anatomy and physiology course of study

Anatomy and Physiology Course of Study 2


Developed by:

Greater Northwest Ohio Tech Prep Consortium

Postsecondary Anatomy and Physiology Faculty Partners

Carlos Baptista, University of Toledo

Cindy Conaway Mavroidis, Northwest State Community College

Mark Hankin, University of Toledo

Robert Klein, Owens Community College

Alice McAfee, University of Toledo

Ruby White, Owens Community College

Secondary Anatomy and Physiology Faculty Partners

Eric Allore, Scott High School

Daphne Early, Scott High School

Lea Newton, Four County Career Center

Stephanie Stephan, Findlay High School

Bernie Terry, Whitmer High School

Bonnie Crim, Penta County Career Center

Secondary Medical Technology Faculty Partner

Karon O'Sullivan, Whitmer High School

October 2007


Course of Study

Table of Contents

SECTION 1: ACKNOWLEDGEMENTS.......................................................................................7

SECTION 2: APPROVAL BY SCHOOL BOARD RESOLUTION..............................................8

SECTION 3: ANATOMY AND PHYSIOLOGY COURSE DESCRIPTION ...............................9

SECTION 4: STANDARDS AND BENCHMARKS ...................................................................11

Ohio Academic Content Standard: Life Sciences..............................................................15

Ohio Academic Content Standard: Physical Sciences ......................................................18

Writing Team Created Standard: Introduction & Integumentary ......................................20

Writing Team Created Standard: Skeletal and Muscular Systems ....................................25

Writing Team Created Standard: Nervous & Endocrine ...................................................29

Writing Team Created Standard: Blood and Cardiovascular ............................................32

Writing Team Created Standard: Respiratory....................................................................34

Writing Team Created Standard: Digestive & Metabolism...............................................36

Writing Team Created Standard: Urinary..........................................................................38

SECTION 5: SCOPE AND SEQUENCE .....................................................................................40

UNIT 1: Introduction Organization, & Integumentary System.........................................42

UNIT 2: Skeletal and Muscular Systems...........................................................................92

UNIT 3: Nervous & Endocrine Systems .........................................................................130

UNIT 4: Blood and Cardiovascular Systems...................................................................206

UNIT 5: Respiratory System ...........................................................................................230

UNIT 6: Digestive System & Metabolism.......................................................................247

UNIT 7: Urinary System..................................................................................................280

SECTION 6: STUDENT ASSESSMENT POLICY ...................................................................312

SECTION 7: UNIT EVALUATION ...........................................................................................314

SECTION 8: APPENDIX..........................................................................................................3179


SECTION 1: ACKNOWLEDGEMENTS

Anatomy and Physiology Curriculum Development Committee

Greater Northwest Ohio Tech Prep Consortium

Sincere appreciation is extended to the following organizations and individuals for their assistance, cooperation and support of this curriculum development project:

• The school districts that provided the staff members that made up the development committee:

Four County Career Center Findlay City Schools Penta County Career Center Toledo Public Schools Washington Local School

• The post-secondary partners that provided the staff members that made up the development committee:

Northwest State Community College Owens Community College University of Toledo

• The Ohio Department of Education for funding support.

• The Greater Northwest Ohio College Tech Prep Consortium and the Steering Committee for funding and staff support

Nancy Pietras, Executive Director James Jennings, Consultant Dawn Thompson, Editor


SECTION 2: APPROVAL BY SCHOOL BOARD RESOLUTION

Your school board name here

WHEREAS, the (name of your school) Science Department has reviewed the Anatomy and Physiology Course of Study, and WHEREAS, the course of study is based upon the Ohio Academic Science Content Standards and additional standards created by the writing team, and WHEREAS, the Secondary and Postsecondary Writing Team has reviewed these competencies and has edited competencies to college-level benchmarks, NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s recommendation, that the (name of your school district) adopt the Anatomy and Physiology Course of Study. Approval date: __________________ _____________________________ ______________________________ Superintendent Board President


SECTION 3: ANATOMY AND PHYSIOLOGY COURSE DESCRIPTION

Overview of Program The Anatomy and Physiology (AP) course at (name of school) is a course designed for 11th or 12th grade students who are interested in pursuing post-secondary education upon graduation. The curriculum is based on the Ohio Department of Education’s Science Academic Content Standards, the Ohio Board of Regents Anatomy and Physiology TAG course syllabus, and supportive materials developed by the writing team to ensure that students are properly prepared for college-level AP coursework. This curriculum is the result of a comprehensive review of Anatomy and Physiology curriculum materials and refinement of the State’s Academic Science standards and the first level of post-secondary AP coursework. Students are encouraged to take the right classes so that they are prepared for their next step in life. The following pathway chart is a recommended sequence for students interested in this career field.

9th

Grade 10th

Grade 11th

Grade 12th

Grade

English 1 English 2 English 3 English 4

Algebra 1 Geometry Algebra 2 Senior Math

9th Grade Science Biology Chemistry Anatomy and Physiology

American History Government Social Studies Elective

Health/PE PE

Foreign Language Career Tech Health Foundation

Intro to Computers Fine Arts Elective

Medical Technology (Career Tech elective)

Medical Technology (Career Tech elective)

Population Served The initial work grew from a need of Tech Prep students enrolled in the Medical Technology programs who were enrolled in Anatomy and Physiology. As the process evolved, the target audience grew to be identified as any student enrolling in Anatomy and Physiology as part of their Science requirements for graduation.

Added: We prepare all students for lifelong learning and adhere to Title VI, Title IX,

ADA and Section 504; thus we do not discriminate in educational programs and employment practices on the basis of race, color, national origin, age, sex or handicap.

Inquiry- Based Laboratory Experiences Inquiry-based instructional strategies focus on delivering content through methodology in

which students learn by investigating answers to complex, authentic questions and in-depth scenarios and teachers serve as resources rather than the provider of information.

The instructors that developed the units contained in this document have attempted to formulate real-world situations in an attempt to make the academic content have meaning for the students.


Inquiry-Based instructional techniques may be an instructional strategy that is unfamiliar to the potential classroom teacher. This document alone cannot make the teacher an Inquiry - based classroom practitioner. There are lots of resources on the internet, just google Inquiry-based instruction, or project-based instruction or even problem-based instruction and you will find literally thousands of resources. Below is a very select list of resources that we used to develop and education our curriculum developers:

• www.bie.org Buck Institute for Education

• www.ohiorg.org Ohio Resource Center

• http://www.edutopia.org/teachingmodules/PBL/index.php The George Lucas Educational Foundation


SECTION 4: STANDARDS AND BENCHMARKS

Benchmarks, Standards and Indicators are selected from the Ohio Department of Education’s Academic Standards in Science specifically in the Life Science and Physical Science curriculum utilizing Grade 10 through Grade 12 content. Beyond the Ohio standards, the writing team developed additional benchmarks, standards and indicators that delve more in depth in the Anatomy and Physiology Curriculum.

Ohio Academic Content Standard: Life Sciences Students demonstrate an understanding of how living systems function and how they interact with the physical environment. This includes an understanding of the cycling of matter and flow of energy in living systems. An understanding of the characteristics, structure and function of cells, organisms and living systems will be developed

Benchmarks (Grade 9-10)

A. Explain that cells are the basic unit of structure and function of living organisms, that one life

originated all cells come from. Compare the structure, function and interrelatedness pre-

existing cells and that there are a variety of cell types

Indicators (Grade 10): 1. Explain that living cells

a. are composed of a small number of key chemicals elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur,

b. are the basic unit of structure and function of all living things c. come from pre-existing cells after life originated d. are different from viruses

2. Compare the structure, function and interrelatedness of cell organelles in a. eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, b. chloroplast, cilia, flagella) and prokaryotic cells

3. Explain the characteristics of life as indicated by cellular processes including a. homeostasis b. energy transfers and transformation c. transportation of molecules d. disposal of wastes e. synthesis of new molecules

B. Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development

Indicators (Grade 10): 4. Summarize the general processes of cell division and differentiation, and explain why

specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells.

C. Explain the genetic mechanisms and molecular basis of inheritance

Indicators (Grade 10): 5. Illustrate the relationship of the structure and function of DNA to protein synthesis and

the characteristics of an organism.


D. Explain the flow of energy and the cycling of matter through biological and ecological systems

(cellular, organisms, ecological)

Indicators (Grade 10): 11. Explain that living organisms use matter and energy to synthesize a variety of organic

molecules (e.g. proteins, carbohydrates, lipids, and nucleic acids) and to drive life processes (e.g. growth, reacting to the environment, reproduction and movement).

J. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences

Indicators (Grade 10): 26. Use historical examples to explain how new ideas are limited by the context in which they are

conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology and discovering germs).

27. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs).

28. Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research and cloning).


A. Explain how processes at the cellular level affect the functions and characteristics of an organism

Indicators (Grade 11): 1. Describe how the maintenance of a relatively stable internal environment is required for

the continuation of life, and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of pathogens

2. Recognize that chemical bonds of food molecules contain energy. Energy is released when the bonds of food molecules are broken and new compounds with lower energy bonds are formed. Some of this energy is release as thermal energy

Indicators (Grade 12): 1. Recognize that information stored in DNA provides the instructions for assembling

protein molecules used by the cells that determine the characteristics of the organism. 2. Explain why specialized cells/structures are useful to plans and animals (e.g., stoma,

phloem, xylem, blood, nerve, muscle, egg and sperm). 3. Explain that the sun is essentially the primary source of energy for life. Plants capture

energy by absorbing light and using it to form strong (covalent) chemicals bonds between atoms of carbon-containing (organic) molecules.

4. Explain that carbon-containing molecules can be used to assemble larger molecules biological activity (including proteins, DNA, sugars and fats). In addition, the energy stored in bonds between atoms (chemical energy) can be used as sources of energy for life processes.

B. Explain how humans are connected to and impact natural systems.

Indicators (Grade 11): 3. Related how birth rates, fertility rates and death rates are affected by various

environmental factors 4. Examine the contributing factors of human population growth that impact natural systems

such as levels of education, children in the labor force, education and employment of women, infant mortality rates, costs of raising children, birth control methods and cultural norms.


5. Investigate the impact on the structure and stability of ecosystems due to changes in their

biotic and aboitic components as a result of human activity

C. Explain how the molecular basis of life and the principles of genetics determine inheritance

Indicators (Grade 12): 5. Examine the inheritance of traits through one or more genes and how a single gene can

influence more than one trait 6. Explain how developmental differentiation is regulated through the expression of

different genes

E. Explain the interconnectedness of the components of a natural system.

Indicators (Grade 11): 6. Predict some possible impacts on an ecosystem with the introduction of a non-native

species 7. Show how populations can increase through linear or exponential growth with

corresponding effects on resource use and environmental pollution 8. Recognize that populations can reach or temporarily exceed the carrying capacity of a

given environment. Show that the limitation is not just the availability of space but the number of organisms in relation to resources and the capacity of earth systems to support life

10. Explain how environmental factors can influence heredity or development of organisms

Indicators (Grade 12): 7. Related diversity and adaptation to structures and functions of living organismsat various

levels of organizations 8. Based on the structure and stability of ecosystems and their nonliving components,

predict the biotic and aboitic changes in such systems when disturbed (e.g. introduction of non-native species, climate, changes, etc)

9. Explain why and how living systems require a continuous input of energy to maintain their chemical and physical organization. Explain that with death and the cessation of energy input, living systems rapidly disintegrate toward more disorganized states

F. Explain how human choices today will affect the quality and quantity of life on earth.

Indicators (Grade 11): 9. Give examples of how human activity can accelerate rates of natural changes and can

have unforeseen consequences 11. Investigate issues of environmental quality at local, regional, national and global levels

such as population growth, resource use, population distribution, over-consumption, the capacity of technology to solve problems, poverty, the role of economics, politics and different ways humans the earth

G. Summarize the historical development of scientific theories and ideas within the study of life sciences.

Indicators (Grade 12): 11. Trace the historical development of a biological theory or idea (e.g. genetics, cytology

and germ theory)

12. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs).


Ohio Academic Content Standard: Physical Sciences Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structures and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy


A. Describe that matter is made of minute particles called atoms and atoms are comprised of even smaller components. Explain the structure and properties of atoms.

Indicators (Grade 9): 1. Recognize that all atoms of the same element contain the same number of protons, and

elements with the same number of protons may or may not have the same mass. Those with different masses (different numbers of neutrons) are called isotopes.

2. Illustrate that atoms with the same number of positively charged protons and negatively charged electrons are electrically neutral

4. Show that when elements are listed in order according to the number of protons (called the atomic number), the repeating patterns of physical and chemical properties identify families of elements. Recognize that the periodic table was formed as a result of the r repeating pattern of electron configurations

5. Describe how ions are formed when an atom or group of atoms acquire an unbalanced charge by gaining or losing one or more electrons

B. Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances.

Indicators (Grade 9): 6. Explain that the electric force between the nucleus and the electrons hold an atom

together. Relate that on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals and water).

7. Show how atoms may be bonded together by losing, gaining or sharing electrons and that in a chemical reaction, the number, type of atoms and total mass must be the same before and after the reaction (e.g., writing correct chemical formulas and writing balanced chemical equations).

8. Demonstrate that the pH scale (0-14) is used to measure acidity and classify substances or solutions as acidic, basic, or neutral

C. Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration and ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance.

Indicators (Grade 9): 9. Investigate the properties of pure substances and mixtures (e.g. density, conductivity,

hardness, properties of alloys, superconductors and semiconductors) 10. Compare the conductivity of different materials and explain the role of electrons in the

ability to conduct electricity.



A. Explain the variations in the arrangement and motion of atoms and molecules form the basis of a variety of biological, chemical and physical phenomenon

Indicators (Grade 11): 1. Explain that elements with the same number of protons may or may not have the same

mass and those with different masses (different numbers of neutrons) are called isotopes. Some of these are radioactive.

Indicators (Grade 12): 1. Explain how atoms join with one another is various combinations in distinct molecules or

in repeating crystal pattern. 2. Describe how a physical, chemical or ecological system in equilibrium may return

to the same state of equilibrium if the disturbances it experiences are small. Large disturbances may cause it to escape that equilibrium and eventually settle into some other state of equilibrium

4. Recognize that at low temperatures some materials become superconducting and offer little or no resistance to the flow of electrons


Writing Team Created Standard: Introduction, Organization, &

Integumentary


A. Introduction and Organization 1. Describe an overview and comparison between anatomy and physiology 2. Describe complementarily of structure and function 3. Differentiate and describe relationships between levels of structural hierarchy and give

examples of components and functions at each level a. Atoms b. Molecules c. Macromolecules d. Organelles e. Cellular f. Tissue g. Organ h. System i. Organismic

4. Classify organ systems of the body according to function 5. Describe necessary life functions

a. Maintaining homeostasis b. Movement c. Responsiveness d. Digestion e. Metabolism f. Excretion g. Reproduction h. Growth

6. Describe the importance of homeostasis a. Negative feedback mechanism (give examples related to the endocrine system) b. Positive feedback mechanism (give examples related to the endocrine system)

B. Anatomical Terminology 7. Describe anatomical position 8. Use common anatomical directional terminology to compare parts of the body (e.g.

anterior, posterior, superior, inferior, medial, lateral) 9. Use common anatomical orientation terminology (e.g. supine, flexion, extension, etc.) 10. Use common anatomical regional terminology (e.g. epigastric) 11. Describe how organizational body planes divide the body (e.g. sagittal, coronal, etc.) 12. Describe location of and organs within ventral body cavities (e.g. thoracic) 13. Describe location of and organs within dorsal body cavities (e.g. cranial)

C. Integumentary System 14. Identify characteristics of the skin such as area, weight, and thickness varying by

location. 15. Describe and locate the underlying structures of the integumentary system

a. Hypodermis b. Superficial fascia

16. Describe the epidermis a. Characteristic features b. Location


c. Describe the process of keratinization d. Describe function of types of skin cells

1. Keratinocytes 2. Melanocytes 3. Merkel cells 4. Langerhans cells

17. Name and describe characteristics of layers of the epidermis a. basal layer b. prickly layer c. granular layer d. clear layer e. horny layer

18. Describe the dermis a. Characteristic features b. Location c. Describe location and characteristics of layers of the dermis

1. Papillary layer 2. Reticular layer

19. Describe the difference in skin color as a result of a. melanin b. carotene c. hemoglobin

20. Identify locations and functions of the skin appendages a. Sweat (sudoriferous) glands b. Sebaceous (oil) glands c. Hair and hair follicles

1. Shaft 2. Root 3. Cuticle

d. Nails e. Sensory receptors f. Blood vessels g. Smooth muscle

21. Describe the functions of the integumentary system a. Protection

1. Chemical barrier (e.g. melanin) 2. Physical barrier (e.g. epidermis, dermis)

b. Body temperature regulation 1. Cutaneous sensation (sense receptors) 2. Metabolic function 3. Blood reservoir 4. Prevent water loss 5. Excretion of waste

22. Describe common abnormal homeostatic skin imbalances a. Skin cancer (e.g. basal cell, squamous cell, melanoma) b. Burns

23. Describe the relationship between homeostasis and the skin


D. Membranes 24. Describe the classification of covering and lining membranes

a. Cutaneous membranes b. Mucous membranes c. Serous membranes d. Synovial membranes

25. Identify types of visceral and parietal membranes (e.g. pericardial, peritoneal, pleural) 26. Describe the regenerative capacity of the skin

E. Tissues of the Body 27. Define tissue as a group of similar cells performing the same function 28. Describe the structure, function, location of various types of epithelial, connective,

muscle, and nervous tissue 29. Distinguish between endocrine and exocrine glands

F. AP Chemistry - General 30. Distinguish between an atom and an ion

a. Describe an anion b. Describe a cation

31. Describe characteristics of a molecule 32. Describe characteristics of a compound 33. Describe characteristics of types of mixtures

a. Solution 1. Differentiate between a solvent and a solute 2. Solute concentration

b. Colloid c. Suspension

34. Explain the process of diffusion and active transport of molecules and ions a. Describe the importance of adenosine triphosphate (ATP) as an energy molecule

35. Describe the components of a chemical reaction (reactants, products) 36. Describe factors influencing chemical reactions

a. Temperature b. Concentration c. Particle size d. Catalysts

G. AP Chemistry – Biochemistry 37. Inorganic

a. Describe the biochemical characteristics of acids and bases 1. Define and give examples of an acid (e.g. acetic acid, carbonic acid) 2. Define and give examples of a base (e.g. bicarbonate) 3. Describe neutralization 4. Describe buffers

b. Describe acids and bases in terms of the pH scale c. Describe normal body pH (blood, stomach, etc.)


38. Organic

a. Describe the structure, function and give examples of carbohydrates b. Describe the structure, function and give examples of lipids c. Describe a protein

1. Describe the combination of amino acids in protein synthesis 2. Trace the steps of protein synthesis 3. Describe protein denaturation 4. Describe the role of proteins in the movement of substances across the cell

membrane 5. Describe an enzyme

1. Organic importance as a catalyst 2. Role of the substrate 3. Enzyme mechanics

6. Describe a nucleic acid (DNA, RNA) 1. Describe the structure of a nucleic acid 2. Describe the double helix model 3. Describe the concept of complementary base pairs


Unit: Introduction, Organization, Integumentary System

Day 1 Day 2 Day 3 Day 4 Day 5

Functions of Life Organ Systems Homeostasis – Introduction

Homeostasis Examples Homoeostasis Activity: It’s All a Matter of Balance

Planes of Direction Dissection Planes Labtivity

Anatomical Position Anatomical Terminology

Simon Says Anatomical Terminology Activity Body Cavities and Organs Within


Body Cavities with Models – continued Review for Test

Test Chemistry Review Atoms vs Ions, Acids/ Bases

Body Fluids pH Lab Organic Compounds Cell Membrane Lipids and Proteins


Enzymes Liver Catalase Lab

Build a Cell Membrane Using Candy Lab Diffusion and Osmosis Facilitated Diffusion Active Transport

Diffusion and Osmosis –continued Facilitated Diffusion Active Transport

Quiz (Chemistry and Cell Membrane)

Epithelial Tissue


Connective Tissue Glandular Tissue

Microscope Lab: Tissues Membranes Skin (Anatomy, Functions, Appendages)

Skin – continued What’s Covering You and Why? Skin Activity

Day 21 Day 22 Day 23

Hair, Nails, Burns Mini Case Studies – Burns Sunburns and Suntans Case Study

Cancer Review for Test

Integumentary System / Tissues Test

Anatomy and Physiology Course of Study

Writing Team Created Standard: Skeletal and Muscular Systems


A. Explain the general functions of the skeleton.

Indicators (Grade 12): 1. Recognize how the skeleton offers protection and support to the body.

a. Explore how the skeleton interacts with other body systems in a protective and supportive way.

2. Relate how the skeletal and muscular systems behave as levers to provide movement. a. Explain origin and insertion of a muscle. b. Explain the parts of a general lever. c. Explain analogous skeletal and muscle parts in a biologic lever. d. Explain the significance to the movement by moving an insertion to another location.

3. Summarize blood cell production. a. Explain which cells are produced in the marrow. b. Explain the function of each.

4. Explain how the skeleton behaves in electrolyte/mineral storage. a. Explain which electrolytes are found between bone cells. b. Explain which hormones of the endocrine system are signals to release or deposit these

electrolytes out of/into bone.

B. Explain how the gross skeletal anatomy of a bone can be used to examine the skeleton.

Indicators (Grade 12): 5. Identify the parts that all bones have in common, and what distinguishes certain bones

from others. 6. Give examples of different shapes of bones. 7. Identify the parts of a long bone. 8. Describe some general skeletal markings and their general significance. 9. Identify the axial skeleton parts. 10. Identify the appendicular skeleton parts. 11. Name the girdle bones and their significance.

C. Explain the Microscopic Anatomy of Osteocytes and compare to any human cell.

Indicators (Grade 12): 12. Explain the cellular components of osteocytes and their intercellular material. Indicate

why there are other cell types. 13 Identify four major bone type cells. 14. Explain the arrangement of compact or lamellar bone. 15. Explain the structure of spongy bone. 16. Identify the microscopic intercellular material found in any bone. Explain its

arrangement. 17. Explain the haversian canal system. Compare to nutrient delivery in the spongy bone. 18. Explain how osteocytes in compact bone communicate with each other. 19. Explain how the osteocyte differs from a skin cell or a heart cell or adipose tissue. 20. Explain the difference in structure between osteons and trabeculae. 21. Explain the difference between a clast and a blast cell. 22. Identify which bone type, spongy or compact, is stronger.


D. Explain the two types of skeletal development and when and where they occur.

Indicators (Grade 12): 23. Identify the time and beginning structure for development for intramembranous

ossification in the fetus. 24. Give examples of bones developed by intramembranous ossification. 25. Identify the time and beginning tissue for endochondral ossification in the fetus. 26. Describe the stages of endochondral ossification in the long bone. 27. Describe the significance of the epiphyseal plate. 28. Compare the difference in closure of the epiphyseal plates in males and females. 29. Describe conditions for increase in bone thickness. 30. Describe remodeling. 31. Describe bone resorption and bone deposition. 32. Describe the effects of growth hormone, thyroxin, calcitonin, and PTH on skeleton. 33. Describe the effect of vitamin D, vitamin A, and vitamin C on skeletal growth.

E. Standard. Identify the types of major joints and the activity allowed by each.

Indicators (Grade 12): 34. Describe the structure of a suture and the degree of movement. 35. Describe the structure of an amphiarthrotic joint, and the amount of movement. 36. Describe the structure of a diarthrotic joint. 37. Describe a ball & socket joint, its planes of movement, and an example. 38. Describe a pivot joint, its planes of rotation, and an example. 39. Describe a hinge joint, its planes of movement, and an example. 40. Describe a gliding joint, its movement allowed, and an example. 41. Describe the knee joint. 42. Describe flexion versus extension 43. Describe abduction versus adduction. 44. Describe supination versus pronation.

F. Compare smooth and cardiac muscle to skeletal muscle cells.

Indicators (Grade 12): 45. Describe the functional characteristics all muscle cells have in common. 46. Describe the number of nuclei, appearance of striations, presence of disks, and general

location of smooth, cardiac and skeletal muscle. 47. Describe the 3 muscle types as voluntary or involuntary. 48. Describe the unique characteristics of skeletal muscle cell,i.e., transverse tubules,

cisternae, motor end plate, glycogen, myoglobin,….

G. Describe the basics of cellular protein movement and cell shortening/contraction.

Indicators (Grade 12): 49. Describe the characteristics of actin and myosin. 50. Describe the roles of troponin and tropomyosin. 51. Locate intracellular calcium during relaxation. 52. Describe the neuromuscular junction. 53. Describe the sarcoplasmic reticulum chambers. 54. Describe the myofibril location in the sarcoplasm. 55. Describe the effect of depolarization on the sarcolemma,and its propagation into the cell. 56. Describe the movement of calcium in contraction. 57. Describe which protein moves in the sliding filament theory. 58. Describe the ratcheting effect in the sliding filament theory, and where ATP is used.


59. Describe the enzyme needed to begin relaxation, and its basic steps, including calcium movement.

60. Describe the importance of excitation-contraction coupling.

H. Compare small motor unit and large motor unit control.

Indicators (Grade 12): 61. Describe the small motor unit of the eye muscle. 62. Describe the large motor unit of the hip muscle. 63. Compare contraction and control in the eye muscle versus muscle of the hip.

I. Identify major representative muscles of the anterior and posterior surface.

Indicators (Grade 12): 64. Name 2 muscles of the neck and the function. 65. Describe the intercostals and diaphragm. 66. Describe the muscles of the anterior and lateral wall of the diaphragm. 67. Describe muscles of the anterior and posterior thorax. 68. Describe the location and function of pectoralis, latissimus dorsi, and deltoid. 69. Locate and describe triceps brachii, biceps brachii, and brachialis. 70. Describe some representative pronators, flexors, and extensors from the forearm distal to

the fingers. 71. Locate and describe sartorius. 72. Locate some thigh adductors. 73. What muscles are in the quadriceps and what activity do they do to the knee. 74. Describe the functions of the gluteal buttocks muscles 75. Describe the hamstring muscles and their effect on the thigh and knee. 76. Describe gastrocemius and soleus.


Unit: Skeletal Muscle


Assignment of Muscle Rehabilitation project Skeletal Protection & Support

Skeletal: Muscle and skeleton as levers to provide movement

Skeletal: Mineral and electrolyte storage of matrix Skeletal: Marrow Function

Skeleton: Gross skeletal and surface anatomy

Quiz. Levers, mineral and electrolyte storage Skeleton: Gross skeleton continued


Skeleton: surface anatomy Continued

Skeleton: Microscopic anatomy

Skeleton: Microscopic anatomy continued

Skeletal: Development Skeletal: Development continued


Skeletal: Development continued

Test Skeletal: Joints Skeletal: Joints Project work day with instructor facilitating


Muscle: Types of Muscle cells Muscle identification Muscle identification continued Muscle: Skeletal Muscle cell Muscle: Neuromuscular Junction


Muscle: Muscle cell contraction Quiz

Muscle: Muscle cell contraction continued


Muscle: Muscle control Test


Muscle Identification continued Muscle Identification continued

Test: Muscle Identification Presentations

Presentations Presentations


Writing Team Created Standard: Nervous & Endocrine Benchmarks and Indicators for Nervous and Endocrine Systems (from Ohio Academic Content Standards)

Grade 10 Life Sciences A. Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there are a variety of cell types. 1. Explain that living cells

a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus and sulfur) b. are the basic unit of structure and function of all living things c. come from pre-existing cells after life originated, and

2. Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) and prokaryotic cells.

B. Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. 3. Explain the characteristics of life as indicated by cellular processes including

a. homeostasis b. energy transfers and transformation c. transportation of molecules d. disposal of wastes e. synthesis of new molecules

4. Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells

D. Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological). 11. Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement).

J. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences 26. Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology and discovering germs). 27. Describe advances in life sciences that have important long-lasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs). 28. Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research and cloning).

Grade 9 Physical Sciences

B. Explain how atoms react with each other to form other substances and how molecules react with each other or other atoms to form even different substances. 6. Explain that the electric force between the nucleus and the electrons hold an atom together. Relate that on a larger scale, electric forces hold solid and liquid materials together (e.g., salt crystals and water).


7. Show how atoms may be bonded together by losing, gaining or sharing electrons and that in a chemical reaction, the number, type of atoms and total mass must be the same before and after the reaction (e.g., writing correct chemical formulas and writing balanced chemical equations).

C. Describe the identifiable physical properties of substances (e.g., color, hardness, conductivity, density, concentration and ductility). Explain how changes in these properties can occur without changing the chemical nature of the substance. 10. Compare the conductivity of different materials and explain the role of electrons in the ability to conduct electricity.

Grade 11 Life Sciences

A. Explain how processes at the cellular level affect the functions and characteristics of an organism. 1. Describe how the maintenance of a relatively stable internal environment is required for the continuation of life, and explain how stability is challenged by changing physical, chemical and environmental conditions as well as the presence of pathogens.

Grade 12 Life Sciences A. Explain how processes at the cellular level affect the functions and characteristics of an organism. 1. Recognize that information stored in DNA provides the instructions for assembling protein molecules used by the cells that determine the characteristics of the organism. 2. Explain why specialized cells/structures are useful to plants and animals (e.g., stoma, phloem, xylem, blood, nerve, muscle, egg and sperm).

G. Summarize the historical development of scientific theories and ideas within the study of life sciences 11. Trace the historical development of a biological theory or idea (e.g., genetics, cytology and

germ theory). 12. Describe advances in life sciences that have important, long-lasting effects on science and

society (e.g., biotechnology).


Unit: The Nervous System & The Endocrine System


Intro to Nervous System via Case Study

Intro to the CNS & its major parts

Intro to the PNS & its major nerves & plexuses

QUIZ #1 Intro to Neurons

Nerve Impulses & Synapses


Nerve Impulses & Synapses (Cont.) Intro to Reflex Arc

Reflex Arc & Total Pathways

ACTIVITY DAY

QUIZ #2 Relating the divisions of the Spinal Cord to its functions

Continuation of Spinal Cord (from Day 9) Major parts of the Brain


Major parts of the Brain (Cont.)

