Human Anatomy and Physiology
Instructor : Cindy Morley
email : cmorley@inlandlakes.org
4363 S. Straits Hwy. Indian River, MI 49749
Room # 131
Course Description:
Anatomy is the study of the structures of the human body, whereas physiology is the study of how
these structures function. Students in this year-long science elective will focus their studies on many
of the systems found in the human body. This class will be especially useful to seniors and juniors
considering health related careers such as medical doctors, nurses, physical therapists, etc. Human
body structures and functions, the relationships between these structures, and the results of
impairment/disease to these structures will be stressed.
Pre-requisite for Anatomy and Physiology is successful completion of the Biology course requirement
(a “B” average will be used as a guide.)
Students will be responsible for extensive terminology and should be prepared to study these terms on
a regular basis. Lecture/notes, worksheets, diagrams and research projects will all be part of the daily
routine. Students should also be prepared to dissect preserved specimens, as this will be a requirement.
Attendance and participation are also important components to a student’s grade.
Textboosk: Hole’s Human Anatomy and Physiology, 13th edition (ISBN #978-0-07-337827-5)
We will start the year with: Essentials of Human Anatomy and Physiology, 7th edition
(ISBN# 0-8053-5386-0) until the new books arrive
Supplemental Resources will be provided as needed.
During this course, students will complete the following units:
The Human Body Orientation
Objectives
 Define and explain the relationship between anatomy and physiology
 Name the levels of structural organization that make up the human body
 Name and describe the organ systems and their overall functions
 Describe the anatomical position verbally as well as demonstrate it
 Use proper anatomical terminology to describe body directions, locations and regions
 Locate the major body cavities and list the major organs found in each
Human Body Tissues and Levels of Organization
Objectives
 Name and describe major types of tissues found in humans
 Compare and contrast the structure and function of epithelial, connective, muscle, and
nervous tissues
 Identify tissue types using prepared slides and their unique features
The Integumentary System
Objectives
 Identify the anatomy and cellular structure of the skin layers
 Explain the physiology of the skin
 Identify the accessory structures of the skin
 Research and present information on a disease or disorder related to the integumentary
system
The Skeletal System Introduction
Objectives
 Identify the subdivisions of the skeleton as axial and appendicular
 List numerous functions of the skeletal system
 Name and identify the four main kinds of bones
 Identify the major anatomical regions of a long bone
 Describe the process of bone formation in the embryonic and fetal stages, as well as
summarize the events of bone remodeling throughout life
 Name and describe the various types of bone fractures
 Simulate the reduction and casting of bone fractures
 Explain the causes and effects of osteoporosis
The Vertebral Column, Upper and Lower Limb bones
Objectives
 Name the parts of a typical vertebra and explain in general how the cervical, thoracic, and
lumbar vertebrae differ from one another
 Discuss the importance of the intervertebral disks
 Identify on a skeleton the bones of the shoulder and pelvic girdles and their attached limbs
 Describe important differences between a male and female pelvis
 Name, using scientific terms, the bones of the human body, as well as identifying these bones
on a provided skeleton
 Research a variety of data on the vertebral column and its related medical issues
The Muscular System
Objectives
 Describe similarities and differences in the structure and function of the three muscle types, and
identify where in the body they are found.
 Define muscular system.
 Define & explain the function of the muscle parts.
 Describe the microscopic structure of skeletal muscle & explain the purpose of actin & myosin.
 Describe how an action potential is initiated in a muscle cell.
 Describe the degrees of skeletal muscle response.
 Describe three ways in which ATP is regenerated during muscle activity.
 Identify the possible causes of muscle fatigue and how it happens.
 Describe the affects of aerobic and anaerobic exercise of the body.
 Define the types of body movement that muscles create.
 List some criteria used in naming muscles.
 Name and locate the major muscles on the human body.
 Describe the changes that occur in aging muscles.
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Explain how nerves supply and exercise help to keep your muscles healthy.
The Nervous System
Objectives
 List the general functions of the nervous system
 Explain the structural and functional classifications of the nervous system.
 Define central and peripheral nervous systems and list their major parts.
 State the function of a neuron and neuroglia.
 Describe the general structure of a neuron and name its important anatomical regions.
 Classify neurons according to structure and function.
 List the types of general sensory receptors and describe their functions.
 Describe the events that lead to the generation of a nerve impulse and its conduction from one
neuron to another.
 Define reflex arc and list its elements.
