The Human Body / Basic Chemistry
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Chapter 1: The Human Body - An Introduction
Chapter 1 emphasizes the relevance of anatomy and physiology in explaining the phenomena that occur in the body every day. It introduces and establishes the framework upon which all the other chapters are built. This chapter provides the necessary terminology so that instructor and students are all “speaking the same language.” It begins by defining the key terms anatomy and physiology, and then continues to describe the ways in which these key terms are interrelated. It is important that students understand the concept of complementarity of structure and function in the body. Structure determines function; the various body structures in their form are most efficient for the particular function that the structure performs. This concept will help students to master the more difficult material in future chapters. It is also important to emphasize to students that this course is similar to a language class in that new, unfamiliar terminology will be introduced; this course requires students to begin to learn the language of medicine. This language is a universal one shared by medical professionals across various specializations, and it is one that the students will repeatedly “speak” in their future allied health careers.
Chapter 2: Basic Chemistry
Chapter 2 provides an overview of basic chemistry relevant to human A&P. Although this is often a topic that students do not realize is essential in human A&P, and try to avoid, it is important to convey to them that the physical chemistry and molecular interactions covered in this chapter will serve as a foundation of knowledge for the mechanisms of physiological processes discussed throughout the rest of the course. For example, this chapter is important for gaining a better understanding of how membrane depolarization works in the nervous and muscular systems for communication (Chapters 6 and 7) and how dehydration synthesis and hydrolysis reactions participate and are integral in the biochemical metabolic pathways in the digestive system (Chapter 14).
Unit Standards
What is the NGSS & 3 Dimensional Science Learning and Why is it Important?
Science Practices - Disciplinary Core Ideas - Crosscutting Concepts
HS-LS1-1: Genes, Proteins, and Tissues
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.
Clarification Statement: none
Boundary Statement: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.
HS-LS1-2: Interacting Body Systems
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Systems and System Models)
Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Boundary Statement: Assessment does not include interactions and functions at the molecular or chemical reaction level.
HS-LS1-4: Cellular Division and Differentiation
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (Systems and System Models)
Clarification Statement: none
Boundary Statement: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.
HS-LS3-1: Chromosomal Inheritance
Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. (Cause and Effect)
Clarification Statement: none
Boundary Statement: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.
HS-LS3-3: Variation and Distribution of Traits
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (Scale, Proportion, and Quantity)
Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.
Boundary Statement: Assessment does not include Hardy-Weinberg calculations.
Learning Objectives / Career Connections
By the end of this chapter, students should be able to:
Chapter 1
1-1 Define anatomy and physiology.
1-2 Explain how anatomy and physiology are related.
1-3 Name the six levels of structural organization that make up the human body, and explain how
they are related.
1-4 Name the organ systems of the body, and briefly state the major functions of each system.
1-5 Identify and classify by organ system all organs discussed.
1-6 List eight functions that humans must perform to maintain life.
1-7 List the five survival needs of the human body.
1-8 Verbally describe or demonstrate the anatomical position.
1-9 Use proper anatomical terminology to describe body directions, surfaces, and body planes.
1-10 Locate the major body cavities, and list the chief organs in each cavity.
1-11 Define homeostasis, and explain its importance.
1-12 Define negative feedback, and describe its role in maintaining homeostasis and normal body
function.
Chapter 2
2-1 Differentiate matter from energy.
2-2 List four major energy forms, and provide one example of how each energy form is used in the
body.
2-3 Define element, and list the four elements that form the bulk of body matter.
2-4 Explain how elements and atoms are related.
2-5 List the subatomic particles, and describe their relative masses, charges, and positions in the
atom.
2-6 Define radioisotope, and describe briefly how radioisotopes are used in diagnosing and treating
disease.
2-7 Define molecule, and explain how molecules are related to compounds.
2-8 Recognize that chemical reactions involve the interaction of electrons to make and break
chemical bonds.
2-9 Differentiate between ionic, polar covalent, and nonpolar covalent bonds, and describe the
importance of hydrogen bonds.
