Anatomy and Physiology Syllabus
Course Description:
This course provides a knowledge base that is essential to students interested in various healthrelated fields and gives students an appreciation for the complexity of and proper maintenance
for the human body. Through anatomical studies, students will gain an understanding of the
structures and organization of the human body. Through physiological studies, students will
gain an understanding of how these structures function as part of a system. Select human body
systems will be examined, including the Integumentary system, the Skeletal system, the
Muscular system, the Nervous system, the Endocrine system, the Cardiovascular system, the
Lymphatic system, the Digestive system and the Respiratory system.
“Why all this interest in the human body? The answer to this question seems quite clear
to me: your body is the only thing you carry with you from the moment you are born
until your very last breath. Knowledge of one's body, its structure (how it is put
together) and its function (how it works) represents some of the most practical, useful
information a person could possibly want to possess.”
Dr. Roy Glover, Medical Director
Former Professor of
Anatomy and Cell Biology
University of Michigan
The quote above illustrates my philosophy in teaching this course. We will be exploring the
human body beyond simply memorizing names and functions of body parts and regions. There
will be a clinical aspect to class, as well, applying our knowledge of how the body works to
understand what happens in a disease state, what may lead to a disease state and to be better
care for our bodies to help prevent illness. A portion of our class will be devoted to case studies
in which students, given a hypothetical medical situation or set of symptoms, will diagnose the
“patient” and explain the case given to the rest of the class to demonstrate a deep
understanding of human anatomy and physiology.
Course Information
Expectations
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Students should come to class on time and prepared. Attendance and preparation is
vital to success in class.
Students are to participate in class and be respectful of others.
Homework is expected to be done every day and turned in on time. Homework is
meant to reinforce what is learned in class and prepare for the next day’s class. Late
homework will not be accepted.
In the case of absence, it is the students’ responsibility to see me to turn in homework
checked in their absence and to collect and make up any missed homework. Failing to
do so will result in loss of credit.
Students are to produce their own, original work. This means no plagiarism, no copying
work from other students and working independently unless otherwise permitted. Any
evidence of any of the above will result in loss of credit.
Skills Required
Organizational skills:
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Students are to keep an organized binder with papers kept in neat and chronological
order
Vocabulary words should be defined on index cards. A strong knowledge of the
vocabulary terms in Anatomy and Physiology is extremely important in learning the
subject.
Textbooks and binders should be brought to class every day.
Study skills:
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Tests and quizzes will be given frequently. There is an emphasis on assessments of
progress.
Vocabulary quizzes will be given on Friday of each week in order to keep up with the
demands of this course.
Lab skills:
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Students will participate in various labs throughout the year and they will learn the
value of lab work in science.
Grading Procedure
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Grades are based on a point system. Grades are calculated by taking the points that are
earned and dividing by the total points available.
Evaluation is based on the following: (Please note that point values are subject to
change):
Tests: 100-150 points each
Quizzes: 20-60 points each
Lab reports: 10-20 points
Homework checks: 5-10 points
Various projects: Point values to be determined
Text: Hole’s Essentials of Human Anatomy and Physiology, 13th Edition
Website: ConnectPlus
Contact Information:
Email: mlevine@glenridge.org
Phone: (973) 429-8300, ext. 2317
Note: Email is the easiest way to contact me and I will do my best to respond quickly to any
questions or concerns.
Course Outline
I.
Unit: Introduction to Human Anatomy and
Physiology
Readings:
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Textbook chapter 1
Teacher-selected articles
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Definition and study of Anatomy and Physiology
Organization of the human body – Cavities, membranes, regions
Maintaining homeostasis – feedback mechanisms
Anatomical terminology – the language of A&P
Topics:
Activities:
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Practice labeling various regions of the body.
Use visual cues to point out cavities and membranes of the body.
Use the “Histology” section of the website to view slides of various tissues.
Complete “Body Organization and Terminology” lab activity
Use the book’s website to review terms using the various review games.
Use “Simon Says” game to review body terms and locations
Clinical applications: Exploring the SOAP protocol of medical diagnosis
II. Unit: Development and Organization of the
Human Body
Readings:
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Textbook: Chapters 3 (section 6 only), 23 (select topics) and 5
Teacher-selected articles
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Development of the human body – from embryo to adulthood
Stem cells – their role in development
Organization – from cell to tissue to organ to organ system
Topics:
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Tissues – Epithelial, Connective, Muscle, Nervous
Activities:
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Research and report on stem cells, including sources of stem cells, potency and
potential uses
Debate the ethics of stem cell research
Use microscopes and online slides to examine various types of cells and parts of cells.