Major parts of the Brain (Cont.) CNS Protection

CNS Protection (Cont.) Case Study Work

QUIZ #3 Special Senses Activities

Special Senses Activities


Autonomic nervous system Pre and post ganglionic axons

Autonomic nervous system Location of sympathetic and parasympathetic divisions

Autonomic nervous system Functions of sympathetic and parasympathetic, fight or flight

Autonomic nervous system Students share personal “fight or flight” experiences

QUIZ #4 Case Study Wrap-up


Linkages between the nervous system and other body system


Review Day

Nervous System Exam

Intro to the Endocrine System & Hormonal Function


Hormonal Control Major Endocrine Organs Major Endocrine Organs (Cont. from Day 27)

Major Endocrine Organs (Cont. from Day 27)

Endocrine Puzzle Day


Linkages between the Endocrine system and other body systems Case Study Wrap-up

Review Day

Endocrine System Exam


Writing Team Created Standard: Blood & Cardiovascular System Benchmarks (Grade 11-12)

A. Explain the basic anatomy and physiology of the blood and vascular system.

Indicators (Grade 12): 1. List the formed elements of blood and state the primary functions of each. 2. Name the hemopoietic tissues and the kinds of blood cells each produces. 3. Describe what happens to red blood cells at the end of their life span including the fate of

hemoglobin. 4. Explain the ABO and RH blood types. 5. State what platelets are and explain how they are involved in homeostasis. 6. Describe the structure and function of each of the blood vessels: arteries, veins and

capillaries. 7. Describe the exchange of gases that occur at the capillary level. 8. Describe how substances are exchanged between blood and capillaries and the tissue

fluid surrounding body cells. 9. Compare and contrast normal and abnormal blood and vascular function.

B Explain the basic anatomy and physiology of the heart.

Indicators (Grade 12): 10. Describe the location of the heart in terms of body cavities and relationship to other

structures. 11. Describe the tissue layers of the heart, including pericardium, myocardium, and the

endocardium. 12. Name the chambers of the heart and the vessels that enter and leave each. 13. Describe the pathway of the blood through the heart. 14. Describe the valvular apparatus and its function. 15. State how heart sounds are created. 16. Compare and contrast normal and abnormal heart sounds. 17. Describe the cardiac conduction pathway, and the relation to the normal

electrocardiogram. 18. Describe the cardiac cycle, including cardiac output, stroke volume, etc. 19. Explain how the nervous system regulates the function of the heart. 20. Describe coronary circulation. 21. Compare and contrast adult and fetal circulation.


Unit: Cardiovascular

Day1 Day2 Day3 Day4 Day5

elements of blood and their function white blood cells

hemopoietic tissues red blood cells & hemoglobin

ABO review RH review platelets & homeostasis normal VS abnormal

vessels: arteries, veins, capillaries gas exchange at capillary level substance exchange at capillary level

location of heart in body anatomy of heart types of tissue & coverings


pathway of blood valves and relationship to heart sounds normal VS abnormal sounds

cardiac conduction pathway heartbeat and EKG

cardiac cycle, stroke volume nervous system involvement


coronary circulation fetal VS adult circulation project work or assessment Review Test


Writing Team Created Standard: Respiratory System Benchmarks (Grade 11-12)

A. Explain the basic anatomy and physiology of the respiratory system.

Indicators (Grade 12): 1. State the general function of the respiratory system. 2. Describe the location of the lungs in terms of body cavities and relationship to other

structures. 3. Locate all major structures and accessory structures of the respiratory system. 4. Describe the function of all major structures of the respiratory system. 5. Follow the pathway of air in the respiratory system. 6. State the roles of the visceral and parietal pleura in respiration. 7. Explain the nervous and chemical mechanisms that regulate respiration. 8. Describe in detail the gas exchange between the alveoli and the capillaries. 9. Describe the process of pulmonary ventilation, including pressure changes. 10. Explain how respiration affects the pH of certain body fluids. 11. Compare and contrast normal and abnormal respiratory function. 12. Compare and contrast normal and abnormal respiratory sounds.


Unit: Respiratory


name of structures location of structures location in body types of tissues and continue tomorrow

general functions functions of all parts identify structures continued from day 1

pathway of air through system gas exchange pulmonary ventilation pressure changes


roles of parietal & visceral pleura

nervous system involvement chemical control of system

pH and body fluids normal & abnormal functions respiratory sounds

Day11 Day12

Review Test


Writing Team Created Standard: Digestive System and Metabolism Benchmarks (Grade 11-12)

A. Explain the basic anatomy and physiology for the major organs of the digestive system.

Indicators (Grade 12): 1. Explain the purposes of the alimentary canal. 2. Follow the path of food through the alimentary canal. 3. Locate all major organs of the digestive system. 4. Explain what the mouth is and its role in digestion. 5. Explain what the pharynx is and its role in digestion. 6. Explain what the esophagus is and how it conducts food to the stomach. 7. Explain what the stomach is and its role in digestion. Explain the importance of specific

stomach structures such as the pyloric sphincter and rugae. 8. Explain the role of gastric glands, chief cells and parietal cells and their secretions in

digestion. 9. Explain what the small intestines are and its role in digestion. Identify the divisions of

the small intestines: duodenum, jejunum and ileum and explain the role of each section in digestion. Explain the purposes of microvilli, villi and plicae circulares in the small intestines.

10. Explain what the large intestines are and its role in digestion. Identify the divisions of the large intestines: cecum, appendix, ascending colon, transverse colon, descending colon, rectum and anal canal.

B. Explain the basic anatomy and physiology of the accessory organs of the digestive system.

Indicators (Grade 12): 11. Explain the salivary glands are located in the mouth and their function is to produce

saliva which contains salivary amylase. Explain the function of salivary amylase is to begin the breakdown of starch (carbohydrate) in the mouth.

12. Explain the role of the teeth in digestion is mastication or chewing of food to break the food down into smaller pieces.

13. Explain the location of the pancreas and its role in the digestion of carbohydrates, proteins and lipids. Explain the pancreas is both an exocrine and endocrine gland. Explain the functions of pancreatic enzymes, insulin, and glucagon.

14. Explain the location of the liver and its primary functions. Explain the only digestive function of the liver is to produce bile. Explain the function of bile. Explain the location of the gallbladder and its structural relationship to the liver. Explain the purpose of the gallbladder is to store bile.

C. Explain body metabolism and how it relates to the flow of energy through the human body.

Indicators (Grade 12): 15. Explain the definition of metabolism and the difference between catabolism and

anabolism. 16. Explain the definition of cellular respiration and list the three main metabolic pathways

involved in cellular respiration – glycolysis, Krebs cycle and the electron transport chain. Explain that glucose is the body’s preferred source of fuel for making ATP.

17. Explain in simplistic terms what glycolysis, Krebs cycle and the electron transport chain accomplish and produce. Explain that the electron transport chain is where most ATP is produced. Explain the transfer of energy from glucose to ATP and explain what ATP is.

18. Explain briefly how and when fats and proteins are used as fuel for ATP production. 19. Explain the liver’s role in metabolism and the function of the hepatic portal system. 20. Explain the liver’s role in maintaining blood glucose levels. Explain the definition of

glycogen, glycogenesis, glycogenolysis and gluconeogenesis.


Unit: Digestive System and Metabolism


Structure, location and function of the major organs of the digestive system.


PBL Activity – Level 1 Movement of Food Review

Quiz

Structure, location and function of the accessory organs of the digestive system



Structure, location and function of the accessory organs of the digestive system. PBL Activity -Level 2

Quiz and Digestive Enzyme Chemistry Laboratory Activity

Enzyme Chemistry Laboratory Activity - continued PBL Activity – Level 3

Metabolism and its relationship to the flow of energy through the human body

Day11 Day12 Day13 Day14


Metabolism and its relationship to the flow of energy through the human body.

Review for Exam and Possible PBL Activity to Include Metabolism

Post Assessment over the Digestive System and Metabolism


Writing Team Created Standard: Urinary Students demonstrate an understanding of the anatomy of the urinary system, explain the physiology of kidney function and urine formation, and correlate this information to various homeostatic imbalances of the urinary system. This includes an understanding of fluid and electrolyte regulation and acid-base balance in the human body and correlating these to various homeostatic imbalances.


A. The Urinary System

Indicators (Grade 12): 1. Explain the primary functions of the urinary system. 2. Identify the major organs in the urinary system including the gross anatomical features of the

kidneys, urinary bladder, urethra and ureters. 3. Name the parts of a nephron and describe the role each component plays in urine formation,

defining the structural adaptations of the nephron for urine formation. 4. Discuss the process of urine formation, and define glomerular filtration, tubular reabsorption, and

tubular secretion. 5. Compare the chemical composition of plasma, glomerular filtrate, and urine, and explain how the

kidneys regulate water balance 6. Explain how the kidneys act as a vital organ in maintaining homeostasis and the kidney’s role as

a mechanism of elimination and a control of blood pH. 7. Compare the effects of blood pressure, diet, temperature, and emotions on urine production. 8. List the physical characteristics and the normal chemical constituents of urine. 9. Describe some common disorders of the urinary system, including urinary tract infections, acute

and chronic kidney failure, glomerular disorders and renal corpuscle damage, and renal calculi

B. Fluid, Electrolyte and Acid-base Balance

Indicators (Grade 12): 10. Define a body fluid and distinguish between intracellular fluid and extracellular fluid (interstitial

and plasma), and compare the proportion of water to total body weight (age, sex, fat content). 11. List the processes available for fluid intake and fluid output. 12. Define electrolyte, non-electrolyte and provide examples of each, and briefly contrast the

electrolytic composition of the three major fluid compartments. 13. Explain electrolyte functions and regulation, and the importance of the following electrolytes:

(sodium, potassium, calcium, chloride, bicarbonate, magnesium, carbonic acid). 14. Discuss the pH scale. List examples of acids and bases, as well as neutral solutions, and contrast

strong acids and bases with weak ones. 15. Define acid-base imbalances, including acidosis and alkalosis, and their effects on the body. 16. Describe the various buffers in acid-base balance, and compare the role of a buffer system,

respiration, and kidney excretion in maintaining body pH.


Unit: Urinary System & Fluid, Electrolyte and Acid-Base Balance


Project Introduction

Major Functions of the Kidneys, Ureters, Bladder, Urethra (2days)

(Day 2 – continued)

Discuss Nephron Structure & relationship to urine formation process (2 days)

(Day 4 - continued)


Kidney Filtration

Kidney Reabsorption

Kidney Secretions

Urine Lab Project Time

Urine Characteristics: pH, Blood pressure


Urine Characteristics: Diet & Temperature

Urinary Disorders & Homeostatic Imbalances

Fluid, Electrolyte and Acid-Base balance (3 days)

(Day 13 – continued) (Day 13 – continued)


Fluid & electrolyte Lab

Acid-Base Lab

Project

Review

Test

Anatomy and Physiology Course of Study, UNIT 1: Introduction, Organization, Integumentary System 40


SECTION 5: SCOPE AND SEQUENCE

UNIT 1: Introduction, Organization & Integumentary System

Unit Contents

Unit Calendar (23 Days) ................................................................................................................44 Day 1: Functions of Life, Organ Systems, Homeostasis – Introduction ....................................45 Day 2: Homeostasis Examples ..................................................................................................46 Homeostasis Activity: It’s All a Matter of Balance........................................................47 Day 3: Planes of Dissection .......................................................................................................51 Dissection Planes Labtivity.............................................................................................52 Day 4: Anatomical Position, Anatomical Terminology .............................................................53 Day 5: Anatomical Terminology, Body Cavities and Organs....................................................54 Day 6: Body Cavities and Organs with Models (Continued), Review for Test .........................55 Day 7: Test – Functions of Life, Organ Systems, Homeostasis, Planes of Dissection,

Anatomical Position, Anatomical Terminology, Body Cavities ....................................56 Day 8: Chemistry Review; Atoms, Ions, Acids and Bases.........................................................57 Day 9: pH – pH of Body Fluids Lab...........................................................................................58 pH of Body Fluids Lab ..................................................................................................59 Day 10: Chemistry Review; Organic Compounds, Lipids and Proteins ......................................62 Day 11: Enzymes, Liver Catalase Lab .........................................................................................63 Enzyme Catalase Lab .....................................................................................................64 Day 12: Build a Cell Membrane Lab, Diffusion and Osmosis, Facilitated Diffusion, Active

Transport .........................................................................................................................68 Constructing a Cell Membrane .......................................................................................69 Day 13: Diffusion and Osmosis, Facilitated Diffusion, Active Transport (Continued)...............70 Day 14: Quiz (Chemistry and Cell Membrane)............................................................................72 Day 15: Epithelial Tissue..............................................................................................................73 Day 16: Connective Tissue...........................................................................................................75 Day 17: Microscopy Laboratory – Tissues...................................................................................79 Day 18: Membranes......................................................................................................................81 Day 19: Skin, Class 1 of 2 (Anatomy, Functions, Appendages) ..................................................83 Day 20: Skin – Continued, Class 2 of 2, What’s Covering You and Why? Skin Activity ..........84 What's Covering You? and why?....................................................................................85 Day 21: Hair, Nails, Burns, Mini Case Studies – Burns...............................................................86 Suntans and Sunburns: A Case Study in the Integumentary System..............................87 Day 22: Cancer, Review for Test .................................................................................................88 Day 23: Test – Epithelial Tissue, Connective Tissue, Glandular Tissue. Microscopy,

Membranes, Skin, Accessories Components of the Skin, Skin Cancer..........................90




Functions of Life Organ Systems Homeostasis – Introduction

Homeostasis Examples Homoeostasis Activity: It’s All a Matter of Balance

Planes of Direction Dissection Planes Labtivity

Anatomical Position Anatomical Terminology

Simon Says Anatomical Terminology Activity Body Cavities and Organs Within


Body Cavities with Models – continued Review for Test

Test Chemistry Review Atoms vs Ions, Acids/ Bases

Body Fluids pH Lab Organic Compounds Cell Membrane Lipids and Proteins


Enzymes Liver Catalase Lab

Build a Cell Membrane Using Candy Lab Diffusion and Osmosis Facilitated Diffusion Active Transport

Diffusion and Osmosis –continued Facilitated Diffusion Active Transport

Quiz (Chemistry and Cell Membrane)

Epithelial Tissue


Connective Tissue Glandular Tissue

Microscope Lab: Tissues Membranes Skin (Anatomy, Functions, Appendages)

Skin – continued What’s Covering You and Why? Skin Activity


Hair, Nails, Burns Mini Case Studies – Burns Sunburns and Suntans Case Study

Cancer Review for Test

Integumentary System / Tissues Test


Functions of Life, Organ Systems, Homeostasis - Introduction Course Name: Anatomy & Physiology


Day: 1 of 23 Classes in Unit

Prerequisite knowledge/skills:

Essential Questions (Open-ended style which promote in-depth investigation): 1. What functions do all living organisms require? 2. What is the function of the endocrine/ digestive/ lymphatic systems?

Assessments

Pre: characteristics of life; students will list the functions of all living organisms and describe functions of body systems

Daily/Weekly: Included on Daily Activity Plan

Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance or product-based: 3. Student reflection 4. Group evaluation

Daily Activity Plan

Time Sequence of Instruction Activities

1 - 40 minute period

• Students brainstorm characteristics of living things and come to a class consensus

• Teacher reveals characteristics

• Preview of organ systems & functions

Resources/Instructional Materials Needed:

Notes:


Homeostasis Examples Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the purpose of sweating and how does the body know to accomplish this? 3. What is the purpose of breathing hard? 2. How does the body know to increase sweating?

Assessments

Pre: Predictions; students will understand how the body maintains balance and be able to cite examples of positive and negative feedback


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance - illustration 3. Student reflection 4. Group evaluation

Daily Activity Plan



• Jumping jacks inquiry

• Homeostasis lecture and examples identifying sensors, effectors, hormones

• Diagrams of homeostatic mechanism

• Students predict effect on body of jumping jacks during and post- activity

• Students complete jumping jacks

• Discussion of effects

• Lecture citing examples of specific homeostatic mechanisms (negative and positive feedback)

• Students choose one homeostatic mechanism to illustrate and label

Resources/Instructional Materials Needed: It’s All a Matter of Balance: http://www.the-aps.org/education/k12curric/activities/pdfs/slifstein.PDF

Notes:


Homeostasis Activity: It’s All a Matter of Balance

Cory Slifstein, Hamden Hall Country Day School, Hamden, CT, Summer 2000 Research Host: Cheryl Watson, Ph.D., Central Connecticut State University, 2000 Lesson 12 http://www.the-aps.org/education/k12curric/activities/pdfs/slifstein.PDF

Suggestions for Teachers Purpose: To have students explore homeostasis as a set of regulatory mechanisms and processes within the human body. Age Level: Appropriate for middle school grades 5 to 8.

Process Objectives Students will be able to:

• Design an experiment to investigate the body’s ability to self-regulate

• Carry out an experimental design

• Collect and graph data

• Analyze data and draw conclusions

• Share data and conclusions with their peers

• Revise initial ideas and hypotheses

Content Objectives Students will be able to:

• Understand that the human body must be able to “maintain stable internal conditions while living in a constantly changing external environment.” (NSES, p. 157)

• Understand that “regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the ranges required to survive.” (NSES,p. 157)

• Understand that homeostasis enables the body’s systems, organs, tissues and cells to recover to its normal “set points” for each parameter.

• Understand that homeostasis involves all body systems.

• Understand that the nervous system coordinates the regulation of internal body conditions.

Materials

• Temperature strips (fever scan type that measure forehead temperature)

• Oral thermometers

• Stethoscopes

• Water (room temperature)

• Cold packs (pre-cooled)

• Graph paper

• Stopwatches

• Bucket of ice

• Warm water (pre-warmed)

• Warm packs (pre-warmed)

Optional Materials:

• Sphygmomanometers or Blood Pressure Machines

• Pulse monitors

• Metronome to regulate jumping jacks

• Respiration Monitor


Background Information Homeostasis is the process by which the internal environment of the body is kept relatively stable despite changes in the external environment. Typically, we understand that our body’s ability to regulate temperature is very important. Our body has a normal “set point” for its temperature, which varies slightly from person to person. We often forget that the body regulates its internal environment in many ways. The body senses changes in the environment and responds by making changes in functions. This is a dynamic process that keeps the internal conditions of the body relatively stable. The body can adapt to many changing conditions, but there are limits to these conditions. The body’s cells will not function well if they are too cold or too hot, our heart rates cannot endlessly increase and we cannot lose excessive water without putting our cells, tissues and organs at risk. As a result, reaching or exceeding these limits can be dangerous, so our body tends to function within certain normal ranges. Using temperature as an example, we know that the hypothalamus in the brain can act as a thermostat and control the body’s functioning to regulate temperature to keep us from overheating or getting too cold. The hypothalamus causes changes in the size of blood vessels in the skin, which then has a direct impact on the amount of heat lost or retained by the body. Most systems of the body maintain homeostasis by means of negative feedback mechanisms, which reverse a response back to a normal state. There are many examples of this type of regulation in the body, which involve various body systems. The following activity will help students gain a basic understanding of homeostasis as a regulatory process that is more than just temperature. Additional detailed information about this can be found in many anatomy and physiology texts, including those listed below.

Background and Description of Activities:

• This sequence of activities is designed to help students understand that homeostasis is an active regulatory process involving multiple body systems.

• Most students will readily identify sweating and shivering as ways that the body responds to external temperature changes.

• Middle grade students will intuitively understand that their bodies’ processes will change with exercise, but they often ignore their bodies’ ability to self-regulate and recover to normal conditions.

• This set of activities uses an integrative approach to look at multiple body systems and their role within the homeostatic process.

• The key concepts to emphasize are that the body’s ability to recover from a change in internal body conditions extends beyond temperature regulation and involves all body systems.

• At the conclusion of the activities, students should be able to describe the way exercise effects respiration rate, heart rate, skin temperature, internal body temperature, etc. and the way in which those parameters recover to normal “set points.”

• The depth of the discussion will vary according to prior knowledge and grade level.

• If desired, further experiments may be carried out to answer questions generated during the activities.

Activity Procedures:

Activity 1: Demonstration of changes in respiration rate after jumping jacks This may be done with a single volunteer, a group of 3-4 volunteers or the entire class to collect more data. It is intended to be a qualitative introduction to changes, but you may choose to formally collect and analyze data.

Pre-Activity Questions (May be done individually or as a class) 1. Predict the baseline (initial) breathing rate for the volunteers.


2. What do you expect to happen to the volunteer’s breathing rate during jumping jacks? Why? 3. What do you expect to happen during the 5 minutes after the jumping jacks?

Activity 1 Procedures 1. Ask for a volunteer(s) who is/are willing to do jumping jacks or jog in place (or have entire class involved). 2. Instruct students to quietly observe while the volunteer counts respirations for 15 seconds. This is baseline data. Write the number on board and multiply by 4 to get respirations/minute. 3. Ask class to make predictions about respiration rate after 1 minute of exercise. 4. Do jumping jacks for 1 minute (+/- in order to induce an increase in respirations). 5. Count respirations for 15 seconds immediately after exercise. Calculate to respirations/minute. 6. Ask class to make predictions about respiration rate during the next 5 minutes. 7. Briefly discuss predictions while waiting for 3-5 minutes to elapse. 8. After 3-5 minutes, count respirations. Optional: You may choose to graph the volunteer group or class data. Be sure to collect data before, immediately, and shortly after the exercise.

Activity 2: Brainstorm and Discussion Summarize the observations made during the first activity. Brainstorm and discuss observations about the changes in breathing rates from the beginning of the exercise to the end. List as many ideas about changes in body conditions as possible. Accept all responses from students, but emphasize the idea that respirations did ultimately return to normal. Examples of student responses might include changes in skin temperature, internal body temperature, heart rate, blood pressure. Do not give them these examples, but guide them to articulate these ideas. Concept to address: Recovery to normal should be emphasized at this time.

Extending this Activity: Students can utilize terms on the board to create a concept map about changes in internal body conditions. This may also be used as an assessment tool at the conclusion of the lesson.

Activity 3: Inquiry Exploration Students will use jumping jacks to induce a change in body conditions. The goal is to discover the ways in which the body recovers from changes. Their task is to develop and carry out an experimental design. Instruct students to use the Student Activity Sheet to brainstorm ideas and create an experimental design. Each group must focus upon one parameter to test. Ask students to consider other parameters and functions that change during exercise. Students might explore changes in skin temperature, internal body temperature, heart rate, blood pressure. Instruct students to utilize any of the available materials in order to answer and address at least one of the questions listed below.

Activity 3 Questions: 1. What other body systems might undergo a change in conditions (and recovery)? 2. What other body processes change during and after? 3. What other factors may play a role in the body’s response to exercise?

Activity 3 Procedures:

• Assign students to groups of 3 to 4 (you may want to utilize grouping strategies and assign jobs within these groups).

• Instruct students to use the Student Activity Sheet to brainstorm ideas and create an experimental design. Each group must focus upon one parameter to test.

• Students must submit their plan for approval.

• Students will carry out their design.


• Students will record and graph data.

• Students will analyze data and complete the Student Activity Sheet

• Students will present their data and conclusions to their peers.

Activity 3 Safety Considerations

• Students should be told to wear sneakers for the day of the activity.

• Students should be reminded about safely doing the exercises in the classroom.

• Students that are with asthma, illness or physical disability should not be required to participate in the physical activity. They may participate as recorder, timer, etc.

Activity 4: Tying It All Together Students will present their findings to the class. After findings are presented, a summary discussion should follow to review the relevant findings and illustrate the main points. The concept of homeostasis should be fully defined and explained at this time. Students should be able to discuss the body’s ability to stay within normal limits and regulate numerous systems at once. Students should be given time to complete assigned assessments.

Ideas for Assessment Students may be asked to:

• Write full lab reports describing their experiments, results and conclusions.

• Create a poster display describing their experiments, results and conclusions.

• Make oral presentations of their results and conclusions.

• Design an experiment for further study or exploration.

• Create concept maps about homeostasis.

• Write brief essays describing their activity, class results and homeostasis.

• Evaluate their lab report or poster display with a grading rubric

Where to Go From Here…Further Exploration You may want to have students participate in each group’s experiment to obtain more data. Numerous follow-up activities about the circulatory, respiratory and nervous systems could be appropriate at this time. The following activity units have been developed by the American Physiological Society and are available through the APS web site:

• Physiology of Fitness

• Neural Networks

References and Resources American Physiological Society. www.the-aps.org Martini, Frederic. Fundamentals of Anatomy and Physiology. Prentice-Hall, Inc., Englewood Cliffs, NJ. 1992. Wingerd, Bruce D. The Human Body: Concepts of Anatomy and Physiology. Saunders College Publishing, New York. 1994.


Planes of Dissection Course Name: Anatomy & Physiology


Day: 3 of 23 Classes in Unit –

Prerequisite knowledge/skills: Students label diagrams of sagittal, coronal, and transverse planes and complete pre-lab questions

Essential Questions (Open-ended style which promote in-depth investigation): 1. In what way does a sagittal/ coronal/ transverse plane divide an organism? 2. What is the relationship between these planes of direction and body symmetry?

Assessments

Pre: Students will model how the planes of direction divide a living organism.


Post-assessment: 1. Content-based- lab questions 2. Performance or product-based:- frog 3. Student reflection 4. Group evaluation- oral comparisons

Daily Activity Plan



• Cucumber frog

• Evaluation of frog by instructor

• Lab questions completion

• Students complete cucumber frog dissection activity

• Frogs are evaluated by instructor

• Students work on lab questions in lab groups and turn in


• Cucumber frog dissection lab, cucumbers, scalpels, toothpicks, permanent marker/ googly eyes

Notes:


Dissection Planes Labtivity

Can you turn a cucumber into a frog? You can if you follow the instructions below correctly.

If you don’t there’s no telling what you will create…

Materials cucumber, scalpel, instruction sheet, toothpicks (4) Safety Please use caution when handling the scalpel. Avoid cutting towards yourself.

Pre-Lab Complete in the following. You may not begin the lab until they have been checked by me and are correct.

1. A sagittal cut divides the body into ____________ and ____________ portions.

2. A coronal cut divides the body into ____________ and ____________ portions.

3. A transverse cut divides the body into ____________ and ____________ portions.

4. On which side is your belly button, anterior or posterior? ____________

5. At what end are your ankles, superior or inferior? ____________

------------------------------------------------------------------------------------------------------------ Instructions:

1. Create two eyes on one end of your cucumber using “googly” eyes or a permanent

marker.

2. Place your cucumber to that it is dorsal side up, ventral side on the tray.

3. Make a coronal cut through the entire cucumber. You will need to lay the cucumber on

its side for safety reasons. You should now have two equal pieces of cucumber. Return

your cucumber to the standard anatomical position.

4. Set aside the dorsal part of your cucumber, which you just separated from the ventral

portion.

5. With the remaining ventral piece of cucumber, make a sagittal cut dividing the

cucumber portion into two strips.

6. Make a transverse cut to each of the two strips.

7. Place two of the cucumber pieces cut in step #5 in the tray so that they are at a 45

degree angle with one another. Attach with ½ toothpick. Repeat with the other two

pieces.

8. Place each connected piece at the inferior end of the dorsal portion of your cucumber

to form the back jumping legs of your frog and attach with a toothpick.

9. Your instructor will circulate to check your final product.


Anatomical Position, Anatomical Terminology Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Planes of direction

Essential Questions (Open-ended style which promote in-depth investigation): 1. What does anatomical position look like and what is its purpose? 2. The thumb is lateral to what finger? 3. The elbow is distal to what structure?

Assessments

Pre: modeling anatomical position; students will learn to use properly anatomical terminology such as medial, lateral, inferior, posterior etc.


Post-assessment: 1. Content-based (traditional paper and pencil test)- possible quick quiz the following day 2. Performance or product-based:- modeling anatomical position 3. Student reflection 4. Group evaluation

Daily Activity Plan



• Modeling anatomical position

• Discussion, examples

• Group participation in oral comparisons

• Begin class by having students model anatomical position

• Class discussion of directional terms using skeleton/ models

• Group participation in oral comparison examples led by teacher (Which structure is medial compared to the other: big toe, little toe?)

Resources/Instructional Materials Needed: � skeleton/ models

Notes:


Anatomical Terminology, Body Cavities and Organs Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Planes of direction, anatomical terminology

Essential Questions (Open-ended style which promote in-depth investigation): 1. How are the organs of the body divided and organized? 2. Why is this organization important?

Assessments

Pre: preliminary organization of organs within body cavities; students will be able to name the major body cavities and list organs within


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance or product-based:- student group preliminary classification 3. Student reflection 4. Group evaluation

Daily Activity Plan



• Exploration of torso models

• Lecture

• Diagramming

• Students explore human torso models to make preliminary divisions of organs within cavities

• Teacher presents anatomical names for cavities and organs within

• Students complete diagram label/ coloring for homework


• human torso models

• diagrams for homework

Notes:


Body Cavities and Organs with Models (Continued), Review for Test Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Planes of direction, anatomical terminology

Essential Questions (Open-ended style which promote in-depth investigation): 1. How are the organs of the body divided and organized? 2. Why is this organization important?

Assessments

Pre: preliminary organization of organs within body cavities; students will be able to name the major body cavities and list organs within



Daily Activity Plan



• Review for test


• human torso models

• diagrams for homework

Notes:


Test – Functions of Life, Organ Systems, Homeostasis, Planes of Dissection,

Anatomical Position, Anatomical Terminology, Body Cavities Course Name: Anatomy & Physiology


Day: 7 of 23 Classes in Unit:


Essential Questions (Open-ended style which promote in-depth investigation): 1. Explain how pneumonia would result in a breakdown of homeostasis of the human body. 2. Why would it be necessary for a doctor to clearly understand anatomical planes, terminology

and position? 3. Why are body cavities a useful way to organize the position of internal organs?

