Unit Objectives Intro to Anatomy.pdf

Unit Topic: Introduction to Anatomy Essential Question: How is the human body organized to accomplish all of life’s processes? all while maintaining homeostasis at an organ system level, all the way down to a cellular level? Concept 1 : Biology Review Objectives: Vocabulary: 1. List the Characteri...

Unit Topic: Introduction to Anatomy Essential Question: How is the human body organized to accomplish all of life’s processes? all while maintaining homeostasis at an organ system level, all the way down to a cellular level? Concept 1 : Biology Review Objectives: Vocabulary: 1. List the Characteristics that all living things Share. 2. Describe the role of each organelle in the overall function of the cell Cell 3 Explain the structure of the cell membrane and its structure allows it to control what goes in and out of the cell. 4. Explain the importance of each macromolecule to the overall function of the cells and thus the human body . S. Distinguish between the following terms: DNA, chromosomes. and genes. Then explain their relationship to proteins. Explain the role of enzymes in biochemical reactions. including the importance of their specificity . 7. Organelle Macromolecule Nucleotide Fatty acid Monosaccharide Amino acid Enzyme Catalyst Active site Differentiation List the levels of organization within an organism. 8 Summarize the process of the cell cycle in somatic (body ) cells. Include the name of each sub- phase and the critical importance of chromosome duplication prior to cell division. 9. Explain what is meant by the phrase “form dictates function” and why it will be an essential theme in this course 10. Identify an organelle based on a diagram or description of its structure. 11. Given the description of a cell’s function, determine the most essential organelles needed in the cell to carry out that specific function. 12. Given appropriate context, be able to arrange a list of body organization levels from smallest to broadest or vice versa Concept 2: Homeostasis and Regulation Objectives: Vocabulary : l. Differentiate between dynamic and static equilibrium. Homeostasis 2. Describe the relationship between response to stimuli and homeostasis. Receptor 3. Differentiate between positive and negative feedback loops. Include an example of each Stimulus 4. Draw an example of a feedback back loop. clearly labeling all parts. 5. Summarize the role of enzymes in the regulation of homeostasis. 6. Summarize the role of cellular transport in the regulation of homeostasis. 7. Describe the six types of cellular transport. including an example of a substance transported for each. 8. Explain the importance of cell signaling and communication in maintaining homeostasis. Include a brief description of a real-world example of a breakdown in cell communication and how that impacted homeostasis in the organism. 9. Draw a sketch of a signal transduction pathway, labeling the key parts. 10. Distinguish between the types of chemical signals that can initiate a signal transduction pathway. 11. Explain the importance of specificity in receptor proteins. Include the difference between intracellular and membrane receptors and the types of ligands they would bind to. 12. Describe the importance of a second messenger in certain signal transduction pathways. Effector Response Feedback Inhibition Passive transport Active transport Hypertonic solution Hypotonic solution isotonic solution Ligand Signal transduction pathway inhibitor Transduction phosphorylation Dephosphorylation Second messenger 13. Explain several types of responses that can be triggered by a transduction pathway. 14. Be able to analyze data to determine the effect of a feedback mechanism on homeostasis. 16. Classify a type of cellular transport based on a diagram or description. 17. Classify solutions as hypertonic, hypotonic, of isotonic based on a diagram or description 18. Be able to interpret a diagram of a signaling mechanism and infer what type of response is being triggered. Concept 3: Anatomy Basics Objectives: 1. Create a chart to distinguish between the functions and key structures of the 12 main organ systems. 2. Contrast the dorsal and ventral body cavities. 3. List each type of body cavity covered in class with a brief description of its purpose. 4. Explain the importance of each of the four types of tissues that make up the human body. 5. Differentiate between the functions of the 4 types of connective tissue. 6. Sketch a flowchart/concept map to show the diversity among the different types of connective tissue. 7. Draw an example of each type of muscle tissue and explain the unique role each play. 8. Given a diagram or description, identify the body region, body plane, and/or body cavity. 9. Describe the location of various body parts in relation to others using appropriate anatomical vocabulary, including regional terms. 10. Given a diagram or description, be able to differentiate and identify the types of tissue. 11. shape. Classify epithelial tissue based on the number of cell layers and cell Anatomy Histology Cytology Physiology Anatomical position Axial Appendicular Superior (cranial) Inferior (caudal) Anterior ventral) Posterior (dorsal) Medial Lateral Intermediate Proximal Distal Superficial Deep Body planes Sagittal Midsagittal Frontal(coronal) Transverse (cross section) Cutaneous membrane Mucous membrane Serous membrane Parietal membrane Visceral membrane Meninges Tissues Glands (exocrine and endocrine) Neuron 2 - Biology is the study of - All living things ( - Made of __________ - Responds to stimuli - Able to grow and reproduce - Use energy (have a - - _. ) are: ) The sum of all the biochemical processes in the body Contain DNA or RNA as genetic material -are the most basic structural and functional unit of life. - It is the smallest part of an organism that is still capable of all of life’s processes - Cells are very _. - There are prokaryotic and eukaryotic cells. - Eukaryotic cells differ between plants, animals, fungi, and protista. - Even within humans there are believed to be more than 200 types of specialized cells! - Cells are made up of _. - Specialized structures within the cell that work together to help the cell function. - Structure - Jelly-like