Biology II-Anatomy and Physiology

Total Page:16

File Type:pdf, Size:1020Kb

Biology II-Anatomy and Physiology ADVANCED SCIENCE, SPECIAL TOPICS ANATOMY & PHYSIOLOGY Grade Level: 11-12 Course #: 3092A Length: Full Year Credits: Two Diploma: Core 40, Academic Honors Prerequisite: Biology I COURSE DESCRIPTION: This course is designed to provide a basic understanding and working knowledge of the human body. It is emphasized that the student realizes the complexities and balances within the human system. Diseases of the human body are also discussed in association with the correlating human system. To accomplish this, the following systems are covered: First Semester: Organization of the Body, Skeletal System, Muscular System, Nervous System. Second Semester: Circulatory System, Digestive System, Respiratory System, Excretory System, Reproductive System. Textbook: Human Anatomy & Physiology-Sixth Edition, Elaine N. Marieb, Pearson. COURSE OUTLINE: First Semester 1st Six Weeks Chapter Description Approximate Time Chapter 1 Difference between 1 week anatomy & physiology; life functions; homeostasis; language of anatomy. Lab- anatomical positions & terminology. Introductory video. Chapter 2 Review sheet on chemistry 1.5 week portion, including reactions and what influences them; importance of water, salts, acid/bases. Hit harder information about carbohydrates, lipids, proteins, nucleic acids, ATP. Lab-advanced biology food lab. Chapter 3 Review organelles with 1.5 weeks filling out table. Importance of membrane-structure & function. Lab-osmosis, diffusion, hypo-, hyper-, iso-tonic solutions. Cell growth & reproduction- meiosis/mitosis-lab looking at whitefish blastula. Chapter 4 Differences in structure and 1 week function of tissues; tissue repair; lining & membranes. Labs-sketches of types of tissues. Chapter 5 Integument-layers of skin- 2 weeks (1 week first six diagram to color and label; weeks, second runs into glands-iodine test lab; hair- second six weeks) examine under microscope; nails-come up with some activity; functions of system. 2nd Six weeks Chapter 6 Cartilage; bone structure; 1.5 week bone development; rebuilding & repair; bone diseases; lab-sketching slides of cartilage and bone. Chapter 7 Axial & Appendicular- 2.5 weeks memorize and practical to take. Chapter 8 Different joints-lab activity 2 week (1 week second six and color pages; diseases weeks, second week runs of. Discuss ligaments, into third six weeks) bursa, tendons. 3rd Six weeks Chapter 9 Types of muscle tissue; lab- 2.5 weeks microscope-sketches; skeletal vs. smooth; contraction of-actin/myosin bridges. Chapter 10 Memorization of muscles & 2.5 weeks jobs of a selected few; naming of. Color pages of some of the most prominent ones-ex. Hamstring, quads, biceps, triceps. Discuss carpal tunnel. Second Semester 4th Six weeks Chapter 11 Organization of nervous 2 weeks system-flow chart; review nerve cell; signals and basic electricity. Chapter 12 CNS-parts of brain; 2 weeks protection of brain; parts of spinal cord; protection of spinal cord; csf; diseases of CNS. Brain video. Chapter 13 PNS-reflexes-activity; 2 weeks nerve repair; innervation of muscles and glands; Lorenzo’s Oil video-revamp questions. 5th Six weeks Chapter 14 ANS-Parasympathetic vs. 1 week Sympathetic Chapter 15 Senses-lab activity- 1 week diagrams for eye, ear, mouth. Chapter 16 Endocrine system-students 1 week make up chart-has name, location, structure & function. Chapter 17 Blood-typing activity with 1 week clotting time, flow chart, repair & clotting, blood transfusions. Blood crosses- Punnett Square activity. Chapter 18 Heart-diagram to color. 1 week Enlarged heart video. Memorization of how blood flows into and out of heart; layers & chambers of heart; heart valves; electrical and mechanical events-look at EKG’s. Chapter 19 Differences between arterial 1 week and venous systems-color pages; blood pressure taking & lab; major blood vessels on diagrams to memorize. 6th Six weeks Chapter 20 Flow chart of lymph .5 week structures with functions. Chapter 21 Innate vs. adaptive .5 week defenses; immunities for child and adults. Video on infectious disease or the Hot Zone or Ebola. Chapter 22 Structure & function of 1.5 weeks respiratory system. Review of gas laws with respiration; gas exchange; breath rate; lung capacity lab. Color pages. Chapter 23 Structure & function of 1.5 weeks digestive system. Color pages. Slides to sketch- intestine, tongue, salivary glands, esophagus, stomach, liver, gall bladder, pancreas-looking at particular structures. Absorption of materials. Diseases of the system. Digestion activity. Chapter 25 Structure & function of 1 week urinary system. Color pages include internal kidney structures. Slides to sketch- kidney, bladder, ureters. Know how urine is formed. Chapter 26 Structure & function of 1 week reproductive systems-male & female. Color pages of male and female; slide sketches of ovary, sperm, testes, etc. Discussion of Sexually Transmitted Diseases (STD’s)-include Power Point slide show with pictures; birth control. .