Assessments

Pre:



Daily Activity Plan



Unit Test on:

• Functions of Life

• Organ Systems

• Homeostasis

• Planes of Dissection

• Anatomical Position

• Anatomical Terminology

• Body Cavities


• test materials

• diagrams

• overhead transparencies

• illustrations

• models

Notes:


Chemistry Review; Atoms, Ions, Acids and Bases Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: atoms, electrons, protons, neutrons, elements, compounds, solutions, bonds, anions, cations, acids, bases, pH, periodic table

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is an atom? 2. What is the difference between an element and a compound? 3. What is an ion? 4. What is the difference between an anion and a cation? 5. What is an acid? 6. What is a base?

Assessments

Pre:



Daily Activity Plan



• Lecture review of atoms, electrons, protons, elements, compounds, solutions, etc.

• Review of the periodic table

• Discussion of the need for chemistry to understand physiology

• Students review the families of elements on the periodic table

• Students use atomic and molecular model kits to reproduce bonds and atomic configuration


• periodic table

• atomic model kits

• molecular model kits

Notes:


pH – pH of Body Fluids Lab Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What is pH? 2. Why is it important to consider if a body fluid is an acid or a base? 3. Generally, how do most body fluids compare to the pH of everyday liquids?

Assessments

Pre:



Daily Activity Plan



• Body Fluid pH Lab

• Evaluation of results by instructor

• Lab questions completion

• Students complete pH of Body Fluids Lab

• Result tables are evaluated by instructor

• Students work on lab questions in lab groups and turn in


• red litmus paper

• blue litmus paper

• pHydrion (pH) paper

• common liquid in beakers

• standard laboratory safety procedures

Notes:


pH of Body Fluids Lab Battery acid, laundry detergent, hand soap … all of these common liquids, and in fact all solutions have a chemical property called pH. pH is a measurement of whether the solution is an acid, a base or neutral. Chemically, pH is an indication of the concentration of hydrogen ions in a solution. This is important because hydrogen ions are positively charged particles. The charge on the particle can change the way that it reacts with other particles. The charge can even affect the physical forces acting on the molecule which could then change its shape. An important component of biochemistry like a protein reacts because of its shape; changing the shape, changes the way that the protein reacts. The concentration of hydrogen ions in a solution can be expressed in terms of a pH scale. Lower pH (pH of 0 to 6) corresponds to higher hydrogen ion concentration. This is the characteristic of an acid. A substance that reduces the concentration of hydrogen ions and raises the pH (pH of 8 to 14) is called a base. When acids and bases are mixed, they form water and a salt. Water is considered to be neutral, the midpoint of the pH scale (pH of 7). The pHs of common liquids are listed in the table below.

There are a number of easy ways of measuring the pH of a solution. The most common is using a chemically sensitive small paper strip called litmus paper.

Common Liquid pH

Battery acid 0.5

Lemon juice 2.4

Grapefruit juice 3.0

Orange or apple juice 3.5

Tomato juice 4.2

Acid rain 5.0

Coffee 5.0

Tea 5.5

Milk 6.5

Pure water 7.0

Egg white 8.0

Seawater 8.4

Milk of magnesia 10.5

Household ammonia 11.5

Oven cleaner 13.5

Caustic Soda 13.9

Neutral

Acid

Base


When a piece of blue litmus paper is dripped into an acid, it turns red. When a piece of red litmus paper is dripped into a base, it turns blue. pHydrion paper (pH) is chemically sensitive to react by a color change over the entire pH scale. Materials: red litmus paper, blue litmus paper, pHydrion (pH) paper, common liquids in beakers Instructions: (1) Using litmus paper and pHydrion paper, record the pH of the 5 common liquids found in the table below. Normal body fluids also have the chemical property of pH. The chemical property of the fluid relates to its function. (2) With your lab group, discuss the function of each of the following body fluids;

Common Liquid Acid or base pH

Bleach

Cola

Vinegar

Hand soap

Household ammonia

Body Fluid Function

Blood

Saliva

Healthy skin

Tears

Urine

Gastric juice


(3) Make a hypothesis on whether the body fluid is an acid, base or neutral. (4) Add the body fluid to the pH scale table below.

Body Fluid Acid, Base or Neutral

Blood

Saliva

Healthy skin

Tears

Urine

Gastric juice

Common Liquid pH Body Fluid

Battery acid 0.5

Lemon juice 2.4

Grapefruit juice 3.0

Orange or apple juice 3.5

Tomato juice 4.2

Acid rain 5.0

Coffee 5.0

Tea 5.5

Milk 6.5

Pure water 7.0

Egg white 8.0

Seawater 8.4

Milk of magnesia 10.5

Household ammonia 11.5

Oven cleaner 13.5

Caustic Soda 13.9


Chemistry Review; Organic Compounds, Lipids and Proteins Course Name: Anatomy & Physiology




organic compounds, lipids, proteins, carbohydrates Essential Questions (Open-ended style which promote in-depth investigation):

1. What is an organic compound? 2. What is a lipid? 3. What is a protein? 4. What is a carbohydrate? 5. Give examples of each of these organic compounds in the human body.

Assessments Pre:

Daily/Weekly:

Included on Daily Activity Plan Post-assessment:

1. Content-based (traditional paper and pencil test) 2. Performance or product-based:- student group preliminary classification 3. Student reflection 4. Group evaluation

Daily Activity Plan



• Lecture review of organic compounds, compounds, lipids, proteins, carbohydrates

• Discussion of the need for understanding organic compounds in physiology

• Students review the types of organic compounds that will be introduced

• Students use molecular model kits to reproduce bonds and atomic configuration


Notes:


Enzymes, Liver Catalase Lab Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. How do enzymes affect chemical reactions? 2. What effect do varying conditions have on enzymes and what is the importance of

homeostasis?

Assessments

Pre:

Daily/Weekly:



Daily Activity Plan


2 - 40 minute periods

• Liver Catalase Lab

• Enzyme Summary

• Students complete Catalase Lab

• Teacher leads probing questions to review enzyme mechanics and cite examples of other enzymes in the human body


• See following Liver Catalase Laboratory information

Notes:


Enzyme Catalase Lab

Background Information

Liver and other living tissues contain the enzyme catalase. This enzyme breaks down hydrogen peroxide, which is a harmful by-product of the process of cellular respiration if it builds up in concentration in the cells. If we use potato or other tissue containing this enzyme, we can use this to measure the relative influence of varying several different factors on the activity of enzymes in living tissue.

In order to obtain energy and building blocks from food, the digestive system must break down proteins, fats and carbohydrates. In this process, specific enzymes catalyze hydrolysis reactions in which food polymers are broken up into monomers. In this lab, you will perform reactions involved in digestion of carbohydrates, lipids, and proteins and observe the results of these reactions.

AP Objective met:

* Measure the effects of changes in temperature, pH, and enzyme concentration on reaction rates of an enzyme catalyzed reaction in a controlled experiment. * Explain how environmental factors affect the rate of enzyme-catalyzed reactions.

INTRODUCTION: What would happen to your cells if they made a poisonous chemical? You might think that they would die. In fact, your cells are always making poisonous chemicals. They do not die because your cells use enzymes to break down these poisonous chemicals into harmless substances. Enzymes are proteins that speed up the rate of reactions that would otherwise happen more slowly. The enzyme is not altered by the reaction. You have hundreds of different enzymes in each of your cells.

Each of these enzymes is responsible for one particular reaction that occurs in the cell. In this lab, you will study an enzyme that is found in the cells of many living tissues. The name of the enzyme is catalase (KAT-uh-LAYSS); it speeds up a reaction which breaks down hydrogen peroxide, a toxic chemical, into 2 harmless substances--water and oxygen.

The reaction is as follows: 2H2O2 ----> 2H2O + O2

This reaction is important to cells because hydrogen peroxide (H2O2) is produced as a byproduct of many normal cellular reactions. If the cells did not break down the hydrogen peroxide, they would be poisoned and die. In this lab, you will study the catalase found in liver cells. You will be using chicken or beef liver. It might seem strange to use dead cells to study the function of enzymes. This is possible because when a cell dies, the enzymes remain intact and active for several weeks, as long as the tissue is kept refrigerated.


MATERIALS: 1molar HCl solution (in dropper bottle) 1molar NaOH solution (in dropper bottle) 6 Test tubes and Test tube holder 10-ml Graduated cylinder 40 ml 3% Hydrogen preoxide solution (found in stores) Straight-edged razor blade Scissors and Forceps (tweezers) Thermometer Stirring rod pH paper Fresh liver, chicken meat, Apple, and Potato

PART A - Observe Normal Catalase Reaction

1. Place 2 ml of the 3% hydrogen peroxide solution into a clean test tube. 2. Using forceps and scissors cut a small piece of liver and add it to the test tube. Push it into the hydrogen peroxide with a stirring rod. Observe the bubbles;

What gas is being released? Throughout this investigation you will estimate the rate of the reaction (how rapidly the solution bubbles) on a scale of 0-5 (0=no reaction, 1 =slow, 5 = very fast). Assume that the reaction in step 2 proceeded at a rate of "4"

Recall that a reaction that absorbs heat is endothermic; a reaction that gives off heat is exothermic. Now, feel the temperature of the test tube with your hand. Has it gotten warmer or colder - Is the reaction endothermic or exothermic?

Is Catalase Reusable?

1. Place 2 ml of 3% hydrogen peroxide solution into a clean test tube and add a small piece of liver. What is happening in your test tube? 2. Pour off the liquid into a second test tube. Assuming the reaction is complete. What is this liquid composed of? What do you think would happen if you added more liver to this liquid? Test this and record the reaction rate. Explain your results (what is the liquid composed of?) 3. Add another 2 ml of hydrogen peroxide to the liver remaining in the first test tube. Is catalase reusable?

Part B - What Tissues Contain Catalase

You will now test for the presence of catalase in tissues other than liver. Place 2 ml of hydrogen peroxide in each of 3 clean test tubes and then add each of the three test substances to the tubes.

To the first tube, add a small piece of potato. To the second tube, add a small piece of chicken. To the last tube, add a small piece of apple.

As you add each test substance, record the reaction rate (0-5) for each tube.

Which tissues contained catalase? Do some contain more catalase than others? How can you tell?

HINT: The arrows point out questions that should be

answered on your data table.


PART C - What is the Effect of Temperature on Catalase Activity?

1. Put a piece of liver into the bottom of a clean test tube and cover it with a small amount of distilled water. Place this test tube in a boiling water bath for 5 minutes. What will boiling do to an enzyme?

2. Remove the test tube from the hot water bath, allow it to air cool, then pour out the water. Add 2 ml of hydrogen peroxide. CAUTION: Use a test-tube holder when handling the hot test tubes. Record the reaction rate (0-5) in DATA TABLE

3. Put equal quantities of liver into 2 clean test tubes and 1 ml H2O2 into 2 other test tubes. Put one test tube of liver and one of H2O2 into each of the following water baths: ice bath and warm water bath (not boiling).

4. After 3 minutes, pour each tube of H2O2 into the corresponding tube of liver and observe the reaction. Record the reaction rates (0-5) in DATA TABLE

You recorded the reaction rate for room temperature earlier. What is the "optimum" temperature for catalase? (This is the temperature at which the reaction proceeds fastest.) Why did the reaction proceed slowly at 0o C? Why did the reaction not proceed at 100oC?

PART D - What is the Effect of pH on Catalase Activity

1. Add 2 ml hydrogen peroxide to each of 3 clean test tubes. Treat each tube as follows:

Tube 1--add a drop of HCl (acid) at a time until pH 3. Tube 2--add a drop of NaOH (base) at a time until pH 10. Tube 3--adjust the pH to 7 by adding single drops of either 1molar HCl or 1molar NaOH as needed.

CAUTION: Do not let acids or bases contact your skin or clothing. Swirl each test tube after adding each drop and measure the pH of each solution with pH paper. To do this, remove a drop or two of solution from a test tube using a clean glass stirring rod. Rinse your stirring rod and wipe dry before you dip it into each test tube. Place the drop on pH paper. Record the pH of each solution in DATA TABLE


Does there appear to be a pH "optimum" - at what pH? What is the effect of low or high pH on enzyme activity?

DATA TABLE

Rate of

Reaction (1-5)

Observations & Conclusions (answer section questions)

Normal Liver

Liver added to Used Peroxide

PART A

Reused Catalase

Potato

Chicken PART B

Apple

Boiled Liver

Ice Bath Liver PART C

Warm Liver

Basic Solution (pH 10)

Acidic Solution (pH 3)

PART D

Neutral Solution (pH 7)


Build a Cell Membrane Lab, Diffusion and Osmosis, Facilitated Diffusion,

Active Transport Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation):

Assessments

Pre: Students will complete a cell membrane diagram the previous night for homework.



Daily Activity Plan



• Cell membrane diagram review

• Build a cell membrane

• Diffusion, active transport, facilitated diffusion, osmosis discussion

• Teacher will review cell membrane structure using an overhead image

• Students will construct a cell membrane using candy appropriate in shape that corresponds to the function of each part

• Teacher will lead question based review of cell transport during day 2 with reference to cell membranes


• See following lab procedure

Notes:


Constructing a Cell Membrane The plasma membrane functions as a security system for the cell, shielding the delicate internal machinery. It controls what enters and exits the cell through “gates”. It allows the raw materials needed by the cell to enter and allow harmful waste products to exit promptly. It also acts as a means of communication and identification system within the body. Materials: marshmallows toothpicks gummy bears paper glue stick gumdrops licorice pen/pencil Directions: Using the above materials, construct a cell membrane. Label the following terms on your model:

� Lipid bilayer � Phospholipid head � Phospholipid tail � Hydrophilic � Hydrophobic � Receptor protein (peripheral) � Channel protein (integral) � Marker protein (glycoprotein) � Inside cell � Outside cell � Cytoplasm

1. Why is the cell membrane called a lipid bilayer? 2. What is the function of : marker proteins receptor proteins channel proteins 3. Defend your choice of candy for each part of the cell. Remember to relate structure to function.


Diffusion and Osmosis, Facilitated Diffusion, Active Transport (Continued) Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the difference between diffusion, active transport, facilitated diffusion, and

osmosis? 2. What substances are transported by diffusion, active transport, facilitated diffusion, and

osmosis?

Assessments

Pre: Day 12 lab


Post-assessment: 1. Content-based (traditional paper and pencil test)- unit test 2. Performance – students demonstrations 3. Student reflection 4. Group evaluation


Daily Activity Plan



• Diffusion demo

• Discussion of cellular movement in reference to the previous lab

• Active transport demo

• Teacher will spray air freshner to demonstrate diffusion

• Teacher will use interactive discussion to explain osmosis, facilitated diffusion, and active transport citing specific examples of substances within the body as well as common examples (such as strawberries becoming soft from added sugar)

• Teacher will lead an active transport demo using students in the room and hallway to model the concentration gradient


Notes:


Quiz (Chemistry and Cell Membrane) Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What role do ions play in the human body? 2. What is the significance of various pH levels throughout the body? 3. Give examples and locations of organic compounds in the body. 4. How does the cell membrane regulate various substances from entering and exiting the cell?

Assessments

Pre:

Daily/Weekly:



Daily Activity Plan



Chemistry/ Cell Quiz:

• Atoms vs ions

• Enzymes

• Macromolecules

• pH

• Cell membrane transport


Notes:


Epithelial Tissue Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Review of: organizational hierarchy (Day 1), anatomical terminology (Day 4), body cavities (Days 5-6), cell membranes (Day 12), diffusion and osmosis (Day 12), review of cell structure, organelles

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is a tissue and how do tissues fit into the organization of the entire body? 2. How does the structure of epithelial tissue relate to its function? 3. How does the shape of a squamous epithelial cell relate to its location in a membrane of

the human body? 4. What roles do coverings and lining membranes play in the human body? 5. CRITICAL THINKING: Why are there different shapes of epithelial tissue cells?

Assessments

Pre: Through a short mastery quiz and in-class questions, students are assessed on their ability to recall prerequisite concepts (i.e. cell membranes, diffusion/osmosis).


This material will be included on the unit test on Day 22.

Post-assessment: 1. Content-based (traditional paper and pencil test): Written test on structures, functions, loca2. Performance or product-based:: Identification and differentiation of types of epithelial

tissue cells (visual elements) 3. Student reflection: Assessment of each student’s discussion participation in the inquiry-

based activity 4. Group evaluation: Students divide into groups, brainstorm common, everyday examples

of the structure of various types of epithelial tissue (i.e. pancakes to represent simple squamous epithelium). Each group presents their results to the class. Each group’s effort is evaluated.


Daily Activity Plan



• Review of prerequisite topics

• Inquiry questions on epithelium

• Lecture

• Use visuals / graphics

• Build models of epithelium

• Review of current concepts

• Summary

• Introduction to types of epithelium

• Introduction to functions of epithelium

• INQUIRY: Students match types of epithelium with various given areas of the body

• Various epithelium location throughout the body … details

- KINESTHETIC GROUP ACTIVITY:

• Students build models of epithelium

• using common objects (blocks, etc.)


• Common objects to demonstrate various structures of epithelial cells and tissue; pancakes (squamous epithelium), jigsaw puzzles (squamous epithelium, simple and stratified), blocks (cuboidal epithelium), pillars (columnar epithelium)

• Epithelial tissue illustrations

• Body cavities illustrations

• Torso models

Notes:


Connective Tissue Course Name: Anatomy & Physiology


Day: One Half of Day 16 of 23 Classes in Unit

Prerequisite knowledge/skills: Review of: organizational hierarchy (Day 1), anatomical terminology (Day 4), body cavities (Days 5-6), review of cell structure, organelles

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is a tissue and how do tissues fit into the organization of the entire body? 2. How does the structure of each connective tissue cell relate to its function? 3. How do the shapes of the various connective tissue cells relate to their locations of the

human body? 4. What role does fat, cartilage and bone play in the human body? 5. CRITICAL THINKING: Why are there different shapes of connective tissue cells (i.e.

globular, fibrous, etc.)

Assessments

Pre: Through a short mastery quiz and in-class questions, students are assessed on their ability to recall prerequisite concepts (i.e. organ systems, body cavities, etc.).

Daily/Weekly: Included on Daily Activity Plan This material will be included on the unit test on Day 22.

Post-assessment: 1. Content-based (traditional paper and pencil test): Written test on structures, functions,

locations of connective tissue; role in support, protection, insulation and transportation within the human body

2. Performance or product-based:: Identification and differentiation of types of connective tissue cells (visual elements)

3. Student reflection: Assessment of each student’s discussion participation in the inquiry-based activity

4. Group evaluation: Students divide into groups, brainstorm common, everyday examples of the structure of various types of connective tissue. Each group presents their results to the class. Each group’s effort is evaluated.


Daily Activity Plan


1- 20 minute (1/2 class) period


• Inquiry questions on connective tissue

• Lecture


• Build models of connective tissue


• Summary

• Introduction to types of connective tissue

• Introduction to functions of connective tissue

• INQUIRY: Students match types of connective tissue with various given areas of the body

• Various connective tissue locations throughout the body … details

• KINESTHETIC GROUP ACTIVITY:

• Students build models of connective tissue using common objects (clay, candy pieces, tree trunks, pipe cleaners, etc.)


• Common objects to demonstrate various structures of epithelial cells and tissue; pancakes (squamous epithelium), jigsaw puzzles (squamous epithelium, simple and stratified), blocks (cuboidal epithelium), pillars (columnar epithelium)

• Connective tissue illustrations


• Torso models

Notes:


Glandular Tissue Course Name: Anatomy & Physiology


Day: One Half of Day 16 of 23 Classes in Unit

Prerequisite knowledge/skills: Review of: Review of cell structure, organelles, cellular processes (i.e. secretion), ducts

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is a gland? 2. What is the difference between an endocrine gland and an exocrine gland? 3. How does the structure of each of these glands relate to its function? 4. What role do endocrine glands play in the human body? 5. What role do exocrine glands play in the human body? 6. CRITICAL THINKING: Why are there different types of exocrine glands (i.e. simple

and compound)?

Assessments

Pre: Through a short mastery quiz and in-class questions, students are assessed on their ability to recall prerequisite concepts (i.e. cell structure, cellular processes, etc.).


Post-assessment: 1. Content-based (traditional paper and pencil test): Written test on structures, functions,

locations of glandular tissue; role in production and secretion of various substances throughout the human body

2. Performance or product-based:: Identification and differentiation of types of glandular tissue (visual elements)

3. Student reflection: Assessment of each student’s discussion participation in the inquiry-based activity

4. Group evaluation: Students divide into groups, brainstorm common, everyday examples of the structure of various types of glandular tissue. Each group presents their results to the class. Each group’s effort is evaluated.


Daily Activity Plan


1- 20 minute (1/2 class) period


• Inquiry questions on glandular tissue

• Lecture


• Build models of glandular tissue


• Summary

• Introduction to types of glandular tissue

• Introduction to functions of glandular tissue

• INQUIRY: Students match types of glandular tissue with various locations in other types of tissue

• Various glandular tissue locations throughout the body … details


• Students build models of glandular tissue using common objects (inter-connecting tubes, straws)


• Common objects to demonstrate various structures of glandular tissue; straws and inter-connecting tubes to demonstrate simple and compounds ductal systems

• Glandular tissue illustrations

Notes:


Microscopy Laboratory - Tissues Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Review of: cell structure, organelles

Essential Questions (Open-ended style which promote in-depth investigation): 1. How can various types of epithelium be differentiated microscopically? 2. How does the microscopic structure of epithelial tissue relate to its function in the human

body? 3. How can various types of connective tissue be differentiated microscopically? 4. How does the microscopic structure of connective tissue relate to its function in the

human body? 5. CRITICAL THINKING: Are there features that are common to all types of tissue cells?

Assessments

Pre: Through a short mastery quiz and in-class questions, students are assessed on their ability to recall prerequisite concepts (i.e. cell structure and organelles).


Post-assessment: 1. Content-based (traditional paper and pencil test): No written test on this content 2. Performance or product-based:: Practical test on identification and differentiation of

microscopic views of epithelial and connective tissue 3. Student reflection: Assessment of each student’s discussion participation in the inquiry-

based activity 4. Group evaluation: Students divide into groups. Each group correlates the microscopic

view, structure, function and location of one type of epithelial or connective tissue. Each group presents their results to the class. Each group’s effort is evaluated.


Daily Activity Plan




• Review of epithelial and connective tissue

• Inquiry questions on tissues

• Lecture

• Introduction/overview of the use of microscope

• Use of the microscope to view and identify various epithelial and connective tissue types


• Summary

• Introduction/overview of microscopy

• Microscopic observation of various types of epithelium

• Sketch microscopic views of epithelium

• INQUIRY: Students match microscopic views of epithelium with structure, function and location

• Microscopic observation of various types of connective tissue

• Sketch microscopic views of connective tissue

• INQUIRY: Students match microscopic views of connective tissue with structure, function and location


• Microscopes (high and low power magnifications)

• Prepared epithelial and connective tissue slides and illustrations

• Data projection equipment with microscope interface (optional)

Notes:


Membranes

Course Name: Anatomy & Physiology Unit: Introduction, Organization, Integumentary System


Prerequisite knowledge/skills: Review of: body cavities (Days 5-6), cell membranes (Day 12), diffusion and osmosis (Day 12), review of cell structure, organelles

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the difference between a cutaneous membrane and a mucous membrane? 2. What is the difference between a parietal serous membrane and visceral serous

membrane? 3. What is the need for the multiple layers of a membrane? 4. CRITICAL THINKING: What is the need for a space filled with fluid between the

layers of a membrane?

Assessments

Pre: Through a short mastery quiz and in-class questions, students are assessed on their ability to recall prerequisite concepts (i.e. body cavities, cell membranes and diffusion/osmosis).


Post-assessment:

1. Content-based (traditional paper and pencil test): Written test on structures, functions, locations of cutaneous, mucous, serous membranes; role in coverings of the human body, i.e. skin, mucosa, etc.

2. Performance or product-based:: Identification and differentiation of types of membranes 3. Student reflection: Assessment of each student’s discussion participation in the inquiry-

based activity 4. Group evaluation: Students divide into groups, brainstorm common, everyday examples

of the structure of various types of membranes (i.e. balloons, etc. ). Each group presents their results to the class. Each group’s effort is evaluated.


Daily Activity Plan




• Inquiry questions on membranes

• Lecture


• Build models of membranes


• Summary

• Introduction to types of membranes

• Introduction to functions of membranes

• INQUIRY: Students match types of

• mucous membranes with various given areas of he body

• INQUIRY: Students match types of cutaneous membranes with various given areas of he body

• INQUIRY: Students match types of serous membranes with various given areas of he body


• Students build models of membranes using common objects (balloons etc.)

• Students will receive and read Integumentary Case Study for Day 19


• Common objects to demonstrate various structures of membranes; balloons, etc.


• Torso models

Notes:


Skin, Class 1 of 2 (Anatomy, Functions, Appendages) Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Students will complete a skin diagram coloring the previous night for homework

Essential Questions (Open-ended style which promote in-depth investigation): 1. What does the integumentary system do for the human body? 2. What structures within the skin allow it to perform its functions? 3. Why does the skin appear different colors at various times?

Assessments

Pre: Skin diagram coloring


Post-assessment: 1. Content-based- Quick check quiz at end of class; unit test 2. Performance – skin diagram coloring 3. Student reflection 4. Group evaluation

Daily Activity Plan


2 - 40 minute periods

• Inquiry sweat gland activity

• Overhead diagrams/ lecture

• Mini case studies of skin color abnormalities

• Lecture- skin abnormalities

• Sweat gland diagramming activity with iodine

• Lecture- skin anatomy, functions, appendages, keratinization

• Quick check- label skin diagram

• Inquiry case studies for abnormal skin coloring

• Skin coloring abnormalities


• Sweat gland mapping directions, iodine, bond paper, tape, cotton swabs

• Skin diagram overheads

• Case studies

• Scenarios for skin color abnormalities

Notes:


Skin – Continued, Class 2 of 2, What’s Covering You and Why? Skin Activity Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What does the integumentary system do for the human body? 2. What structures within the skin allow it to perform its functions? 3. Why does the skin appear different colors at various times?

Assessments



Post-assessment: 1. Content-based- Quick check quiz at end of class; unit test 2. Performance – skin diagram coloring 3. Student reflection 4. Group evaluation

Daily Activity Plan


Part 2 of 2 - 40 minute periods

• Inquiry sweat gland activity

• Overhead diagrams/ lecture

• Mini case studies of skin color abnormalities

• Lecture- skin abnormalities

• Sweat gland diagramming activity with iodine

• Lecture- skin anatomy, functions, appendages, keratinization

• Quick check- label skin diagram

• Inquiry case studies for abnormal skin coloring

• Skin coloring abnormalities

Resources/Instructional Materials Needed: � sweat gland mapping directions, iodine, bond paper, tape, cotton swabs; skin diagram

overheads, case studies, scenarios for skin color abnormalities

Notes:


What's Covering You? and Why? Weathersby, Dorothy, Sherwood School, 8010 S. Lafayette Ave., Chicago, IL 60620. 874-7702 Objective The student will be able to describe the four functions of the skin. Apparatus/Materials Needed 1. Microprojector (optional) 5. Model of the skin 9. Toothpicks2. Microscopes (if available) 6. Transparency of the skin 10. Plastic gloves 3. Overhead projector 7. Crayons 11. Paper cups 4. Skin slide 8. Contruction paper 12. Water 13. Pepper Introduction The skin is an organ consisting of tissues structurally joined together to perform specific activities (functions). The four main functions are: (1) Protection: The skin covers the body and provides a physical barrier that protects underlying tissues from physical abrasion, bacterial invasion, dehydration and ultraviolet radiation. (2) Maintenance of body temperature: The production of perspiration by sweat glands help to lower body temperature back to normal. (3) Excretion: Not only does perspiration assume a role in helping to maintain normal body temperature, it also assists in excreting small amounts of water, salts and several organic compounds. (4) Perception of stimuli: (sensitivity) The skin contains numerous nerve endings and receptors that detect stimuli related to temperature, touch, pressure and pain. Procedure: Before you introduce lesson to your students, make sure the students have one of each of the following: paper cup, toothpick, and a plastic glove. Pour one half cup of water in each cup and sprinkle pepper in the water. Write the title "What's Covering You? and Why?" on the blackboard. Ask the students if they can figure out what is going to be discussed. Hopefully, "the skin" will be their response. Use the following phenomenological approaches to teach the four functions of the skin. 1. Protection: Have the students put on one glove and stick their fingers into the water with pepper. Have the students pretend the glove is representing their skin. Now have the students take their fingers out of the water after a few seconds. Ask what happened? Have the students leave on their glove while you discuss what happened. 2. Maintenance of body temperature: By the time you finish discussing function one, the students hand with the glove should be warm and somewhat sweaty. Have the students take off the glove and wave that hand in the air. Now ask what do they feel? Discuss. 3. Excretion: Function two and three are somewhat alike. Include in your discussion that excretion is more than letting out a waste. Have the students express their opinion of excretion and the taste of perspiration. 4. Perception of stimuli (sensitivity): Have the students take the toothpick and gently rub it on their arm. Ask what they feel? Now, have the students pinch themselves (gently) and turn to the person next to them and touch them. Ask what do they feel? Discuss response. After you discuss the four functions, show pictures of the skin using the overhead projector, microprojector and model. Point out the sweat gland. Inform the students that they have two sections within the skin; the outer (epidermis) and inner (dermis) section. Within the sections are other layers. As independent practice have the students take a sheet of paper and fold it to make four squares. Then have students use crayons to draw a picture representing each function. After completing the activity, pass out colored sheets of the skin showing the outer and inner sections of the skin.


Hair, Nails, Burns, Mini Case Studies - Burns Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What does the integumentary system do for the human body? 2. What structures within the skin allow it to perform its functions? 3. How and why are burn percentages calculated?

