PBL Anatomy and Physiology I and II

Semester I-Course Description:

 Human Anatomy and Physiology is a two semester course. The 1^st semester focuses on the:

·         chemistry of life

·         structure and function of cells

·         tissues

and organ systems such as the

o   integumentary

o   skeletal

o   muscular

o   nervous

o   endocrine

o   digestive

o   cardiovascular

o   respiratory

o   excretory

o   immune

o   reproductive.  

The course follows a sequential development of the major body systems in an organized and cohesive curriculum. It is designed to give the student a selective overview of human anatomical structure and a brief analysis of human physiological principles.

Labs will include slide work, dissection and studies of the human skeleton. Clinical cases will be discussed in each chapter with relevance to clinical practice in medicine. The students will dissect a small mammal and study human models in the laboratory.

Next Generation Science Standards

The  Next Generation Science Standards or NGSS’s are applicable to from one extent to another for the whole of Anatomy and Physiology I and II beginning with the first day of instruction:

HS-LS1.1   Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

HS-LS1.2     Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

HS-LS1.3     Plan and conduct an investigation to provide evidence that feedback

mechanisms maintain homeostasis. 

HS-LS1.6   Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids  and/or other large carbon-based molecules. 

HS-LS1.7   Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. 

Common Core State Standards Connections:

Course Competencies

The end of the this is course is nonexistent. That is, it begins and just continues without end.  Students will be able to:

1.    Utilize the language of anatomy to describe levels of structural organization and examples of homeostasis

2.    Apply basic concepts of chemistry and biochemistry.

3.    Identify microscopic structures as presented in the lab.

4.    Identify and explain the structure and function of the major body systems and explain their interrelationships with one another in maintaining homeostasis.

5.    Identify and locate gross structures of the human anatomy.

6.    Develop dissection and lab skills with awareness of infection control and safety.

7.    Compare and contrast normal and abnormal characteristics and functions of the body.

Prerequisites

Students must have completed and passed a conventional Biology course.  It is recommended that students have completed and also passed the courses in Chemistry (strongly) and Physics; students may be enrolled in Physics concurrently.  AP Biology is highly recommended.

Course Requirements

·         Students are expected to attend and be on time for both recitations including activities, case studies, and laboratory sessions.

·         Students must be adequately prepared for all components of the course by completing assigned readings. And since most of the assignments are spiraled, they’re expected to retain and recall information.  Note-taking and organizational skills are emphasized.

·         Student should use the online software mastering in anatomy and physiology to study relevant topics and concepts discussed in class. Students are expected to be in the Biozone   and need to  be up-to-date in completing all class activities. Completing assignments on time, all  the time by their due date is mandatory!

·         It is the responsibility to print or bring an electronic version of the relevant power point slides to both the lecture and laboratory. Since during class, important concepts and clinical cases will be discussed using power point slides and internet references.

·         A practice exam will be provided a week before the exam and it should be used as a study tool and not as a complete guide to the exam. Please note that not all topics will be on these exams.

Textbooks

·         Marieb, Elaine, Ph.D., RN, Essentials of Human Anatomy and Physiology, 11^th ed., Pearson Publications, New York, NY

·         Allen, Richard, Anatomy & Physiology-Student Workbook, 2^nd ed., Biozone, Parker, CO, 2013

Laboratory [REPRINTS FROM]

·         Essentials of Human Anatomy and Physiology Laboratory Manual,  5^th ed., Elaine N. Marieb, Pearson Publications, New York, NY

Case Studies [REPRINTS FROM]

·         Shmaefsky, Brian R., Applied Anatomy and Physiology—A  Case Study Approach, Paradigm Publishing Company, 2007, St. Paul, MN

Supplies Students will need:

·         colored-pencils

·         pencils

·         pens

·         paper, and

·         notebook (a one inch 3-ring binder is preferred)

·         Scientific Calculator

·         Chromebook

Expectations in the A & P Classroom and Laboratory

Classroom Expectations

Please bring the following with you to class each day, your:

·         Chromebook

·         Textbook

·         Notebook

·         Folders

·         Pencils & pens 

Please note that if you forget your laptop (or chromebook), you may take notes the usual or conventional way with pen or pencil and (lined) paper; a cell phone/smart phone may not be used as a substitute!

Assignments turned in after the due date will receive, at most, less credit.  In addition to the daily routine, students will be expected to read and verbally report on a current health science topic once each quarter.  

Project Based Learning

Every unit in this course has anywhere from 1-6 clinical case studies.  In a clinical case study, you will be the doctor /medical clinician assigned to the case.  The case will be presented with the patient’s:

ü  age

ü  gender

ü  ethnicity

ü  clinical signs

ü  symptoms   and possibly some

ü  preliminary test results

In some instances, you will be given the information postmortem (i.e., the patient either arrived in that way or just never made it out of the hospital).   Your challenge will be to make a reasonable diagnosis by exclusion (i.e., all other possible diseases and or conditions should be ruled out (r/o)).  The diagnosis must be based on your medical findings.   You could consult medical sources but you must be careful not solve the case looking up the diagnosis on the internet.   That is, all diagnoses should be based on evidence presented on admission or obtained via test results. 

Student Evaluation

Student Evaluations will be based on but not limited to the following factors:

1. Student proficiency vis-à-vis: Exams, Quizzes, Lab Practical  

2. Attendance

3. Class Preparation & Participation

5. Completion of assignments including class work, homework, tests and lab assignments.

6. Fulfillment of other responsibilities as stated by individual instructors (i.e., Student contract, dated and signed).

Grading Policy     

All science courses will follow the High School grading and late work policies, with one notable exception. A missed Laboratory must be made up within 7 school days of a student’s absence, or before the end of the current grading period. Many science courses share laboratory materials (chemicals, glassware, etc.), and for this reason it is essential for students to complete missing labs in a timely fashion.

Grading (shown as % of total grade): ­

Tests                          30%

Laboratories                 35

+ Activities                    

Classwork                   10

(Group + Individual)

Cases Studies             25

                                  100%