Recommended publications
  • Revised Glossary for AQA GCSE Biology Student Book
    Biology Glossary amino acids small molecules from which proteins are A built abiotic factor physical or non-living conditions amylase a digestive enzyme (carbohydrase) that that affect the distribution of a population in an breaks down starch ecosystem, such as light, temperature, soil pH anaerobic respiration respiration without using absorption the process by which soluble products oxygen of digestion move into the blood from the small intestine antibacterial chemicals chemicals produced by plants as a defence mechanism; the amount abstinence method of contraception whereby the produced will increase if the plant is under attack couple refrains from intercourse, particularly when an egg might be in the oviduct antibiotic e.g. penicillin; medicines that work inside the body to kill bacterial pathogens accommodation ability of the eyes to change focus antibody protein normally present in the body acid rain rain water which is made more acidic by or produced in response to an antigen, which it pollutant gases neutralises, thus producing an immune response active site the place on an enzyme where the antimicrobial resistance (AMR) an increasing substrate molecule binds problem in the twenty-first century whereby active transport in active transport, cells use energy bacteria have evolved to develop resistance against to transport substances through cell membranes antibiotics due to their overuse against a concentration gradient antiretroviral drugs drugs used to treat HIV adaptation features that organisms have to help infections; they
    [Show full text]
  • Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection
    Distance Learning Program Anatomy of the Human Brain/Sheep Brain Dissection This guide is for middle and high school students participating in AIMS Anatomy of the Human Brain and Sheep Brain Dissections. Programs will be presented by an AIMS Anatomy Specialist. In this activity students will become more familiar with the anatomical structures of the human brain by observing, studying, and examining human specimens. The primary focus is on the anatomy, function, and pathology. Those students participating in Sheep Brain Dissections will have the opportunity to dissect and compare anatomical structures. At the end of this document, you will find anatomical diagrams, vocabulary review, and pre/post tests for your students. The following topics will be covered: 1. The neurons and supporting cells of the nervous system 2. Organization of the nervous system (the central and peripheral nervous systems) 4. Protective coverings of the brain 5. Brain Anatomy, including cerebral hemispheres, cerebellum and brain stem 6. Spinal Cord Anatomy 7. Cranial and spinal nerves Objectives: The student will be able to: 1. Define the selected terms associated with the human brain and spinal cord; 2. Identify the protective structures of the brain; 3. Identify the four lobes of the brain; 4. Explain the correlation between brain surface area, structure and brain function. 5. Discuss common neurological disorders and treatments. 6. Describe the effects of drug and alcohol on the brain. 7. Correctly label a diagram of the human brain National Science Education
    [Show full text]
  • Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor
    Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor: Rebecca Bailey 1 Chapter 1 The Human Body: An Orientation • Terms - Anatomy: the study of body structure and relationships among structures - Physiology: the study of body function • Levels of Organization - Chemical level 1. atoms and molecules - Cells 1. the basic unit of all living things - Tissues 1. cells join together to perform a particular function - Organs 1. tissues join together to perform a particular function - Organ system 1. organs join together to perform a particular function - Organismal 1. the whole body • Organ Systems • Anatomical Position • Regional Names - Axial region 1. head 2. neck 3. trunk a. thorax b. abdomen c. pelvis d. perineum - Appendicular region 1. limbs • Directional Terms - Superior (above) vs. Inferior (below) - Anterior (toward the front) vs. Posterior (toward the back)(Dorsal vs. Ventral) - Medial (toward the midline) vs. Lateral (away from the midline) - Intermediate (between a more medial and a more lateral structure) - Proximal (closer to the point of origin) vs. Distal (farther from the point of origin) - Superficial (toward the surface) vs. Deep (away from the surface) • Planes and Sections divide the body or organ - Frontal or coronal 1. divides into anterior/posterior 2 - Sagittal 1. divides into right and left halves 2. includes midsagittal and parasagittal - Transverse or cross-sectional 1. divides into superior/inferior • Body Cavities - Dorsal 1. cranial cavity 2. vertebral cavity - Ventral 1. lined with serous membrane 2. viscera (organs) covered by serous membrane 3. thoracic cavity a. two pleural cavities contain the lungs b. pericardial cavity contains heart c. the cavities are defined by serous membrane d.