fluid inside of cells - Mainly made up of water - Function - Holds everything in place - - Structure A selectively permeable barrier (known as _________________________) - 2 layers of phospholipids with (likes water) heads and _______________ (dislikes water) tails are embedded throughout to provide structures are embedded to aid in transporting nutrients and signals - Made up of ____________________ Phosphate “head” 2 fatty acid chain “tails” Arranged in a bilayer (2 layers) __________ heads = , meaning they “like water” __________ tails = , meaning they are “afraid of water” - Function - Controls what goes in and out of the cell - The arrangement of the phospholipids allows some molecules to easily pass through and others to require more effort. • CAN PASS EASILY = Small, non-polar, hydrophobic, neutral molecules and water (even though H2O is polar it is reallyyyy tiny!) • CANNOT PASS EASILY = Polar molecules (must go through protein channels) and large molecules (must use vesicles) - Critical for communication and maintaining a stable internal environment ( ) - Structure - Threadlike fibers - Made of proteins - 3 Types: ____________________________________________ ______________________________________________________ - Function - Support, maintain shape, motility, and regulate biochemical activities An organelle associated with the cytoskeleton - Structure - Made of microtubules - Microtubules “grow” out of - 2 centrioles are referred together as a _______________ - Function - Appear during cell division - Help cell divide by pulling chromosomes apart during Anaphase An organelle associated with the cytoskeleton - Structure - Cilia: shorter, more numerous, like tiny oars - Similar projections that are short and numerous but don’t move are called _______________ - Flagella: longer, fewer (1-3) - Function - Cilia fluid across cell’s surface - Flagella entire cell through extracellular fluid - Structure - Contains genetic material (DNA) - When it appears threadlike, it is considered to be _______________ - Chromatin condenses into 46 ____________________ (which appear rodlike) in body cells - Remember sex cells, like egg and sperm, only have 23 chromosomes -are sections of chromosomes that code for proteins (which then do most of the work in the cell) - Surrounded by a nuclear envelope/membrane with pores that control what goes in and out -is in the center - Function - Protects the DNA that controls the activities of the cell - Nucleolus is where ribosomes are formed - Structure - Made of proteins and rRNA - Located on Rough ER and floating in cytoplasm - Function - ______________________________!! - Ribosomes on the proteins to make from the cell - Ribosomes floating in the ____________________ produce proteins to use the cell - Structure -ribosomes on surface - Hugs the nucleus - Network of membranes and sacs - Function - Make proteins! - Package them for secretion - Send transport to the Golgi apparatus -like mini-carts that transport proteins ____________________________________ the cell - Structure -ribosomes on surface - Attached to the ____________________ - Network of membranes and sacs - Function - Makes lipids (membrane) - Chemically modifies small molecules - Site of glycogen degradation - Stores Ca+2 (a trigger for many cell responses) - Structure - Folded/flattened membrane sacs - Function - Gets of protein from the Rough ER and further processes, modifies, packages and sorts them for transport -like mini-carts that transport proteins ___________________________________ the cell - Processes, sorts, and ships proteins where needed - Structure - Contain hydrolytic enzymes for breaking stuff down - Function - Breakdown dead stuff (food, bacteria, old parts of cell, etc.) - Can do programmed cell death (apoptosis) - Structure Smaller and (can be) more numerous in animal cells Function Storage (water, nutrients, waste, etc.) - Structure - Two parts: folded inner membrane (cristae) and enzyme-packed fluid (matrix) - Function - Where happens - Break down chemical energy in food to release it as usable energy in the form of ATP - Cells are organized into , which work together for a common func - About 70% of our living tissue is made of _______________ - Around 26% is composed of _________________________ - Key large biological molecules that make up all living things - The rest is - Macromolecules are larger molecules ( - and other small molecules ) made of smaller molecules ( ) typically linked together through _. Each macromolecule plays a critical role in organisms with regards to running the body, containing information for how to run the body, and providing the energy needed to do so. __________ __________ __________ A, T, C, G make up __________ and __________ _______ _______ A, U, C, G make up _______ _______ __ Blueprin t for life Stores, transmits , and expresse s our genetic information ______________________________ __________ __________ __________ __________ __________ __________ __________ Also used structurally in the cell membrane, for protection, and insulation ______________________________ __________ __________ __________ __________ Also used structurally, to transport stored energy, and for recognition in signaling pathways __________ __________ __________ __________, hormones, motor proteins, transport proteins, etc. ______________________ ________ Enzymes, signaling, receptors, structural, regulatory, contractile, protection against disease, transport, storage, etc. - Your __________, organized in and thousands of __________, provides the for making _______________, which _. - __________ gets transcribed into a copy of , which leaves the nucleus and heads to a ribosome to be translated and then modified into a functioning _. - This process is highly regulated!! - DNA is unzipped and a single stranded copy of mRNA is made form one side. - tRNA molecules transfer corresponding amino acids to the ribosome, which are bonded together to form the polypeptide chain. This chain with then undergo folding until it has all four levels of protein structure and is ready to be transported where it is needed to be used. - _______________ are mostly that are biological catalysts. -speed up biochemical reactions by lowering the activation energy needed