry into current technology and applications of anatomical and physiological principles and their relationship to the environment is encouraged. The district recommends a minimum of 2 labs per week. The district recommends that honors students complete a scientific research project, (can be entered in the science fair), or write a scientific research paper on topic directly related to the subject matter of the course. Students earning credit in 2000360 - Anatomy and Physiology Honors may not earn credit in 2000350 - Anatomy and Physiology. The course requirements for this honors course are consistent with 2000350 - Anatomy and Physiology. The district shall develop a description of additional requirements to provide in-depth or enriched study of the course requirements. C. Course Requirements. These requirements include, but are not limited to, the benchmarks from the Sunshine State Standards that are most relevant to this course. Benchmarks correlated with a specific course requirement may also be addressed by other course requirements as appropriate. Some requirements in this course are not addressed in the Sunshine State Standards. Benchmarks from Science, Strand H, should not be taught and assessed in isolation, but should be combined with other benchmarks identified in this course description. Content related to disease process and immune response should be embedded in the study of the appropriate system. After successfully completing this course, the student will: Outline Medical Terminology Anatomical planes Anatomical landmarks Positions and descriptive terminology Cavities and serous membranes Major systems of body F. Review of scientific processObjectives Identify major planes of the body and individual organs. Name and identify all major anatomical landmarks. Describe conditions and injuries using proper terminology. Identify and name abdominal quadrants and regions. Locate all serous membranes lining major body cavities. Identify the 10 major human body systems and their functions. SC.F. 1.4.2 Construct one or more hypotheses from the information given in a table of data, graphs, or pictures. SC.H.1.4.1 Design, conduct and report an experiment involving all the science processes where appropriate. SC.H.2.4.2 Collect, group, analyze, regroup, and synthesize information relative to a problem. SCH.1.4.3 Distinguish between qualitative and quantitative observations when applied to the human body. Identify alternative courses of action, which may result in a solution to the problem. SCH.2.4.2 Use a model or drawing to visualize the solution to a problem. SCH. 3.4.1 Associate the names and functions of science equipment. 13. Employ safe laboratory proceduresLabs Identification and order of serous membranes activity. Anatomical positions and landmarks lab using stuffed animals. Identify problem, hypothesize and design and experiment with possible data to graph and analyze to review scientific process. SC.H. 1.4.1 -SC.H. 3.4.4Homeostasis Positive feedback loops Negative feedback loops Explain negative feedback loops Identify and discuss at least three examples of negative feedback in the human body Identify positive feedback processes in the human with both beneficial and detrimental results.Demonstrate negative feedback using heart rates and exercise. Blood pressure negative feedback lab.3. Cells and Tissues Epithelial tissue types and functions functions by location in body secretory function absorption function cell to cell junctions Connective tissue types and composition fibrous-dense and loose special conective tissue cartilage and bone fluid connective tissues Muscle tissue types striated smooth cardiac Nerve tissue types neurons glia  Recognize that cells of the body are present in four major types with specific functions. SC.F. 1.4.2 Observe that several different cell types can function as a specific tissue. Observe and identify epithelial cells surfaces and types Draw and identify gland types based on shape and function Demonstrate how cell surface relates to absorptive function. Identify types of cell to cell junctions and their relation to function. SC.F. 1.4.3 Classify connective tissue types by their fiber and ground substance composition. Identify the characteristics that govern the type of muscle and how it functions. Distinguish between the functions of neurons in information transmission and glial cells that support neuron functioning.  