Create an organizational chart for the four types of tissues demonstrating structure,
function and examples.
Label four types of tissues using visual aids.
View various tissues under the microscope and using online slides.
Complete “Epithelial Tissues,” “Connective Tissues,” and “Muscle and Nervous Tissues”
lab activities
III. Unit: Support and Movement
Readings:
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Textbook: Chapters 6-9
Teacher-selected articles
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The integumentary system – form and function of skin
The skeletal system – form and function
Bones – development, names and locations
Joints – movement
The muscular system – form and function
Muscle contraction – the sliding filament model
Diseases/Disorders of the skin, skeletal system and muscular system
Topics:
Activities:
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Examine different layers of skin using microscope and online slides.
Complete “Integumentary System” lab activity
Use models and other visual aids to identify the bones of the skeleton system.
Name all of the bones and their features using unlabeled models
Identify bones and their features using disarticulated skeleton
Complete lab activities labeling the skull, vertebral column and thoracic cage, pectoral
girdle and upper limb and pelvic gordle and lower limb.
Complete “Joints” lab activity.
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Demonstrate muscle fiber contraction and act out the sliding filament model
Complete “Skeletal Muscle Structure” lab activity.
Analyze myograms, both normal and abnormal
Jeopardy-style review games for all chapters
Research and present different diseases of the skin, skeleton and muscles, including
their symptoms, their causes and treatments.
Analyze case studies and present to the class
IV. Integration and Coordination
Readings:
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Textbook: Chapters 10-13
Teacher-selected articles
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The nervous system – form and function
The neuron and the conduction of the impulse – action potentials, the synapse and
neurotransmitters
Divisions of the nervous system – CNS and PNS
The Brain – motor, sensory and associative functions and the regions in the brain
The senses – general and special senses
The endocrine system – form and function
Glands and the hormones they produce
Diseases/Disorders of the nervous and endocrine systems
Topics:
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Activities:
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Model neurons and the nerve impulse and label the structures of a neuron.
Examine different types of nerve cells using microscope and online slides.
Label the structures of the brain using models.
Create a 3-D model of the brain, labeled
Dissect a sheep brain and identify major areas
Experiment on reflex arc by testing various reflexes.
Label the structures of the eyes and ears using visual aids.
Dissect a sheep eye and identify major structures
Experiment testing the senses, including visual and auditory tests.
Label the major endocrine glands using visual aids.
Jeopardy-style review games for all chapters
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Research and present different diseases of the nervous and muscular systems, including
their symptoms, their causes and treatments.
Analyze case studies and present to the class
V. Unit: Transport
Readings:
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Textbook: Chapter 14 (select sections), 15-16
Teacher-selected articles
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The cardiovascular system – form and function
Blood – components and types
The heart – structure and pulmonary circulation
Blood pressure – factors influencing blood pressure
Arteries, veins and capillaries – the blood highway
The lymphatic system – form and function
Immunity – innate and adaptive immunity, cell-mediated and humoral responses
Allergies, autoimmune disorders and immune deficiencies
Disorders/Diseases of these systems
Topics:
Activities:
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View different blood cells using microscope and online slides.
Perform blood typing lab
Label the structures of the heart using visual aids
Dissect a pig’s heart and identify major structures
Complete “Cardiac Cycle” lab activity
Trace the flow of blood through pulmonary circulation.
Measure heart rate and blood pressure using a sphygmomanometer.
Interpret EKG readouts for various heart defects.
Label the lymphatic pathways and lymph nodes using visual aids
Group Project - Operation: Antibody
Research the causes and effects of various cardiovascular and autoimmune
diseases.
Jeopardy-style review games for all chapters
Analyze case studies and present to the class
VI. Unit: Absorption and Excretion
Readings:
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Textbook: chapters 17-19
Teacher-selected articles
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The digestive system – form and function
Enzymatic control of digestion
Nutrients and metabolism – the importance of a balanced diet
The respiratory system – form and function
Mechanisms of breathing – inhalation and exhalation and control
Coupling between cardiovascular system and respiratory system
Diseases/Disorders of the digestive and respiratory systems
Topics:
Activities:
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Experiment on action of enzymes on various substances.
Label the organs of the digestive system using visual aids.
Conduct “Action of a Digestive Enzyme” lab activity
Dissect a pig’s digestive system and identify key structures
Research the causes and effects of disorders of the digestive system.
Label the organs of the respiratory system using visual aids.
Complete “Breathing and Respiratory Volumes and Capacities” lab activity
Research the causes and effects of disorders of the respiratory system.
Model the mechanism of breathing.
Jeopardy-style review games
Analyze case studies and present to the class