2-10 Contrast synthesis, decomposition, and exchange reactions.
2-11 Distinguish organic from inorganic compounds.
2-12 Explain the importance of water to body homeostasis, and provide several examples of the roles
of water.
2-13 List several salts (or their ions) vitally important to body functioning.
2-14 Differentiate a salt, an acid, and a base.
2-15 Explain the concept of pH, and state the pH of blood.
2-16 Explain the role of dehydration synthesis and hydrolysis in formation and breakdown of organic
molecules.
2-17 Compare and contrast carbohydrates and lipids in terms of their building blocks, structures, and
functions in the body.
2-18 Differentiate fibrous proteins from globular proteins.
2-19 Define enzyme, and explain the role of enzymes.
2-20 Compare and contrast the structures and functions of DNA and RNA.
2-21 Explain the importance of ATP in the body.
Using ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a high school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example HS-LS1-6)"
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Local Colorado Phenomenon & Career Connections
Local Colorado Phenomena Connections
Here are several local Colorado phenomena that can help address the concept of energy in your high school physics class:
High Altitude Physiology
Phenomenon: Colorado’s elevation (e.g., Denver, "Mile High City") means thinner air and lower oxygen.
Connection: Discuss how the human respiratory and circulatory systems adapt to lower oxygen levels. Relate this to gas exchange, hemoglobin, and cellular respiration (basic chemistry).
Leadville’s Extreme Endurance Races
Phenomenon: The Leadville Trail 100 is a famous ultramarathon at high altitude.
Connection: Explore how athletes’ bodies respond at the cellular and systemic level to endurance and hypoxia (oxygen deprivation). Tie into lactic acid and metabolic pathways.
Colorado’s Water Quality and Heavy Metals
Phenomenon: Mining history has affected water quality (e.g., the Animas River spill).
Connection: Discuss how heavy metals like lead or arsenic affect human health at the cellular and organ level. Relate to chemistry through toxicity, ions, and how the body detoxifies.
Sun Exposure and Skin Cancer in Colorado
Phenomenon: Colorado has a high rate of skin cancer due to intense sunlight at altitude.
Connection: Explore how UV radiation affects skin cells, DNA, and the body’s defense mechanisms. Discuss the chemistry behind sunscreen and melanin.
Rocky Mountain Spotted Fever and Tick Bites
Phenomenon: Cases of tick-borne illnesses in Colorado.
Connection: Discuss how pathogens interact with the human immune system. Relate to chemistry by exploring antibiotics, immune response, and protein synthesis.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena or Career Connections
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.
Here are several Colorado-based career connections in the field of energy that could be valuable for your high school physics students:
Registered Nurse (RN)
RNs work in hospitals like UCHealth and Children's Hospital Colorado.
Daily use of anatomy knowledge to assess and care for patients.
Medical Laboratory Technician
Labs such as Quest Diagnostics and Colorado Center for Medical Laboratory Science.
Use chemistry skills to analyze blood and tissue samples.
Physical Therapist
Many PT clinics statewide, including Steadman Clinic in Vail.
Apply anatomy to help patients recover from injuries.
Biomedical Researcher
University of Colorado Anschutz Medical Campus.
Combine anatomy and chemistry to study diseases and develop treatments.
Forensic Scientist
Colorado Bureau of Investigation (CBI) Forensic Services.
Use chemistry and anatomy in crime scene investigation and evidence analysis.
EMT/Paramedic
Employed by agencies like Denver Health Paramedics.
Apply rapid anatomical assessment and basic chemistry knowledge in emergencies.
Pharmacist
Walgreens, King Soopers, and hospital pharmacies.
Chemistry background crucial for understanding drug interactions and human physiology.
Hands On, Minds On Connections
Hands-On Labs / Lab Safety
St Vrain Science Center
Simulations
Essentials of Human Anatomy & Physiology
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Nearpod Lessons / Activities / Videos
LabXchange Lessons / Activities / Videos
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