    [Show full text]
  • Basic Brain Anatomy
    Chapter 2 Basic Brain Anatomy Where this icon appears, visit The Brain http://go.jblearning.com/ManascoCWS to view the corresponding video. The average weight of an adult human brain is about 3 pounds. That is about the weight of a single small To understand how a part of the brain is disordered by cantaloupe or six grapefruits. If a human brain was damage or disease, speech-language pathologists must placed on a tray, it would look like a pretty unim- first know a few facts about the anatomy of the brain pressive mass of gray lumpy tissue (Luria, 1973). In in general and how a normal and healthy brain func- fact, for most of history the brain was thought to be tions. Readers can use the anatomy presented here as an utterly useless piece of flesh housed in the skull. a reference, review, and jumping off point to under- The Egyptians believed that the heart was the seat standing the consequences of damage to the structures of human intelligence, and as such, the brain was discussed. This chapter begins with the big picture promptly removed during mummification. In his and works down into the specifics of brain anatomy. essay On Sleep and Sleeplessness, Aristotle argued that the brain is a complex cooling mechanism for our bodies that works primarily to help cool and The Central Nervous condense water vapors rising in our bodies (Aristo- tle, republished 2011). He also established a strong System argument in this same essay for why infants should not drink wine. The basis for this argument was that The nervous system is divided into two major sec- infants already have Central nervous tions: the central nervous system and the peripheral too much moisture system The brain and nervous system.
    [Show full text]
  • GLOSSARY of MEDICAL and ANATOMICAL TERMS
    GLOSSARY of MEDICAL and ANATOMICAL TERMS Abbreviations: • A. Arabic • abb. = abbreviation • c. circa = about • F. French • adj. adjective • G. Greek • Ge. German • cf. compare • L. Latin • dim. = diminutive • OF. Old French • ( ) plural form in brackets A-band abb. of anisotropic band G. anisos = unequal + tropos = turning; meaning having not equal properties in every direction; transverse bands in living skeletal muscle which rotate the plane of polarised light, cf. I-band. Abbé, Ernst. 1840-1905. German physicist; mathematical analysis of optics as a basis for constructing better microscopes; devised oil immersion lens; Abbé condenser. absorption L. absorbere = to suck up. acervulus L. = sand, gritty; brain sand (cf. psammoma body). acetylcholine an ester of choline found in many tissue, synapses & neuromuscular junctions, where it is a neural transmitter. acetylcholinesterase enzyme at motor end-plate responsible for rapid destruction of acetylcholine, a neurotransmitter. acidophilic adj. L. acidus = sour + G. philein = to love; affinity for an acidic dye, such as eosin staining cytoplasmic proteins. acinus (-i) L. = a juicy berry, a grape; applied to small, rounded terminal secretory units of compound exocrine glands that have a small lumen (adj. acinar). acrosome G. akron = extremity + soma = body; head of spermatozoon. actin polymer protein filament found in the intracellular cytoskeleton, particularly in the thin (I-) bands of striated muscle. adenohypophysis G. ade = an acorn + hypophyses = an undergrowth; anterior lobe of hypophysis (cf. pituitary). adenoid G. " + -oeides = in form of; in the form of a gland, glandular; the pharyngeal tonsil. adipocyte L. adeps = fat (of an animal) + G. kytos = a container; cells responsible for storage and metabolism of lipids, found in white fat and brown fat.
    [Show full text]
  • Anatomy & Physiology
    Texas Education Agency Breakout Instrument Proclamation 2014 Subject Chapter 130. Career and Technical Education Course Title §130.206. Anatomy and Physiology (One Science Credit). TEKS (Knowledge and Skills) Student Expectation Breakout Element Subelement (a) General Requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: three credits of science. To receive credit in science, students must meet the 40% laboratory and fieldwork requirement identified in §74.3(b)(2)(C) of this title (relating to Description of a Required Secondary Curriculum). (b) Introduction. (1) Anatomy and Physiology. In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world.