Assessments



Post-assessment: 1. Content-based- Quick check quiz at end of class; unit test 2. Performance – 3. Student reflection 4. Group evaluation

Daily Activity Plan


1- 40 minute period

• Discussion of Integumentary case study

• Hair, nail discussion

• Burn discussion

• Case study

• Discussion of Integumentary Case study questions 1 & 2

• Hair, nail, burn discussion

• Students work in small groups to complete case study questions


• Case study

Notes:


Suntans and Sunburns: A Case Study in the Integumentary System

On the first day after arriving in Australia for Christmas vacation, a student from Ohio plays out

in the sun for six hours. Later that night he notices that the skin on his trunk, legs and arms

become red, swollen and extremely painful. These areas cover about 30% of the trunk (front

and back) and 40% of the arms and legs. By morning all of the afflicted areas have developed

numerous blisters.

1. What organ has been damaged?

2. What general types of tissue have been afflicted?

3. What type of burn has the student received? Explain your reasoning.

4. What type of radiation has caused the burn?

5. List ALL the layers of the skin that have been damaged.

6. Describe the tissue repair process that causes the blistering.

7. Why would this type of burn be painful?

A burn is considered critical and should receive prompt medical attention if: � 25% of the body is covered by 2nd degree burns, or � 10% of the body is covered by 3rd degree burns

8. Use the Rule of Nines to calculate what percentage of the total body surface has been burned. Show your calculations.

9. Is the burn critical? Should the student seek medical attention? What type of treatment is to be expected?

10. List all of the body functions that may be disrupted by such a burn.

Recovery - After a few days the skin peels and the burned areas begin to heal. The student

notices that the healing areas are more susceptible to injuries due to chafing or trauma.

11. What has happened to the skin that would cause this increased susceptibility?

During the next week after the student returns to the States, his friend tells him that a sunburn

prepares his skin for a deep tan. His friend encourages him to quickly begin tanning sessions at

a local tanning salon before the effects of the burn wear off.

12. What would you advise him to do? Why?

13. Is a deep tan a sign of skin that is healthy or severely stressed? Explain your answer.

Adapted from: Suntans and Sunburns

A Case Study in the Integumentary System By WH Cliff and AW Wright


Cancer, Review for Test Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: normal cell cycle, normal skin appearance, knowledge of keratinization, skin components, normal skin appearance

Essential Questions (Open-ended style which promote in-depth investigation): 1. How can skin cancer be recognized? 2. What is the mortality rate of various skin cancers? 3. Is all skin cancer curable?

Assessments

Pre: cancer in family survey to establish relationship with the disease; students will classify types of skin cancer, recognize signs of skin cancer, and discuss treatments for skin cancer


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance – image evaluation & reasoning 3. Student reflection 4. Group evaluation- image evaluation & reasoning


Daily Activity Plan



• Survey

• ABCDs of skin cancer

• Images

• Treatment discussion

• Students are shown image of 80- yr-old monk and 40- yr-old Native American and asked to judge age based on appearance of skin

• Family skin cancer survey

• ABCDs of skin cancer are introduced

• Normal and abnormal images are reviewed and students determine presence of skin cancer based on ABCDs and describe reasoning

• Treatments are discussed

Resources/Instructional Materials Needed: Images

Notes:


Test – Epithelial Tissue, Connective Tissue, Glandular Tissue. Microscopy,

Membranes, Skin, Accessories Components of the Skin, Skin Cancer Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: normal cell cycle, normal akin appearance

Essential Questions (Open-ended style which promote in-depth investigation): 1. Give an example of how does the structure of epithelial tissue relates to its function. 2. Give an example of how does the structure of connective tissue relates to its function. 3. How can the skin be considered an organ of the human body? 4. Why is a major burn such a serious injury? 5. Why would skin cancer be one of the more common types of cancer?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance – image evaluation & reasoning 3. Student reflection 4. Group evaluation- image evaluation & reasoning


Daily Activity Plan



Unit Test on:

• Epithelial Tissue

• Connective Tissue

• Glandular Tissue

• Microscopy

• Membranes

• Skin

• Accessory Components of Skin

• Skin Cancer


• test materials

• diagrams

• overhead transparencies

• illustrations

• models

Notes:

Anatomy and Physiology Course of Study, UNIT 2: Skeletal and Muscular 92

UNIT 2: Skeletal and Muscular Systems

Unit Contents Unit Calendar (30 Days) ................................................................................................................94 Day 1: Skeletal Muscle Rehabilitation Project (1st half) ...........................................................95 Projects:...........................................................................................................................97 Day 1: Skeletal Protection and Support (2nd half) .....................................................................98 Day 2: Muscle and skeleton as levers to provide movement....................................................100 Day 3: Mineral and electrolyte storage of matrix (1st half) .....................................................102 Day 3: Marrow Function (2nd half)..........................................................................................104 Days 4, 5 & 6: Gross Skeletal and Surface Anatomy..................................................................106 Days 7 & 8: Microscopic anatomy ..............................................................................................108 Days 9, 10, & 11: Skeletal Development.....................................................................................111 Day 12: Test Day 13 & 14: Representative joints ............................................................................................114 Day 15: Project work day with instructor facilitating Day 16: Types of Muscle Cells ..................................................................................................116 Days 17, 18, 26, & 27: Muscle Identification..............................................................................117 Day 19: Skeletal Muscle Cell .....................................................................................................119 Day 20: Neuromuscular Junction ...............................................................................................121 Day 21, 22, & 23: Muscle Cell Contraction ................................................................................123 Day 24: Muscle Control..............................................................................................................125 Day 25: Test Day 28: Test (1st half) Days 28, 29, & 30: Presentations Additional Resource: Detailed Unit Calendar .............................................................................126

Anatomy and Physiology Course of Study, UNIT 2: Skeletal and Muscular 93

Anatomy and Physiology Course of Study, UNIT 2:Skeletal and Muscular System 94

Unit: Skeletal Muscle


Assignment of Muscle Rehabilitation project Skeletal Protection & Support

Skeletal: Muscle and skeleton as levers to provide movement

Skeletal: Mineral and electrolyte storage of matrix Skeletal: Marrow Function

Skeleton: Gross skeletal and surface anatomy

Quiz. Levers, mineral and electrolyte storage Skeleton: Gross skeleton continued


Skeleton: surface anatomy Continued

Skeleton: Microscopic anatomy

Skeleton: Microscopic anatomy continued

Skeletal: Development Skeletal: Development continued


Skeletal: Development continued

Test Skeletal: Joints Skeletal: Joints Project work day with instructor facilitating


Muscle: Types of Muscle cells Muscle identification Muscle identification continued Muscle: Skeletal Muscle cell Muscle: Neuromuscular Junction


Muscle: Muscle cell contraction Quiz



Muscle: Muscle control Test


Muscle Identification continued Muscle Identification continued

Test: Muscle Identification Presentations

Presentations Presentations


Skeletal Muscle Rehabilitation Project Course Name: Anatomy & Physiology

Unit: Skeletal and Muscular Systems

Day: First Half of Day 1 of 30 Classes


Essential Questions (Open-ended style which promote in-depth investigation): 1. Discuss common sport injuries as relates to high school. 2. Describe what normally would be damaged. 3. To rehabilitate, the student must understand what is normal.

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance or product-based: Summary and oral presentation in last two days of unit.

3. Student reflection 4. Group evaluation: Groups evaluate each other as part of grade.


Daily Activity Plan


30 min intro 2.5 week project

Introduction of project. Students will inquire and reflect on common sport injuries and list ideas to select. Students will be assigned into groups. The group will investigate the nature of the injury, Types of resources, and agree on an injury. Due date is last two days of class for skeletal-muscle. There will be a group presentation, use of visual aids, and the inclusion of an exercise rehab plan for that injury. After injury selection one day later, an outline will be posted to follow.

I. The most frequent sport based injuries include: torn ACL’s or PCL’s

torn collateral ligaments of knee stretched rotator cuff dislocated jaw ruptured Achilles tendon hernia tennis elbow

Each group selects an injury, and develops a presentation for the class of its explanation, and its plan for rehabilitation therapy. Homework: 1. remainder of lesson plan = Answer critical thinking questions. 2. Group will investigate ‘favorite injury” injury” to use in project

Resources/Instructional Materials Needed: � Variety of anatomy and physiology texts � Rehabilitation models and articles � Internet access � Poster board � Exercise equipment access

Notes: Project discussed initially a beginning of skeletal muscle weeks will be enhanced by knowledge base as move through exercises of two to three weeks. Remind students as proceed that group is inclusive, presentations are timed, and presentations can be with accessories.


Projects:

I. The most frequent sport based injuries include:

torn ACLs or PCLs torn collateral ligaments of knee stretched rotator cuff dislocated jaw ruptured Achilles tendon hernia tennis elbow Each group selects an injury, and develops a presentation for the class of its explanation, and its plan for rehabilitation therapy.

OR Other Inquiry Based Units

II. An elderly woman with osteoporosis falls and breaks her pelvis and cracks several ribs. Predict how her mobility will be affected, using a model.

Each group can also select a body system, and describe in a class presentation how that system is affected.. How might this have been prevented?

III. Describe weight bearing exercise, and demonstrate one for the class. Each group can select a different body system and describe how it is affected by weight bearing exercise.

IV. Pretend you are a student peer instructor for your classmates. With a partner, select one topic below to create a model or art project or demonstration of how it functions to help your classmates understand better.

Neuromuscular junction Relaxation of skeletal muscle

Contraction at the cell level Endochondral growth Myasthenia gravis


Skeletal Protection and Support Course Name: Anatomy & Physiology


Day: Second half of Day 1 of 30 Classes

Prerequisite knowledge/skills: Basic connective tissue characteristics: Cells in a intercellular matrix with proteins in matrix

Essential Questions (Open-ended style which promote in-depth investigation): 1. What specific body regions or organs are protected by skeletal parts 2. Critical thinking: What are general characteristics of the organs needing protection? 3. Are some organs unique in their need (ovaries)?

Assessments

Pre: None

Daily/Weekly: Included on Daily Activity Plan Students or groups will identify specific organs protected by the skeleton

Post-assessment: 1. Content-based (traditional paper and pencil test): No written test.

2. Performance or product-based: Students will present findings to other classmates for

group comment. 3. Student reflection: Reflection over why there is a protective role by skeleton. 4. Group evaluation


Daily Activity Plan


0.5 hr: 3 min 10 min 10 min 7 min

Explanation by Instructor Instructor selects groups Assign skeletal part to a group Post objectives on board Monitor group work Brief group presentation Encourage skeletal model use Group discussion Summarize

Group discussion of protective nature of assigned bone Groups present with skeleton to peers Group discussion of what parts have in common/why certain organs need protection

Resources/Instructional Materials Needed: Text figure of skeleton Text figure of skeleton superimposed on internal organs Real skeleton Optional torso model

Notes: Introductory level. Select students’ groups to match or blend student abilities. Assign pelvis, cranium, jawbone, sternum, rib cage… Have students select a speaker for group. Make sure thoughts are briefly written to aid in presentation. Encourage students to see significance of organ protection. E.g., preservation of species by protection of ovaries


Muscle and skeleton as levers to provide movement Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Review the three types of levers. Name their three parts. Explain the analogy of body parts being force, fulcrum and weight.

Essential Questions (Open-ended style which promote in-depth investigation): 1. Why does the body direct its muscle force as a lever? 2. What will determine the direction of force of a muscle? 3. What is the difference in contraction between and origin and insertion? 4. Critical thinking: what would happen if the insertion of a muscle was moved? Give an

example.

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test): Test later on origin insertions, and parts

of biologic lever. 2. Performance or product-based: 3. Student reflection 4. Group evaluation: Use of group activity and response frequency to evaluate group.


Daily Activity Plan


5 -8 min 2 min 3 min 15 min 5 min 10 min 5 min

Review the parts of a lever using scissors, tweezers, etc; assign worksheet Make analogy of biologic lever. Discuss the meaning of origin and insertion. Assign origin-insertion worksheet of 5 muscles. Indicate to each working group to imagine what would happen if the insertion were moved. Include in presentation by group. Initiate discussion to entire class.

Students do written exercise on parts of lever. Student groups have 5 assigned muscles to review origin and insertion. Group presents one or two muscles ‘origin and insertion using theraband and skeleton. Group presents one muscle with a change of insertion point, and effect. Group feedback about changing location of insertion = force vector. Homework of problems of biologic levers.

Resources/Instructional Materials Needed: Rubber therapy rehabilitation bands. (Therabands) Full skeleton(s) Text of muscles and skeleton figures. Hand out or worksheet of short review of types and parts of levers.

Notes: Handout of lever review could be done the day before. It is important to integrate skeleton and muscle, and an effective way of doing this is to emphasize the force of muscle as the part of the working biologic lever.


Mineral and electrolyte storage of matrix Course Name: Anatomy & Physiology


Day: First Half of Day 3 of 30 Classes in Unit -

Prerequisite knowledge/skills: Basic connective tissue characteristics: cells in a matrix

Essential Questions (Open-ended style which promote in-depth investigation): 1. Define the characteristics of skeletal strength. 2. Define why some parts of the skeleton are stronger. 3. How does the body determine how much mineral is needed in the skeleton? 4. What amount of calcium intake is needed per day?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test): Test later.

2. Performance or product-based: 3. Student reflection 4. Group evaluation: Group inquiry problem


Daily Activity Plan


3 min 3 min 50 or two 30-40 min

Introduction: remind students of bone tissue content Divide students into groups Deliver 2 problems: 1. write down foods with intercellular bone nutrients from labels provided 2. Using resources, answer “an elderly woman with osteoporosis uses a calcitonin nasal spray. Why? Direct group research and processing. Hint to students about hormone regulation. Encourage student suppositions and group writing.

Group research and processing. 1. Develop paragraph as answer for foods with intercellular electrolytes or continue as homework 2. Use a figure to illustrate your answer. Can begin in class and continue as homework.

Resources/Instructional Materials Needed: Anatomy and physiology text Food product labels supplied by students in advance Dairy product labels supplied by instructor in case no calcium products are provide by students

Notes: Emphasize the hormone-skeleton interaction.. Make sure the student is aware the calcium and hardness of the bone tissue is in the matrix between the bone cells. After the problem is submitted, review the affect of PTH and calcitonin on the skeleton.


Marrow Function Course Name: Anatomy & Physiology


Day: Second Half of Day 3 of 30 Classes in Unit

Prerequisite knowledge/skills: Basic connective tissue structure: cells and matrix

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is significance of marrow activity? 2. What are two types of marrow-----which produces cells? 3. What cells are produced in red marrow? 4. Do all bones produce red marrow in the adult? 5. What is the risk of embolism of a twenty-five year old breaking his leg?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test): Standard test along w origin-insertion

and levers. 2. Performance or product-based: 3. Student reflection 4. Group evaluation


Daily Activity Plan


5 min 5 min 20 min worksheet

Introduction of marrow. Location of red marrow in adult. Compare red and yellow marrow.

Skeletal: Mineral and electrolyte storage of matrix. Instructor reminds students of connective tissue parts, and how skeleton fits model. 5 min Student worksheet of identification of functions of white blood cells. Worksheet includes identification of red blood cell function Homework: Martha experiences radiation poisoning. Predict her symptoms.

Resources/Instructional Materials Needed: Anatomy book. Chart of blood cells. Video of rbc in vessel

Notes: This can also be done in Blood chapter in cardiovascular. However, it is significant to remind the student that blood cells are an important product of the skeleton. This worksheet could also be done as a homework assignment. First a 10 min intro, then homework. It could be introduced as an end of class activity when there is an extra 10 min.


Gross Skeletal and Surface Anatomy Course Name: Anatomy & Physiology


Day: 4, 5, and 6 of 30 Classes in Unit -


Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the general function of a girdle? Why are they different shapes? 2. What is the meaning of a bone being superficial to palpate?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance or product-based: Palpation of superficial bones in demo.

3. Student reflection 4. Group evaluation


Daily Activity Plan


10 min 15 min 15 min 20-30 min

Introduction and group selection Post objectives Use overhead figure of long bone and representative markings as on femur or humerus. Locate parts of girdles and appendages. Find surface markings. Post list, as in following.

Find and label diagram of long bone and find parts on real skeleton. Using figures and real bones, identify the bones of the arm and leg, and the girdle bones that attach them to the skeleton. Label a figure if available. Play “Simon Says”. Instructor names a bone, and each group must say “axial” or “appendicular” Students will locate assigned surface markings of skelton’s superficial aspects. E.g, C7, vertebra prominens, spine of scapula, iliac crest of pelvis, malleolus, …..

Resources/Instructional Materials Needed: Figures of superficial points of skeleton on skin. Human anatomy and physiology text Skeletal computer program Skeletal parts or whole skeleton Diagram of long bone to be labeled.

Notes: Provide figure of femur or humerus to be labeled OR have one student in group sketch the bone, and the others label it. Provide commentary of separation of appendages from main skeleton by girdles. Address issues of privacy and touching in groups and establish rules.


Microscopic anatomy Course Name: Anatomy & Physiology


Day: 7 and 8 of 30 Classes in Unit

Prerequisite knowledge/skills: Review tissue.

Essential Questions (Open-ended style which promote in-depth investigation): 1. There are two types of bone cell arrangement of osteocytes in every bone. Why? 2. How can living cytoplasm get nutrients in a hard matrix like the bone has? 3. Notice all the fractures in assorted radiographs. What do they have in common (fractures in

compacted areas more frequent)? Why is this so? 4. True. False. The femur of a forty year old has remained the same since his adult height was

reached at age 22.

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test): Skeletal quizzes. See weekly planer.

2. Performance or product-based: Individual or group projects.


Daily Activity Plan


3 min 2 min 10 min 10 min

Introduce 2 types of bone arrangement of osteocytes in every bone. Review intercellular material. Place students individually or in small groups. Project image of compact and spongy bone, noting haversian canal system.

Draw a figure how bone cells could communicate, including intercellular material. Color the living cytoplasm. Label the enlarged diagram of a femur or humerus (or any long bone) with areas that are


10-15 min 20 min 30-40 min 30-50 min, can be finished as homework.

Note comparison to any other cell type. In addition to osteocytes, what are functions of osteoclasts and osteoblasts? Instructor is group facilitator, suggesting to use diagrams already labeled, noting characteristics of compacted and spongy bone. Assignment: Predict fracture locations Instructor is group facilitator, and selects any problem. Solution to turn in should use written text, drawn figures, or any outside sources available. Summary required.

compacted and areas that are spongy. Optional: compare bone cell arrangement to any other human cell arrangement, such as skin. What are significant differences? Using your text, see which hormones affect clast and blast activity. Draw a figure showing the effect on a bone. Select a radiograph or copy of a radiograph in each group. Discuss why the fracture is located in its position. Hand in summary. In-class or homework group project: A. A man is stranded in the desert, but has adequate food supplies and water, but no citrus fruits. After a long period of time, how is his skeleton affected? OR B. A woman of age 50 has osteopenia. Explain the effects on her skeleton. OR C. A man has a tumor of his parathyroid gland causing an increase in its hormone production. Predict effects and a possible treatment.


Resources/Instructional Materials Needed: Anatomy and Physiology texts Enlarged black and white diagram of compact and lamellar bone for distribution Microscopes with slides of bone tissue or Projected images of compact bone arrangement in haversian canals Enlarged figure of long bone to color or note locations of compact bone Radiographs of assorted fractures Pathophysiology texts as references Internet access

Notes: List of activities can be adapted for 2-50 min blocks, or project assigned to be completed attend of skeletal unit, end of 2nd week. It is important to see how each bone has a more resilient spongy area, and a stronger more brittle compact area. Students can see how the endocrine system affects skeleton daily and over time. The effects of clast and blast cells remind the student that the skeleton is not a constant structure, but dynamic.


Skeletal Development Course Name: Anatomy & Physiology


Day: 9, 10, and 11 of 30 Classes in Unit

Prerequisite knowledge/skills: Basic definitions of connective tissue.


Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test): Some standardized testing 2. Performance or product-based: Some group reports 3. Student reflection 4. Group evaluation

Daily Activity Plan


15 min 5 min. 40 min

Possible topics identified w. “P”. Suggested topics identified with “S”. Describe bone development as intramembranous or endochondral. Relate bone development to bone shape. P: Relate bone development to age of individual. S: Describe the significance of the epiphyseal plate. Note before delivering problem that hormones can affect the plate.

Describe why females reach their adult height faster than males. OR Mary returns to her high school 5 year reunion. She notes the girls seem to have changed physically much less than the boys. Explain.


40 min 20-30 min 30-45 min

S: Instructor lecture with diagrams. Bone finished in length can increase in thickness. Post a question to individual or group. P: Assign fracture repair. Have four groups illustrate one step of each of four basic steps to the class. Instructor moderates group, and asks questions to all. Remind students they already know two major cells involved in remodeling. S: Assign four groups a hormone: thyroxin, growth hormone, calcitonin, PTH, but allow them to discover what it is, if indicated. Post four questions, and have students describe effects to be turned in.

A. Tom, age 15, decides to use a daily workout routine of weight-lifting and exercise machines. He adds 8 pounds over five months, and his muscles appear more visible. Explain what has happened to his skeleton and why. B. Tom is in a coma for 4 months following an accident. What effect could this have on his skeleton and why? Your group is assigned one step of fracture repair. Draw a picture on the board or large poster board and describe to class. Each group should submit a typed paragraph explaining their question. A. A child has Paget’s disease. How is her skeleton affected? and other organs? B. Mrs. King, age 31, is diagnosed with Graves disease. Her family wants to know what this means. C. Bob is in high school, and decides to take growth hormone even though his parents said not to, thinking he might just make the football team. What can the results be? D. A couple has a young baby, age 15 months. Their


30-45 min

S: Instruct students a week ahead of time to bring in their breakfast cereal boxes. Assign three vitamins, A, D, and C. Instruct students to turn in a report of the effects on the skeleton.

pediatrician is sending her to an endocrinologist to check for pituitary dwarfism. What is happening? Your group is assigned a vitamin A, D, or C. 1. Examine your cereal or poptart or other boxes to see what per cent of your daily vitamin intake is provided. Make a chart for each group member. 2. Explain what the significance of daily RDA of your assigned vitamin is in regards to the skeleton.

Resources/Instructional Materials Needed: Anatomy and Physiology Textbooks for reference Pathophysiology texts Internet reference Diagrams/information of fracture repair

Notes: Select those exercises that fit allocated times. Some could be assigned as homework, or group homework. Computer with keyboarding with printer available for printing reports.


Representative joints Course Name: Anatomy & Physiology


Day: 13 and 14 of 30 Classes in Unit



Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test): Paper test

2. Performance or product-based: Class demo and “Simon Says game” 3. Student reflection 4. Group evaluation

Daily Activity Plan


10 min 20 min 15 min

Lecture on comparison of movement in synarthroses, amphiarthroses, diarthroses. Use examples to illustrate a hinge joint, as a door on a hinge; a ball & socket, as a ball in a cup; gliding, as two wooden blocks sliding past each other; and pivot, as A screw-on bottle cap. Have students label the accessory structures of the knee joint.

Students listen to lecture and find examples of each to turn in. Students should be able to find examples of hinge, pivot, ball & socket, and gliding in their own bodies. Color the bursa green. Color the fat cushions yellow. Color menisci red. Locate synovial fluid & color blue. Locate ACL & PCL’s. Why are they called this?


30 min 30 min

Assign groups of ~4 students each. Each student in the group should be able to demo flexion vs. extension, adduction vs abduction, Superextension, Dorsiflexion and plantar flexion, supination and pronation, elevation and depression, etc. Groups will be teams, and do “Simon says” to emphasize movements.

Every person in the group should be able to demo each of the suggested movements. It can be helpful to label movement diagrams with stick figures. Teams play “Simon Says”. Instructor asks movement activity. Points for team recorded on board.

Resources/Instructional Materials Needed: Skeleton Movement diagrams Video camera Joint models Anatomy and physiology textbooks Figure of a knee joint Figure of movements to label.

Notes: Ask students to identify the easier adduction/abduction movements with an arm at the shoulder or leg at the hip. Help students with Latin prefixes: ab = away and ad = toward Use more difficult movements to envisualize such as adduction of fingers.


Types of Muscle Cells Course Name: Anatomy & Physiology


Day: 16 of 30 Classes in Unit -

Prerequisite knowledge/skills: Basic tissue characteristics

Essential Questions (Open-ended style which promote in-depth investigation): 1. What unique features do linings of internal organs, the heart, and skeletal muscle have that

demands a special type of muscle cell?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance or product-based: Oral quizzing of teams as a game.


Daily Activity Plan


15 min 20 min

There are three types of muscle: skeletal, cardiac, and smooth. Divide class into two teams.

Make a table of characteristics of each type of muscle. Instructor will deliver Jeopardy questions. Each team will complete answers of characteristics of smooth, cardiac, and skeletal cells.

Resources/Instructional Materials Needed: Anatomy and physiology text Tables of muscle cell characteristics

Notes: This may be adequately covered under tissues.


Muscle Identification Course Name: Anatomy & Physiology


Day: 17, 18, 26 & 27 of 30 Classes in Unit

Prerequisite knowledge/skills: General areas of body Meanings of the terms of origin and insertion, adduction and abduction, flexion and extension, supination and pronation.

Essential Questions (Open-ended style which promote in-depth investigation): 1. The direction of muscle fibers indicates the direction of force of contraction. Use this to

assist in clarifying function of muscle while observing. 2. Remember that muscles stabilize joints. How is this done? 3. Which attachment site exhibits more mobility?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test): Specimens or computer pictures

2. Performance or product-based: 3. Student reflection 4. Group evaluation

Daily Activity Plan


2 hrs. Assign groups of students to locate assigned muscles on a specimen. Each group can then exchange their information with another student group, making sure they are responsible for all muscles shown. OR students can present their muscles to the class, showing the origins and insertions of one to explain its activity.

Locate and describe function of: (I) Sternocleidomastoid and scalenes (neck) External intercostals and diaphragm (thorax) Serratus anterior,trapezius (thorax) Rectus abdominis, external oblique (abdominal wall) Pectoralis major, latissimus dorsi, and deltoid (shoulder).


The instructor should decide How many muscles to assign Which groups of muscles to assign:

1. representative from each group,

2. superficial palpable muscles,

3. muscles most related to student athletics, etc.

The numbers of origins and insertions for which the student is accountable How many muscle functions for which the students are responsible

Triceps brachii, biceps brachii, and brachialis (arm).

Flexorcarpii radialis,extensor digitorum, pronator teres (representative pronators, flexors, and extensors from the forearm distal to the fingers) Rectus femoris and vastus muscles (anterior thigh quadriceps)

Sartorius (anterior thigh) Adductor magnus (thigh adductors) Gluteus maximus and medius (buttocks) Biceps femoris, semitendinosus,semimembranosus (hamstring muscles of posterior thigh)

Gastrocemius and soleus (posterior leg).

Resources/Instructional Materials Needed: Anatomy and physiology text Computer program, like Anatomy and Physiology Revealed Preserved specimens, cat, human, rat Overhead projections of muscle, superficial and deep

Notes: The use of Anatomy and Physiology Revealed can give significant visual reinforcement.


Skeletal Muscle Cell Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. The unique contractility of muscle tissue is due to the character of its cytoplasmic proteins.

Describe the major protein fibers. 2. What new organelle assists in current conduction into the interior? 3. Why does this cell have multiple nuclei? 4. What is the significance of large numbers of mitochondria in skeletal muscle?

Assessments

Pre:



Will be tested as background with contraction.


Daily Activity Plan


20-30 min

Assign the features of the skeletal muscle cell to be briefly described.

Briefly describe the following in a skeletal muscle cell. Sarcolemma Motor end plate Sarcoplasmic reticulum t-tubule nuclei mitochondria actin and myosin myoglobin glycogen OR homework

Resources/Instructional Materials Needed: Anatomy and physiology text Histology computer program Skeletal muscle computer program Diagram of skeletal muscle

Notes: It is important for students to know that form follows function, and the skeletal muscle cell is adapted for calcium storage, depolarization accessibility to cytoplasmic proteins, and contraction.


Neuromuscular Junction Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Skeletal Muscle Cell Characteristics

Essential Questions (Open-ended style which promote in-depth investigation): 1. Why is current flow one-way from neuron to muscle cell? 2. What is the neurotransmitter in the skeletal muscle system? Is it the same as the nervous

system? 3. What is an advantage for the neuron and muscle cell not to touch?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance or product-based: Project homework. 3. Student reflection 4. Group evaluation


Daily Activity Plan


5 min 10 min 30 min 30-45 min

Instructor identifies the three parts of the neuromuscular junction, and shows on an overhead. Ask students to compare organelles in the motor neuron and muscle cell. The instructor asks students to draw a figure representing neurotransmitter flow.

What are the 3 parts of the NMJ? Label a figure of these. List organelles that are unique to the motor neuron, and list what parts are unique to the skeletal cell. Develop an analogy how a chemical can diffuse from the neuron through the cleft to the muscle cell Group project or homework: A client gets Botox injections to get rid of wrinkles around her eyes. Explain with a drawing, and turn in.

Resources/Instructional Materials Needed: Anatomy and physiology text Computer internet access Contraction physiology computer program

Notes: It is important to understand the flow of depolarization is unidirectional from neuron to synapse to muscle.


Muscle Cell Contraction Course Name: Anatomy & Physiology


Day: 21, 22, and 23 of 30 Classes in Unit -

Prerequisite knowledge/skills: Skeletal Muscle Cell anatomy; Neuromuscular Junction.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is necessary for contraction to occur? 2. What causes cramping? 3. Is ATP used to join or pull apart the proteins actin and myosin? 4. Is calcium used up in contraction?

Assessments

Pre:




Daily Activity Plan


10 min 10 min 15 min 15 min

Illustrate the sequence of depolarization through the muscle cell, and emphasize the release of calcium to the muscle proteins, and the sliding of actin into myosin. Show a computerized version of contraction. Ask a group of students to demonstrate actin sliding by forming a chain of hands reeling in a rope of actin.

Take notes on contraction. Observe a computerized contraction. Build a model of myosin. Devise a way to use a rope and several students to demo contraction to the class. Develop another analogy to demo contraction to the class Describe how relaxation begins. Homework: Based on your understanding of contraction, why does rigor (contraction) of muscles occur about 4 hours after death?