Microscopic observation and drawing of three types of epithelial cells-simple and stratified squamous, cuboidal, and columnar . Microscopic observation and drawing of dense regular, loose areolar and adipose connective tissue. Microscopic comparison of hyaline cartilage and compact bone connective tissues. Microscopic observation and drawing of three types of muscle tissues.4.Integumentary System Three major layers of skin Epidermis layers in thick and thin skin Dermis components and composition. Sweat glands Sebaceous glands Hair follicles Sensory receptors Fibrous make-up Hypodermis composition Nail and hair composition and growth Wounds and healing Malfunctions of integument  Observe and identify the three major skin layers. Compare the composition of the three layers in regard to function. Describe the cycle of cell growth and development in the epidermis. SC.F. 1.4.1 Identify sensory receptors in the dermis and their functions. Describe the growth process and rest cycles of hair. Equate the integument to its body temperature regulation processes. Compare the merocrine, apocrine, holocrine and cytocrine secretory processes and products. Demonstrate a knowledge of burn and wound healing processes. Identify and describe the conditions of malfunction of the skin. Recognize the three types of skin cancers, and know their prevention and treatment. Microscope lab-comparison of black and white full thickness skin. Sensory receptor lab-test skin of hand for heat, cold and touch receptors. SC.F. 1.4.7 Microscopic analysis of hair composition and layers.5. Skeletal System Functions of skeletal system Bone types and composition Endochondral ossification Intramembranous ossification Bones of the human skeleton Marrow types and functions Joints-types and function Malfunctions of skeletal system List the many functions of the skeletal system including hemopoiesis. Compare cancellous (spongy) bone and its formation to compact bone and its formation. Explain the processes of endochondral and intramembranous ossification. Identify which bones of the body are formed by each of the ossification types. Know names and locations of all skeletal components including fossa, foramena, etc. Describe locations and functions of the two types of bone marrow. Compare and contrast synovial joints with amphi and synarthrodial joints. Identify joint types, locations and range of movement. Describe malfunctions of the skeletal system. Microscopic observation and drawing of compact bone Haversian systems. Disarticulated skeleton lab-label all bones and bone features. Lab practical on disarticulated skeleton. Removal of skeletal components from owl pellets for identification of bones and rearticulation of skeletons.6. Muscular System Membrane and action potentials and physiology of muscle contraction. Full muscle to Sarcomere composition Function of muscular system in body temperature homeostasis Myogram analysis-single twitch, summation, treppe, etc. Fast and slow twitch muscle fibers Origin and insertion Major human skeletal muscles Smooth muscle function Cardiac muscle function Demonstrate knowledge of membrane potentials and how stimulation produces an action potential. SC.F. 1.4.6, SC.F. 1.4.3 Diagram muscle components from whole muscle fascia to sarcomere. Describe the contraction physiology in terms of actin/myosin proteins and troponin. SC.F.1.4.5 Show how muscular contraction generates heat-shivering thermogenesis. Distinguish type of contraction form myogram tracings of various contraction types. Differentiate between aerobic and anaerobic muscle function and the roll of myoglobin. Locate and identify the major muscles of the body including their origins and insertions. Compare structure and functioning of the smooth muscles to the skeletal. Contrast cardiac muscle anatomy and physiology with the skeletal and smooth muscles. Action potential lab. Simulation of depolarization and repolarization using dominoes. SC.F. 1.4.3, SC.F. 1.4.7 Effects of heat and cold on muscle efficiency. SC.F. 1.4.7 Cat muscle dissection and identification-superficial and deep. Cat muscle lab practical.Nervous System Neuron anatomy and types of neurons. Action potentials and nerve transmission. Neurotransmitter types and functions. Excitatory and inhibitory Drug effects Neuromodulators Glial Types and functions. Spatial and temporal summation and refractory periods. Reflex Arc Central nervous system Brain anatomy Lobes and functions of cerebrum. Cerebellar anatomy and function Medulla anatomy and function. Brain stem, Mid brain, reticular firmation, pons Thalamus, hypothalamus function Spinal cord anatomy-tracts ascending and descending Malfunctions of CNS Neurotransmitter induced Cerebro-vascular accidents Paralysis Trauma induced Memory types and physiology Cranial nerves Autonomic Nervous System Identify neuron components and differentiate among uni, bi and multi