Fontbonne Hall Academy
9901 Shore Road
Brooklyn, NY 11209
Mary Ann Spicijaric, Principal
Gilda King, Associate Principal
TELEPHONE (718) 748-2244
FAX (718) 745-3841
Science Department
Anatomy and Physiology
Mr. Winston
Course Description
This newly revised rigorous college-preparatory elective science course includes a detailed study of many human body systems.
Homeostatic balance, the relationship between structure and function, and the interrelationships between body systems are a focus
throughout the course. This course is recommended for students interested in a health-related career, especially those students who plan
to study medicine, nursing, physical therapy, and athletic training. The course may also be helpful for those students who plan to enter
education as either a life- science or physical education teacher. Laboratory activities will include several microscopic analyses of tissue
specimens as well as several dissections to accompany the subject matter.
Prerequisites
Students who plan to enroll in the Human Anatomy and Physiology course should have successfully completed one year of Regents
Biology-The Living Environment and one year of Regents Chemistry-The Physical Environment or their equivalents.
The goal of this document is to provide an abundance of opportunities for instructors to embed medical and health related topics and
activities into their own anatomy & physiology course curriculum. In all categories there are more standards/activities/resources listed
than could possibly be covered and it is the responsibility of individual instructors or health pathway councils per district to decide those
standards/activities/resources they choose to use in their own courses. Standards/resources may also be added to the curriculum
document if the instructor chooses to do so. Unit order can also be rearranged or compressed. The Medical Anatomy & Physiology
curriculum is meant to follow a course in Medical Biology and/or a course in Medical Chemistry. The course is reflective of the
standards/requirements in anatomy & physiology courses at the community college level, which are prerequisite courses for most health
career training programs.
If you have any questions about the curriculum please do not hesitate to contact me at winston@fontbonne.org
Textbooks
 Hole’s Essentials of Human Anatomy and Physiology, 10th ed., David Shier, Jackie Butler and Ricki Lewis, copyright 2006,
McGraw-Hill Higher Education, New York, NY, ISBN 978-0-07-331750-2
 Anatomy & Physiology Coloring Workbook-A Complete Study Guide, 11th ed., Elaine N. Marieb, copyright 2015, Pearson
Higher Education, Boston, MA, ISBN 978-0-321-96077-1
 Hole’s Essentials of Human Anatomy and Physiology Laboratory Manual, 10th ed., Terry R. Martin, copyright 2006,
McGraw-Hill Higher Education, New York, NY, ISBN 978-0-07-296567-4
 Human Physiology with Vernier, Diana and Steven L. Gordon, copyright 2008, Vernier Software and Technology, Beaverton,
OR, ISBN 978-1-929075-39-3
 Netter’s Anatomy Coloring Book, 2nd ed., John T. Hansen, copyright 2014, Saunders Elsevier, Philadelphia, PA, ISBN 978-0323-18798-5
Supplies
Students will need:
 Pencils
 colored-pencils (crayons but not markers are an
acceptable alternative)
 #2 or higher pencil or mechanical pencil
 Pens (blue or black)




8½” x 11” paper (wide, college or narrow rule)
notebook (a one inch 3-ring binder is preferred)
Scientific Calculator
Access to some computer with Microsoft Office
(Word, Excel, PowerPoint)
Evaluation
Evaluation will include both objective and essay tests. Teacher observation of students as they work individually and in cooperative
learning groups (laboratories) will also be a method of evaluation.
Grading Scale: 90-100= A, 80-89= B, 70-79=C, 60-69= D, Below 60=F
*Powerschool will be updated on a weekly basis. Under normal circumstances you may expect grades/scores to be posted by Monday of
each week
Classroom Behavioral Expectations:
1.
2.
3.
4.
If are you are a student in this class then you should come prepared to work completely to the best of your ability every day.
The student should be prepared for each class meeting by completing outside reading and assignments.
