441F Anatomy & Physiology



Anatomy & Physiology

Course Syllabus

2011-2012

Welcome to Anatomy and Physiology! This is an exciting course that you will find both challenging and interesting. The study of Anatomy and Physiology focuses on the structures of the human body and how those structures work together. During the course of this year we will study all the organs and organ systems of the body in great detail. We will be analyzing cellular structure and function, as well as how the cells work together to coordinate organ function. Additionally, we will explore how the organs work together to maintain homeostasis and stability within the human body. We are very complex organisms. In this course you will analyze those complexities, and in doing so, prepare for advanced collegiate science courses. While this course may be challenging, together we will work hard to gain knowledge and skills in the fascinating field of anatomy.

Texts

➢ Marieb, Elaine. Essentials of Human Anatomy and Physiology, 9th ed. San Francisco: Benjamin Cummings, 2009

➢ Marieb, Elaine. Anatomy and Physiology Coloring Workbook: A Complete Study Guide, 9th ed. Benjamin Cummings, 2009.

Materials Needed

➢ Three ring, Loose-leaf style notebook with dividers.

➢ Loose-leaf paper- college ruled

➢ Colored pencils

➢ 1 subject Composition notebook

➢ 1 Box of Disposable gloves (for dissections)

➢ 1 Box of tissues or hand sanitizer

Topics to be Covered

➢ Laboratory Safety

➢ Introduction to Anatomy and Physiology, terms and language

➢ Cells and tissues

➢ Integumentary System

➢ Skeletal System

➢ Muscular System

➢ Nervous System and Special Senses

➢ Cardiovascular System- Heart, Blood Vessels, Blood

➢ Respiratory System

➢ Digestive System- Metabolism and Nutrition

➢ Urinary System

➢ Lymphatic System- Immunology

➢ Endocrine System

Grading-You will be graded on weighted system, as follows:

Unit Exams: 20%

Projects/reports/ Abstracts: 20%

Classwork and Labs: 20%

Final Exam: 20%

Homework & Quiz: 20%

Scale: Grades will be calculated on the scale that is set forth in the student handbook

Expectations

As upperclassmen you are expected to take responsible steps for your own learning and your own actions. Be an active participant in class discussions, in the lab and in your individual preparation and study. I will treat you with the utmost respect as young adults, and expect you to offer the same respect to your fellow classmates, teachers, school equipment and property. Make careful and intelligent choices.

Make-up Work:

If a test is missed, due to a students’ absence, it can be rescheduled. Tests can be made up at times other than class time. Test may be rescheduled for Thursdays, with a science proctor at 3pm, after school in room 500.

Abstracts:

An abstract is a summary or synopsis of an article in a journal magazine. During each semester you will abstract up to TWO articles which apply to topics covered during that term. Abstracts can cover any topic covered during the term (not just topics covered during a particular unit).

The purpose of preparing abstracts is to acquaint you with the scientific literature and to expose you to current topics in biology.

Disease Projects:

A 1st semester project will be assigned the 1st week of class and will cover a disease of the various systems that will be covered over the course of the semester. More information to come.

Preparing an Abstract

CHOOSING AN ARTICLE: Articles may be chosen from science journals that are carried by the school library. Most of the articles should be selected from Discover and Scientific American. As the year progresses, you should move toward abstracting Scientific American articles.

News magazines, women’s magazines, and nursing and medical journals may contain acceptable articles, but these articles must be approved by the teacher because they tend to be less technical than science journal articles.

SPECIAL RESTRICTIONS: Articles to be abstracted must be at least two pages long. Articles should be chosen from journals published during the two years prior to the abstract due date.

The abstract heading must be in the proper format. An example of a proper heading and a sample abstract can be found following these instructions.

The abstract should be no longer than two pages. In general, one-and-one-half to two written pages is a good length for an abstract.

GRADING: Abstracts will be given a letter grade based on appropriateness of the article, technicality of the topic, and proper form. In general, abstracts on general topics will receive a higher grade than those on very specific topics. Articles which deal with more complex topics usually receive a higher grade as well.

Abstracts with improper headings, on unapproved articles, or on topics not covered in the present term will lose at least one letter grade in credit.

SPECIAL NOTES: Science articles tend to be extremely technical and very restricted in scope. Scientific American articles, while long somewhat technical, tend to be more general and are excellent for abstracting. If you are unfamiliar with science journals, you may wish to begin with articles from a layman’s journal (for example, Discover) or Carolina Biology Readers (CBR’s) and work up to Scientific American. Believe me – it gets easier with practice!

