||Course Instructor: K. Snyder,
|Next Course: Concepts,
Challenges, and Decisions in Science
1. Essentials of Anatomy and Physiology by Scanlon, V. and Sanders, T, 6th edition.
2. American Psychological Association (2009, July) Publication Manual of the American Psychological Association. (6th ed.) Washington, DC. ISBN: 978-1-4338-0561-5).
3. Internet sources: Wisc-online
1. These are explained in the Syllabus.
2. Students should not expect extra credit.
3. Assignments are due, and points are accumulated weekly.
|7:00 - 8:15
|The week begins on Monday and ends Saturday. Work not submitted by weekly deadlines will have points deducted.||Chapters
||This week we will learn the
terminology to identify the human body in space. Relevant
vocabulary concerning levels of organization will be discussed.
Students will complete activities to ensure their comprehension of
terminology and understanding of assigned readings.
||This week we will learn
terminology specific to the skeletal system. All week one
terminology will be applied in referencing landmarks on the
skeleton. Levels of organization found in all body systems will
be reviewed in the lecture, and applied with each subsequent body
||These two weeks will be focused
on the macro and micro anatomy and physiology of the muscular system.
The structure of the muscle fiber (cell), myofibrils, and process of
contraction at the level of the sarcomere will be explored.
4: Exam #1
|This cumulative exam will cover
all information covered in the first four weeks of class. A
portion of the test will be objective, and a second portion will be
short constructed response. Study guides will be distributed.
System & Senses
||Students will explore the
Central, Peripheral, and Autonomic Nervous systems. Structure,
function, and pathology will be discussed. Students will discover
the manner in which nerve impulses are transmitted, and cross synapses.
||8 & 9
and Respiratory Systems and Vascular System
||Students will be able to trace a
red blood cell from its interaction
with a molecule of oxygen in the alveoli through the circlatory system,
describe the chemical change that occurs in the myofibril following
exercise, and the release of carbon dioxide and its transport to, and
through the heart, and lungs until it is released and exhaled.
Students will retell the effect of disease processes on the functional performance of the circulo-respiratory systems.
||Students will trace proteins,
carbohydrates, and lipids from the mouth through its absorption and the
elimination of waste. They will be able to explain where
nutrients are moved into the circulatory system, water is resorbed, and
digestive juices enter this system.
System & Immunity
||Students will discern the two primary functions of the lymphatic system and be able to restate their importance in the maintenance of homeostasis in the body.||14
||Students will learn the names,
anatomical structure, and physiology of the glands in the body.
They will explore the hormones produced, and the way they regulate
Cells & tissues
||Cells: Students will learn
the names of all cell organelles and their functions. They will
create an analogy between the cell and a city or other structure
demonstrating their understanding in a narrative published to
voicethread.com. Examples of student work: Will Stephen
Mitosis and meiosis: the means of diversity within the species, and reproduction of the species.
|3 & 4
|11: Body Temperature and Metabolism||Students will state the normal
ranged of human body temperature, explain how cellular respiration
produced head, and the factors that affect heat production. They
will describe the mechanism of heat loss through the skin, and
respiratory systems. The interaction with the endocrine system via the
master thermostat (they hypothalamus) will be demonstrated along with
the mechanisms used by the body to increase and decrease heat
loss. Students will follow a molecule of glucose through the
process of respiration, and investigate the use of amino acids and
lipids to create energy.
Fluid-Electrolyte and Acid-Base Balance