polar neurons. SC.F. 1.4.2 Describe the physiology of nerve transmission. SC.F. 1.4.6, SC.B. 1.4.1. SC.F. 1.4.4 Compare functioning of inhibitory and excitatory neurotransmitters and role of neuromodulators. SC.F. 1.4.1 Discuss the development, release and subsequent removal of neurotransmitters from the synaptic gap. Compare the effects of various common drugs and substances on the functioning of the nervous system. Recognize the purpose and functioning of the different types of glial cells. Understand how threshold potential can be produced from sub-threshold stimuli. Trace the pathway of the reflex arc. Locate and identify the cerebral lobes, commissural connections and major nuclei of the brain. Describe the major functions of the cerebral lobes and nuclei. Categorize the types of memory and relate the physiology of long term memory. List the three major medullary centers and their functions. Discuss the functions of the brain stem and mid brain components. Relate the importance of the thalamus and the hypothalamus components. Describe the anatomy of the spinal cord differentiating between the ascending and descending nerve tracts. Comprehend how lack of, or too much of, specific neurotransmitters can cause disease such as epilepsy or Parkinsons. Describe the physiology of strokes and related cerebro-vascular accidents. Dissection of the sheep brain. Lab practical on sheep brain. Reflex testing-knee jerk, iris of eye, etc. Short and long term memory lab Microscopic observation of spinal cord cross section Dissection of brain and spinal cord in fetal pig  18.. Equate specific spinal tract injuries to paralysis. 19.Describe the functions of the various cranial nerves. 20.Discuss the sympathetic and parasympathetic reactions of the autonomic nervous system. Special Sensory Organs Ear anatomy Physiology of hearing Eye anatomy Physiology of sight Retinal composition Accommodation Rhodopsin Disorders of the eye Physiology of smell Physiology of taste Identify the major components of the ear. SC.F. 1.4.2 Discuss the functioning of the ear components in hearing. SC.F. 1.4.7 Describe the major components of the eye. Relate the neural pathways for sight. Distinguish between the concentrations and functions of the rods and cones. Discuss the breakdown and reformation of rhodopsin in the rod cells of the retina. Identify causes for common eye disorders. Describe the neural pathways for the sense of smell. Locate and distinguish types of taste receptors. Cow eye dissection Concave/convex lens effects on sight Effects of light brightness on rod and cone function Smell and memory lab Taste receptor location lab9.Endocrine System Glands of the system and locations Hormone chemistry Effects of hormones and method of function Control of body functions Dysfunctions Hypersecretion Hyposecretion Identify and locate glands comprising the endocrine system. Describe the general chemistry of hormones. SC.A. 2.4.2 Discuss hormone-target organ interaction. SC.F. 1.4.5 Describe the primary effects of specific hormones. SC.F 1.4.8 Compare and contrast the nervous and endocrine systems and their methods of communication and regulation of the human body. Analyze the effects of variables on the functioning of a hormone. Identify disorders of the body caused by hormone hyper and hyposecretion and their causes and treatments. SC.F. 1.4.1 Model hormone-receptor site interaction. Microscopic observation of cross-sections of selected endocrine glands Gross observation of pituitary and pineal glands on sheep or bovine brain. Research specific hypo or hyper secretions of an endocrine gland10. Circulatory System Functions of system Role in homeostatic regulation Heart anatomy Innervation and conduction of action potential in the heart. Autonomic control of heart rate. Arrhythmias and heart dysfunction Blood pressure Blood vessels Structure of vessels Major arteries Major veins Capillary function Circulation patterns and major circuits Fetal heart and circulation modifications Blood composition and physiological changes that occus as it passes through the system Blood cells-formation, size, and function Erythrocytes-origin in marrow, function, and structure Leukocytes-structure, differentiation , and function Platelets and clot formation-intrinsic and extrinsic. Dysfunctions of blood  Discuss major functions of the circulatory system. Identify the role of the circulatory system in maintenance of body temperature, blood pressure, pH, etc. Locate and identify all parts and chambers of the heart. Trace the initiation of, and conductive pathways of heart beat. Relate sympathetic and parasympathetic nerve stimulation to the