to get the reaction going. - They are highly specific, only binding to certain substrates (reactants) at their ____________________. - If the shape of the active site gets changed, such as due to a change in the pH or temperature of the environment, then the enzyme can no longer function as it should. - Enzymes remain unchanged after the reaction and can be reused. - They are critical for regulation of life processes in all organ systems that make up an organism!! - All living things are organized. - An is made of ______________________ (ex. digestive system) - Each is composed of _______________ (ex. Stomach) - Each is made up of _______________ (ex. Muscle tissue) - Each _______________ is made up of (ex. Smooth muscle cells) - This hierarchy of organization comes about via and ____________________. - All cells come from other cells via cell division during the cell cycle. - The cell cycle in somatic (body) cells consists of 3 main phases: -where the cell spends most of its “life” - DNA is doubled 🡪 sister chromatids ( l 🡪 X) during the end of this phase in preparation for division -where the cell begins to divide - Consists of Prophase, Metaphase, Anaphase, and Telophase -where the cytoplasm splits forming 2 identical daughter cells - These cells are also identical to the parent cell unless a random mutation occurred. - ____________________ is the process of , or undifferentiated cells, undergoing specialization to become specific types of cells with different functions. -determines what a cell becomes. - The organelles that make up the cell’s structure give insight to the job that the cell specializes in - __________ (structure) dictates !! Research and Report: Types of Human Cells 12 13 Task Cards: Biology Review Travel to each card in the room and write your answers to the question below. Tan do not have to go in order, j’ust merge sure you ger fo every card, and write your answers in the appropriate box. 2 14 lmroduution Unit 15 Inquiry Investigation: Feedback Mechanisms Introduction: Homeostasis refers to the process of, or mechanisms for, maintaining stability of an internal environment within an organism. Feedback mechanisms are used in living organisms to maintain internal conditions when external conditions in the organism’s environment are changing. Feedback mechanisms can either promote or inhibit processes within an organism to maintain homeostasis. When the product of a homeostatic mechanism results in slowing down or inhibiting a body process, this response is called negative feedback. When the product of a homeostatic mechanism results in a speeding up or proliferation of a body process. this is considered a positive feedback response. All organ systems in the human body work together to maintain constant and regulated conditions. The human body, like other organisms. is constantly regulating in order to maintain homeostasis. The goal of this inquiry investigation is to plan and conduct an experiment that provides evidence that feedback mechanisms do in fact maintain homeostasis Background Knowledge: What are .vome ways that yen cart thiitk o[that yotir hody maiiitaiii.s humeosta.si.s? List some of these below, anJ lahel ifany are specifically excimples of yositii•e i•s. flegof/re /eedbocl. Guiding Question : Wrile an or erarchiiig qiieslioii to try fo answer for this la5. Purpose: be-wrile your ‹:fiiesfioii u.s'a "To delerntiite... " siaiemeut Research. CoitJiict some backgrounJ research that will he helpfiil to lmow as you ylcm otit how you will iiivest,igcite t,his topic. Record your fmâiitgs (with references!) below. You may iis’e smother sheet of yaper, a.s needeâ. 16 Make a Plan: a. How could yoti investigate this? b. What will you need to investigate this guiding question? c. What will be youF independent variable in this investigation? d What will be your dependent variable? e. What will be your control group? f. What will be your experimental group(s)? g. /f /ta I conslanls do you need to pla/z for in joxr procedures? hypothesis: Based or the background knowledge arid research you wrote out above, make a prediction about a cau5e and effect relationship you think you will obseFve in this investigation. 17 Materials: Now that you have planned your investigation, make a specific bulleted list ofwhat you will need to conduct this investigation. Procedures: Now that you have planned your investigation, make a specific numbered list ofwhat you will need to ‹& for this investigation. Results: Set up a data table for how you want to collect your data. Afier conducting the experiment, create a graph on the next page that best represents the data you’ve collected. 18 19 Analysis: Wrile .sei›eral paragraJ›h.i to answer the follou'ing cJtiestions. You may need to u.ve m‹›i e pai›er. a. What does your data show you? Refer to your graph and specifically cite evidence from it in your answer. b. Think back to the research you did prior to conducting this investigation. How do your findings relate to (or not) what you found in your research? Make connections between what you already knew prior to collecting data, and what you saw in your results. c. In what ways could you have improved your experimental design? List three specific weaknesses or errors and three specific solutions for how these could be fixed/prevented in the future. Conclusion: Write a paragraph answering the followiitg questions. too mqy iteeJ to «xc ntore paper. a. Does the data cause you to support or reject your hypothesis? Explain how you know. b. What did you learn about homeostasis and feedback mechanisms from this investigation? c. How would what you learned be helpful knowledge in the real world? (aka life outside of science class!) 