1-6-10anatomy/physiology

notes chapter 1 #1(anatomical terms), #2(homeostasis)

agenda

1. Welcome-bellringers; urine pH lab discussion; homework questions

2. Standards, elements, essential questions, bellringer3. pretest4. Mini-discussion-Terminology5. Practice6. Mini-disucussion-homeostasis7. practice8. Closing9. homework

Bellringer 1-5-10

How do humans transport nutrients and wastes?

A.Open circulatory systemB.Closed circulatory systemC.One way Digestive systemD.Two way Respiratory systemE.One way excretory system

Bellringer 1-6-10

What is another name for the front of the body?a. posteriorb. ventralc. dorsald. caudal

Urine pH lab discussionUse your lab handout to answer the following questions in

your notebook.1. What is the normal range of urine pH?2. What pH is common in people with uncontrolled diabetes,

diarrhea, starvation and dehydration, respiratory diseases in which carbon dioxide retention occurs?

3. What pH is common in people with urinary tract obstruction, pyloric obstruction, salicylate intoxication, renal tubular acidosis, chronic renal failure, respiratory diseases that involve hyperventilation?

4. How does the type of kidney stone affect the treatment?

Patient diagnosis and treatment

Patient #1 is experiencing painful urination.Patient #2 has an intense pain located on the

side of the middle back and radiates to the groin.

Patient#3 is an athlete and this test is a part of a physical.

Patient #4 is anorexic.Patient #5 has arthritis and takes 6

aspirin( acetylsalicylic acid) per day.

Homework

• Read p. 2– Write a summary based on what you read.

• read pp. xxi-xxvii• How is each chapter organzied?• What special features are included each

chapter?

Standards and elements

SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.

b. recognize that different explanations often can be given for the same evidence

SCSh9. Students will enhance reading in all curriculum areas by:

a. Reading in all curriculum areas• Read a minimum of 25 grade-level appropriate

books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas.

SAP1. Students will analyze anatomical structures in relationship to their physiological functions.

a. Apply correct terminology when explaining the orientation of body parts and regions.

b. Investigate the interdependence of the various body systems to each other and to the body as a whole.

c. Explain the role of homeostasis and its mechanisms as these relate to the body as a whole and predict the consequences of the failure to maintain homeostasis.

Essential questions

• How do we describe the locations on the human body?

• How does the pH of urine indicate the condition of other parts of the body?

• Why do people get sick or die?

pretest

• How to use clickers.

Chapter 1 notes-#1terms• Anatomy p. 4• Physiology p. 4concepts• Levels of organization p.5• Anatomical position p. 21Directional terms• Dorsal, posterior p. 21• Superior, inferior • Ventral, anterior• Lateral, medial• Distal, proximal• Superficial, deepPlanes or body sections: transverse, sagittal, frontal (coronal)

closing

How are dorsal and posterior similar in humans? Why?

• How are the levels of organization different from each other?

• How is homeostasis related to feedback?

Homework

• Review terms-anatomy, physiology; read and add to notes pp. 3-12; anatomical position, directional terms, planes