 Identify & indicate the functions of the major regions of the cerebral hemispheres, diecephalon,
brain stem, and cerebellum.
 Discuss the function of cerebral spinal fluid.
 Compare the signs of a stroke with those of Alzheimer’s disease.
 List two important functions of the spinal cord.
 Describe spinal cord structure.
 Research a disease that can affect the nervous system.
The Sense Organs and Sensory Reception
Objectives
 List the five groups of sensory receptors and describe the function of each
 Name and identify sensory organs and component structures
 Describe the human eyeball in terms of its structure and the importance of various wall layers
and other structures
 Identify eyeball structures on a diagram and during a dissection of a cow or sheep eye
 Explain myopia and hyperopia and how they can be corrected
 Research problems/diseases related to the senses using the internet as a source of information
 Identify and explain the main roles of various ear structures
 Explain dynamic and static equilibrium
 Explain in overview the sense of taste and how it works
 Name the main types of taste receptors humans have, as well as list the different types of
papillae and their roles
 Complete a Somatosensation (Sense of Touch) Lab activity to determine the two-point
discrimination value for various parts of the body
The Endocrine System
Objectives
 Define hormones and target organ.
 Describe how hormones bring about their effects in the body.
 Explain how various endocrine glands are stimulated to release their hormonal products.
 Define negative feedback and describe its role in regulating blood levels and the various
hormones.
 Describe the difference between endocrine and exocrine glands.
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On a diagram identify the major endocrine glands and tissues.
List hormones produced by the endocrine glands and discuss their general functions.
Discuss ways in which hormones promote body homeostasis by giving examples of hormonal
actions.
Describe the functional relationships between the hypothalamus and the pituitary gland.
Describe major pathological consequences of hypersecretion and hyposecretion .
Indicate the endocrine role of the kidneys, the stomach, the intestines, the heart, and the
placenta.
Describe the effects of aging on the endocrine system and body homeostasis.
As time permits, we may also cover one or more of the following units:
Cardiovascular System
Objectives
 Describe the location of the heart in the body and identify its major anatomical areas on a
model or diagram.
 Trace the pathway of blood through the heart.
 Compare the pulmonary and systemic circuits.
 Explain the operation of the heart valves.
 Name the functional blood supply of the heart.
 Name the elements of the intrinsic conduction system of the heart and describe the pathway of
impulses through this system.
 Describe the readings that make up blood pressure ratings.
 Explain what information is gathered from an electrocardiogram.
 What things stimulate the heart rate.
 Compare and contrast the structures and functions of arteries, veins, and capillaries.
 Identify the bodies major arteries and veins.
 What does blood pressure indicate and what is a pulse and where are your pulse points?
 List factors affecting and / or determining blood pressure.
 Describe the possible health consequences of hypertension and atherosclerosis.
 What is a fetal shunt and how does it work?
 Explain how regular exercise and a diet low in fats & cholesterol may help maintain
cardiovascular health.
Blood and Immune System
Objectives
 Indicate the composition and volume of whole blood.
 Describe the composition of plasma, and discuss its importance in the body.
 List the cell types making up the formed elements and describe the major functions of each
type.
 Explain the role of the hemocytoblast.
 Describe the blood-clotting process.
 Name some factors that may inhibit or enhance the blood-clotting processes.
 Describe the ABO and Rh blood groups.
 Explain the basis for a transfusion reaction.
 Describe the protective functions of skin & mucous membranes.
 Explain the importance of phagocytes and natural killer cells.
 Describe the inflammatory process.
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Explain how a fever helps protect the body against invading bacteria.
Explain what an antigen is and how it acts to help the body.
Explain what B-cells & T-cells are and what they do.
Compare and contrast the development of B and T cells.
Female Reproductive System
Objectives
 When provided with an appropriate diagram, identify the organs of the female reproductive
system and discuss the general function of each.
 Describe the functions of the vesicular follicle and corpus luteum of the ovary.
 Define endometrium, myometrium, & ovulation.
 Indicate the location of the following regions of the female uterus: cervix, fundus, body.
 Define oogenesis.
 Describe the influence of FSH & LH on ovarian function.
 Describe the phases and controls of the menstrual cycle.
 Describe the formation of mammary glands.
 Describe the importance of the presence/ absence of testosterone during embryonic
development of the reproductive system organs.
 Define menarche and menopause.
 List common reproductive system problems seen in adult and aging females.
 Define fertilization & zygote.
 Describe implantation.
 Distinguish between an embryo and a fetus.