20 -stability of the internal environment and the mechanisms that maintain the stability - A is maintained where the rate of loss balances out with the rate of gain - Organisms not only detect but respond to stimuli - Homeostasis is maintained through regulation at the organ system level all the way down to the cellular level -evolved to help maintain homeostasis in organisms - These loops use the output of a system to signal a change in input so that a system response can be stabilized or amplified - Can be positive or negative - In a - feedback loop, the output (or product) of a system ____________________ the response Examples: Human child birth Hormones 🡪 Contraction 🡪 Pressure 🡪 Release of more hormones 🡪 More contractions 🡪 More pressure…etc. Fruit ripening - Fruit ripens 🡪 Releases ethylene 🡪 Signals surrounding fruit to ripen 🡪 Neighboring fruit ripen 🡪 Release more ethylene…etc. - In a feedback loop, the output (or product) of a system causes a counter response to return to a set point - Examples: - Human body temperature (thermoregulation) - Water concentration (osmoregulation) - Blood sugar regulation - All feedback loops have: - _______________ = sensory organ that receives the stimulus -= an action that evokes a response -= an organ that does the response -= the effect, caused by the stimulus - When a mistake happens in a feedback loop, homeostasis is thrown off. - Example: Type 1 Diabetes - Living systems depend on reactions that occur spontaneously, but at very slow rates. -= substances that speed up the reactions without being permanently altered. - No catalyst makes a reaction occur that cannot otherwise occur. - Most biological catalysts are proteins ( ) - Every step in a metabolic pathway is catalyzed by a specific enzyme - Cells can regulate metabolism by controlling the of an enzyme. - They can turn synthesis of enzymes off or on -output of a process is used as an input to control the behavior of the overall process itself, usually leading to inhibition of the process - The of an enzyme can also be regulated. -can bind to enzymes and slow reaction rates. -play a role in enzyme function too. - pH and temperature changes can lead to denaturation - Cells also maintain homeostasis with highly regulated signaling and transport mechanisms. - Remember, the cell membrane consists of a ______________________ _______________ phospholipid bilayer to control what goes in and out. - Transport can be _______________, requiring molecules move down the concentration gradient, or ___________ energy to move molecules extra energy as , requiring the gradient. - The spreading out of molecules across the membrane until equilibrium is reached - A net movement from regions of greater concentration to regions of lesser concentration. - Ex. O2, CO2, and small, nonpolar, lipid-soluble molecules. - A acts to help (facilitate) the diffusion of molecules that normally couldn’t pass through the cell membrane (large and polar molecules) - Transport proteins can act as a to allow specific molecules +2 through (Ex. Ions like Ca ) - Transport proteins can also act as that bind to substances to carry them across the membrane (Ex. Glucose) - The simple diffusion of across the cell membrane - Water moves from areas of high water concentration (meaning low solute [ ]) to areas of low water concentration (meaning high solute [ ]) until equilibrium is reached. -water [ ] is lower than the cell’s cytoplasm. - Net movement of water of cell 🡪 Cell __________ -water [ ] is higher than the cell’s cytoplasm. - Net movement of water a cell 🡪 Cell __________ - _________________________: _____________ water [ ] to cell’s cytoplasm 🡪 Cell ________________________ - When a cell to pump molecules across the membrane, against the gradient, through a - Ex. 1 molecule of ATP is used to move two K+ and three Na+ in the Sodium-Potassium pump. - uses vesicles to move large particles _. the cell. - Ex. When white blood cells engulf bacteria in order to fight infection uses vesicles to export materials of the cell. - Ex. When nerve cells secrete neurotransmitters to send signals throughout the body. - Complex multicellular organisms, like humans, must have methods for communication on a cellular level in order to maintain homeostasis. -allows cells to process information from their environment (stimuli) and communicate to other cells - Signals can be physical stimuli (like heat or light) or chemical stimuli -= molecules that bind to other molecules ( ) for signaling purposes - A sequence of events initiated by a signal that leads to a cellular response - Involves: - Signal - Receptor - Response -signals: “self”; affect the same cell that releases them -signals: diffuse to nearby cells -signals: require direct contact between the signaling cell and the receiving cell -signal travels to distant cells - Known as signaling - Protein where the signal is received on the target cell - Can be: -located inside a cell - Ligands for these signals are and/or so they can easily diffuse across the cell membrane to reach these receptors -located on surface of the cell - Ligands for these signals are and/or cannot diffuse through the cell membrane - Receptors are and 3-D - Only certain ligands bind certain receptors!! - When a ligand binds to the receptor protein, the bond is _____________ (therefore not strong) and is ____________________ - This is so signal can be regulated more easily -can block the normal ligand to prevent communication - Ex. Caffeine that - The passing along of the signal until the desired response is reached - Transduction can be short or long - Longer if a signal cascade of reactions is induced - The passing along of the message usually happens by _____________ _______________ of different proteins -(addition of phosphate groups) by kinases -(removal of phosphate groups) by phosphatases Sometimes a “second messenger” is involved to stimulate signal transduction -= a small molecule that serves as an intermediate between the receptor and the cascade of responses after - Key for ____________________ - Either _______________ and/or the initial signal received at the receptor - Ex. cAMP is a second messenger in our fight-or-flight response - The transduction pathway eventually triggers a response - The same signal can cause many different responses, such as: - by changing the balance of ion concentration inside and outside of the cell -genes may be switched on (upregulated) or switched off (downregulated). - ___________________________________ Practice: Cell Transport Part 1 Overview Chart Type of Transport Active/Passive Real World Example in Human Cel1s Diffusion Facilitated Diffusion Osmosis Endocytosis Exocytosis Molecular Pumps Part 2 Application: You get home from school and grab a bad of potato chips before settling onto the couch to binge u atch your newest Netflix series. A few hours later, you notice that all of the chips are gone and you feel very thirsty’. You get up to go to the bathroom before grabbing a drinli and notice your urine is exceptionally dark in color. Apply »'hat you know about osmosis to explain svhat has happened to the cells in your body. Include the nams for the ty’pe of solution thc cells » erc in after eating and ho» thc cells attempted to maintain homeostasis despite these salty conditions. 