The Muscular System
Anatomy
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Chapter 6: The Muscular System
The muscular system presents challenges similar to those in the skeletal system in that this system requires both the conceptualization of complex mechanisms and the memorization of numerous key terms, ranging from microscopic to macroscopic structures. Providing students with a list of criteria used in the naming of muscles helps them over-come their anxiety and helps them view the task as manageable.
This chapter begins with an overview of three types of muscle tissue. Skeletal, smooth, and cardiac muscle characteristics, and the location, function, and level of conscious control of these tissues are compared and contrasted. Because the muscular system refers specifically to only the skeletal muscles, the chapter then focuses on the anatomy and physiology of this tissue type.
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:
6-1 Describe similarities and differences in the structure and function of the three types of muscle
tissue, and indicate where they are found in the body.
6-2 Define muscular system.
6-3 Define and explain the role of the following: endomysium, perimysium, epimysium, tendon, and
aponeurosis.
6-4 Describe the microscopic structure of skeletal muscle, and explain the role of ac-tin- and myosin-
containing myofilaments.
6-5 Describe how an action potential is initiated in a muscle cell.
6-6 Describe the events of muscle cell contraction.
6-7 Define graded response, tetanus, isotonic and isometric contractions, and muscle tone as these
terms apply to a skeletal muscle.
6-8 Describe three pathways for ATP regeneration during muscle activity.
6-9 Define oxygen deficit and muscle fatigue, and list possible causes of muscle fa-tigue.
6-10 Describe the effects of aerobic and resistance exercise on skeletal muscles and other body
organs.
6-11 Define origin, insertion, prime mover, antagonist, synergist, and fixator as they re-late to muscles.
6-12 Demonstrate or identify the different types of body movements.
6-13 List seven criteria used in naming muscles.
6-14 Name and locate the major muscles of the human body (on a torso model, muscle chart, or
diagram), and state the action of each.
6-15 Explain the importance of a nerve supply and exercise in keeping muscles healthy.
6-16 Describe the changes that occur in aging muscles.
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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