functioning of the heart. Discuss types of arrhythmia, atherosclerosis, arteriosclerosis, heart attack causes and possible treatments. Demonstrate knowledge of causes of blood pressure and dysfunctions. Compare the wall structure of the arteries, veins and capillaries and correlate structure with function of each vessel. Describe the pathways and functions of coronary, portal, renal, pulmonary and systemic circulation pathways. Identify differences between fetal and adult circulation patterns and possible resulting birth defects. Describe the composition of the blood. Discuss hemopoiesis and hormonal control of blood cell production. Differentiate between erythrocytes,leukocytes and platelets on the basis of formation, size, and function. Describe and compare the intrinsic and extrinsic clotting processes. Discuss common dysfunctions associated with the blood. Pulse and heart rate lab Dissection of beef heart or sheep heart. Lab practical on heart Cat circulatory system dissection identifying major vessels and heart anatomy. Cat circulatory system lab practical Blood pressure lab-use of sphygmomenometer Microscopic observation of prepared blood slides for leukocyte type identification and erythrocyte observation. Research rare blood disorders11. Disease and Immune System Lymphatic vessels Lymphopoeisis Lymphatic organs Cellular defense Interferon Antigen-antibody response Forms of immunity T cells B cells Classes of immunoglobulins Autoimmune disorders and immunodeficiencies  Identify major lymphatic vessels and pathways. 2. Discuss production of lymphocytes and organs of production. Differentiate among functions and structure of nodes, thymus,and spleen Macrophages and phagocytic process. Identify types of interferon and their functions in immunity. Discuss the biochemistry of the antigen-antibody response. SC.F. 1.4.1 Differentiate among passive, acquired and active immunity. Describe the types of T cells and their individual functions in immunity. Describe the role of the B cells in antibody production. List and describe the 5 major types of immunoglobulins and their specific roles. List types of common and rare autoimmune disorders and immunodeficiencies. Microscopic observation of lymphocytes. Model production showing antigen-antibody response. Microscopic observation of spleen cross section AIDS transmission lab-kit formRespiratory System Organs and locations Alveoli and gas exchange Breathing physiology pH homeostasis Volumes and capacities of lungs Voice production Sinus locations and functions Respiration in the fetus Dysfunctions of system Identify major anatomical components of the respiratory system. Describe the structure and functioning of the alveoli. Discuss the process of gas exchange between the alveoli and the blood in the capillaries. Relate the mechanics of breathing including muscles involved with inhalation and exhalation at rest and under stress. Describe the role of the lungs in maintaining pH homeostasis. Discuss structure and location of the vocal cords and voice production. Locate the sinuses and identify their functions. Differentiate between fetal and adult respiration. Identify respiratory dysfunctions, their causes and treatments. Lung sounds using stethoscopes Wet spirometer to measure lung volumes and capacities. Cat dissection of the respiratory organs. Build models of lungs using 2 liter bottles to demonstrate inhalation and exhalation. Demonstration of CO2 content in lungs using brom-thymol blue indicator. Breathing rates at rest and during exercise.Digestive System Organs of the tract and system Layers of digestive tract organs Protein anabolism Enzymes and their chemical reactions Enzyme activity and factors affecting activity Specific enzymes for each organ Biochemistry of major nutrients Energy content Molecular structure and use in body Absorption of nutrients Hormonal regulation of digestion Digestion vs. metabolism Blood glucose homeostasis Dysfunctions Identify all organs and structures of the tract and system and their component tissues. Describe the tissue layers that compose the alimentary tract organs and their functions. Describe growth resulting from protein anabolism. SC.F. 1.4.3, SC.F. 1.4.5 Discuss enzyme-substrate interaction mechanisms and the factors which affect the activity. SC.F. 1.4.5 List the enzymes produced by each organ and their specific roles in digestion. Compare the molecular structures and available energy contents of the major organic macromolecules. SC.G. 1.4.3 Describe the relation of the membrane surfaces of the organs to their absorption capabilities. SC.F.1.4.1 Discuss the production of hormones in the digestive system