    [Show full text]
  • Biology: Syllabus Instructor: Mr. Shannon Contact Information Steve Shannon Room 85 School Phone: (402) 443-4332 Ext
    Biology: Syllabus Instructor: Mr. Shannon Contact Information Steve Shannon Room 85 School Phone: (402) 443-4332 Ext. 3224 Email: [email protected] General Course Description This course begins with a consideration of the living condition and discussion of the unique properties of living organisms that set life apart from the non-living. It continues with molecular and cellular biology, from which it moves logically into reproduction and genetics. An understanding of genetics gives meaning to organized variation, evolution and methods of scientific classification units dealing with microbiology and plant and animal phylum. This course is designed for the college-bound student. Students should expect a demanding daily homework load as well as projects, quizzes, tests, and laboratory write-ups. A high level of understanding in problem solving and the scientific methods is necessary for success in this course. Daily Class Materials Needed *Student Planner *Modern Biology textbook *3 Ring Binder/Folder *Notebook *Pen/Pencil *Calculator Daily Requirements: All students will be required to keep a 3-Ring Binder with all their classroom materials in the binder. This binder will hold the student’s Vocabulary Word List, Notes, Classroom Assignments and Activities, Labs, Quizzes, and Reviews. This notebook will be graded at the end of every chapter. General Routines and Procedures 1. BE ON TIME AND PREPARED FOR LEARNING *Respect for Others (Teachers, Students, and Community) -Ways to Show Respect to Others: 1. Make good eye contact when communicating with others 2. BE ON TIME! Punctuality is vital in today’s world. Virtually any job you may have will require you to be on time and ready to work.
    [Show full text]
  • Human Anatomy and Physiology
    LECTURE NOTES For Nursing Students Human Anatomy and Physiology Nega Assefa Alemaya University Yosief Tsige Jimma University In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education 2003 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2003 by Nega Assefa and Yosief Tsige All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. Human Anatomy and Physiology Preface There is a shortage in Ethiopia of teaching / learning material in the area of anatomy and physicalogy for nurses. The Carter Center EPHTI appreciating the problem and promoted the development of this lecture note that could help both the teachers and students.
    [Show full text]
  • Plant Anatomy for the Twenty-First Century, Second Edition
    This page intentionally left blank An Introduction to Plant Structure and Development Plant Anatomy for the Twenty-First Century Second Edition This is a plant anatomy textbook unlike any other on the market today. As suggested by the subtitle, it is plant anatomy for the twenty-first cen- tury. Whereas traditional plant anatomy texts include primarily descriptive aspects of structure with some emphasis on patterns of development, this book not only provides a comprehensive coverage of plant structure, but also introduces, in some detail, aspects of the mechanisms of development, especially the genetic and hormonal controls, and the roles of the cytoskele- ton. The evolution of plant structure and the relationship between structure and function are also discussed throughout the book. Consequently, it pro- vides students and, perhaps, some teachers as well, with an introduction to many of the exciting, contemporary areas at the forefront of research, especially those areas concerning development of plant structure. Those who wish to delve more deeply into areas of plant development will find the extensive bibliographies at the end of each chapter indispensible. If this book stimulates a few students to become leaders in teaching and research in plant anatomy of the future, the goal of the author will have been accomplished. charles b. beck, Professor Emeritus of Botany at the University of Michi- gan, received his PhD degree from Cornell University where he developed an intense interest in the structure of fossil and living plants under the influence of Professor Harlan Banks and Professor Arthur Eames. Following post-doctoral study with Professor John Walton at Glasgow University in Scotland, he joined the faculty of the University of Michigan.
    [Show full text]
  • Anatomy Histology Project
    Vista Murrieta High School Anatomy and Physiology G. Nicholas ANATOMY HISTOLOGY PROJECT Histology projects will be arranged as a portfolio including labeled drawings and thorough information regarding the four types of tissues. Much of your information will be gathered through outside sources such as the internet. The project should include the following: a cover page, a table of contents, one page per tissue, and a cited works page. For each tissue, include an actual picture of the tissue (from the internet), a colored and labeled drawing of the tissue, a description of the form and function of each tissue, and the location(s) of the tissue. See example below. Pages should be typed! NOTE: The more professional the final product, the better the grade. The following tissue types need to be included in your portfolio: Epithelial Tissues Example: ( Simple Squamous ( Simple Cuboidal ( Simple Columnar ( Pseudostratified Columnar ( Stratified Cuboidal ( Transitional ( Stratified Squamous Connective Tissues ( Loose Connective ( Adipose ( Dense Connective ( Hyaline Cartilage ( Bone ( Blood Muscular Tissues ( Skeletal ( Smooth ( Cardiac Nervous Tissue ( Brain ( Spinal Cord ( Peripheral Helpful Websites: http://www.siumed.edu/%7Edking2/intro/4basic.htm http://www.kumc.edu/instruction/medicine/anatomy/histoweb/index.htm http://cal.vet.upenn.edu/histo/tissuetypes.html http://www.uoguelph.ca/zoology/devobio/210labs/histo1.html http://www.technion.ac.il/~mdcourse/274203/lectures.htm ---pictures at the bottom of each page. Anatomy & Physiology Group Presentation Project For this project, students will be divided into “organ” groups, and will use Google Presentations to make an online report. Each report will require a title page, at least three different pictures of the respective organ, a list of each tissue found in the organ along with representative pictures, a description of the form and function of each of the tissue types found in the organ, and a video not to exceed five minutes in duration.
