The Urinary System
Anatomy
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Chapter 15: The Urinary System
The kidneys, as described in the chapter, “are perfect examples of homeostatic organs” that perform a wide variety of functions. They filter fluid from the bloodstream and process the filtrate. They excrete nitrogenous wastes and excess ions, rid the body of drugs and toxins, and retain needed ions and nutrients. They manufacture urine and regulate the volume and chemical makeup of blood. They balance water and salts, as well as acids and bases. They also convert vitamin D to its active form and produce hormones that function to regulate blood pressure and stimulate red blood cell (RBC) production. This chapter outlines each of these functions and explains the homeostatic link between them.
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-LS1-3: Feedback Mechanisms and Homeostasis
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. (Stability and Change)
Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.
Boundary Statement: Assessment does not include the cellular processes involved in the feedback mechanism.
Learning Objectives / Career Connections
By the end of this chapter, students should be able to:
15-1 Describe the location of the kidneys in the body.
15-2 Identify the following regions of a kidney (longitudinal section): hilum, cortex, medulla, medullary
pyramids, calyces, pelvis, and renal columns.
15-3 Recognize that the nephron is the structural and functional unit of the kidney, and describe its
anatomy.
15-4 Describe the process of urine formation, identifying the areas of the nephron that are responsible for
filtration, reabsorption, and secretion.
15-5 Describe the function of the kidneys in excretion of nitrogen-containing wastes.
15-6 Define anuria and oliguria.
15-7 Describe the composition of normal urine.
15-8 List abnormal urinary components.
15-9 Describe the general structure and function of the ureters, urinary bladder, and urethra.
15-10 Compare the course and length of the male urethra to that of the female.
15-11 Define micturition.
15-12 Describe the difference in control of the external and internal urethral sphincters.
15-13 Name and localize the three main fluid compartments of the body.
15-14 Explain the role of antidiuretic hormone (ADH) in the regulation of water balance by the kidney.
15-15 Explain the role of aldosterone in sodium ion and potassium ion balance of the blood.
15-16 Define diuresis and polyuria.
15-17 Compare and contrast the relative speed of buffers, the respiratory system, and the kidneys in
maintaining the acid-base balance of the blood.
15-18 Describe three common congenital problems of the urinary system.
15-19 Describe the effect of aging on urinary system functioning.
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.
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