28 Activity: Cell Communication Breakdown Overview: Cell signaling and communication is critical for maintaining homeostasis in all organisms, but especially in multicellular organisms with trillions of cells like humans. So, what happens if there is a cell communication breakdown in terms of homeostatic regulation? In this activity, you will create a digital infographic to creatively share your research on a disease that results from the dismption or breakdown of normal cellular communication, or a drug that causes a disruption or breakdown. You will share your infographic with the class in a short 2-3 minute presentation of your findings. Infographic Requirements: O Name of the disease, drug, or chemical that is researched O Description of the disease, drug, or chemical, including: o Symptoms associated with the disease, drug use, or exposure to the chemical o Relevant statistics about prevalence and impact o Treatment options o Clear and specific explanation of how cell communication is disrupted and its effects on homeostasis O Diagrams, pictures, or charts so that the infographic is more than just words O COLORFUL, neat and visually appealing! O Overall infographic demonstrates accuracy O Must be completed digitally and submitted ON TIME! Research is appropriately cited and included on a separate reference page Presentation is within the 2-3 minute time limit, and information is delivered in a confident and clear tone that shows the student’s understanding of the disease or chemical Rubric: Excellent (10 poi•ts) Satisfactory @-7 points) Needs Improvement (6-3 points) Unacceptable f - • >1 All content listed under requirements is included. Most content listed under requirements is included. Some content listed under requirements is included. Appearance Appearance of the infographic is neal, colorful. and includes several relevant diagrams. pictures or cleans. Appearance of the infographic is most lv neal, colorful, and includes some relevant diagrams. pictures or charts. Appearance of the infographic is somewhat neat. colorful, and includes minimal relevaiit diagrams. picturcs or charts. Very' littlC content listed under requirements is included. Appears hastily made. The infographic is not neat. colorful. and/or doesn’t include relevant diagrams. pictures or charis. References All research used is included in a correct formal citation format. Most research used is included in a correct formal citation fonnat. Presentation of infographic is done o’it1i snthusiasm. confidence and clarity within the time limit. Overall work is colorful. visually appealing, organized, and accurate. Work stands out from thc rest and shows cvideiicc of extra effort, Presentation of infographic is done mostly sith enthusiasm. confidcncc and clarity. Rcsearcli uscd is included but not in a correct formal citation format. Presentation of infographic is done »'itli some enthusiasm, confidence and clarity. Preseniation of infographic is lacking in enthusiasm, confidence and clarity. Overall work is somewhat colorful, visually appealing, organized, and accurate. Morc cffort needed. Overall work is nor colorful. visually appealing, organized. and accuratc. LacL of effort is evident. Content Presentation "°’°" Os crall w ork is mostly colorful, visually appealing, organized, and accuraic. WorL sho s cvidcncc of good effort. Research is not referenced or cited in any fomiat. 29 -the study of bodily structures -= macroscopic, big picture -= microscopic; histology (tissues) and cytology (cells) -the study of bodily functions - Structurally, organisms are made up of , which are made up of __________, which are made up of , which are made up of __________. - Functionally, a dynamic equilibrium is maintained from the system level, all the way down to the cellular level - Nothing works in isolation – even the organ systems all work together! - Main function , protection for internal organs, and aid in movement - Key structures: _______________, _______________, _______________ - Main function and stabilization - Key structures: _______________, _______________, and _______________ muscles - Main function: collect, process and respond to sensory information; __________ voluntary and involuntary (reflex) actions - Key structures: __________, _______________, and all connected __________ and _________________________ - Key cells are called _______________ , and - Main function: production and secretion of ___________________________ of the body (growth, metabolism, and sexual development) - Key structures: ____________________ and (like pituitary, adrenal, thyroid) - Main function: _________________________ and nutrient _______________ to and from cells throughout the body - Key structures: __________, (like arteries, capillaries, and veins) and _______________ - Main function: _________________________; taking in and getting rid of ____________________ - Key structures: __________, __________, __________, , and _______________ - Main function: Break down of food and absorption of nutrients for the body - Key structures: _______________, _______________, and _______________ - Main function: maintains water balance, gets rid of regulates blood volume and pressure, and , blood - Key structures: _______________ and _______________ - Main function: Acts as a barrier to the body from the outside world, as well as regulates temperature and controls water loss - Key structures: __________, __________, , and associated glands - Main function: defend, deflect and destroy infectious agents that make their way into the body - Key structures: ____________________, , _______________, ____________________, and _______________ - Main function: allows animals to (aka, make babies) by producing egg and sperm, hormones, and nurturing developing