Articles that you download from must be at least four printed pages. Your heading for a four page article will have “pgs. 1 – 4” in place of the actual pages where the article appeared in the print version. Not all Scientific American articles are on-line, and there are no illustrations or pictures with the on-line version.

SAMPLE ABSTRACT

Student Name

Color/Block

Due Date

Teicher, Martin H. Scars that Won’t Heal: The Neurobiology of Child Abuse. Scientific American, March 2002, pp. 68-75.

Children who suffer from abuse may be healed of physical scars, but the damage done to the brain and mind may never heal. There are more than three million reported cases of child abuse in the U.S. every year. Research has found a strong correlation between all kinds of child abuse and psychiatric problems. Previous theories stated that the problems could be overcome, but new research indicates that abuse that occurs during the time when the brain is physically forming (in early childhood) causes a host of molecular and neurobiological effects that permanently change brain development.

Examples of the effects of child abuse are depression, anxiety, suicidal thoughts or posttraumatic stress. Outward expressions of the damage are aggression, impulsiveness, delinquency, hyperactivity, or substance abuse. It appears that child abuse may disrupt the normal development of two areas in the limbic region of the brain – the hippocampus, necessary for forming and accessing verbal and emotional memories, and the amygdale which creates the emotional content of memory. The psychological and physical symptoms of those victims of child abuse closely mirror the symptoms of suffers of temporal lobe epilepsy (TLE). In research studies, 253 adults seeking psychiatric evaluation were assessed with a checklist of questions to assess the frequency of TLE-related symptoms. Scores were 38% higher in patients with physical (but not sexual) abuse and 49% higher in those with sexual abuse. Patients with both physical and sexual abuse reported scores 113% higher than patients who had experiences no abuse. The results have been duplicated and support other studies of effects of abuse on psychiatric problems.

Preliminary studies indicate that individuals who have experienced abuse may demonstrate a small reduction in the sizes of the hippocampus and amygdale compared to non-victims. Stress may exert a gradual influence on the brain anatomy that may not be noticeable until individuals are mature adults. The hippocampus is especially susceptible to the effects of stress because it develops slowly and, unlike other brain parts, continues to develop new neurons after birth. It also seems to have a very high concentration of stress hormone receptors. Changes in EEG patterns in the left brain are also present in victims of child abuse. Studies indicate that right cortical development in victims matches that seen in non-victims, but left hemisphere cortical development lags behind that of normal patients especially in the temporal regions. It was found that those who have suffered abuse seem to process disturbing memories in the right hemisphere and neural memories in the left hemisphere. In addition, the middle parts of the corpus callosum were smaller in victims than in nonvictims.

These observed brain changes may be an evolutionary adaptation to adverse environments that would lead an individual to produce appropriate aggressive responses, develop heightened alertness and respond to stress in the face of harsh conditions. These changes may aid an individual through the early years but may increase the risk of obesity, type II diabetes, hypertension, psychiatric problems, and degeneration of brain structures. Nurturing, non-stressful environments in the early years allow the brain to develop normally. While stress results in adaptive changes, those changes might also be descried as antisocial. More needs to be done with intervention to prevent child abuse from occurring.

441 Anatomy and Physiology

2011-2012

Syllabus Agreement

Please return to Mr. Haughey by the third class meeting.

I have read and understand the requirements for this course and agree to comply with the expectations of the course and instructor.

__________________________________ ___________________________________

Student’s name (Please print) Student’s signature

I have read the SYLLABUS for Anatomy and understand that my student will be held accountable for its contents.

__________________________________ ____________________________________

Parent’s name (Please print) Parent’s signature

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I have read the LABORATORY SAFETY PROCEDURES and agree to abide by all of the rules outlined in the contract. I understand that I must keep the contract in my binder and pass a lab safety quiz.

__________________________________ ___________________________________

Student’s name (Please print) Student’s signature

I have read my student’s copy of the LABORATORY SAFETY PROCEDURES and understand that my student is responsible for all of the rules in the contract.

__________________________________ ____________________________________ ___________

Parent’s name (Please print) Parent’s signature Date

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Teacher: Ken Haughey “Hoy”

Course Number: 441

Email: khaughey@

Phone: 678-277-9083 ext.711

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