Resources/Instructional Materials Needed: Anatomy and physiology text Muscle contraction CD Rope

Notes:


Muscle Control Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Skeletal muscle cell anatomy; neuromuscular junction.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is necessary for contraction to occur? 2. If a motor neuron fires, will all of its muscle fibers contract? 3. How can you contract your biceps muscle or any other with increasing strength? Or is it all

or nothing? 4. What type of arrangement would you want for finer control?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance or product-based: Homework 3. Student reflection 4. Group evaluation

Daily Activity Plan


10 min Instructor provides a definition of a motor unit.

Homework problem: Compare the motor unit of the leg muscle, rectus femoris, with the motor unit of the eye muscle, lateral rectus. Explain the difference.

Resources/Instructional Materials Needed: Anatomy and physiology texts

Notes: Can be a homework only activity.

Anatomy and Physiology Course of Study, UNIT2: Skeletal and Muscular System 126

SKELETAL MUSCLE, Detailed Calendar


Assignment of project (inquiry) with introduction and explanation. (20-30 min) Assign groups. Skeletal: Protection and Support 20-30 min. Homework: 1. remainder of lesson plan = Answer critical thinking questions. 2. Group will investigate ‘favorite injury” injury” to use in project

Skeletal: Muscle and skeleton as levers to provide movement. Review parts of lever. 5-10 min Instructor gives analogy of biologic levers. Assign each group 5-10 muscles’ origins and insertions. Use theraband elastic bands as muscles and locate on skeleton, if available. 30-40 min Homework: Do review sheet with parts of levers, non biologic and biologic

Skeletal: Mineral and electrolyte storage of matrix. Instructor reminds students of connective tissue parts, and how skeleton fits model. 5 min Skeletal: Marrow Function. Brief overview of red cell and white cell function. 10 min Assign groups. Groups use collected food labels to predict which foods provide bone strength and support. 20 min Hints to students about homework, if necessary. Homework: 1. Using resources, group tries to answer question, such as ‘an elderly woman with osteoporosis uses a calcitonin nasal spray. Why? Homework: 1. Martha experiences radiation poisoning. Predict her symptoms.

Hand in homework. Review answers. Homework: 1. Assign 4-5 hormones affecting skeletal growth for next week. Assign quiz for levers and calcium matrix work for next day. Check on progress of groups. Make sure injury is selected, and references are realistic. Skeleton: Gross skeletal and surface anatomy. Skeleton: Gross skeletal and surface anatomy. Label diagram of long bone in class. Identify parts of appendages and girdles on figure of skeleton or real skeleton. Optional quiz review.

Quiz. Levers, mineral and electrolyte storage, .. 15 min Skeleton: Gross skeleton continued Divide into groups and play “Simon Says.” For axial or appendicular skeleton parts, or other. 20-30 min

Day6 Day7 Day8 Day9 Day10 Assess progress of inquiry projects. 10-15 min Post outline for ½ page progress report. Skeleton: surface anatomy continued. Post list of superficial markings. Students will divide into pairs to identify markings such as C7, etc. 20-30 min

Skeleton: Microscopic anatomy Label provided figure of long bone, noting location of spongy and compact. Locate intercellular material. 15 min Assign radiograph of fracture to each group. Each group will explain to classmates the location of compacted bone and the relationship to the fracture.

Skeleton: Microscopic anatomy continued Divide class into three groups. Assign each a homework group project. 40 min If unfinished in class, use as homework and hand in next class.

Skeletal: Development Lecture on endochondral compared to intramembranous ossification. Relate bone development to bone shape. 15 min Discuss growth of cartilage and bone at epiphyseal plate. Lecture why bone increases in thickness 10 min

Skeletal: Developmental continued Divide into groups, and have each of four groups sketch a stage of fracture repair and explain to class. 30 Assign each of four groups a hormone, and a question to be answered on a typed page. See A-D in lesson plan.


Hand in a ½ page summary. 30 min Homework: 1. Draw a figure how compact bone cells communicate with each other. 2. Compare the bone cell to any other human cell, noting differences and similarities.

In class exercises:. 1. Mary returns to her 5 year high school reunion. Why are the girls more unchanged than the guys? 2. Tom, age 15, …. (see lesson plan) 3. Tom is in a coma….(see lesson plan) 20 min

Begin in class -20 min---- And continue on next day.

Day11 Day12 Day13 Day14 Day15 Skeletal: Development Continue work on assigned questions on hormones, or assigned questions with vitamins. Submit typed answer If time, present to class.

Test.

Skeletal: Joints Instructor delivers lecture on 3 types of range of motion joints. Students find examples of syn, amphi, and di. Locate with pictures the examples of di joints. Instructor can explain the difference in ball & socket, etc. Instructor demonstrates types of movement. Use board and stick figures to demo adduction/abduction, etc. Homework; 1. label parts of knee joint in figure. 2. Assign page of stick figures or matching for movements.

Skeletal: joints. Divide students into teams. Teams play “Simon says” or One team demos a movement, and the other must get it right. Instructor facilitates, and awards points to each team.

Project work day with instructor facilitating


Muscule; Types of Muscle cells. Instructor compares three types of muscle cells. Class is divided into teams, and “Jeopardy” is played using types of muscle and other materials from skeletal section.

Muscle identification . Optional Cat dissection or computer program such as Anatomy Revealed or both together, using selected muscles, such as those used in common athletic movements. Muscle identification. Origin insertion identification of selected muscles, depending on supplies and computers available, and option of hands on laboratory activity.

Muscle identification continued. A&P Revealed, Cat Dissection Muscle identification.

Muscle: Skeletal Muscle cell. Students label and identify a figure of a skeletal muscle cell. Instructor facilitates discussion of need for design of skeletal cell. Discussion of movement of muscle proteins during contraction.

Muscle: Neuromuscular Junction Students label three parts of neuromuscular junction. Student groups draw a figure of transmitter flow through junction. Student project: A client gets botox…. See daily plan


Day21 Day22 Day23 Day24 Day25 Muscle: Muscle cell contraction Quiz Lecture on contraction broken into steps. Simplification of depolarization, and tying to neuromuscular junction already studied. Observe any computerized version of contraction that is available. Draw or project diagrams of actin and myosin on the board, and have students begin tomake analogies t o use for a model 50 min

Muscle: Muscle cell contraction continued Ask students to devise some illustrations of actin sliding into myosin. Have one student group use a rope of actin reeling into the human chain of myosins of students. The hands are the golf club heads, and handover hand movement pulling the rope of actin is the attachment –de-attachment stage. Have a few students be calcium, a few be tropomyosin, etc. Have students devise any other models to enact.

Muscle: Muscle cell contraction continued Review with model. Utilize any new models created by students. Review with computer program. Describe how relaxation begins. Have one student be Achase that signals the calciumstudents to leave the muscle proteins, and actin will slide backout. Make list of important points of each for testing. Homework or in class

Muscle: Muscle control. Instructor provides definitions of motor units. In class activity or homework problem: Compare the motorunit of the leg muscle, rectus femoris, with the motor unit of the eye muscle ,lateral rectus. Explain the difference. Review for test.

Test Types of muscle cells Microscopic skeletal muscle cell Neuromuscular junction Contraction


Muscle Identification continued. Continue with selected muscle identification, reviewing earlier structures, and palpating superficial muscles. If using a cat, review muscles on Anatomy and Physiology Revealed.

Muscle Identification continued

Test: Muscle Identification Presentations..

Presentations.

Presentations.

Anatomy and Physiology Course of Study, UNIT3:Nervous & Endocrine 130

UNIT 3: Nervous & Endocrine Systems

Unit Contents

Unit Calendar (33 Days) ..............................................................................................................132 Day 1: Intro to Nervous System via Case Study ......................................................................133

Brain vs. Spinal Cord:A Directed Case Study in CNS Injury .....................................135 Day 2: Intro to the CNS & its major parts ................................................................................148 Day 3: Intro to the PNS & its major nerves & plexuses...........................................................150 Day 4: QUIZ #1 and Intro to Neurons......................................................................................152 Day 5: Nerve Impulses & Synapses .........................................................................................154 Day 6: Nerve Impulses & Synapses (Cont.) and Intro to Reflex Arc.......................................156 Day 7: Reflex Arc & Total Pathways .......................................................................................158 Day 8: ACTIVITY DAY..........................................................................................................160 Day 9: QUIZ #2 and Relating the divisions of the Spinal Cord to its functions ......................162 Day 10: Continuation of Spinal Cord (from Day 9) and Major parts of the Brain.....................164 Day 11: Major Parts of the Brain (Cont.) ...................................................................................166 Day 12: Major Parts of the Brain (Cont.) and CNS Protection ..................................................168 Day 13: CNS Protection (Cont.) and Case Study Work.............................................................170 Day 14: QUIZ #3 and Special Senses Activities ........................................................................172 Day 15: Special Senses Activities ..............................................................................................173 Day 16: Autonomic nervous system and pre and post ganglionic axons ...................................174 Day 17: Autonomic nervous system location of sympathetic and parasympathetic divisions...176 Day 18: Autonomic nervous system Functions of sympathetic and parasympathetic, fight or flight .................................................................................................................178 Day 19: Autonomic nervous system Students share personal “fight or flight” experiences ......180 Day 20: QUIZ #4 and Case Study Wrap-up...............................................................................182 Day 21: Linkages between the nervous system and other body systems ...................................184 Day 22: Linkages between the nervous system and other body systems ...................................186 Day 23: Review Day...................................................................................................................188 Day 24: Nervous System Exam..................................................................................................189 Day 25: Intro to the Endocrine System & Hormonal Function ..................................................190 Day 26: Hormonal Control .........................................................................................................192 Day 27-29: Major Endocrine Organs...........................................................................................195 Day 30: Endocrine Puzzle Day...................................................................................................197 Day 31: Linkages between the Endocrine system and other body systems & Case Study Wrap-up .....................................................................................................198 Day 32: Review Day...................................................................................................................200 Day 33: Endocrine System Exam...............................................................................................201 Activity Resource: Neuroscience For Kids Website ...................................................................202


Unit: The Nervous System & The Endocrine System


Intro to Nervous System via Case Study

Intro to the CNS & its major parts

Intro to the PNS & its major nerves & plexuses

QUIZ #1 Intro to Neurons

Nerve Impulses & Synapses


Nerve Impulses & Synapses (Cont.)

Intro to Reflex Arc

Reflex Arc & Total Pathways

ACTIVITY DAY

QUIZ #2 Relating the divisions of the Spinal Cord to its functions

Continuation of Spinal Cord (from Day 9)

Major parts of the Brain


Major parts of the Brain (Cont.)

Major parts of the Brain (Cont.) CNS Protection

CNS Protection (Cont.) Case Study Work

QUIZ #3 Special Senses Activities



Autonomic nervous system Pre and post ganglionic axons

Autonomic nervous system Location of sympathetic and parasympathetic divisions

Autonomic nervous system Functions of sympathetic and parasympathetic, fight or flight

Autonomic nervous system Students share personal “fight

or flight” experiences

QUIZ #4 Case Study Wrap-up




Review Day

Nervous System Exam

Intro to the Endocrine System & Hormonal

Function


Hormonal Control Major Endocrine Organs Major Endocrine Organs

(Cont. from Day 27) Major Endocrine Organs

(Cont. from Day 27) Endocrine Puzzle Day


Linkages between the Endocrine system and other

body systems Case Study Wrap-up

Review Day



Intro to Nervous System via Case Study Course Name: Anatomy & Physiology

Unit: The Nervous System


Prerequisite knowledge/skills: 1. Knowledge of most basic aspects of the Nervous System (Brain, Spinal Cords, Nerves) 2. Basic functioning of cells 3. Everyday will build on the next

Essential Questions (Open-ended style which promote in-depth investigation): 1. Injuries from Case Studies 2. What do you need to know to be able to help this patient?4.

Assessments

Pre: Oral via Group Discussion



Daily Activity Plan


10 Min Student Skit (based on Case Study)

Selected students will act out the “Injured Diver” Case Study (see attached)

5 Min Teacher directed summary of Skit & instruction for group work

The teacher will pass out a copied sheet of the skit that was just enacted so that students have a reference sheet to refer to. Also the teacher will set-up and give the students instructions for group work (see next box)

10 Min Group Discussion of the Case Study

Instructions for Discussion: 1: What is it that the Doctor’s are trying to answer? 2: What do you need to know in order to answer that question? 3: How can you learn about these things (#2) if you don’t already know them?

10 Min Teacher led Brainstorm of Discussion Results

Teacher will act as a moderator and leader while different groups give their answers to the


3 questions above. Teacher will direct students into the correct answers. Teacher will use A&PR software to expose students to what their answers are & where they are found.

10 Min Homework instructions & Worktime

Teacher will give assignment to the students & give then time to work on in class.

HOMEWORK Students are to use the Brainstorm list to draw & label a simple diagram of the nervous system & to designate which structures are part of the Central Nervous System (CNS) or the Peripheral Nervous System (PNS). Initial list to Label on diagram Brain Spinal Cord Cerebral Cortex Cerebellum Brainstem Diencephalon Spinal Cord Cervical Enlargement Lumbosacral Enlargement Cauda Equina Peripheral Nerves


• Essentials of Human Anatomy & Physiology, Marieb (TPS Textbook)

• Anatomy & Physiology Revealed software (A&PR)

• Plastinated specimens of the nervous system (UT-COM)

• Costumes for Students in Skit

• Sorting Cards (for putting students into random groups)

• Large Paper/Blackboard/Overhead for Brainstorm area

Notes: Showing students the A&PR software may take longer than the 10 minutes allowed. There is a 3 min overview in there which would be good for the students to see. Group work does not have to split up randomly. May be quicker to divide by table groups. Main goal is to get previous knowledge out of students so that they can start building on it.


Brain vs. Spinal Cord: A Directed Case Study in CNS Injury Adapted from the Case Study by:

Patrick Field, Department of Biological Sciences, Kean University Tom Cappaert, Department of Physical Education and Sport, Central Michigan University

Dr. Green and Dr. Carter were nearing the end of the first year of their medical residency in the Emergency Department of County General Hospital. It had been a long year and a long week. They had been on duty for the last 12 hours and things were not slowing down.

“What are you plans for the weekend, Ken?” Dr. Green asked.

“Sleep, what else?” Dr. Carter replied.

“I hope things slow down a bit,” Dr. Green said to himself.

Suddenly, a call came over the radio. Paramedics were bringing in a young man with injuries sustained in a diving accident. A minute later, the doors to the department burst open and the paramedics wheeled in a young man.

“What gives?” Dr. Green asked.

The senior paramedic, Jim Morrison, reported that the patient was swimming at the local quarry and did a forward flip into the water, striking some submerged rocks.

“Which part of his body struck the rocks?” asked Dr. Carter.

“He was in a hyperflexed-tucked-position when he hit the rocks, lacerating the right side of his head and neck and upper back. The patient indicated he had severe pain upon impact and loss of sensation and movement in his arms and legs. He may have lost consciousness, but he’s not sure. He also complains of a severe headache, dizziness, and nausea. When we arrived at the scene we immobilized, stabilized, and transported him immediately,” Jim explained.

Looking at the patient, Jim continued. “His name is Mike Smith, and he’s 22 years of age. His vital signs include blood pressure of 100/70, heart rate of 75 beats per minute, respiration rate of 17, and he is conscious and alert.”

As the patient was being prepped for examination, Dr. Carter and Dr. Green discussed how they should approach their evaluation. Dr. Carter started by saying, “After seeing the head wound and hearing his complaints, I want to confirm my suspicion that this patient has a brain injury.”

Dr. Green disagreed: “I think that the other signs and symptoms indicate a spinal cord injury, and that’s what we should investigate.”

The following table summarizes the findings of the evaluation, which included a physical exam, x-rays, magnetic resonance imaging (MRI), and neurological tests.


Table 1. Summary of Diagnostic Testing for Mike Smith

General Examination

• Other vital signs within normal limits

• Cognitive testing normal (knows name, date, and place; can count backward from 100 by

5s)

Sensory Testing

• Decreased sensation to touch, pressure, and vibration in right upper/lower extremities

• Decreased temperature discrimination (cold vs. warm) in left upper/lower extremities

Motor Testing

• Decreased strength and movement of right upper/lower extremities during muscle testing

• Absence of triceps and biceps reflexes in right upper extremity

• Abnormal response of patellar, Achilles (hyper) reflexes in right lower extremity

• Positive Babinski sign on right foot

X-Ray and MRI Examination

• No skull fractures present

• Fracture in C7 vertebra

• Significant swelling present in spinal canal in C7-T2 region

Questions

1. Based on the findings presented, which doctor made the correct initial prediction?

2. Based on previous knowledge of brain function, what results from the testing were consistent with a brain injury?

3. Based on previous knowledge of spinal cord function, what results from the testing were consistent with a spinal cord injury?

4. Based on previous knowledge of CNS function, what results could be consistent with both types of injury?

5. Assuming the incorrect diagnosis true, predict how the findings would be different.

Image Credit: Detail (horizontally flipped) from The Swimming Hole by Thomas Eakins, 1884–85 , oil on canvas, Amon Carter Museum, Fort Worth. Copyright © zoo6 by the National Center for Case Study Teaching in Science.

Originally published 10/01/01 nas; last revised 12/05/06 nas at http://www.sciencecases.org/cns_injury/cns_injury.asp Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.


TEACHER’S GUIDE

The following information explains each aspect of the clinical case and points to

information that can be covered, time permitting. Each teacher, however, can

choose the extent to which the information is relevant to his or her class or

appropriate for the level of students.

BOTTOM-LINE: This is a classic case of a hemisected of the spinal cord.

INTRODUCTION: Head injuries and traumatic brain injury (TBI)

With brain injury, the first clinical indicator is lack of consciousness (brainstem or

brain swelling), and then cognition (direct attention to the cerebral cortex). Next,

pay attention to cranial nerve signs. If these are intact, attention should be directed

to the spinal cord.

A closed head injury, of the type that could result from the injuries described in this case, is an injury to the brain inside an intact skull. Injury to the brain causes swelling, which quickly increases the pressure within the skull (intracranial pressure). The increased pressure causes more damage to the brain, which causes more swelling.

• Concussion – a jarring injury to the brain. A person who has a concussion usually, but not always, passes out for a short while. The person may feel dazed and may lose vision or balance for a while after the injury.

• Brain contusion – a bruise of the brain. This means there is some bleeding in the brain, causing swelling.

• Skull fracture – when the skull cracks. Sometimes the edges of broken skull bones cut into the brain and cause bleeding or other injury.

• Hematoma – bleeding in the brain that collects and clots, forming a bump. A hematoma may not be apparent for a day or even as long as several weeks. Watch out for headaches, listlessness, balance problems, or nausea and vomiting.

Loss of consciousness, even very briefly, is one of the clearest indications that a blow to the head may have affected the brain. A confusional state involving uncertainty about time, date, and location, and/or a period of memory loss for the events surrounding the head injury, are also indicators of trauma to the brain.

The person's state of consciousness, orientation to time and place, and immediate memory function (e.g., remembering a series of four numbers) should be evaluated periodically during this time. Any evidence of deterioration may be a sign of the delayed effects of brain injury due to swelling or internal bleeding.


Headache, dizziness, and nausea

Headache immediately following head injury usually clears after minutes or days, but may persist for months or rarely years. The long-term headaches are called post-traumatic or post-concussion headaches.

One can understand why headaches may follow a moderate or severe injury to the brain such as a concussion (bruise) or laceration (tear). Mild injuries of the brain are characterized as a concussion (a brief disturbance of brain function causing loss of consciousness or transient difficulty in thought processes).

Because the neurological examination after mild head injury is normal and standard tests as well as imaging studies (such as MRI or CT of the head) fail to reveal abnormalities, many thought that the symptoms following mild head injury were psychological.

But microscopic studies have shown disruption of the nerve fibers in the brain due to the stretching or shearing forces of the trauma. Other subtle changes have been noted in brain functioning.

Unfortunately, people who experience post-traumatic headaches also experience other neurological symptoms, such as dizziness, ringing in the ears, vague blurring of vision, psychological symptoms occur such as depression, anxiety, personality change, disturbance in sleep and impairment libido.

INTRODUCTION: Spinal cord injury

With spinal cord injury, the main goal is to distinguish between upper and lower

motor neuron signs alone, or in combination. Then, you need to compare the

effects on sensory pathways on each side of the body.

Symptoms vary somewhat depending on the location of the injury. Spinal cord injury results in varying degrees of weakness and sensory loss at and below the injury. The pattern depends on whether the entire cord is injured (complete) or only partially (incomplete).

Cervical (near the neck) injuries: When spinal cord injuries occur near the neck, varying degrees of clinical signs can affect both the arms and the legs:

• Weakness, paralysis

• Breathing difficulties (from paralysis of breathing muscles)

• Spasticity (increased muscle tone)

• Sensory changes

• Numbness

• Pain

• Loss of normal bowel and bladder control (e.g., constipation, incontinence, bladder spasms)

Thoracic (chest-level) injuries: When spinal injuries occur at chest level, varying degrees of clinical signs can affect the legs:

• Weakness, paralysis


• Breathing difficulties (from paralysis of the breathing muscles)

• Spasticity (increased muscle tone)

• Sensory changes

• Numbness

• Pain

• Loss of normal bowel and bladder control (e.g., constipation, incontinence, bladder spasms)

Injuries to the cervical or high thoracic cord may also result in blood pressure problems, abnormal sweating, and trouble maintaining regular body temperature.

Since the spinal cord does not extend below the L1 vertebra (although the dorsal and ventral roots do), injuries at and below this level do not cause spinal cord injury.

LINK – SKELETAL SYSTEM: Review bones of the skull and vertebral column

LINK – CARDIOVASCULAR SYSTEM: Review basic blood supply to brain and meninges

General Examination

Vital signs – Normal ranges of vital sign values for adults

Temperature Normal average (oral temperature) = 98.6ºF ±1ºF (37ºC)

In most adults, an oral temperature above 100 F or a rectal or ear temperature above 101 F is considered a fever. A child has a fever when his or her rectal temperature is 100.4 F or higher.

Pulse 60-100 beats/min

BP 90-140 mmHg (systolic)

60-90 mmHg (diastolic)

Respiration 12-20 breaths/min

Bottom-line: Intact vital signs indicate that breathing centers in medulla is

intact.

LINK – CARDIOVASCULAR SYSTEM: Review how blood pressure, heart rate, and respiration is influenced by nervous system

Cognitive function

Cognitive tests are useful for diagnosing individuals with brain injury.

Cognition refers to thinking skills. Cognition includes an awareness of one's surroundings, sustained attention to tasks, memory, reasoning, problem solving, and executive functioning (e.g., goal setting, planning, initiating, self-awareness, self-inhibiting, self-monitoring and evaluation, flexibility of thinking). Cognitive difficulties are highly common in persons who


are traumatically brain injured, and problems again vary depending on the location and severity of the injury to the brain.

• Patients frequently have trouble concentrating when there are internal and external distractions, e.g., carrying on a conversation in a noisy restaurant or dividing attention among multiple tasks/demands.

• Processing or "taking in" of new information is generally slower. Longer messages may have to be "chunked," or broken down into smaller pieces. The patient may have to repeat/rehearse incoming messages to make sure he or she has processed the crucial information. Communication partners may have to slow down their rate of speech to accommodate the patient's processing needs.

• Recent memory is affected, making new learning difficult, e.g., students may have trouble learning and retaining new concepts taught in class. Long-term memory for events and things that occurred pre-injury, however, is generally unaffected, e.g., the patient will remember names of friends and family.

• Impairments in executive functioning diminish the ability to initiate tasks and set long-term and short-term goals for task completion. Planning and organizing the job at hand is an effort, and it is difficult to self-evaluate work. Consequently, these individuals seem disorganized and unable to negotiate their lives without the assistance of families and friends. They also may have difficulty solving problems, and they may react impulsively (without thinking first) to situations.

Bottom-line: The findings presented (PT oriented to name, time and place) are

generally not consistent with brain injury.

REVIEW: parts of brain and their major functions

Sensory Testing

Decreased sensation from limbs

• Decreased sensation to touch, pressure, and vibration in right upper/lower extremities

• Decreased temperature discrimination (cold vs. warm) in left upper/lower extremities

LINK – INTEGUMENTARY SYSTEM: Review different “modalities” of general

sensation to skin via different types of skin receptors

Unencapsulated nerve endings

Free nerve endings

Nociceptors – respond to painful stimuli

Skin and all organs (except brain); found in meninges of brain and play important

role in headaches

Warm receptors – respond to rising temperature

Cold receptors – respond to falling temperature

Tactile (Merkel) discs – tonic receptors for light touch (e.g., textures, edges, shapes) Hair receptors – monitor movements of hairs


Encapsulated nerve endings

Tactile (Meissner) corpuscles – phasic receptors for light touch and texture

Located in dermal papillae of hairless areas (e.g., fingertips, palms, eyelids, lips,

nipples, and parts of genitals)

Krause end bulbs – similar to tactile (Meissner) corpuscles

Located in mucous membranes

Lamellated (pacinian) corpuscles – phasic receptors for deep pressure, stretch, tickle, and

vibration

Located in dermis of hands, feet, breasts, and genitals

Also located in periosteum, joint capsules, pancreas, and some other viscera

Ruffini corpuscles – tonic receptors for heavy touch, pressure, stretching of skin, and

joint movements

Located in dermis, subcutaneous tissue, ligaments, tendons, and joint capsules

Muscle spindles – sense muscle stretch (proprioception) Golgi tendon organs – sense tension in tendons (proprioception)

General rule: Three neurons (first-, second-, and third-order) required for

sensory signal to pass from receptor to brain.

First-order neuron

Receptor to spinal cord

First-order neurons for touch, pressure, and proprioception

Large, myelinated, and fast

First-order neurons for heat and cold Small, unmyelinated to lightly myelinated, and slow

Second-order neuron

Spinal cord to brainstem

Third-order neuron

Brainstem to brain

REVIEW: Two types of projection ascending (sensory) pathways

Posterior column pathway: Proprioception, fine touch discrimination, and

pressure

• First-order neuron – DRG (sensory) neuron

Central process enters dorsal horn Axons project on same side in dorsal part of spinal cord up to cuneate nucleus in medulla oblongata where it synapses

• Second-order neuron – Cuneate neuron

Axon crosses to opposite medial lemniscus and ascends to

thalamus where it synapses

• Third-order neuron – Thalamic neuron


Ascends to somesthetic cortex in postcentral gyrus in parietal

lobe on same side

Spinothalamic pathway: Pain and temperature

• First-order neuron – DRG neuron

Central process enters and synapses in dorsal horn on same

side where it synapses

• Second-order neuron – Dorsal horn neuron

Axon crosses to opposite anterolateral system where it then turns and ascends via spinothalamic tract to thalamus where it

synapses

• Third-order neuron – Thalamic neuron

Ascends to somatosensory cortex in postcentral gyrus in

parietal lobe on same side

Bottom-line: Sensory neurons on one side of the cerebral cortex respond to

sensory input from opposite side of the body.

EXPLANATION OF FINDINGS: The decreased sensation to touch, pressure,

and vibration in right upper and lower extremities indicates that the impairment of the sensory fibers must be in a place that affects both upper and lower limbs. Since the sensory fibers for touch, pressure, and vibration ascend on the same side (the right side in this case) to the medulla oblongata before crossing to the left side, the most likely explanation is that an injury to the right side of the spinal cord at about C7 and affects ascending tracts. These ascending fibers travel upward in the dorsal part of the spinal cord and it is likely that the right side of the spinal cord was damaged in this area.

The decreased temperature discrimination in left upper and lower extremities

indicates that the impairment of the sensory fibers must be in a place that affects both upper and lower limbs. Since these sensory fibers from the left side cross to the opposite side in the spinal cord at approximately the level where they enter and then ascend in the anterolateral pathways, it is likely that the damage to the right side of the spinal cord also impacted these pathways.

Motor Testing

Decreased strength and movement in right extremities

LINK – MUSCULAR SYSTEM: Review the following:

• Neuromuscular junction

• Mechanism of muscle contraction (sliding filament theory)

• Action(s) of muscle being tested, as well as their antagonists

REVIEW: Projection descending (motor) pathways

Two principles:


• Descending tracts carry signals from the brain to a muscle for

voluntary movement.

• Upper motor neurons on one side of the brain control muscles on

opposite side of the body.

Two neurons are involved: an upper motor neuron and a lower motor

neuron

• Upper motor neuron

o Soma in cerebral cortex (precentral gyrus in frontal cortex) or brainstem (cranial nerve nuclei – should be intact)

o Corticospinal tracts (lateral and ventral) � Carry axons down to spinal cord

� All cross to opposite side

• Crossing can occur in medulla oblongata (at medullary pyramids) or in spinal cord at level of motor neuron

o Projects to ventral horn of spinal cord

• Lower motor neuron

o Soma in ventral horn of spinal cord o Projects to muscle

EXPLANATION OF FINDINGS: The symptoms of motor weakness are consistent with a spinal cord lesion that affected lower motor neurons in the

right ventral horn. The lesion would have also affected the descending

pathways that course down from the medulla oblongata on the same (right) side.

Absence of triceps and biceps reflexes in right upper extremity

LINK – MUSCULAR SYSTEM: Review the triceps and biceps brachii muscles and their innervation

• Triceps brachii m. – innervated by radial nerve (C6-8)

• Biceps brachii m. – innervated by musculocutaneous nerve (C5-6)

Bottom-line: Need to have the monosynaptic loop intact for these reflexes. The

absence of reflexes is an indication of lower motor neuron (LMN) symptoms.

• Reflexes controlled by LMNs at level of lesion are generally hypo-reflexive (i.e., absence of the reflex).

• Reflexes controlled by LMNs below level of lesion, are generally hyper-reflexive (i.e., heightened or exaggerated reflex). This is, presumably, due to loss of inhibition from descending motor pathways.

Patellar hyper-reflex (right side) – also known as the knee-jerk reflex


General questions:

a. What type of stimulation required for a skeletal muscle (somatic) reflex? Sensory or motor?