offspring. - Key structures: - Male: _______________ and _______________ - Female: _______________, _______________, and _______________ - Where a person is standing up with feet slightly apart and arms at their sides - This standard position is used as a reference point when using directional terms - Note: Right and left are from his perspective - head, neck, and trunk - Think about what is off the main axis of the body - Appendages (limbs) attached to the axis - - (_______________) Toward the upper part; above Ex. The chin is superior to the abdomen. (_______________) Away from the upper part, toward the lower part; below Ex. The knees are inferior to the navel. (_______________) Toward or at the front of the body; in front of Ex. The chin is anterior to the spine. - - (_______________) Toward or at the back of the body; behind Ex. The spine is posterior to the heart. - Toward or at the midline of the body; on the inner side of - Ex. The heart is medial to the arm. - Away from the midline of the body; on the outer side of - Ex. The arms are lateral to the chest. - In between - Closer to the point where a limb attaches to the body trunk - Ex. The elbow is proximal to the wrist. - Farther from the point where the limb attaches to the body trunk - Ex. The toes are distal to the knee. (_______________) - Toward or at the body surface - Ex. The skin is superficial to the bones. - (_______________) Away from the body surface Ex. The heart is deep to the ribcage. - A vertical plane that divides the body into __________ and sections - If it goes directly through the midline, it is a _____________ (median) plane - If it cuts off the midline, it is a _______________ plane (_______________) - A vertical plane that divides the body into _______________ (front) and (behind) sections (____________________) - A horizontal plane that divides the body into and (above) (below) sections - Part of the axial portion of the body, encased in bony structures for protection - Houses the fragile _______________ ______________________________ - Includes: - Holds the _______________ (encased by the skull) - Holds the within the bony vertebrae - Part of the axial portion of the body, less protected but allows more mobility - Houses the _____________________ - Includes: - Holds the and __________ (protected by ribs and chest muscles) - Pleural cavities: hold the lungs - Pericardial cavity: (within the mediastinum): holds the heart, esophagus, and trachea - Holds the _______________ and _______________ - Holds the stomach, intestines, spleen, liver (as well as other organs) - Holds the bladder, some reproductive organs, and rectum (protected by the pelvis) - These other body cavities are much smaller and many have external openings. -contains the mouth, including the teeth and tongue -connects the oral cavity all the way to the rectum -within and behind the nose -hold the eyes -contain tiny bones medial to the eardrums -joint cavities - Body membranes line body cavities and cover the organs within them. -your skin, which covers your body’s surface - The only dry membrane -(Mucosae): line all body cavities that open to the outside of the body - Ex. Nasal cavity, mouth, etc. -(Serosa): lines ventral body cavities that are closed, as well as covering many organs - Parietal membrane: lines the body cavity - Visceral membrane: covers the internal organs - These serous membranes are separated by serous fluid -the membrane that covers the brain and spinal cord in the dorsal body cavity - Groups of cells that are similar in structure and work together for a common function are called . - A distinct structure made up of at least 2 different types of tissues is called an - 4 types of tissues make up all organs: - body surfaces and lines body cavities to form boundaries, protect, absorb, and filter - Ex. The epidermis of the skin creates a boundary between the inside and outside of the body - Make up one or more cells that create and secrete different products (like hormones) - : externally secreting : internally secreting Classification based on number of cell layers - Simple (1 layer) vs. Stratified (>1 layer) - Classification based on cell shape - _______________ vs. _______________ vs. ________________ . -, protects, insulates, transports, and binds other tissues together - Includes fats and fibrous tissues of ligaments - Insulates and protects body organs - Acts as a fuel reserve to store energy - Types of Connective Tissue Proper - Can be or _______________ - Supports, cushions, and protects organs from external environment - Types of Cartilage - Hyaline, Elastic, and Fibrocartilage - All resist compressions by holding large amounts of water - Supports and protects organs from external environment - Resists compression and tension - Extremely hard, making it good for support - Can be or _______________ - Transports substances throughout the body - A fluid made of blood cells surrounded by blood plasma - Carries O2, CO2, nutrients, wastes and other substances (like hormones) throughout the body - Made of tightly packed together cells that allow for contractions to cause _______________ - 3 types: -muscles attached to bones that control voluntary movement -muscles that involuntarily propel substances or objects along internal passageways -muscles of the heart that involuntarily contract to propel blood into circulation throughout the body - The main component of nervous system organs that _______________ regulation and communication - Makes up the brain, spinal cord, and nerves - Mainly composed of that generate and conduct nerve impulses = highly specialized nerve cells Model Project: Organs of the Human Body Overview: Humans are considered one of the most complexly designed organisms on the planet, The human body has extraordinary organization in order to accomplish the countless functions it has to keep everything running. Divided into I I major organ systems, these systems are composed of organs, tissues, and cells that all work together to maintain homeostasis. For this project, you and your group will have the task of researching one of the major organs of the human body and designing a 3-dimensional model of it. You will conduct research on characteristics of your organ in terms of its