 List the major functions of the placenta.
 Indicate several ways that pregnancy alters or modifies the functions of the mother’s body.
 Describe how labor is initiated and briefly discuss the three stages of labor.
 List several agents that can interfere with normal fetal development.
Male Reproductive System
Objectives
 Discuss the common purpose of the reproductive system organs.
 When provided with a diagram, identify the organs of the male reproductive system and discuss
the general function of each.
 Name the endocrine and exocrine products of the testes.
 Discuss the composition of semen and name the glands that produce it.
 Trace the pathway followed by a sperm from the testis to the body exterior.
 Describe the physiology behind the terms erection, ejaculation, and circumcision.
 Define meiosis and spermatogenesis.
 Describe the structure of a sperm and relate its structure to its function.
 Describe the effect of FSH & LH on testis functioning.
 List common reproductive system problems seen in adult and aging males.
School Wide and Classroom Behavioral Expectations
Students are expected to exhibit Bulldog PRIDE:
 Be on time
 Be on task
 Bring any materials you may need to class
Prepared
P
(writing utensil, folder, book, homework,
colored pencils, etc)
 Plan ahead
 Be attentive
 Be polite
Respectful  Use a positive tone
R
 Use active listening skills
 Be inquisitive
Involved
I
 Assist your peers
 Participate
 Take responsibility for your own learning
 Be persistent
D Determined
 Stay focused
 Complete your work
E
Excellent
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Additional “specifics”
1) No inappropriate
language or discussion
2) Keep your hands and feet
to yourself…
No touching = No problems!!!
Act like an adult and you
will be treated as one 
Follow through
Work to your potential. Give 100%
Be self-motivated
Grading Policy
Because this is a Baker College class, the grading scale used will be the Baker College standard scale
shown below.
GRADING SCALE
A = 100-94
A- = 93-91
B+ = 90-89
B = 88-87
B- = 86-84
C+ = 83-81
C = 80-78
C- = 77-75
D+ = 74-72
D = 71-69
D- = 68-65
F = 64-
Baker College requires that a student achieve a “C-” or better to pass the class and receive
college credit.
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For the high school transcript portion of the grade, semester grades are calculated in the following
manner: each marking period accounts for 42.5% and the semester exam for 15% of the final
grade.
Late work will be accepted, but worth only 50% of the points earned. Late work will be accepted
until the test to which it pertains is given. After this point, no credit may be earned on a
missing/late assignment.
If you have an excused tardy (signed by the office or a teacher) your work is due when you return
to class and will not be deemed late as long as it is turned in immediately upon your return to class.
It is also YOUR responsibility to get make-up work and to complete it in the time frame as
indicated in the student handbook, or loss of credit will result.
If you are absent, it is YOUR responsibility to turn in any work that was due when you were
absent. This is to be labeled with the word ABSENT clearly written on it so it is not scored as late.
Attendance
 It is important for students to attend class everyday, and to be on time everyday!
 For the semester, each student will receive three “passes” that will allow them to leave the
classroom once the bell has rung. These passes may be used at the discretion of the student as
needed. Any unused “passes” may be redeemed at the end of the semester for extra credit.
What You Can Expect in Anatomy Class
1) You will need to have a three-ring binder for your notes, handouts, assignments, homework,
etc. This is to be brought to class on a daily basis and should always be organized.
2) You will need colored pencils, as many anatomical color sheets will be used. I always have
some available in the classroom, but having your own is VERY helpful!
3) There will be a BlackBoard computer interface that will be used for some assignments
throughout the course. This is a Baker College requirement. There is a free app available for
most smart phones.
4) You should expect several small quizzes (often unannounced) as well as a test over each unit.
Generally three or four units are covered within a marking period.
5) You can also expect to do some labs and activities that will include written reports throughout
the semester. The lab reports will follow the standard lab report outline. Occasionally a report
will be a formal lab report that you will word process (type) on the computer.
6) You can expect to have homework on a regular basis in this class. Although I try to allow class
time for many assignments, work not completed in class will be assigned as homework. USE
CLASS TIME WISELY!!!
Extra Credit
 At least one extra credit assignment will be available each grading period. Specific instructions
will be provided when applicable.
If you should need to contact me, my prep. hour is from 2:10 – 3:00 p.m. I can be reached at 238-6868
ext. 9131 or my e-mail address is cmorley@inlandlakes.org 
I have read and understand the above rules and expectations.
Student Signature
Date
Parent/Guardian Signature