Note: these have also been called spinal reflexes, but this is not a good term since visceral (autonomic) reflexes also involve the spinal cord.

b. Where would you find receptors that can stimulate a somatic reflex? Skin, muscle, or tendon

c. Are reflexes slow or fast? d. Are reflexes voluntary or involuntary? e. Are reflexes predictable (i.e., stereotyped)?

Tendon struck by hammer

f. Where is the patellar tendon and what two structures does is connect? g. Is a tendon different from a ligament?

Stimulates impulse in stretch receptor in tendon

Impulse carried by sensory nerves to spinal cord

h. Is this an afferent or efferent impulse? i. Where is cell body of sensory nerve? j. Where does the central process of this nerve end?

Dorsal horn

Impulse transmitted to lower motor neuron

k. How is impulse transferred from one neuron to another? A synapse is involved

l. What is a lower motor neuron? m. Is the impulse transferred directly or indirectly to the lower motor neuron?

Usually involves an interneuron.

Impulse transmitted to muscle

b. Spinal levels involved in patellar reflex

L3 and L4 a. What nerve is involved in transmitting this sensory information?

Femoral

c. What type of injury would cause a decreased (but still present reflex) or loss of a patellar reflex?

a. Herniated L5-S1 disc can put pressure on S1 nerve root leading to loss of reflex.

Activity: have students attempt to elicit this reflex

Achilles hyper-reflex (right side)

a. General questions:

What type of stimulation required for a skeletal muscle (somatic) reflex? Sensory or motor?


Note: these have also been called spinal reflexes, but this is not a good term since visceral (autonomic) reflexes also involve the spinal cord.

Where would you find receptors that can stimulate a somatic reflex? Skin, muscle, or tendon Are reflexes slow or fast? Are reflexes voluntary or involuntary? Are reflexes predictable (i.e., stereotyped)?

b. Tendon struck by hammer

Where is the Achilles (or calcaneal) tendon and what two structures does is connect? Is a tendon different from a ligament?

c. Stimulates impulse in stretch receptor in tendon – impulse carried by sensory nerves to spinal cord

Is this an afferent or efferent impulse? Where is cell body of sensory nerve? Where does the central process of this nerve end? A: Dorsal horn

d. Impulse transmitted to lower motor neuron

How is impulse transferred from one neuron to another? A synapse is involved

What is a lower motor neuron? Is the impulse transferred directly or indirectly to the lower motor neuron?

Usually involves an interneuron.

e. Impulse transmitted to muscle

f. Spinal levels involved in Achilles reflex

S1 and S2

g. What type of injury would cause a decreased (but still present reflex) or loss of a patellar reflex?

Herniated L5-S1 disc can put pressure on S1 nerve root leading to loss of reflex.

ACTIVITY: have students attempt to elicit this reflex

Positive Babinski sign (right side)

Babinski sign (AKA plantar response (because the sole is the plantar surface of the foot), the toe or big toe sign or phenomenon, and the Babinski reflex, response or phenomenon) obtained by stimulating the external (outside) part of sole. Examiner begins stimulation back at heel and goes forward to base of toes.

The Babinski sign is manifest by the upturning of the big toe and also by fanning of the other toes.

Most newborn babies, and many infants, are not neurologically mature so they normally show a Babinski sign. Upon stimulation of the sole, they extend the great toe. With time


during infancy the Babinski response vanishes and, under normal circumstances, should never return. A Babinski sign in an older child or adult is abnormal. It is a sign of a problem in the central nervous system (CNS), most likely in a part of the CNS called the pyramidal tract, and presumably indicates incomplete upper motor neuron control of local motor neuron circuitry.

The normal response in an adult to stroking the sole of the foot is flexion of the big toe, and often the other toes. Following damage to descending upper motor neuron pathways, however, this stimulus elicits extension of the big toe and a fanning of the other toes.

REVIEW: pyramidal tract

ACTIVITY: have students attempt to elicit this sign

EXPLANATION OF FINDING: Usually, this abnormal reflex reflects damage to descending upper motor neuron pathways and a resulting incomplete upper motor neuron control of local (lower) motor neuron circuitry. These fibers descend in Lateral corticospinal tract which is damaged by the lesion.

X-Ray and MRI Examination

Skull fracture (FX)

Skull FX, breaking the bony skull, is a primary injury with traumatic brain injury (TBI).

LINK – SKELETAL SYSTEM: Review bones of the skull and the fact that the periosteum that surrounds bone has nociceptors (pain receptors)

C7 vertebra fracture (FX)

FX can result in direct compression or severing of spinal cord.

LINK – SKELETAL SYSTEM: Review bones of the vertebral column and the fact that the periosteum that surrounds bone has nociceptors (pain receptors).

LINK – CARDIOVASCULAR SYSTEM: Review the course of the vertebral artery and its relationship to the cervical transverse processes.

Swelling in spinal canal C7-T2

This finding suggests that fluid accumulating within the bony vertebral canal, which houses the spinal cord, could exert local pressure on the spinal cord.

Bleeding, fluid accumulation, and swelling can occur inside the spinal cord or outside the spinal cord (but within the spinal canal). The accumulation of blood or fluid can compress the spinal cord and damage or impair its function.


Additional resources:

1. Normal Vital Signs Guidelines

http://emsresource.net/vitals.shtml

2. A Practical Guide to Clinical Medicine (UCSD)

http://medicine.ucsd.edu/clinicalmed/neuro3.htm

This site has QuickTime videos showing each reflex

3. Spinal Motor Structures

http://thalamus.wustl.edu/course/spinal.html


Intro to the CNS & its major parts Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Injuries from Case Studies 2. What do you need to know to be able to help this patient?

Assessments

Pre:


Post-assessment:

1. Content-based (traditional paper and pencil test) 2. Performance or product-based: 3. Student reflection 4. Group evaluation


Daily Activity Plan


5 Min Formative Assessment Method is optional based on teacher preference. Teacher can use one of 3 methods to determine that the students understood what they were supposed to learn yesterday. 1: Bell Ringer (Daily Quiz on Paper) 2: Daphne Early’s 1-2-3 finger method 3: Clicker question method

5 Min Check Homework The teacher will check in the students homework from last night and will discuss it as a lead in to the next activity.

35 Min Guided Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying aspects of the just the CNS on a diagram. Students will be called upon to fill in the diagram on overhead/chalkboard. Students will actively seek answers to the functions of the drawn components while the lecture is occuring. Teacher will use A&PR software to expose students to what their answers are & where they are found.








Notes: Students should be familiar with the major pieces of the CNS by the time that the lecture is finished.


Intro to the PNS & its major nerves & plexuses Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan



40 Min Guided Lecture Cover Nerves, Essential Plexuses (Major branches) & body areas served by the PNS. Modify list from Table 7.2 (p.235-236 in Text)

CLASSWORK HOMEWORK

Suggested of list of essential plexuses Cervical (C1-C5) Brachial (C5-C8, T1) Lumbar (L1-L4) Sacral (L4-L5, S1-S4)








Notes: Students should be familiar with the major pieces of the PNS by the time that the lecture is finished.


QUIZ #1 and Intro to Neurons Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: 1. Basic functioning of cells 2. Everyday will build on the next


Assessments

Pre:




Daily Activity Plan


20 Min Formative Assessment QUIZ 1 10 Question Multiple Choice Quiz 1-2 Diagram Identification 1-2 Short Answer Essay

5 Min Guided Discussion Whole class discussion as led by teacher to relate Case Study (loss of movement & sensation in arms & legs; loss of a sense) to both CNS & PNS. Teacher led discussion which channels students into answering questions such as: 1: What could cause this? 2: Why isn’t message being sent/received? 3: How is damage done to CNS/PNS? Goal is to get students thinking on cellular level.

5 Min Group Investigation Students should be looking for something is blocking or damaging Neurons.

5 Min Guided Discussion Teacher re-directs students to focus specifically on Neuron. Teacher directs students to investigate the structure and function of a neuron as based on Fig 7.4 on p. 206.

10 Min Work Time Students are to draw and label Diagram of typical Motor Neuron as listed above from text. Students should also describe the functions of each of the parts listed.

HOMEWORK Students need to label the following parts: Cell Body Schwann Cells Nucleus Myelin Sheath Axon Axon Terminal Dendrite








Notes: Focus should be on bringing the Nervous system down to its basic level, the Neuron. Students need to focus on how certain aspects of these special cells function.


Nerve Impulses & Synapses Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan



15 Min Guided Discussion Whole class discussion as led by teacher to relate Case Study. Refer students to discussion of yesterday. Quickly review the structure of a Neuron & Main structures of CNS & PNS. Ask students if we answered questions from yesterDay: 1: What could cause this? 2: Why isn’t message being sent/received? 3: How is damage done to CNS/PNS?

10 Min Group Investigation Students should be looking for how a Neuron fires an impulse.


Students should also start tracing the path of the impulse from PNS to CNS to PNS (will lead into Reflex Arc). Topic of Synapse may have to be suggested by teacher.

5 Min Guided Discussion Teacher re-directs students into discussion of how & where an impulse works/goes. Via this discussion, the topic of Synapses will be brought up & assigned as homework. ACTIVITES: 1: Could also demonstrate 2-point discrimination & have students try on each other. 2: Could possibly do an activity where students simulate an impulse being sent like a caribeaner on rope/string?????

5 Min Work Time Students are to draw and label Diagram of typical Synapse junction (Fig. 7.10 on p. 213). Students should also describe the functions of each of the parts listed. Students need to label the following parts:

HOMEWORK Students need to label the following parts: Transmitting Neuron Receiving Neuron Synaptic Cleft Vessicles Neurotransimitters Protein Channels








Notes: Focus should be on how a Neuron sends an impulse & how an impulse passes from one neuron to another, across a synapse. Depending on the detail that the teacher wants to achieve, an extra day may be needed to complete the activities.


Nerve Impulses & Synapses (Cont.)and Intro to Reflex Arc Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan




20 Min Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying aspects of a neural synapse. Students will be called upon to fill in the diagram on overhead/chalkboard. Teacher will use A&PR software to expose students to what their answers are & where they are found.


10 Min Guided Discussion Whole class discussion as led by teacher to relate Case Study. Refer students to discussion that was started yesterday (how impulse sent/received; how impulse passes between neurons). Teacher will direct the focus of the discussion to lead into the Reflex Arc. Class will talk about: 1: Afferent (Sensory) = PNS to Spinal Cord 2: Efferent (Motor) = Spinal Cord to Muscle (PNS) ACTIVTIES: Ask your neighbor “Why do you pull your hand back when you touch something hot/sharp?”

5 Min Work Time Students are to draw and label Diagram of the Reflex Arc (Fig. 7.6 on p. 209). Students should also describe the functions of each of the parts listed.

HOMEWORK Students are to draw and label Diagram of the Reflex Arc (Fig. 7.6 on p. 209). Students need to label the following parts: Sensory Neuron/Afferent Dendrites/Receptor Cell Body Interneuron Motor Neuron/Efferent Axon Terminal to Effector








Notes: Focus should be on how an impulse passes from one neuron to another, across a synapse through the reflex arc.


Reflex Arc & Total Pathways Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan



5 Min Check Homework The teacher will check in the students’ homework from last night and will discuss it as a lead in to the next activity.

25 Min Lecture & Instructions Teacher will act as a moderator and leader in the lecture. Lecture will be based on understanding the difference between the reflex arc pathway and a Total pathway. Lecture would also focus on different types of reflexes in adults & would mention several reflexes in infants.

10 Min Activity Preparation Teacher will use the remaining time in class to prepare students for the following days activities. Preparation can vary by teacher but it is suggested to have the students write out procedures for each activity and construct all necessary tables. ACTIVTIES to PERFORM: 1: 2-point discrimination 2: Caribeaner on Rope 3: Discussion of HEAT/SHARP reflex 4: Dropping a Dollar Bill between Index & Thumb.








Notes: Focus should be on finishing Reflex Arc & discriminating between Reflex Arc vs. Spinal/Cranial nerve pathways. In addition, all preparations for activities tomorrow should be completed and checked by teacher by the end day.


ACTIVITY DAY Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: 1. Lab Procedures 2. Safety


Assessments

Pre:




Daily Activity Plan


5 Min Formative Assessment (Optional due to Activity Day)

Method is optional based on teacher preference. Teacher can use one of 3 methods to determine that the students understood what they were supposed to learn yesterday. 1: Bell Ringer (Daily Quiz on Paper) 2: Daphne Early’s 1-2-3 finger method 3: Clicker question method

30 Min Activity Time Teacher will direct students to get into groups & prompt them to begin activities as were outlined by the students in their lab notebooks. ACTIVITIES to PERFORM: 1: 2-point discrimination 2: Caribeaner on Rope 3: Discussion of HEAT/SHARP reflex 4: Dropping a Dollar Bill between Index & Thumb.

10 Min Activity Clean-up & Quiz Prep

Teacher will direct students to finalize their activities & clean-up any mess/supplies. Teacher will remind student about the Quiz tomorrow.








Notes: Teacher should monitor students progress during activity time.


QUIZ #2 and Relating the divisions of the Spinal Cord to its functions Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: 1. Students need knowledge gained from Introductory materials of this system (Days 1-8)


Assessments

Pre:



Daily Activity Plan


20 Min Formative Assessment

QUIZ 2 10 Question Multiple Choice Quiz 1-2 Diagram Identification 1-2 Short Answer Essay

10 Min Update Case Study & Review

The teacher will facilitate a short discussion of whether and how the previous day’s information provided new insight into the case. Teacher will also reintroduce what was covered on Days 1-2 before beginning lecture.

10 Min Guided Lecture A&PR will be used by teacher/students to find and demonstrate structures. Students will actively seek answers to their homework while the lecture is occurring. Teacher will use A&PR software and plastinated models to expose students to what their answers are & where they are found.

5 Min Work Time Students are to draw and label a diagram of the Spinal Cord with major divisions & major peripheral nerves (see below).


HOMEWORK: HOMEWORK: Students are to draw, list, and label a diagram to designate structures that are part of the spinal cord. Initial list to label on diagram Spinal cord Cervical enlargement Lumbosacral enlargement White matter Gray matter Dorsal horn Ventral horn Dorsal root Ventral root Dorsal root ganglion Cauda equina Plexuses (Cervical, Brachial, Lumbar, Sacral) Neurovascular bundle








Notes: The main thing to emphasize if the flow of information into (afferent) and out of (efferent) the spinal cord. Also, help students understand that the dorsal horn and roots carry one type of information (sensory), the Ventral horn and roots carry a different type of information (motor), and the peripheral nerves carry both types of inform (helping students bridge knowledge gap between Reflex Arc & Spinal Cord Anatomy).


Continuation of Spinal Cord (from Day 9) and Major parts of the Brain Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan





15 Min Guided Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying aspects of a spinal cord. Students will be called upon to fill in the diagram on overhead/chalkboard.

15 Min Guided Lecture Lecture will focus on the Cerebral Hemispheres (Areas & Functions). A&PR will be used by teacher/students to find and demonstrate structures. Students will actively seek answers to their homework while


the lecture is occurring. Teacher will use A&PR software and plastinated models to expose students to what their answers are & where they are found.

5 Min Work Time Students are to draw and label a diagram of the Cerebral Hemispheres with major areas & their functions (see below).

HOMEWORK: Initial list to label on diagram Cerebrum and cerebral hemispheres Gyri, sulci, and fissures Lobes (frontal, parietal, temporal, and occipital) Somatosensory area Primary motor area Broca’s area (motor speech) Visual area Auditory area Gray matter White matter








Notes: Focus should be on Cerebral Hemispheres. Today will just be an intro due to timing adjusted by quiz.


Major Parts of the Brain (Cont.) Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan





15 Min Guided Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying aspects of the Cerebral Hemipheres. Students will be called upon to fill in the diagram on overhead/chalkboard.

15 Min Guided Lecture Lecture will change from the focus on the Cerebral Hemispheres to all other major areas of the Brain & Brain Stem (Areas & Functions). A&PR will be used by teacher/students to find and demonstrate structures. Students will


actively seek answers to their homework while the lecture is occurring. Teacher will use A&PR software and plastinated models to expose students to what their answers are & where they are found.

5 Min Work Time Students are to draw and label a diagram of the rest of the Brain & Brain Stem’s major areas & their functions (see below).

HOMEWORK: Initial list to label on diagram Corpus callosum Basal nuclei Diencephalon Brainstem Cerebellum








Notes: Focus should be on finishing the Cerebral Hemispheres & starting the Brain & Brain Stem. Today will just be an intro due to timing adjusted by quiz.


Major parts of the Brain (Cont.) and CNS Protection Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan





15 Min Guided Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying aspects of the Brain & Brain Stem. Students will be called upon to fill in the diagram on overhead/chalkboard.

15 Min Guided Lecture Lecture will change from the focus on parts of the Brain to the protection of the spinal cord. A&PR will be used by teacher/students to find and demonstrate structures. Students will actively seek answers to their homework while the lecture is occurring. Teacher will use A&PR software and plastinated models to expose students to what their answers are & where they are found.

5 Min Work Time Students are to draw and label a diagram of the protective structures of the CNS (see below).

HOMEWORK: Initial list to label on diagram Cranial cavity CSF Arachnoid villi Vertebral canal Choroid plexus Meninges (dura mater, arachnoid mater, and pia mater)








Notes: Focus should be on finishing the Brain & Brain Stem & starting the Protective Structures of the CNS. Today will just be an intro due to timing adjusted by quiz.


CNS Protection (Cont.) and Case Study Work Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan





15 Min Guided Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying aspects of CNS Protection. Students will be called upon to fill in the diagram on overhead/chalkboard.


Remaining class time will be spent using various resources (Internet, A&PR software, & plastinated models) for the teacher to discuss the case study. Time will be given for the students to discuss the case study in small groups. At the end of class, groups will choose based on their assessments whether or not the injury is PNS, or CNS (Spinal Cord vs. Brain).

HOMEWORK: Study for Quiz #3








Notes: Focus should be on finishing the Protective Structures of the CNS. There will also be time spent on the Case Study.


QUIZ #3 and Special Senses Activities Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan




25 Min Guided Lecture Group Discussion Activity Time

The teacher will use the rest of this day and tomorrow as a fun break from normal lecture. NOTE: We have left this day open for the teacher to insert their own “fun” activities involving the 5 senses.

HOMEWORK: Depends on individual teacher.








Notes: Cover the 5 senses & have fun while doing it.



Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan



The teacher will use the rest of this day and tomorrow as a fun break from normal lecture. NOTE: We have left this day open for the teacher to insert their own “fun” activities involving the 5 senses.









Notes: Cover the 5 senses & have fun while doing it.


Autonomic nervous system and pre and post ganglionic axons Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan




25 min Guided Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying aspects of the autonomic nervous system, focusing on location, functions and differences between pre and postganglionic axons. Teacher will use A&PR software to enrich lecture.

10 Min Worktime Teacher will give homework assignment. Students will begin to work on it in class and finish it as homework.

HOMEWORK: Initial list to label on diagram (See Fig 7.24 p. 237 Preganglionic axon Postganglionic axon Terminal Ganglion Effectors (cardiac muscle, smooth muscle, glands)








Notes:


Autonomic nervous system location of sympathetic and parasympathetic

divisions Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan





20 Min Guided Lecture Teacher will act as a moderator and leader in the lecture, focusing on anatomy of Parasympathetic and Sympathetic divisions of ANS. Teacher will use A&PR software to enrich lecture

10 Min Worktime Teacher will give homework assignment. Students will begin to work on it in class and finish it as homework.

HOMEWORK: Initial list to label on diagram See Fig. 7.25 p. 238 Sympathetic chain (trunk) (also see Fig 7.26 p. 239) Parasympathetic (cranial and pelvic splanchic nerves) Effector organs








Notes:


Autonomic nervous system Functions of sympathetic and parasympathetic,

fight or flight Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan




5 Min Check homework The teacher will check in the students’ homework from last night and will discuss it as a lead in to the next activity.

20 Min Guided Lecture Teacher will act as a moderator and leader in the lecture, focusing on autonomic functioning of Parasympathetic and Sympathetic (esp. fight or flight response) divisions of ANS. Teacher will use A&PR software to guide students to what their answers are and where they can be found.

10 Min Worktime Teacher will give homework assignment. Students will begin to work on it in class and finish it as homework

HOMEWORK: See Table 7.3 p. 241 Students will give examples of sympathetic vs. parasympathetic effects on target organs/systems. Number of examples and extent of detail required is up to teacher.








Notes:


Autonomic nervous system Students share personal “fight or flight”

experiences Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan





35 Min Activities In pairs or groups of three or four, students can tell about, write about, act out situations during which they have felt the effects of the “fight or flight” response. Students should be encouraged to use appropriate terminology when describing their experience.

HOMEWORK: Study for quiz 4








Notes:


QUIZ #4 and Case Study Wrap-up Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan





Remaining class time will be spent using various resources (Internet, A&PR software, & plastinated models) for the teacher to discuss the case study. Time will be given for the students to discuss the case study in small groups. At the end of class, groups will choose based on their assessments whether or not the injury is PNS, or CNS (Spinal Cord vs. Brain) with the addition of the Autonomic Nervous System.









Notes: Start wrapping up unit & case study. Get ready for linkages and final review next week.


Linkages between the nervous system and other body systems Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan





Linkage Activities – these have been listed in the Case Study Teacher’s guide. It will be up to the individual teacher to determine the scope and sequence of which linkages to make during these 2 days (Day 21-22).









Notes: Cover linkages from Case Study as they fit into your lesson focus.


Linkages between the nervous system and other body systems Course Name: Anatomy & Physiology





Assessments

Pre:




Daily Activity Plan





Linkage Activities – these have been listed in the Case Study Teacher’s guide. It will be up to the individual teacher to determine the scope and sequence of which linkages to make during these 2 days (Day 21-22).









Notes: Cover linkages from Case Study as they fit into your lesson focus.


Review Day Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan


45 Min Review Whole class is to be spent by teacher reviewing for the Exam in the way that they normally review.








Notes: Review.


Nervous System Exam Course Name: Anatomy & Physiology





Assessments

Pre:



Daily Activity Plan



EXAM 1 40-50 Question Multiple Choice Exam 4-8 Diagram Identification 4-8 Short Answer Essay








Notes: Take Exam. Have special project ready for students who finish Exam early to keep them occupied.


Intro to the Endocrine System & Hormonal Function


Unit: The Endocrine System


Prerequisite knowledge/skills: 1. Basic functioning of cells 2. Basic Understanding of Enzymes from Biology


Assessments

Pre: Oral via Group Discussion


Post-assessment consists of two parts: 1. Content-based (traditional paper and pencil test) 2. Performance - or product-based 3. Student reflection 4. Group evaluation

Daily Activity Plan


10 Min Student Skit (based on Case Study)

Use a Case Study based on Diabetes (Type II)

5 Min Teacher directed summary of Skit & instruction for group work

The teacher will pass out a copied sheet of the skit that was just enacted so that students have a reference sheet to refer to. Also the teacher will set-up and give the students instructions for group work (see next box)

10 Min Group Discussion of the Case Study

Instructions for Discussion: 1: What is it that the Doctor’s are trying to answer? 2: What do you need to know in order to answer that question? 3: How can you learn about these things (#2) if you don’t already know them?


Teacher will act as a moderator and leader while different groups give their answers to the 3 questions above. Teacher will direct students into the correct


answers. Teacher will use A&PR software to expose students to what their answers are & where they are found.

10 Min Homework instructions & Worktime

Teacher will give assignment to the students & give then time to work on in class.

HOMEWORK HOMEWORK: Students are to use the Brainstorm list to draw & label a simple diagram of the endocrine system. Initial list to Label on diagram Pituitary Gland Thyroid Gland Parathyroid Gland Suprarenal (Adrenal) Gland Pancreas Pineal Gland Thymus Gonads (Ovaries & Testes) Hypothalamus








Notes: Students need to be aware that many things in our bodies are controlled by hormones (chemicals), the basis of hormonal control, the organs that major hormones are secreted from, & what target organs are.


Hormonal Control






Assessments

Pre:



Daily Activity Plan




10 Min Guided Lecture Teacher will act as a moderator and leader in the lecture. Lecture will be based on identifying the major organs in the Endocrine system on a diagram. Students will be called upon to fill in the diagram on overhead/chalkboard. Teacher will use A&PR software to expose students to what their answers are & where they are found.



Teacher will act as a moderator and leader in the lecture. Teacher will use A&PR software to expose students to how hormones actually function. Teacher will show students how hormones function through both positive & negative feedback mechanisms. Teacher will also expose students that each Endocrine Organ produces certain hormones & each of these hormones have target organs.

10 Min Homework set-up & Worktime

Teacher will help students set-up the proper charts necessary for completing the next 3 days worth of learning. Students will pick a hormone randomly for which they will be responsible for giving the basic chart info when it comes their turn during the next 3 days.

HOMEWORK HOMEWORK: Students are to prepare the answers for their charts after they pick their specific hormones. Categories on Chart 1: Hormone 2: Organ of origin 3: Target 4: Representative Actions Initial list Hormones per Organ (Master list – Teacher should focus on those hormones with an *) * Hypothalamic hormones : Releasing factors – general function and targets * Anterior pituitary hormones : FSH & LH TSH ACTH Prolactin GH Posterior pituitary hormones : *ADH *Oxytocin Pineal gland : Serotonin Melatonin Thyroid gland : *Thyroxine (T4) & Triiodothyronine (T3) *Calcitonin Parathyroid glands : *PTH


Adrenal medulla : *Epinephrine *Norepinephrine Dopamine Adrenal cortex : *Aldosterone Steroids (cortisol and corticosterone) *Androgens (DHEA) *Estrogens Pancreas (islets) : *Insulin *Glucagon Somatostatin Ovaries : – these hormones can be covered in the reproductive system Estrogen (estradiol) Progesterone Testes : – these hormones can be covered in the reproductive system Testosterone








Notes: After being exposed to the major glands & basic components of hormonal control, the students will teach each other the next 3 days about specific glands & hormones. The focus should be on those glands & hormones with * next to them. The teacher may decide to do more or less depending on the time available.


Major Endocrine Organs



Day: 27, 28, & 29 of 33 Classes in Unit



Assessments

Pre:




Daily Activity Plan


5 Min Formative Assessment Will use one of 3 methods to determine that the students understood what they were supposed to learn yesterday. 1: Bell Ringer (Daily Quiz on Paper) 2: Daphne Early’s 1-2-3 finger method 3: Clicker question method

5 Min Correct Homework The teacher will check in the students homework from last night and will discuss it as a lead in to the next activity.

40 Min Student Presentations & Guided Lecture

Students will come up & present their findings on their specific hormones ion front of the class. Teacher will act as moderator and leader in the lecture (and if a student does not have their assignment done, will need to be ready to complete the lecture themselves). Lecture will be based on identifying Endocrine hormones, the originating organs, their targets, & their actions. The students will have full access to all resources normally used during class (A&PR software, plastinated models, etc.).








Notes: Students are to teach during these 3 days with teacher back-up.


Endocrine Puzzle Day






Assessments

Pre:



Daily Activity Plan



40 Min Activity Time Place students into small groups. Students can use the charts that they have just created with their group to travel to several stations related to the case study & unlock the causes of what is happening to their patient.








Notes:


Linkages between the Endocrine system and other body systems & Case

Study Wrap-up






Assessments

Pre:




Daily Activity Plan



15 Min Guided Lecture Explain how the endocrine system regulates activity of the following systems: Urinary system Reproductive system Skeletal system Cardiovascular system Digestive system Explain the linkage to diabetes

25 Min Update Case Study Remaining class time will be spent using various resources (Internet, A&PR software, & plastinated models) for the teacher to discuss the case study. Time will be given for the students to discuss the case study in small groups. At the end of class, groups will be able to treat their patient based on which hormones are malfunctioning.








Notes:


Review Day






Assessments

Pre:



Daily Activity Plan


45 Min Review Whole class is to be spent by teacher reviewing for the Exam in the way that they normally review.








Notes: Review.








Assessments

Pre:



Daily Activity Plan


45 Min Formative Assessment EXAM 1 40-50 Question Multiple Choice Exam 4-8 Diagram Identification 4-8 Short Answer Essay








Notes: Take Exam. Have special project ready for students who finish Exam early to keep them occupied.


Activity Resource: Neuroscience For Kids

The following experiment descriptions are from the Neuroscience For Kids website (http://faculty.washington.edu/chudler/experi.html).

Modeling the Nervous System Make a model of the brain, a neuron or the retina. Fun for all. Check out the BRAIN recipes, use beads and playdough and take a peek at the Mammalian Brain Collection. There is also an "egg-citing" brain damage demo.

Brain Games Can your eyes deceive you? How good is your memory? Do you like to play games or challenge your friends? Then check out the brain teasers, puzzles, games and jokes related to the nervous system. Also, get in on the neuroscience web search treasure hunt and compete for the "Golden Neuron Award".

Outside Games Anyone ready for a game of "Synaptic Tag"?

Neuroscience Coloring Book Color any or all of these pictures to make your own coloring book.

Brain Worksheets and Lessons Games, puzzles, activities and lesson ready to print. Some require access to this site; others are great off-line activities to keep your brain busy.

Creative Writing Projects Don't settle for a boring report. Try a creative writing project!

Reflexes Quick! What was that? Jump, kick, and grab it before it hits the floor. How good are your reflexes? Quick and easy experiments are here for you to try.

The Senses: Taste--Smell--Vision--Touch--Hearing Lots of experiments to explore how we learn about the world around us: smell, taste, touch, see and hear. Great teacher resources and plenty of links. Perhaps a science fair project too.


Sidedness Most people are right-handed. Are they also right-footed? Right-eyed? Right-eared? Find out here.

Sleep and Dreaming Do you remember your dreams? How much do animals sleep? Why do we sleep? Go here to find out.

Memory and Learning Would you be a good detective? Have you noticed what color eyes your best friend has? Can you remember what you had for dinner last night? Techniques and activities to help us remember and understand how our brain "arranges" information.