structure, function, role(s) in various organ systems, and how it contributes to maintaining homeostasis. You will use your research to build your 3-dimensional organ model which will be presented orally to the class. An essay about your organ model and the rationale behind it will also be written to support why your model accurately represents your organ as well as the importance of this organ in a healthy and functioning human. By the end of thts project, we will be introduced to a variety of human organs, have a better understanding of the hierarchy of organization in the human body, and further our understanding of the relationship between structure and function. Requirements: O Research notes are included for each group member in the students’ OWN WORDS (this can be done on a shared/collaborative Google doc or by hand) At least 4-5 references for research are properly cited in APA or MLA format O 3-dimensional visual model of the organ • Colorful, neat, and creative • Design is accurate and based on research Essay is clear, informed, and accurate • Includes reasoning behind the way the model was constructed to represent the organ • Covers details of the structure with regards to tissue and cell composition • Includes an explanation of: • The function(s) of the organ • Its role(s) in various organ systems • How it contributes to the overall body maintaining homeostasis • A description of a disease or disorder that results from a failure of this organ to maintain homeostasis is included as an illustrative example of the organ’s importance • Includes a works cited page with appropriate citations Presentation of model is clear, dynamic, and includes all group members equally Information shared during presentation is relevant and accurate Overall project (research notes, model, essay, and presentation) demonstrates accuracy Evident that all group members contributed equally to the project Evaluation: On the following pages, you will be able to see the criteria that will be used to evaluate the project. The information is provided as both a rubric and a checklist. This will count as a 100-point grade. The main components you will be graded on are: O Research Essay Model O Presentation O Group work/Peer evaluation Due: Organ: 39 kzcellent (20 peintr } • Research • • msearoh and notes to the project. Gixitip inolodes 4-3 references in APA or MBA citation. WorLs cited page is correctly • • done and inchxled in the essay. • Essay All information is detailed, factual. and in owa words. • All information is accurate. • Reasoning behind the design choices is clear, informed, and accurate. • All of the required components li9tbd on the project description page are included and covered folly. • Model • • • Sati5factory Model demonstrates excellent student effoñ and time put into its completion. 3-D model is colorful, neat and creative. Relevant iraits of the organ are clearly' incorjx›mted. Overall model demonstrates complete understanding of the group's assigned organ. • • • • • • • • • • • Needs Improvement • Usscceptable Group for the most part rescamhcd their organ and incl tided evidence of their research in organized notes. Individual student contributed reseamh and notes to the pmject. Group includes 3-4 references in APA or MI..A citatir›n. Works cited page is mostly correct and i›\cl uded in tT\e essay. Group somewhat reseamhed their organ and somewhat included evidence of their research in notes. • Individual student may or may not have contributed research and notes to tfle project. • Gruop includes 2-3 references in APA or MLA citation, or 4-5 references but they as not formally cited. e Works cited page is included in the essay, but not entirely correct. • The majority of the infonnation is detailed. factual, and in own words. The majority of the information is accurate. Reasoni rig behind the design choices is mostly clear. infomed. an4 accurate. The majority of the required componoits listed oa the project description page are included and covered futlY. Model demonstrates satisfactory student effort and time put into its completion. 3-D model is mostly colorful, neat and creative. Relevant trails of the organ are incorporated. Overall model demonstrates understanding of the group’s assigned organ. u Some of the information is detailed, factoat, and ia own words. • Some of the informalion is accurate. e Reasoning behind the design choices is somewhat clear, informed, and accurate. e Some of the required components listed on the project description puge are included and covered fully, but most as not. • e • e e htodel demonstrates a lack nf slildent effort and time put into its completion. 3-D model is ninowiiai colorful, neat and creative. Relevant traits of the organ are somewhat incotporaied. Overall mode] does not fully demonstrate understanding of the group‘s assigned organ. • • • • • • • • • • Group did very little research on their organ and/or did not include evidence of their research in notes. Individual student may or may not have contributed research and notes to the project. References are ina&qoatety cited or not included at all. Works oited page is completely missing from the essay or cunipteelv inaccurate. The majority of the information is NOT detailed. factual. and/or in tire stu&nts’ own words. The majority of information is NOT accurate. Reasoning behind the design chu‹ces s not’ clear. tnfomed. and accurate. The majority of the required components listed on lie project description page are NOT included or covered fullv. Model demonstrates unsatisfactory student effort and time put into its coniptefioii. Model is not 3-D, colorful, neat or creative. Relevant itoits of ihe organ are riot incorpomted. Overall model fails to demonstrate undersBuiding of the group’s assigned organ. • Presentatio n • • • • • • Comments: Clear evidence of students’ effort end participation. Presentation of model is entirely clear and dynamic. Aii group members are equally represented. Group is fully prepared. Group uses time wisely. • • • • • Student receives • positive feedback from all group members. Student receives an • average score between 4.5-5 on peer evaluation fomi. Evidence of students’ effort and participation. Presentation of model is mostly clear axd