Human Anatomy/Physiology
Course Syllabus
Master Learners:
David Markes
Rob Kappus
Course Objectives:
1) To gain a deep appreciation of the miracle of the human body. To develop a respect of
how the body works, from the individual cellular organelles to larger organ systems.
2) To be able to convey your thoughts verbally to others and in the written word.
3) To help develop skills needed in everyday life, such as speaking with confidence in
front of groups, writing, and focusing your attention.
Grading system
This learning time is heavily dependent on discussion. During your time in this room
your attention should be directed on the subject at hand and nothing else.
Per unit:
10 pts=Individual Oral (oral presented to another group)
10 pts=Group Oral (average of all individual oral grades at your table)
10 pts=Individual Participation (readiness to discuss at your table & focus on the subject)
10 pts=Group Participation (how well the group stays on task, focuses on the topic, and
includes all participants)
30 pts=Essay (written explanation of the subject)
70 pts possible
Subjects to be covered:
Body cavities
Body regions and directional terms
Diffusion/Active Transport
Cell organelle functions (overview)
Mitosis
DNA replication
Protein synthesis
Digestive system
Carbohydrate hydrolysis & dehydration synthesis
Protein hydrolysis & dehydration synthesis
Fat hydrolysis & dehydration synthesis
DNA hydrolysis & dehydration synthesis
Integumentary system
Skeletal anatomy
Skeletal physiology
Joint anatomy
Joint Action
Muscle action/physiology
Brain anatomy
Taste
Smell
Sight
Hearing
Grading System Rubrics
Essays
The true learner writes to learn; they do not write to show what they have learned. An
essay, completely explaining their understanding of the subject, is an opportunity for the
learner to realize and reinforce both how well they comprehend the material they have
been discussing and what aspects of the topic are still unclear. A well-written essay is the
ultimate end in fostering a sense of success based on being able to share very advanced
explanations of physiological phenomena. To reach this end, the writing of the work
must be handled as a process instead of an end result.
To make this possible, we begin with a list of all the sophisticated terms that apply to
understanding the topic. In the end, if the writer has not meaningfully used all of these
terms, he/she has probably not completely understood the entire concept. However, it is
not the essayist’s goal to simply define all of the terms. This would be the assignment of
the typical “student,” and we are not fostering students but learners. The assignment is to
help the reader of their work to be able to completely understand and be able to explain
the concept we are considering. To this end, we actually instruct the writer not to write to
their teacher but to address a reader who knows nothing about the topic. This prevents
the essayists from taking information for granted. They must explain completely and
exactly how the mind can understand the given concept.
Also, in order to help the learner build and enhance their understanding, we instruct the
writer that they may ask any factual question they have forgotten. They may ask their
peers in their group, or they may ask the teacher. Also, at any time, the learner may open
their text and reference specific information; however, they may not be writing while
their book is open. These techniques only enhance the understanding of each learner.
In evaluating these essays, we read with the attitude that we are being taught to
understand the given concepts. We look for discoveries on the part of the learner for
different ways to comprehend the information. We need for the writer to take nothing for
granted. Also, as we read, we mark and question any error in the essayist’s perceptions
so the learner does not leave this facet of physiology with a misunderstanding of any
concept. This is an excellent method of formative evaluation that fits the rest of what we
have already accomplished.