Biological Rhythms Keeping track of time with our internal clock. Our sleep patterns, body temperature, and our alertness are controlled by an internal clock. Would this internal clock still work if you were in the dark 24 hours a day? Do other animals have an internal clock? Find out...

Brain Injury Protect your brain! It's the only one you've got.

Working Students See photographs of students working on "Neuroscience for Kids" projects.

Gallery of Student's Work See what projects and artwork some students have created and add your own masterpiece to the collection.

Brain Songs Sing along with songs about the nervous system.

Successful Science Fair Projects Advice for a great science fair project.


Brain Explorers Collection of hands-on activities for students in grades 3-5. Developed by Dr. Gary E. Duncan at the University of North Carolina (Chapel Hill).

Lesson Plans Complete lesson plans with background information, teacher guides and student guides.

• [Hearing]

• [Chemical Senses: Olfaction]

• [Chemical Senses: Taste]

• [The Eye and Its Connections]

• [Color Vision]

• [Motion, Depth and Form]

• [Our Sense of Touch: Two Point Discrimination]

Copyright © 1996-2007, Eric H. Chudler All

Anatomy and Physiology Course of Study, UNIT4:Cardiovascular 206

UNIT 4: Blood and Cardiovascular Systems

Unit Contents

Unit Calendar (15 Days) ..............................................................................................................208 Day 1: Elements of blood and their function & white blood cells ...........................................209 Day 2: Hemopoietic tissues, red blood cells & hemoglobin ....................................................211 Day 3: ABO review, RH review, platelets & homeostasis, normal VS abnormal ...................213 Day 4: Vessels: arteries, veins, capillaries; gas exchange at capillary level; & substance

exchange at capillary level............................................................................................214 Day 5: Location of heart in body, anatomy of heart, and types of tissue & coverings ............216 Day 6: Pathway of blood ..........................................................................................................218 Day 7: Valves and relationship to heard sounds; normal VS abnormal sounds.......................220 Day 8: Cardiac conduction pathway heartbeat and EKG .........................................................221 Day 9: Cardiac cycle, stroke volume........................................................................................222 Day 10: Nervous system involvement........................................................................................223 Day 11: Coronary Circulation ....................................................................................................224 Day 12: Fetal VS adult circulation .............................................................................................225 Day 13: Project work or assessment...........................................................................................226 Day 14: Review ..........................................................................................................................227 Day 15: Test................................................................................................................................228


Unit: Blood and Cardiovascular Systems


elements of blood and their function white blood cells

hemopoietic tissues red blood cells & hemoglobin

ABO review RH review platelets & homeostasis normal VS abnormal

vessels: arteries, veins, capillaries gas exchange at capillary level substance exchange at capillary level

location of heart in body anatomy of heart types of tissue & coverings


pathway of blood valves and relationship to heart sounds normal VS abnormal sounds

cardiac conduction pathway heartbeat and EKG

cardiac cycle, stroke volume nervous system involvement


coronary circulation fetal VS adult circulation project work or assessment Review Test


Elements of blood and their function & white blood cells Course Name: Anatomy & Physiology

Unit: Blood & Cardiovascular


Prerequisite knowledge/skills: Some knowledge from health and biology classes. Previous knowledge from this A&P course.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What are all the elements of blood? 2. What are the major functions of the elements of blood? 3. What are the structures and functions of all the white blood cells?

Assessments

Pre: Link to the skeletal system with blood formation.

Daily/Weekly: Included on Daily Activity Plan Daily formative assessment of participation and teamwork in class, and completion of assigned work in the student portfolio.

Post-assessment: 1. Content-based - traditional paper and pencil test including multiple choice questions, essay,

and labeling diagrams at the end of the unit 2. Performance – identifying components of blood on microscope slides 3. Student reflection – in daily journal entries


Daily Activity Plan


5 minutes 15 minutes 20 minutes 10 minutes

Question of day Power point lecture with diagrams Student activity Student assignment

Journal entry Notes Lab workbook activity with colored pencils Vocabulary flash cards Reading & section review


• Textbook

• Lab Workbook

• Art Notebook

• Atlas

• Colored Pencils

• Index Cards

Notes:


Hemopoietic tissues, red blood cells & hemoglobin Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Some knowledge from health class. Some knowledge from previous content in A&P.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What are the structures and functions of red blood cells? 2. What happens to red blood cells at the end of their life span? 3. What is the fate of hemoglobin? 4. What are hemopoietic tissues?

Assessments

Pre: Link to skeletal system with blood formation.

Daily/Weekly: Included on Daily Activity Plan Daily formative assessment of participation and teamwork in class, and completion of assigned work in student portfolio.

Post-assessment: 1. Content-based - traditional paper and pencil test including multiple choice questions,

essay, and labeling diagrams at the end of the unit 2. Performance – identifying components of blood on microscope slides 3. Student reflection – in daily journal entries


Daily Activity Plan




Journal entry Notes Lab workbook activity Vocabulary flash cards Reading & section review

Resources/Instructional Materials Needed: 1. Textbook 2. Lab Workbook 3. Art Notebook 4. Atlas

• Index cards

Notes: During the power point lecture take a knee high and roll it up. It takes the shape of an erythrocyte and helps students visualize what biconcave means.


ABO review, RH review, platelets & homeostasis, normal VS abnormal Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Some knowledge from health class. Some knowledge from biology classes on ABO blood types and RH factors.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the structure and function of platelets? 2. How are platelets involved in homeostasis? 3. What are ABO blood types? 4. What are RH factors?

Assessments

Pre: Review ABO blood types from biology Punnett Squares.




Daily Activity Plan




Journal entry Notes Blood typing simulation lab Vocabulary flash cards Reading & section review


• Textbook

• Blood typing simulation kit • Index cards

Notes:


Vessels: arteries, veins, capillaries; gas exchange at capillary level; &

substance exchange at capillary level Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Some knowledge from health class. Some knowledge from biology class. Previous knowledge from this A&P course.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What are blood vessels? What is the difference between arteries and veins and capillaries? 2. What gases are exchanged at capillary level? What substances are exchanged at capillary

level? How are these exchanged?

Assessments

Pre: Link to tissues taught earlier.





Daily Activity Plan



Power point lecture with diagrams Student activity Student assignment

Notes Label diagrams Vocabulary flash cards Reading & section reviews


• Textbook

• Diagrams

• Colored pencils

• Index cards

Notes:


Location of heart in body, anatomy of heart, and types of tissue & coverings Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Body cavities and directional terminology from previous unit. Knowledge of tissues from previous unit. Some knowledge from health classes.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the location of the heart? 2. What are the coverings of the heart? 3. What tissues are involved with the heart? 4. What are the major structures of the heart?

Assessments

Pre: Link the heart to the blood and lungs and tissues previously learned in this A&P course.

Daily/Weekly: Included on Daily Activity Plan Daily formative assessments of participation and teamwork in class and the completion of assigned work in the student portfolio.


essay, and labeling diagrams at the end of the unit 2. Performance – dissection of the cow’s heart 3. Student reflection – in daily journal entries


Daily Activity Plan


5 minutes 25 minutes 30 minutes Homework

Question of the day Power point lecture with diagrams Student dissection Of the cow’s heart Student assignment

Journal entry Notes Lab workbook lab & dissection Vocabulary flash cards Reading & section reviews


• Textbook

• Lab workbook

• Cow’s hearts

• Index cards

Notes:


Pathway of blood Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: May have some knowledge from health class.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the pathway of blood through the heart?

Assessments

Pre: Link to respiratory and blood systems.

Daily/Weekly: Included on Daily Activity Plan Daily formative assessment of participation and teamwork in class and completion of assigned work in the student portfolio.


essay, and labeling diagrams at the end of the unit 2. Performance – students role play 3. Student reflection in daily journal entries


Daily Activity Plan


5 minutes 20 minutes 15 minutes 10 minutes homework

Question of the day Power point lecture with diagrams and animations Student activity Student role play Student assignment

Journal entry Notes Students use colored pencils showing the pathway of deoxygenated and oxygenated blood through the heart on a diagaram Students role play the pathway of blood through the heart with each student being a main part that blood passes through Vocabulary flash cards Reading & section reviews


• Textbook

• Diagram

• Colored pencils

• Role playing cards

• Index Cards

Notes:


Valves and relationship to heard sounds; normal VS abnormal sounds Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the relationship between the heart valves and normal hear sounds? 2. What are the differences between normal and abnormal heart sounds?

Assessments

Pre:



essay, and labeling diagrams at the end of the unit 2. Performance – identifying normal versus abnormal heart sounds in a quiz 3. Student reflection – in daily journal entries

Daily Activity Plan



Question of the day Power point lecture with heart sounds Student activity while listening to normal and abnormal heart sounds Student assignment

Journal entry Notes Students listen to heart sounds and write down observations Vocabulary flash cards Reading & section review questions


• Textbook

• Internet heart sounds

• Index cards

Notes:


Cardiac conduction pathway heartbeat and EKG Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Students may have some knowledge from health classes.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the cardiac conduction pathway? 2. What is an EKG and how is it read?

Assessments

Pre:

Daily/Weekly: Included on Daily Activity Plan Daily formative assessment of participation and teamwork in class, and completion of assigned work in the student portfolio


essay, and labeling diagrams at the end of the unit 2. Performance - diagramming 3. Student reflection – in daily journal entries

Daily Activity Plan


5 minutes 10 minutes 15 minutes 20 minutes homework

Question of the day Quiz on pathway of blood Power point lecture with EKG examples Student activity using EKG

Journal entry Quiz Notes Students answer questions about EKGs on a worksheet and fill in the cardiac conduction pathway on a diagram Vocabulary flash cards Reading & section reviews


• Quiz

• Textbook

• EKGs

• Index cards

Notes:


Cardiac cycle, stroke volume Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Students may have some knowledge from health classes.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the cardiac cycle? 2. What is stroke volume?

Assessments

Pre:


Post-assessment: 1. Content-based - traditional paper and pencil test including multiple choice questions, essay,

and labeling diagrams at the end of the unit 2. Performance – role play 3. Student reflection – in daily journal entries

Daily Activity Plan



Question of the day Quiz over cardiac conduction pathway Power point lecture with animation Student activity

Journal entry Quiz Notes Case studies


• Quiz

• Textbook

• Case studies

Notes:


Nervous system involvement Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Knowledge from previous A&P unit on nervous system.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the nervous system’s involvement in regulating the cardiovascular system?

Assessments

Pre: Link the cardiovascular system to the nervous system.


Post-assessment: 1. Content-based – traditional paper and pencil test including multiple choice questions, essay, and labeling diagrams at the end of the unit. 2. Performance – color code area of the CNS that controls the cardiac cycle 3. Student reflection – in daily journal entries

Daily Activity Plan



Question of the day Power point lecture with diagrams Student activity Classwork / homework

Journal entry Notes Label and color code with colored pencils diagrams of the parts of the brain involved in regulating the cardiovascular system Vocabulary flash cards, Reading & section review


• Textbook

• Diagrams

• Art Notebook

• Atlas

• Index cards

• Colored pencils

Notes:


Coronary Circulation Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: May have some knowledge from health classes.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is coronary circulation?

Assessments

Pre:


Post-assessment: 1. Content-based - traditional paper and pencil test including multiple choice questions, essay, and labeling diagrams at the end of the unit 2. Performance – labeling diagrams 3. Student reflection – in daily journal entries

Daily Activity Plan



Question of the day Power point lecture with diagrams Student activity Student assignment

Journal entry Notes Label diagrams of the parts of the heart highlighting coronary circulation Vocabulary flash cards Reading & section review


• Textbook

• Diagrams

• Art Notebook

• Atlas

• Index cards

Notes:


Fetal VS adult circulation Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: May have some knowledge from health classes.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the difference between fetal circulation and adult circulation?

Assessments

Pre:


Post-assessment: 1. Content-based - traditional paper and pencil test including multiple choice questions, essay, and labeling diagrams at the end of the unit 2. Performance – labeling diagrams 3. Student reflection – in daily journal entries

Daily Activity Plan



Question of the day Power point lecture with diagrams Student activity Student assignment

Journal entry Notes Label diagrams of fetal circulation with colored pencils to compare with previously labeled adult circulation Vocabulary flash cards Reading & section review


• Textbook

• Diagrams

• Art Notebook

• Atlas

• Colored Pencils

• Index cards

Notes:


Project work or assessment Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What are some diseases and disorders of the cardiovascular system?

Assessments

Pre:

Daily/Weekly: Included on Daily Activity Plan Daily formative assessment of participation and teamwork in class, and completion of “Pathology Project”

Post-assessment: 1. Content-based – traditional paper and pencil test including multiple choice questions, essay, and labeling diagrams at the end of the unit 2. Performance – produce a power point, poster, or brochure to present to the class about assigned disease, disorder, or injury 3. Student reflection – in daily journal entries 4. Group evaluation – team members and the entire class get to score their classmates’ final products

Daily Activity Plan


50 minutes

Pathology projects Research to produce a poster, or power point, or brochure to present to the class


• 1. Library references and resources

Notes:


Review Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What has been learned about the blood and cardiovascular system?

Assessments

Pre:


Post-assessment: 1. Content-based - traditional paper and pencil test including multiple choice questions, essay, and labeling diagrams at the end of the unit 2. Performance – review game 3. Student reflection – in daily journal entries

Daily Activity Plan


20 minutes 20 minutes 10 minutes

Go over review packet Play review game Set up student portfolio

Grade review packet Play review game Set up portfolio Study

Resources/Instructional Materials Needed: 1. Review packet

Portfolio checklist

Notes:


Test Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What has been learned about the blood and cardiovascular system?

Assessments

Pre:


Post-assessment: 1. Content-based - traditional paper and pencil test including multiple choice questions, essay, and labeling diagrams at the end of the unit 2. Performance – student portfolio 3. Student reflection – in daily journal entries through out the unit

Daily Activity Plan


40 minutes 10 minutes

Test Turn in Blood & Cardiovascular system portfolios Pathology projects

Test Turn in portfolios Prepare pathology project presentation


• Test

• References

Notes:

Anatomy and Physiology Course of Study, UNIT 5: Respiratory 230

UNIT 5: Respiratory System

Unit Contents

Unit Calendar (12 Days) ..............................................................................................................232 Day 1: Name and location of structures & types of tissues......................................................233 Day 2: Functions and Structures...............................................................................................234 Day 3: Pathway of Air through System....................................................................................235 Day 4: Gas Exchange................................................................................................................236 Day 5: Pulmonary Ventilation and Pressure Changes ..............................................................237 Day 6: Roles of Parietal & Visceral Pleura .............................................................................238 Day 7: Nervous System Involvement and Chemical Control of System..................................240 Day 8: pH and Body Fluids ......................................................................................................241 Day 9: Normal & Abnormal Functions ....................................................................................242 Day 10: Respiratory Sounds .......................................................................................................243 Day 11: Review ..........................................................................................................................244 Day 12: Test................................................................................................................................245


Unit: Respiratory System


name of structures location of structures location in body types of tissues and continue tomorrow

general functions functions of all parts identify structures continued from day 1

pathway of air through system gas exchange pulmonary ventilation pressure changes


roles of parietal & visceral pleura

nervous system involvement chemical control of system

pH and body fluids normal & abnormal functions respiratory sounds

Day11 Day12

Review Test


Name and location of structures & types of tissues Course Name: Anatomy & Physiology




Directional terminology from previous unit Some structure & function from health class

Essential Questions (Open-ended style which promote in-depth investigation): 1. What are all the functions & structures of the respiratory system? 2. What tissues are involved in the respiratory system? 3. What is the location of the respiratory system in terms of body cavities and relationship to

other structures?

Assessments

Pre: none

Daily/Weekly: Included on Daily Activity Plan daily formative assessment of participation and teamwork in class, and completion of assigned work

Post-assessment: 1. Content-based (traditional paper and pencil test)at end of unit 2. Performance based on completed assignments in student portfolio

Daily Activity Plan



1 Power Point 2 student activity – label workbook diagrams 3 textbook assignment

1 take notes 2 label structures on diagrams 3 complete terminology flashcards


• textbook

• lab workbook

• art notebook

• atlas

Notes: Link new unit to directional terminology by asking entire class to describe location of parts of system, using directional terminology. Have them point out on partner’s body or one student in front of room. Link to tissue unit with slides of lung tissues, if available.


Functions and Structures Course Name: Anatomy & Physiology

Unit: Respiratory System Day: 2 of 12 Classes in Unit

Prerequisite knowledge/skills: Some structure & function from health class

Essential Questions (Open-ended style which promote in-depth investigation): 1. continued from day one

Assessments

Pre: none



Daily Activity Plan



20 minutes

teacher led discussions: 1 review diagrams 2 check flashcards & discuss review questions 3 student activity - silent reading or paired reading

1 review diagrams 2 check flashcards & review 3 read textbook & answer discussion questions


• textbook

• lab workbook

• art notebook

• atlas

Notes: Review terminology by using one student’s flashcard set to quiz class as individuals or in a group. Can also do as jeopardy game.


Pathway of Air through System

Course Name: Anatomy & Physiology Unit: Respiratory System


Prerequisite knowledge/skills: 1. Anatomy of respiratory system 2. Ability to flow chart

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the pathway of air through the respiratory system? 2. What structures are involved in this pathway?

Assessments

Pre: none



Daily Activity Plan



1 Power Point lecture 2 animation video 3 student activity – draw flow chart

1 take notes 2 watch video 3 draw a flow chart of air flow


• textbook

• lab workbook

• art notebook

• atlas

Notes: If students do not know how to flow chart, this may be completed as a group activity. Have students act out the pathway of airflow in groups or as whole class. If textbook does not offer video, one may be found online.


Gas Exchange Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: cellular respiration from biology

Essential Questions (Open-ended style which promote in-depth investigation): 1. How is O2 and CO2 exchanged in the respiratory system?

Assessments

Pre: none

Daily/Weekly:

Included on Daily Activity Plan daily formative assessment of participation and teamwork in class, and completion of assigned work QUIZ on pathway of air flow in respiratory system


Daily Activity Plan



1 Power Point lecture 2 student activity – draw gas exchange 3 student activity – describe what was drawn in essay form

1 Quiz on pathway of air 2 take notes 3 draw picture of gas exchange and color 4 write essay that explains how O2 and CO2 are exchanged


• textbook

• markers & paper for diagrams

Notes:


Pulmonary Ventilation and Pressure Changes Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Some structure & function from health class

Essential Questions (Open-ended style which promote in-depth investigation): 1. How does pulmonary ventilation occur in the respiratory system? 2. How do pressure changes affect ventilation?

Assessments

Pre: none



Daily Activity Plan



1 Power Point lecture 2 student activity – label diagrams 3 Student activity - lab

1 take notes 2 draw & describe inhalation & exhalation 3 balloon lab


• balloon lab equipment

Notes: Balloon lab – look at respiratory volumes. Breathe in normal…look at volume. Breathe in deeply…look at volume. Graph measurements from drawing balloon on paper and comparing to chart.


Roles of Parietal & Visceral Pleura Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Chapter 1 A&P

Essential Questions (Open-ended style which promote in-depth investigation): 1. What are the roles of visceral and parietal pleura? 2. What is the role of surfactant in respiration? 3. What are some diseases and disorders of the respiratory system?

Assessments

Pre: none




Daily Activity Plan



1 surfactant demo/activity 2 Explanation of grading rubric for pathology project & assignment of diseases 3 research time

1 use balloons to demonstrate role of surfactant 2 review of grading rubric for pathology project 3 begin to research disease


• balloon lab components

• textbook

• internet

Notes: Balloon Lab – one normal balloon is passed around and students are asked to rub balloon to check for surface tension inside. Then a balloon with a small amount of dish soap is passed around and students are asked to compare to the previous balloon. Disease Poster - students are each given a disease to research. They must make a poster, brochure or Power Point presentation containing the following information about their disease: etiology, signs and symptoms, pathology, disease cycle, treatment, and healthcare professionals that would assist to treat this disease. They also need to report if any research is being done for this disease and must list five new words that they learned. References are required.


Nervous System Involvement and Chemical Control of System Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: nervous system

Essential Questions (Open-ended style which promote in-depth investigation): 1. How is the nervous system involved in controlling the respiratory system?

Assessments

Pre: none



Daily Activity Plan



1 Power Point lecture 2 diagrams 3 student research time

1 take notes 2 label diagram showing respiratory centers in brain 3 research disease


• textbook

• internet and other resources

• diagrams

Notes:


pH and Body Fluids Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Chapter 1 A&P

Essential Questions (Open-ended style which promote in-depth investigation): 1. What chemical mechanisms help regulate respiration?

Assessments

Pre: none



Daily Activity Plan



1 Power Point lecture 2 student activity – work on pathology project

1 take notes 2 student activity – work on pathology project


• textbook

• internet and other resources

Notes:


Normal & Abnormal Functions Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Knowledge of respiratory system

Essential Questions (Open-ended style which promote in-depth investigation): 1. Compare and contrast normal and abnormal function

Assessments

Pre: none


Begin summative assessment of disease poster and presentation


Daily Activity Plan



1 cat dissection 2 Summative evaluation of student posters & presentations using rubric

1 activity – cat dissection 2 most of class to present posters


• textbook

• grading rubric

• cats & straws

Notes: Students to identify parts of respiratory system in cats. Students instructed to cut trachea and carefully use a straw to inflate cat’s lungs.


Respiratory Sounds Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Knowledge of respiratory system

Essential Questions (Open-ended style which promote in-depth investigation): 1. Compare and contrast normal and abnormal breath sounds.

Assessments

Pre: none


Finish grading of disease poster and presentation

Post-assessment: 1. Content-based (traditional paper and pencil test) at end of unit 2. Performance based on completed assignments in student portfolio

Daily Activity Plan



1 teacher description of lung sounds and causes, then play normal & abnormal breath sounds from internet site(s) 2 Summative evaluation of student posters & presentations using rubric

1 students listening to breath sounds & describing differences as class discussion 2 rest of class to present posters


• internet sources for breath/lung sounds

• grading rubric

Notes:






Essential Questions (Open-ended style which promote in-depth investigation): 1. Review for test

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) at end of unit 2. Performance based on completed assignments in student portfolio

Daily Activity Plan



1 review game 2 answer questions about test

1 review game


• worksheet packets

• review game(s)

Notes:






Essential Questions (Open-ended style which promote in-depth investigation): 1. Test

Assessments

Pre:


written test

Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance based on student portfolios

Daily Activity Plan


50 minutes

Summative evaluation which includes: multiple choice, true-false, labeling diagrams, and essay questions

Take test and turn in portfolio


• test

Notes:

Anatomy and Physiology Course of Study, UNIT 6: Digestive & Metabolism 247

UNIT 6: Digestive System & Metabolism

Unit Contents

Unit Calendar (14 Days) ..............................................................................................................249 Day 1: Structure, location and function of the major organs of the digestive system..............250 Day 2: Structure, location and function of the major organs of the digestive system..............251 Day 3: PBL Activity – Level 1 Movement of Food Review....................................................252 Day 4: Quiz...............................................................................................................................255 Day 5: Structure, location, and function of the accessory organs of the digestive system.......256 Day 6: Structure, location and function of the accessory organs of the digestive system........258 Day 7: Structure, location and function of the accessory organs of the digestive system........260 Day 8: Quiz and Digestive Enzyme Chemistry Laboratory Activity .......................................262 Day 9: Enzyme Chemistry Laboratory Activity – continued ...................................................271 Day 10: Metabolism and its relationship to the flow of energy through the human body .........272 Day 11: Metabolism and its relationship to the flow of energy through the human body .........274 Day 12: Metabolism and its relationship to the flow of energy through the human body .........276 Day 13: Review for Exam and PBL Activity to Include Metabolism........................................278 Day 14: Post Assessment over the Digestive System and Metabolism......................................279






PBL Activity – Level 1 Movement of Food Review

Quiz




Structure, location and function of the accessory organs of the digestive system. PBL Activity -Level 2

Quiz and Digestive Enzyme Chemistry Laboratory Activity

Enzyme Chemistry Laboratory Activity - continued PBL Activity – Level 3


Day11 Day12 Day13 Day14


Metabolism and its relationship to the flow of energy through the human body.

Review for Exam and Possible PBL Activity to Include Metabolism

Post Assessment over the Digestive System and Metabolism


Structure, location and function of the major organs of the digestive system Course Name: Anatomy & Physiology

Unit: Digestive System



Essential Questions (Open-ended style which promote in-depth investigation): 1. What major organs make up the alimentary canal? 2. What are the functions of the organs?

Assessments

Pre:


Post-assessment: 1. Content-based (traditional paper and pencil test) 2. Performance - or product-based 3. Student reflection 4. Group evaluation

Daily Activity Plan



Discuss the purposes of the digestive system Identify major organs and specific structures, and divisions Explain function of organs

Discussion Diagram & model identification of major organs. Note taking and discussion

Resources/Instructional Materials Needed: Diagrams, human model

Notes:


Structure, location and function of the major organs of the digestive system Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. How does food move through the alimentary canal? 2. What specialized features do organs have that aid their role in digestion? 3. What secretions of the stomach help in digestion and how do they do this?

Assessments

Pre:



Daily Activity Plan



Specific structures of stomach Role of specific glands and secretions in the major organs Movement of food through the alimentary canal

Notes and discussions Diagrams Models Discussion & video


• Diagrams

• Models

• Video

Notes:


PBL Activity – Level 1 Movement of Food Review Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Continuation of days 1 & 2

Assessments

Pre:



Daily Activity Plan



Movement of food through the alimentary canal Review for quiz

Discussion followed by Student activity: level one

Resources/Instructional Materials Needed: Placards identifying major organs, structures and secretions.

Notes:


PBL Activity for The Digestive System and Metabolism

Driving Question: What happens to food as it moves through the alimentary canal so that the body can use it for energy?

In this project the path of a piece of pizza will be followed through the alimentary canal three times. A piece of pizza is chosen because it contains proteins, carbohydrates and lipids which are broken down at different places and by different secretions throughout the system. It will be done three times to show progression of the complexity of digestion. Students will need to accurately place themselves in the alimentary canal depending on the role they’ve been assigned. Students will be able to get help from the class and the students who are playing the role of the digestive tract organs, accessory organs and secretions. Students will wear placards to indicate what “role” they are playing. Placards will be made ahead of time by the teacher. They can be note cards attached to the students’ shirts by safety pins, or larger laminated 8x11 sheets hung around the students necks.

Level 1: This is done after students have been introduced to the digestive system. Students should know the major organs of the digestive system. They will then be given placards representing the following structures: Mouth, Pharynx, Esophagus, Stomach, Small Intestine (can do three subdivisions), Large Intestine (can do subdivisions of colon), Anus, and Pizza. The student representing the pizza will have to move past each organ in correct sequence. This will require that each student representing the organ has to be in their correct position as well.

Level 2: This is done after students have been introduced to the accessory organs of the digestive system. Students could then perform the activity again using the correct accessory organs in the correct order to identify what parts of the GI tract the specific accessory organs go with. They will also demonstrate understanding of where the proteins, carbohydrates and lipids are broken down. The following organs and/or substances will be added on placards: Salivary Glands, Teeth, Gastric Glands (gastric juice), Pancreas, Liver, Gallbladder, Protein, Carbohydrate and Lipid, Water, Undigested Foods, Bacteria, Vitamin K and Vitamin B. Using the placards from Level 1 along with the new placards, students will arrange themselves so that the accessory organs are in line with the major organ. Now, as the components of the pizza pass by the major organ, the students representing the accessory organs will have to demonstrate when they would add their secretions to the system. For example, the lipid should pass through the stomach untouched, but when it gets to the small intestines, the pancreas should show that it is responsible for the digestion of the lipids. As the “food” continues to move through the system and is broken down, it would then exit the system depending upon where it would be absorbed. “Foods” would continue through the system being broken down and absorbed until the undigested foods are eliminated through the anus.

Alterations in the project at Level 2: *Each accessory organ student could have a large sticker, or another placard, representing themselves that they stick on to the “food” students placard whenever there is breakdown of that component. For example, when the lipid gets to the duodenum, the pancreas could attach a


sticker to that students’ placard. Each accessory organ would have a color that represents the break down of a particular food component. This will provide additional visualization of exactly where that particular food is being digested.

*The amount of detail can be increased or decreased depending on the number of students available for the project.

Level 3: This is done after students have been introduced to the actual secretions and enzymes that are needed for the digestion of lipids, carbohydrates and proteins. Placards for secretions to include would be: Salivary Amylase, Gastric juice, Pepsinogen (protease), Lipases, Bile, and Brush Border Enzymes. This will be done in the same manner as Level 2, but these specific secretions/enzymes should be added at the appropriate place.

Alterations in Level 3: The end products of digestion: amino acids, sugars (glucose), fatty acids and glycerol could be added to the process.

Bonnie Crim Ruby White


Quiz Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Continuation of days 1 & 2

Assessments

Pre:



Daily Activity Plan


45 minutes Quiz

Resources/Instructional Materials Needed: Quiz

Notes:


Structure, location, and function of the accessory organs of the digestive

system Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Know the major organs of the digestive system and their major roles in digestion. Be able to follow the path of food through the alimentary canal.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What are salivary glands and where are they located? 2. What are the major functions of salivary glands? 3. What would occur if salivary glands were absent or not functioning? 4. What is the role of the teeth in digestion?

Assessments

Pre:




Daily Activity Plan



Structure and Location of Salivary Glands Functions of Salivary Glands Absent Salivary Glands Role of Teeth in Digestion

Find on Anatomical Model, Coloring Book Activity Take Notes Class Discussion Locate on Anatomical Model, Coloring Book Activity

Resources/Instructional Materials Needed: Textbook Diagrams Anatomical Model Coloring Book for A&P Binder for Notes Handouts

Notes:


Structure, location and function of the accessory organs of the digestive system Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the pancreas and where is it located? 2. How is the pancreas both an endocrine and exocrine organ? 3. What is the role of the pancreas in digestion? 4. What are the functions of pancreatic enzymes, insulin and glucagon? 5. Can a person survive without a pancreas?