dynamic. Most group timbers are represented. Group is mostly prepared. Group mostly uses time wisely. » Student receives posiDve feedback from most group members. Student receives an average score between 3.6-4.4 on peer evaluation fom. • e e t u » Some evidence of students’ effort and participation. Presentation of model is somewhat ciear and dynamic. Only some group members are mpresented. Group is somewhat prepared. Group somewhat uses time wisclv. Student receives positive li›edback from some group members. Student receives an average score between 2.5-3.5 on peer evoluotinn form. • • • • • • • Little evidence of students’ effort and participation, Prssnntation of model is not clear or dynamic. Only one group member is mpmscntsd. Gmup is not fully prepared. Gmup does not use Omc z'iselv. Student does not receive positive feedback ffom group members. Student receives an average score less than 2.5 on peer evalunlion form. Total Score: Organ Model Project Checklist NJ.ve this li.st fa make stire your grotip he.v completed every aspect o fihe Jam,ject. You may also use the ru5ric I will be iismg as a refereitce too. It 's a good iâea for your group to practice ymir presentatioit as well so you feel com[oricihle are.veiititig. Research (20 points) Group fully researched their assigned organ and included evidence of their research in their OWN WORDS in organized notes. Individual student contributed research and notes to the project. Group includes 4-5 references in APA or MLA citation Works cited page is correctly done and included in the essay. Essay (20 points) All information is detailed, factual, and in own words D All information is accurate. Reasoning behind the model’s design is clear, informed, and accurate All of the required components listed below are included and covered fully o Covers details of the structure with regards to tissue and cell composition o Includes an explanation ofi • The function(s) of the organ • Its role(s) in various organ systems • How it contributes to the overall body maintaining homeostasis • A description of a disease or disorder that results from a failure of this organ to maintain homeostasis is included as an illustrative example of the organ’s importance o Includes a works cited page with appropriate citations Model (20 points) O Model demonstrates excellent student effort and time put into its completion. O Model is 3-dimensional, colorful, neat and creative. Design is an accurate representauon of the organ’s structure. Overall model demonstrates complete understanding of the group’s assigned organ. Presentation (20 points) O Clear evidence of students’ effort and participation. O Presentation of model is entirely clear and dynamic. D All group members are equally represented. O Group is fully prepared. O Group uses time wisely. Group Work/Peer Evaluation (20 points) Student receives positive feedback from all group members. Student receives an average score between 4.5-5 on peer evaluation form. 41 Organ Model Project Peer Evaluation Write YOUR name in the first column, and then each of your group members’ names in the other columns. Using a scale of 1-5, rank each statement for each member of the group (yourself included) to indicate the extent to which you agree with the statement. After you have completed evaluating each statement, calculate your average score for each group member (main. yourself included !) by adding up your numbers and dividing by 7. Then answer the questions at the bottom of the page on another sheet of paper or the back of this sheet. 1 = strongly disagree 2 = disagree Your Name: 3 = neutral G roup Member: 4 = agree G roup Member: 5 = strongly adree Group Meraber: Group Member: On time and present at all group work sessions (both in class and out, if you haJ any.) Actively participated during work sessions and contributed meaningliilly to lhc group. Completed their assigned tasks on tiinc and without errors. Work contributed was completed in a quality manner. Demonstrated a cooperative, supportive, and encouraging attitude. Demonstrated a rocused and pr‹›ductive spirit luring wurk sessions lu keep grcup un task. Contributed significantly to the overall success u’f the project. Average Score: Additional Feedback: Air.saver the following ‹yiirsf/c›iis‘ on the hcick of this sheet. 1.Specifically list out the tasks each member of the group (yourself included) was assigned. 2 Was anyone on your team especially valuable/hel pful to the overall success of the project? Explain. 3.Was anyone in your group detrimental to the overall success of the project? Explain. 4.What did you enjoy about doing this project as a group? What did you not enjoy? 5 What did you learn from working with this group that you will use in your next experience working with a group? 42 Labeling: Terminology lnlrodilcli nU'nit 43 Activity: Anatomical Terminology Overview . Oh no! Last night all of the computers shut down i n the ER, so e eryone work i nd the ni¿uht shift with you had to i ecoi d nll of’their patients’ notes on index car ds, aura il is rim absolute mess now’ You are in your 1“' ycai ot’your residency and you and Your t?llow interns know that your senior resident will not be happy to see this di sorganized chaos when they get in for morning rounds Can you be the fi rst intern to correctly identity the locations of all the patients’ medical issues befoi’e your seni or resident, or n orse, the attending, gets Task Read each card with a sulTl innry of’the patienl’s condilion from the ni )it befoi e. Then mai k thei r injuries on the body pictured below Make sure to recoi d the set of’ cards on ai e using, and to make sure that you mark the wounds with lhe corresponding col or listed below Card Set (A. B. C. or’ D): Marking Ke› Patient 1: red Patient 2: purp/e Pofienl 3: green Patient 6: yellow Patient 7: orange Patient 8: oink ‹i..» »i‹ Patient 4: o/ue Patient 5: block Patient 9: orown Patient 10: deal Lab Stations: Exploring Tissues Answer the questions from each station in the boxes on the next few pages. MaLe sure you get to every station! AaAei2 4S Exomlne• EpKhelld, MacD. and Nervous Tksues Introduu»n: Connectiva flssue Intrt›duction I 'nii 47 Exomlne: Connactlve flssues Intrt›duction I 'nii dfaéon.8 Connectlons• Concer