1. 1-6-10 anatomy/physiology notes chapter 1 #1(anatomical terms), #2(homeostasis)

2. agenda 1.Welcome-bellringers; urine pH lab discussion; homework questions 2.Standards, elements, essential questions, bellringer 3.pretest 4.Mini-discussion-Terminology 5.Practice 6.Mini-disucussion-homeostasis 7.practice 8.Closing 9.homework

3. Bellringer 1-5-10 How do humans transport nutrients and wastes? A.Open circulatory system B.Closed circulatory system C.One way Digestive system D.Two way Respiratory system E.One way excretory system

4. Bellringer 1-6-10 What is another name for the front of the body? a. posterior b. ventral c. dorsal d. caudal

5. Urine pH lab discussion Use 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?

6. 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.

7. 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?

8. 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

9. 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.

10. 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.

11. 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?

12. pretest How to use clickers.

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

14. 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?

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