The student should be present for all class meetings.
When the class bell rings, students are expected to be in their assigned seats ready to begin. If there’s an assignment of work of any
kind on the board for you to do, then you are expected to be doing it. If you have any questions, then raise your hand.
5. Each lateness will be recorded.
6. Electronic devices of any kind will not be allowed in my classroom unless allowed by FHA.
7. Food, candy or gum will not be allowed in this classroom or lab.
8. Be courteous and considerate of others. Please raise your hand and wait to be called on before speaking. Do not speak when the teacher
or other students are speaking.
9. Any disruptive behavior during class is unacceptable. Behavior that is abusive, destructive, distracting, dangerous, disrespectful or
dishonest will not be tolerated.
10. No swearing, use of vulgar or offensive language or put-downs.
11. Treat the personal property of others, as well as school property, with care and respect.
12. If the student misses an exam or quiz, it is the student’s responsibility to make it up in a timely manner. (As a general rule, you will
have one school day for each day absent to make up missed work.) Discuss a schedule with your teacher.
13. Academic assistance will be offered, but details will be discussed in class. Other options for help will be discussed in class or you
may see the teacher at your convenience.
subsequent occasions.)
14. Cheating and plagiarism will result in a failing grade on the assignment in question. (Although, subsequent incidences will be
referred to the office.)
Grading Policy for A & P
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 10 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 &
55%
Quizzes*
Laboratories** 10
Classwork
25
Pathophysiology
Papers
10
100%
*
-there will be a cumulative Final Exam at the end of the 2nd and 4th Quarters. Each of these exams will be the grade equivalent of two unit exams. All
exams will be announced, while most of the quizzes will not be.
**-
includes an evaluation of your lab work + report your lab report grades. Please note that all
anatomical drawing are expected to be done neatly, in color wherever possible, and labelled.
Extra Help
If you have any questions or are having difficulty with anything in this course, please see me as soon as possible to discuss it.
Instructor: Mr. Winston
Phone (school): 718-748-2244
Email: winston@fontbonne.org
Anatomy and Physiology Curriculum: 2015-2016
Fall Semester
I.
Body Planes and Organization
Overview: Basic themes run throughout the course of this class. This unit serves to introduce the students to the basic functions of
living organisms, reviews the concept of homeostasis and introduces positive and negative feedback systems in response to
homeostatic regulation. Also included in this unit are the anatomical terms to describe body sections, body regions, and relative
positions. These terms will be extremely important to the study of anatomy and physiology.
II.
Body Chemistry
Overview
Some of the keys to understanding the basic physiology of various cells, tissues and organs are grounded in basic chemistry and the
relevant biological chemistry derived from it.
III.
Histology
Humans are a multicellular organism, therefore, no single cell can single handedly run the body. Through differentiation, each
cell becomes specialized to handle a small range of functions. Cells that have the same basic functions combine to form tissues.
This unit addresses the different types of tissues and their structure and functions.
IV.
Integumentary System
Overview
The skin and its derivatives (sweat and oil glands, hair and nails) make up a complex set of organs that serves several functions,
mainly protective, but the integumentary system also plays a large role in homeostasis and sensory reception. This unit will
address the main components of this system and how they function to fulfill the five major roles they play.
V.
Skeletal System
Overview
The human body would not have a shape without the skeletal system, nor would it be able to support its own weight. Bones also
work with the muscles to maintain position and produce movement. The unit begins with a look at the different types of bone
tissue, an overview of how bone grows and repairs itself, and then focuses on the bones of the axial and appendicular skeleton.
VI.
Muscular System
Overview
Movement, blood flow, breathing, and digestion cannot occur without muscle tissue. The unit begins with skeletal muscle tissue,
and then an account of smooth and cardiac muscle tissue. There is a focus on the physiology of the muscle tissues as well.