    [Show full text]
  • Anatomy, Histology, and Embryology
    ANATOMY, HISTOLOGY, 1 AND EMBRYOLOGY An understanding of the anatomic divisions composed of the vomer. This bone extends from of the head and neck, as well as their associ- the region of the sphenoid sinus posteriorly and ated normal histologic features, is of consider- superiorly, to the anterior edge of the hard pal- able importance when approaching head and ate. Superior to the vomer, the septum is formed neck pathology. The large number of disease by the perpendicular plate of the ethmoid processes that involve the head and neck area bone. The most anterior portion of the septum is a reflection of the many specialized tissues is septal cartilage, which articulates with both that are present and at risk for specific diseases. the vomer and the ethmoidal plate. Many neoplasms show a sharp predilection for The supporting structure of the lateral border this specific anatomic location, almost never of the nasal cavity is complex. Portions of the occurring elsewhere. An understanding of the nasal, ethmoid, and sphenoid bones contrib- location of normal olfactory mucosa allows ute to its formation. The lateral nasal wall is visualization of the sites of olfactory neuro- distinguished from the smooth surface of the blastoma; the boundaries of the nasopharynx nasal septum by its “scroll-shaped” superior, and its distinction from the nasal cavity mark middle, and inferior turbinates. The small su- the interface of endodermally and ectodermally perior turbinate and larger middle turbinate are derived tissues, a critical watershed in neoplasm distribution. Angiofibromas and so-called lym- phoepitheliomas, for example, almost exclu- sively arise on the nasopharyngeal side of this line, whereas schneiderian papillomas, lobular capillary hemangiomas, and sinonasal intesti- nal-type adenocarcinomas almost entirely arise anterior to the line, in the nasal cavity.
    [Show full text]
  • History of Biology - Alberto M
    BIOLOGICAL SCIENCE FUNDAMENTALS AND SYSTEMATICS – Vol. I – History of Biology - Alberto M. Simonetta HISTORY OF BIOLOGY Alberto M. Simonetta Dipartimento di Biologia Animale e Genetica, “L. Pardi,” University of Firenze, Italy Keywords: Biology, history, Antiquity, Middle ages, Renaissance, morphology, palaeontology, taxonomy, evolution, histology, embryology, genetics, ethology, ecology, pathology Contents 1. Introduction 2. Antiquity 3. The Medieval and Renaissance periods 4. The Development of Morphology 5. Paleontology 6. Taxonomy and Evolution 7. Histology, Reproduction, and Embryology 8. Physiology 9. Genetics 10. Ecology and Ethology 11. Pathology Bibliography Biographical Sketch Summary A short account is given of the development of biological sciences from their Greek origins to recent times. Biology as a pure science was the creation of Aristotle, but was abandoned shortly after his death. However, considerable advances relevant for medicine continued to be made until the end of classical times, in such fields as anatomy and botany. These developments are reviewed. After a long pause, both pure and applied research began anew in the thirteenth century, and developedUNESCO at an increasing pace therea fter.– However, EOLSS unlike astronomy and physics, which experienced a startling resurgence as soon as adequate mathematical methods and instruments became available, the development of biology was steady but slow until the appearance of Darwin’s revolutionary ideas about evolution brought about a fundamental shiftSAMPLE in the subject’s outlook. TheCHAPTERS efflorescence of biological sciences in the post-Darwinian period is outlined briefly. 1. Introduction To outline more than 2000 years of biology in a few pages is an extremely difficult endeavor as, quite apart from the complexities of both the subject itself and of the technical and theoretical approaches of various scholars, the development of scholars’ views, ideas, and researches forms an intricate network that cannot be fully disentangled in such a brief account.
    [Show full text]