and the functions of those hormones. Describe the processes of glycogenesis, glycogenolysis, and gluconeogenesis in maintenance of blood glucose. Compare the processes of digestion and metabolism. Identify digestive disorders, causes and treatments. Dissection of the cat digestive system Microscopic observation of the stomach rugae and intestinal villi of the cat Microscopic inspection of the duodenal layers from prepared slides Calorimetry of carbohydrates, lipids and proteins Enzyme catalysis lab to show enzyme activity rates Electrophoresis of fish protein 1. Demonstrate effective implementation of scientific habits of mind. 2. Apply knowledge of the nature of science, scientific methodology, and historical context to solve problems, and employ safe and effective use of laboratory technologies. SC.H.1.4.1 know that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. SC.H.1.4.2 know that from time to time, major shifts occur in the scientific view of how the world works, but that more often the changes that take place in the body of scientific knowledge are small modifications of prior knowledge. SC.H.1.4.3 understand that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth. SC.H.1.4.4 know that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis. SC.H.1.4.5 understand that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors. SC.H.1.4.6 understand that, in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that, in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings. SC.H.1.4.7 understand the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings. SC.H.2.4.1 know that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study. SC.H.2.4.2 know that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns. 3. Demonstrate use of correct anatomic terminology for body regions, planes, and directions. 4. Demonstrate understanding of cell function and structure in healthy and diseased tissue. SC.F.1.4.3 know that membranes are sites for chemical synthesis and essential energy conversions. SC.F.1.4.5 know that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins. SC.G.1.4.3 know that the chemical elements that make up the molecules of living things are combined and recombined in different ways. 5. Demonstrate understanding of the nature of homeostasis. SC.F.1.4.1 know that the body processes involve specific biochemical reactions governed by biochemical principles. SC.F.1.4.4 understand that biological systems obey the same laws of conservation as physical systems. 6. Demonstrate knowledge of genetics, development, growth, and maturation of the human body and its systems. SC.F. 2.4.1 understand the mechanisms of asexual and sexual reproduction and know the different genetic advantages and disadvantages of asexual and sexual reproduction. SC.F.2.4.2 know that every cell contains a blueprint coded in DNA molecules that specify how proteins are assembled to regulate cells. SC.F.2.4.3 understand the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species, and their ability to survive naturally in changing conditions and to increase species diversity. SC.G.1.4.1 know of the great diversity and interdependence of living things 7. Demonstrate understanding of the composition, active chemical compounds, structure, function, and dysfunction of the human body. SC.F.1.4.2 know that body structures are uniquely designed and adapted for their function. SC.F.1.4.6 know that separate parts of the body communicate with each other using electrical and/or chemical signals. SC.F.1.4.7 know that organisms respond to internal and external stimuli. 8. Demonstrate understanding of conditions that cause change in normal body functions (e.g., injury, infection, mutation, metabolic disorder) and the response of the body to those conditions (e.g., inflammatory response, clotting, immune response). SC.F.1.4.8 know that cell behavior can be affected by molecules from other parts of the organism or even from other organisms. 9. Demonstrate knowledge of the connections of anatomy, physiology, and medicine with technology, society, and the environment. SC.H.3.4.1 know that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure. SC.H.3.4.2 know that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science. SC.H.3.4.3 know that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events. SC.H.3.4.4 know that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery. SC.H.3.4.5 know that the value of a technology may differ for different people and at different times. SC.H.3.4.6 know that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account.     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