VII. Excretory System
Overview
The urinary system is essential for maintaining homeostasis by regulating water balance, electrolytes, and
the pH of the blood, while also ridding the body of nitrogenous wastes.
Spring Semester
I. Nervous System
Overview
The nervous system is the system that maintains total control over the entire body and serves as the hub of its communication. Every
action, emotion, and thought is reflected in the activity of this system.
Cardiovascular
II.
Hemopoietic System
III.
Blood Vessels
IV.
The Heart
Overview
Although the heart is easily the most recognizable organ and essential to life, it cannot work alone. The organs of the
cardiovascular system work together to keep the blood continually circulating in an effort to maintain homeostasis. Last but
foremost, hemopoiesis clarifies the highly functional components of both the formed elements of blood along with the
suspension that holds them, namely the serum and plasma.
V. Immunity and the Lymphatics
Overview
Although the lymphatic system is not one of the first body systems that comes to mind, it is essential for the proper functioning
of the entire body. It plays an essential role as a defender of the body from pathogens and in building resistance to disease.
VI. Respiratory system
Overview
The respiratory system shoulders some of the responsibility along with the cardiovascular system forsupplying the body with
oxygen and disposing of carbon dioxide. The organs of the respiratory system are specifically involved in the gas exchanges that
occur between the blood and cells and the blood and the external environment.
VII. Digestive System
Overview
This unit concentrates on the functioning of the digestive and excretory systems. While the digestive system is vital for breaking
down food into nutrient molecules and absorbing them into the blood stream, the excretory system is equally important in
ridding the body of wastes.
VIII. Endocrine System-Easter Project
Overview
This unit covers the ductless glands and the various montage of secretions that enable chemical regulation of homeostasis to take
place. This complex yet delicately orchestrated control is exerted and carried out vis-à-vis a number of feedback phenomena that
are designed to insure normal function and prevent both hyper- and hyposecretion of hormones while at the same time controlling
hormones that acts by themselves or either synergistically or antagonistically with others
Purpose of the Project
Traditionally, pathophysiology is taught via teacher. However, when students are active participants in their learning process, they:
1. retain and understand more
2. think independently
3. participate actively
4. express themselves more freely and
5. feel connected to the material and each other, creating a sense of community.
Project Description
(1) Students must work in pairs (i.e., this is an absolute requirement)
(2) Each student pair must choose an endocrine gland that is turned on by one of the hormones of the anterior pituitary gland (i.e.,
adenohypophysis)
(3) The gland chosen must be proven to be essential for everyday living.
(4) Student pair must provide a convincing argument(s) as to why the gland chosen is essential to everyday living. The argument
must include:
a. The anterior pituitary hormone that acts tropically on the gland chosen—including how the hormone secretion is regulated
by positive and negative feedback loops.
b. An overview of the normal gland function, including hormones produced by the gland and the action of these hormones in
the body
c. Description(s) of:
i. gland hypofunctioning and hyperfunctioning
ii. clinical manifestations
iii. common causes of dysfunction
(5) Each student pair is encouraged to be creative when choosing the method used to present their argument(s), including skits,
games, role plays, and others.
(6) A power point slide deck with enough slides to require only 15 minutes for presenting their argument is strongly suggested. The
time of presentation is a requirement that cannot and will not be changed for any reason(s).
(7) Each student pair will be awarded up to:
a. 20 points for the project
b. 10 points for creativity and
c. 10 points for content
d. Maximum number of points will be 40
IX.
Reproductive System
Overview
The reproductive system ensures the continuity of the species by producing offspring.
By signing below, you acknowledge that you understand and agree with the terms set forth in the Anatomy and Physiology Syllabus.
Please return to Mr. Winston on or before Tuesday, Sept. 15, 2015.
Student Signature
Date
Student Name (Please Print)
Parent/Guardian Signature
Date
Parent/Guardian Name (Please Print)
Teacher_____________________________________ Date__ September 10, 2015__
Robert H. Winston