Assessments

Pre:




Daily Activity Plan


10 minutes 5 minutes 10 minutes 10 minutes 10 minutes

Structure and Location of Pancreas Pancreas as an endocrine and exocrine organ Role of Pancreas in Digestion Function of pancreatic enzymes, insulin and glucagons Pancreas as vital organ

Find on Anatomical Model, Coloring Book Activity Take Notes Take Notes Take Notes Class Discussion

Resources/Instructional Materials Needed: Textbook Diagrams Anatomical Model Coloring Book for A&P Binder for Notes Handouts

Notes:


Structure, location and function of the accessory organs of the digestive system Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the liver, where is it located and what is its primary function? 2. What is the role of the liver in digestion? 3. What is the function of bile? 4. What is the gallbladder, where is it located and what is its primary function? 5. Can we survive without a liver? A gallbladder??

Assessments

Pre:




Daily Activity Plan




Structure and Location of Liver and Gallbladder Role of Liver and Gallbladder in Digestion Function of bile Are Liver and Gallbladder Vital Organs? PBL Activity Level 2

Find on Anatomical Model, Coloring Book Activity Take Notes Take Notes Class Discussion PBL Activity Level 2


• Textbook

• Diagrams

• Anatomical Model

• Coloring Book for A&P

• Binder for Notes

• Handouts

• Placards for PBL Activity Level 2

Notes:


Quiz and Digestive Enzyme Chemistry Laboratory Activity Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Digestive system and accessory organs course material from previous lesson plans

Essential Questions (Open-ended style which promote in-depth investigation): 1. What happens to a protein when it is digested by the body? 2. What happens to a lipid when it is digested by the body? 3. What happens to a carbohydrate when it is digested by the body? 4. What is hydrolysis and what is denaturation?

Assessments

Pre:

Daily/Weekly: Included on Daily Activity Plan Lab Report must be written by each student at end of activity


Daily Activity Plan



Quiz over Accessory Organs Digestive Enzyme Chemistry Laboratory Activity

Quiz over Accessory Organs Class Notes and Laboratory Activity Sheets

Resources/Instructional Materials Needed: See Laboratory Activity Sheets

Notes: Continue laboratory activity next class period


DIGESTIVE ENZYME CHEMISTRY

LAB

NOTES, PROCEDURE, LAB REPORT INSTRUCTIONS AND EXPECTED RESULTS

NOTES:

Hydrolysis – Breakdown of large molecules into simpler molecules through the addition of water.

1. Enzymes (biological catalysts) – Catalyst is a substance which can accelerate a chemical reaction in the body, without being altered. A. Characteristics of enzymes

1. Increase the rate of a chemical reaction by lowering the amount of activation energy that is needed.

2. Is very specific for its substrate. 3. Is not changed, itself, in the reaction 4. Can be destroyed or denatured by heating or pH change.

Substrate – A substance which an enzyme will act upon: Examples

*Protein (This lab it is gelatin) *Lipid (This lab it is milk fat) *Carbohydrate (This lab it is starch) Enzymes usually end in ….ase, with the beginning being the substrate maltose…..maltase lactose……lactase lipid………lipase In this lab we will be using trypsin (digests protein), steapsin (digests milk fat), and amylase (digests starch) 2. Hydrolysis of protein (gelatin):

A. Enzyme trypsin breaks down protein (gelatin) to amino acids (products). 3. Hydrolysis of fat (milk fat):

A. Enzyme steapsin breaks down fats or lipids (milk fat) to fatty acids (products). B. Phenol red turns yellow in the presence of acid.

4. Hydrolysis of starch (polysaccharides):


A. Enzyme amylase breaks down the carbohydrate starch to sugars (products are maltose then glucose).

B. Iodine is a test for starch. It will turn purple/black in color in the presence of starch. C. Benedict’s solution is a test for sugars. It will turn green to orange in the presence of

sugars. In presence of maltose is green and in presence of glucose is orange.


DIGESTIVE ENZYME CHEMISTRY EXPERIMENT PROCEDURE

A. HYDROLYSIS OF A PROTEIN SUBSTRATE BY THE ENZYME TRYPSIN:

Materials and Solutions * Test tubes and test tube rack * Refrigerator or ice bath * Plastic droppers * Beaker and hot plate * Labeling tape and marker * Packet of plain gelatin * Stir bar or stirring rods * Graduated cylinder * 1% solution of trypsin in tap water

Gelatin Solultion: Mix 1 packet of Know gelatin in 500 mL of tap water. Stir and heat to dissolve.

1. Set up 2 test tubes: a. One containing 5 ml of gelatin solution and 3 drops of water. Mix the contents of this

tube. b. One containing 5 ml of gelatin solution and 3 drops of 1% trypsin enzyme solution.

Mix the contents of this tube. 2. Record initial observations of each tube on the data sheet. 3. Place the tubes in a refrigerator or ice bath. 4. Record the appearance of the tubes that have been in the refrigerator or ice bath for 20 minutes

on the data sheet. Explain the changes that have occurred within each test tube.

B. HYDROLYSIS OF A FAT SUBSTRATE BY THE LIPASE ENZYME STEAPSIN: Materials and Solutions * Test tubes and test tube rack *Oven or hot water bath * Plastic droppers *Phenol Red * Labeling tape and marker *Whole Milk * Graduated cylinder * 2% solution of steapsin in tap water

1. Place 5 ml of milk in each of 2 labeled test tubes. 2. Add 4-6 drops of phenol red indicator solution to each tube until it is light orange. 3. Add 2 ml of 2% steapsin solution to one of the tubes and 2 ml of tap water to the other

tube. 4. Place the tubes in an oven heated to about 40˚C or a warm hot water bath. Maintain this

temperature. 5. Observe the tubes over a period of 15 minutes. 6. Record any changes that take place. Explain the changes that have occurred within each

test tube.


C-1, 2, 3. HYDROLYSIS OF A CARBOHYDRATE SUBSTRATE BY THE ENZYME AMYLASE:

Materials and Solutions * Test tubes and test tube rack * Spotting plates * Plastic droppers * Iodine * Labeling tape and marker * Starch Solution * Graduated cylinder * 2% solution of amylase in tap water * Benedict’s solution * Hot water bath * Test tube holders * Spatula

Starch Solution: Mix 1 spatula of starch powder for each 100 mL of tap water in a beaker. Stir and heat to dissolve. Starch solution should be heated until it is very thick (viscous).

1. Obtain 6 ml of amylase from the stock solution. 2. Boil 4 ml of amylase in a water bath for 10 minutes. 3. While the amylase is boiling, label 3 test tubes and put five 5 ml of starch solution in

each tube. 4. When the amylase has boiled, complete the following steps:

a) Tube 1: Add 2 ml of water b) Tube 2: Add 2 ml of unboiled amylase c) Tube 3: Add 2 ml of boiled amylase

C-2 Test for Starch

1. Take a sample (about 5 drops) from each test tube in part C-1, and put it into a dropping plate.

2. Test with 2 drops of iodine solution. 3. Observe and record the colors produced on the data sheet. 4. Continue to repeat this test at one minute intervals (using fresh solution and new wells on

the plate) until one of the tubes no longer gives the characteristic blue-black color.

C-3 Benedict’s Test For Reducing Sugars Using the test tube that no longer has any starch in it, (the one that stops turning blue with iodine) add 2 ml of Benedict’s Solution. Place this tube into a beaker of boiling water and observe. Record your observations.

[This experiment was taken and adapted from the following source: Anatomy & Physiology Laboratory Manual; Furfure, Klein, Knox, et.al.; Thomson Publishers, 2006.]


LAB REPORT INSTRUCTIONS

1. Include your data sheet handed out in class with all your observations recorded. 2. Identify the enzyme, substrate and products for each of the three enzymatic reactions. 3. Explain the process/mechanism by which each of the 3 enzymatic reactions took place.

What was occurring to break down the larger molecules? 4. Explain the use of the appropriate indicators in each of the three enzymatic reactions.

a) In other words, explain why the indicators behaved as they did – turned the colors that they did.

b) Why did the starch and boiled amylase in the presence of iodine turn blue/purple, but the starch and unboiled amylase eventually stopped turning blue/purple in the presence of the iodine?

c) What had the starch been converted to in the presence of the unboiled amylase? Did the amylase that was boiled still function as an enzyme? Why or why not?

d) Why didn’t the gelatin gel when treated with trypsin? e) What color did the phenol red turn in the test tube with the steapsin and milk fat?

Why?


DATA SHEET FOR ENZYME LAB

A. Proteinase – Trypsin and the protein – gelatin, (refrigerator).

starting ending

protein and water

protein and trypsin

B. Lipase – steapsin and milk fat (heated)

starting ending

milk/water and phenol red

milk/steapsin and phenol red

C-2 Enzyme – Amylase and the carbohydrate starch (test for starch using iodine and dropping plate)

starting 1 minute 2 minutes 3 minutes 4 minutes

starch and water

starch and unboiled amylase

starch and boiled amylase

C-3 Benedict’s solution. Benedict’s solution is an indicator for sugars (maltose and glucose). Turns green in presence of maltose and orange in presence of glucose.

Start Boiled for 1 minute Boiled for 2 minutes

Benedict’s solution


EXPECTED RESULTS

DATA SHEET FOR ENZYME LAB

A. Proteinase – Trypsin and the protein – gelatin, (refrigerator).

starting ending

protein and water

liquid gel

protein and trypsin

liquid

liquid

Gelatin normally gels after time and more quickly in refrigerator. (Results – Gelatin treated with trypsin was digested to amino acids so did not gel) B. Lipase – steapsin and milk fat (heated)

starting ending

milk/water and phenol red

orange orange

milk/steapsin and phenol red

orange yellow

(Results – Milk fat treated with steapsin was digested to glycerol and fatty acids which are acidic. Phenol red turns yellow in presence of acid

C-2 – Amylase and the carbohydrate starch (test for starch using iodine and dropping plate)

starting 1 minute 2 minutes 3 minutes 4 minutes

starch and water

blue blue blue blue blue

starch and unboiled amylase

blue brown brown brown brown

starch and boiled amylase

blue blue blue blue blue

Iodine is an indicator for the presence of starch. It will turn a blue/black or purple color. (Results – Starch treated with unboiled (active) amylase stopped turning blue because starch was digested to sugars. Starch with boiled amylase (inactive) was not digested. Enzyme was denatured by boiling.)

C-3 Benedict’s solution. Benedict’s solution is an indicator for sugars (maltose and glucose).

Turns green in presence of maltose and orange in presence of glucose.

Start Boiled for 1 minute Boiled for 2 minutes


Benedict’s solution

blue Yellowish green Orange

(Results – Tube with unboiled amylase and starch which was digested to sugars is used and Benedict’s solution is added and then heated. Watch the tube change colors as the maltose is further digested to glucose due to the heating of the tube.


Enzyme Chemistry Laboratory Activity - continued Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Digestive system and accessory organs course material from previous lesson plans

Essential Questions (Open-ended style which promote in-depth investigation): 1. What happens to a protein when it is digested by the body? 2. What happens to a lipid when it is digested by the body? 3. What happens to a carbohydrate when it is digested by the body? 4. What is hydrolysis and what is denaturation

Assessments

Pre:


Lab Report must be written by each student and end of activity.


Daily Activity Plan



Digestive Enzyme Chemistry Laboratory Activity – continued PBL Activity Level 3

Class Notes and Laboratory Activity Sheets – continued

PBL Activity Level 3

Resources/Instructional Materials Needed: Laboratory Activity Sheets Placards for PBL Activity Level 3

Notes:


Metabolism and its relationship to the flow of energy through the human body Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Introductory knowledge of metabolism (glycolysis, Kreb’s cycle and electron transport chain).

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is metabolism and what is the difference between anabolism and catabolism? 2. What is cellular respiration? 3. What are some of the characteristics of glycolysis, Kreb’s Cycle, and the electron transport

chain? 4. What do these three pathways accomplish and produce and which pathway produces the

most ATP?

Assessments

Pre:




Daily Activity Plan



10 minutes

Definition of metabolism, difference between anabolism and catabolism Definition of cellular respiration and charact. of 3 main pathways What do pathways accomplish and produce? Pathway that produces most ATP

Take Notes and Class Discussion Take Notes and Class Discussion Take Notes and Class Discussion Class Discussion


• Textbook

• Diagrams


• Handouts

• Computer Simulation

Notes:





Prerequisite knowledge/skills: Introductory knowledge of metabolism (glycolysis, Kreb’s cycle and electron transport chain).

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the body’s preferred source of fuel? 2. What is ATP? 3. How is energy transferred from glucose to ATP? 4. When are fats and proteins used as fuel?

Assessments

Pre:




Daily Activity Plan


5 minutes 5 minutes 10 minutes 10 minutes 15 minutes

Discussion of glucose What is ATP? Transfer of energy from glucose to ATP Use of fats and proteins for fuel Liver’s role in metabolism and hepatic portal system

Take Notes and Class Discussion Take Notes Take Notes and Class Discussion Take Notes and Class Discussion Take Notes, Class Discussion and Computer simulation


• Textbook

• Diagrams


• Handouts

• Computer Simulation

Notes:





Prerequisite knowledge/skills: Introductory knowledge of metabolism (glycolysis, Kreb’s cycle and electron transport chain). Introductory knowledge of insulin and glucagons.

Essential Questions (Open-ended style which promote in-depth investigation): 1. What is the liver’s role in maintaining blood glucose levels? 2. What is glycogen, glycogenolysis, glycogenesis and gluconeogenesis? 3. What role does the pancreas play in maintaining blood glucose levels? 4. What happens to your body when there is diminished cellular uptake of glucose?

Assessments

Pre:




Daily Activity Plan



20 minutes

Liver’s role in maintaining blood glucose levels Definition of glycogen, glycogenolysis, glycogenesis and gluconeogenesis Role of pancreas in maintaining blood glucose levels Effects of diminished cellular uptake of glucose

Take Notes and Class Discussion Take Notes Take Notes and Class Discussion Class Discussion


• Textbook

• Diagrams


• Handouts

Notes:


Review for Exam and PBL Activity to Include Metabolism Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Knowledge of major organs of digestive system, Knowledge of accessory organs of digestive system. Knowledge of secretions of accessory organs of digestive system. Introductory knowledge of metabolism (glycolysis, Kreb’s cycle and electron transport chain) and what the three pathways produce.

Essential Questions (Open-ended style which promote in-depth investigation): 1. How does the digestive system contribute to metabolism? 2. How does metabolism produce energy that the body needs to function?

Assessments

Pre:



Daily Activity Plan


45 minutes Can do a PBL activity similar to digestive system unit using placards - include metabolism; if time is running short, can use this time to finish previous material or review for exam

PBL Activity (placards) using metabolism if time permits. Review for Exam


• Textbook

• Diagrams

• Notes

• Placards for PBL Activity for Metabolism

Notes:


Post Assessment over the Digestive System and Metabolism Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: Material presented on Digestive System and Metabolism over the last 11 days.


Assessments

Pre:



Daily Activity Plan


45 minutes Exam – Paper and pencil test Give back graded lab report

Exam – Paper and pencil test Give back graded lab report

Resources/Instructional Materials Needed: Exam

Notes:

Anatomy and Physiology Course of Study, UNIT 7: Urinary 280

UNIT 7: Urinary System

Unit Contents

Unit Calendar (20 Days) ..............................................................................................................282 Day 1: Project Introduction ......................................................................................................283 Day 2 & 3: Major Functions of the Kidneys, Ureters, Bladder, Urethra.....................................284 Day 4 & 5: Discuss Nephron Structure & relationship to urine formation process ....................285

Nephron Reading Guide ...............................................................................................286 Day 6: Kidney Filtration...........................................................................................................287

Calculating Filtration Rate in the Human Kidney ........................................................288 Day 7: Kidney Reabsorption ....................................................................................................289 Day 8: Kidney Secretions .........................................................................................................290

Urine formation graphic organizer................................................................................291 Day 9: Urine Lab & Project Time ............................................................................................292 Day 10: Urine Characteristics: pH, Blood Pressure ...................................................................293

Urine web quest ............................................................................................................294 Day 11: Urine Characteristics: Diet & Temperature ..................................................................296 Day 12: Urinary Disorders & Homeostatic Imbalances .............................................................297

Urinary System Disorders.............................................................................................298 Day 13: Fluid, Electrolyte and Acid-Base Balance ....................................................................300 Day 14: Fluid, Electrolyte and Acid-Base Balance ....................................................................301 Day 15: Fluid, Electrolyte and Acid-Base Balance ....................................................................302 Day 16: Fluid & Electrolyte Lab ................................................................................................303 Day 17: Acid-Base Lab ..............................................................................................................304 Day 18: Project ...........................................................................................................................305 Day 19: Review ..........................................................................................................................306 Day 20: Test................................................................................................................................307

Questions to consider in teaching the problem-based unit ...........................................308


Unit: Urinary System


Project Introduction

Major Functions of the Kidneys, Ureters, Bladder, Urethra (2days)

(Day 2 – continued)

Discuss Nephron Structure & relationship to urine formation process (2 days)

(Day 4 - continued)


Kidney Filtration

Kidney Reabsorption

Kidney Secretions

Urine Lab Project Time

Urine Characteristics: pH, Blood pressure


Urine Characteristics: Diet & Temperature

Urinary Disorders & Homeostatic Imbalances

Fluid, Electrolyte and Acid-Base balance (3 days)

(Day 13 – continued) (Day 13 – continued)


Fluid & electrolyte Lab

Acid-Base Lab

Project

Review

Test


Project Introduction Course Name: Anatomy & Physiology



Prerequisite knowledge/skills: What are protein structures? How do proteins differ in size?

Essential Questions (Open-ended style which promote in-depth investigation): 1. Describe the effects of a high protein diet on your body.

Assessments

Pre:



Daily Activity Plan


1 Class period 50 min 1. Read random articles on Atkins diet

2. Students fill out opinion

sheets 3. Keep in project file

1. Jigsaw

Resources/Instructional Materials Needed: For a class of 25 students, use 5 different articles for groups of 5 students in each group.

Notes:


Major Functions of the Kidneys, Ureters, Bladder, Urethra Course Name: Anatomy & Physiology


Day: 2 & 3 of 20 Classes in Unit


Essential Questions (Open-ended style which promote in-depth investigation): 1. Explain the primary functions of the urinary system 2. Identify and locate the major organs in the urinary system

Assessments

Pre:



Daily Activity Plan


10 min 20 min 10 min

1. Brainstorm activity 2. Lecture 3. Essentials interactive CD pg 1

1. Collins writing I 2. Take notes 3. Fill in interactive assignment sheet

Resources/Instructional Materials Needed: Using Essentials of Interactive Physiology CD-ROM version 1.0 for assignments in this unit (comes with the book)

Notes:


Discuss Nephron Structure & relationship to urine formation process Course Name: Anatomy & Physiology


Day: 4 & 5 of 20 Classes in Unit


Essential Questions (Open-ended style which promote in-depth investigation): 1. Explain the primary functions of the urinary system. 2. Identify and locate the major organs in the urinary system.

Assessments

Pre:



Daily Activity Plan


10 min 20 min

10 min

1. Brainstorm activity 2. Lecture 3. Essentials interactive CD pg 1

1. Collins writing I 2. Take notes 3. Fill in interactive assignment sheet

Resources/Instructional Materials Needed: Using Essentials of Interactive Physiology CD-ROM version 1.0 for assignments in this unit (comes with the book)

Notes:


Statements Mark true or False Location where you found

proof

1. many nephrons are found in

a kidney

2. Nephrons are the functional

units of the bladder.

3. The glomerular is like a

little ball

4. The renal tubule is a series

of twisted coils

5. The loop of Henle follows

the proximal convoluted tubule

6. Microvilli are found in the

tubules

7. Collecting ducts receive

urine from several nephrons

8. There is a total of three

capillary beds that surround a

nephron

9. The efferent arteriole takes

blood to the glomerulus

10. The majority of the

nephron is located in the renal

cortex


Kidney Filtration Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Explain the physiology of kidney function and urine formation. 2. Discuss filtration. 3. Discuss the filtration membrane and explain how it works. 4. Define nephritis and how the filtration membrane is compromised.

Assessments

Pre:



Daily Activity Plan


1. 10 Min 2. 20 Min 3. 10 Min 4. 10 min

1. SRS 2. Lecture 3. Filtration steps 4. Math Lab

1. Quiz 2. Take notes 3. Create time line 4. Calculate filtration Lab


Notes:


Kidney Reabsorption Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Explain the physiology of kidney function and urine formation 2. Discuss reabsorption. 3. What proteins get reabsorbed into the kidneys?(PBL)

Assessments

Pre: characteristics of life; students will list the functions of all living organisms and describe functions of body systems



Daily Activity Plan


15 min 15 min

20 min

1. Paired reading 2. Lecture 3. Discuss/research types of proteins that get reabsorbed and look at size chart

1. Work with a partner to read and understand reabsorption 2. Take notes 3. Record information in project journal


Notes:


Kidney Secretions Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Describe the process of kidney secretions, and urine formation.

Assessments

Pre:



Daily Activity Plan


1. 10 min 2. 20 min 3. 15min

1. SRS 2. Lecture 3. Organize material

1. Quiz 2. Notes 3. Complete graphic organizer


Notes:


Urine formation graphic organizer Filtration Reabsorption Secretion Describe process

Location where process occurs (specific)

Compounds involves in process

Differences

Problems that can occur


Urine Lab & Project Time Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. List the physical characteristics and the normal chemical constituents of urine.

Assessments

Pre:



Daily Activity Plan


35 min 15 min

Urine lab Record results in PBL folder, summarize findings


Notes: I have used the following before: 1. Wards Simulating Urinalysis lab 2. Fisher Simulated urinalysis kit


Urine Characteristics: pH, Blood Pressure Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. List physical characteristics of normal urine.

Assessments

Pre:



Daily Activity Plan


50 Min Investigation Complete web quest


Notes:


Urine web quest

1. Explain where the color of our urine comes from.

URL: ______________________________________________________________ 2. Describe the normal odor of urine.

URL: ______________________________________________________________ 3. What is the normal pH of urine? What does it mean if you have a high or low pH?

URL: ______________________________________________________________ 4. What does it mean if your urine has a high level of proteins?

URL: ______________________________________________________________ 5. Describe the importance of urine testing?

URL: ______________________________________________________________


6. What causes kidney stones?

URL: ______________________________________________________________

7. Describe what happens if you have a urinary tract infection

URL: ______________________________________________________________

8. What does it mean if you have blood in your urine?

URL: ______________________________________________________________

9. Identify two organic molecules found in the urine.

URL: ______________________________________________________________

10. How does blood pressure influence urine?

URL: ______________________________________________________________


Urine Characteristics: Diet & Temperature Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. List physical characteristics of urine 2. What if proteins are not filtered in kidneys? (PBL) 3. Discuss various urine characteristics if proteins are / are not filtered.

Assessments

Pre:



Daily Activity Plan


1. 20 min 2. 20 min 3. 10 min

1. Discuss normal vs abnormal characteristics 2. Discuss how urine is produced 3. Putting it all together

1. Create T-chart 2. Take notes 3.Create concept map on urine production


Notes:


Urinary Disorders & Homeostatic Imbalances Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Describe common disorders of the urinary system.

Assessments

Pre:



Daily Activity Plan


1. 30 min 2. 25 min

1. Pair students together and give 1 disorder 2. Present disorders to class

1. Find information via internet and books 2. Students fill out disorder papers for each presentation


Notes:


• Benign prostatic hyperplasia

• Painful bladder syndrome

• Kidney stones

• Prostatitis

• Acute Renal (kidney) failure

• Chronic Renal failure

• Proteinuria

• Urinary incontinence

• Urinary retention

• Nephritis

• Kidney Stones

• Urinary tract infections

• Cystitis


Name of disorder: Symptoms: Treatments:

Name of disorder: Symptoms: Treatments:


Fluid, Electrolyte and Acid-Base Balance Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Define the term body fluid. 2. Distinguish between intracellular fluid & extracellular fluid. 3. Compare the proportion of water to total body weight.

Assessments

Pre:



Daily Activity Plan


1. 25 min 2. 25 min

1. Lecture 2. Essentials interactive

1. Take notes 2. Complete interactive assignment (3-12)


Notes:






Essential Questions (Open-ended style which promote in-depth investigation): 1. Define electrolyte & nonelectrolyte and provide examples of each. 2. Contrast electrolyte composition. 3. Explain electrolyte functions and regulation.

Assessments

Pre:



Daily Activity Plan


1. 25 min 2. 25 min

1. Lecture 2. Essentials interactive CD

1. Take notes 2. Complete interactive 13-18


Notes:






Essential Questions (Open-ended style which promote in-depth investigation): 1. Explain acid-base balance. 2. Discuss the pH scale. 3. Define acid-base imbalances.

Assessments

Pre:



Daily Activity Plan


10 min

30 min

10 min

1. SRS 2. Lecture 3. Look at the pH scale and discuss the pH of food, drinks, etc that effect urine

1. Quiz 2. Take notes 3. Record in project journal


Notes:


Fluid & Electrolyte Lab Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Explain electrolyte regulation.

Assessments

Pre:



Daily Activity Plan


50 min Investigation Complete lab


Notes:


Acid-Base Lab Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Correlate acid-base balances to various homeostatic imbalances.

Assessments

Pre:



Daily Activity Plan


50 min Lab Complete investigation

Resources/Instructional Materials Needed: Possible lab to use-Wards distinguishing characteristics of acid and bases lab activity.

Notes:


Project Course Name: Anatomy & Physiology




Essential Questions (Open-ended style which promote in-depth investigation): 1. Describe the effects of a high-protein diet on the body.

Assessments

Pre:



Daily Activity Plan


50 Min Create a poster, pamphlet, essay, or anything teacher-approved using the information you collected during this chapter.


Notes:






Essential Questions (Open-ended style which promote in-depth investigation): 1. None – review of content.

Assessments

Pre:



Daily Activity Plan


50 Min Review game


Notes:






Essential Questions (Open-ended style which promote in-depth investigation): 1. None – exam given.

Assessments

Pre:



Daily Activity Plan


50 Min Test


Notes:


Urinary System and Fluid, Electrolyte and Acid-base Balance Unit

Questions to consider in teaching the problem-based unit

1. What are examples of protein in the human diet? a. Review examples in each student’s diet…are there animal-derived examples?

Plant-derived examples. b. This information would tie nicely in with the digestive unit.

2. What is a protein’s structure?

a. Review amino acids, number of amino acids, which are essential/non-essential, structural levels of complexity, etc.

b. How does the body handle proteins, in terms of digestion?

3. How do proteins differ in size? In terms of various proteins that are ingested, are these broken down into amino acids? How do dietary proteins vary from other proteins in the body, i.e., enzymes, hormones, plasma proteins, etc.? Are any of these proteins filtered in the kidneys? Are amino acids?

a. Review filtration – glomerulus b. Could students build representative models to demonstrate various proteins and

amino acids? Beads? Blocks? Other items?

4. How do proteins vary in size with other dietary macromolecules (i.e., carbohydrates, lipids) and micromolecules (i.e, vitamins and minerals)?

a. Review each classification, examples and discuss sizes of each…. Are these filtered in the kidneys?

5. Discuss the filtration membrane – what is this? How does it work? What normally gets

filtered in the glomerulus? a. Review and discuss its structural features

6. (Relating to #5)….what if the filtration membrane is compromised? What if it is

dysfunctional? What types of conditions might results – how would these affect kidney function and homeostatic balance?

a. Identify various conditions …. Nephritis, etc. Define and apply these conditions to the question above.

7. What if proteins are filtered in the kidneys? If they are, what might be some examples?

If this normal? If not, why? a. Review glomerular filtration and kidney function.

8. What materials are normally filtered in the kidneys? Give examples.


SECTION 6: STUDENT ASSESSMENT POLICY

The standards set for these competencies are recommended by a joint secondary and postsecondary Anatomy and Physiology faculty who served as the writing team. In order to receive credit for the course, competencies to be mastered must be determined by the teacher as suggested by the writing team. In order to measure the progress of each student in the program and to measure the effectiveness of the total program, the following procedures are examples that can be used:

• Oral Presentation

• Pretests

• Post Tests

• Teacher observation and evaluation

• Notebooks/Journal

• Portfolio

• Class discussions

• Skill testing

• Project development

• Daily grades

• Practical/performance

• Lab reports Measurement of learning will be an ongoing activity with emphasis on laboratory activities and competency improvement. Evaluation will be accomplished through pre-assessment of student’s skills, frequent formative assessment, both visual and written, and summative evaluation to determine the mastery of competencies. Formative assessments that are conducted during instruction help the teacher make necessary instructional adjustments. The instructor may decide to alter instructional materials and methods if students are experiencing difficulties in learning what is being taught. All evaluations are in the form of points received out of points possible. A percentage is then calculated and a letter grade is assigned. Progress reports on all students are mailed to parents on mid-term of each grading period. Insert your districts grading scale


SECTION 7: UNIT EVALUATION

The team that developed this unit would appreciate your reflection on the unit that you just used, by answering the following questions and faxing this to our office. Name of the Unit: ___________________________________________________________ Your Name: (optional) ______________________________________________________ Your School: ______________________________________________________________ City, State, Zip: ____________________________________________________________ Briefly, tell us about the class that this unit was used, such as level, type of school, school district: Please tell us about the following by circling the number that best describes each item:

Organization of content: Very Poor Poor Good Very Good Excellent Exceptional 0 1 2 3 4 5 6 7 8 9 10

Level of rigor for college prep work: Very Poor Poor Good Very Good Excellent Exceptional 0 1 2 3 4 5 6 7 8 9 10

Completeness of materials for lesson: Very Poor Poor Good Very Good Excellent Exceptional 0 1 2 3 4 5 6 7 8 9 10

Ability to implement lesson based on materials provided: Very Poor Poor Good Very Good Excellent Exceptional 0 1 2 3 4 5 6 7 8 9 10 What could be added or revised to make the material in this unit better for the students and the teacher. _______________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Thank you for taking the time to help us improve this material.

Please fax this sheet to 419-530-7240. You can also email me at [email protected]


SECTION 8: APPENDIX

anatomy and physiology course of study

Documents