Anatomy vs physiology, homeostasis
Do now
Distinguish anatomy from physiology and explain homeostasis using a feedback example.
- Hand in
- Labeled negative-feedback loop diagram for thermoregulation with all four components identified.
- Where
- Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
You get two school days for every day you were absent, so this deadline moves with you.
It is 95 degrees outside, but your core body temperature barely moves. What is your body doing, moment to moment, to pull that off?
Distinguish from physiology and explain using a feedback example.
- • You can tell whether a statement describes or physiology.
- • You can label every stage of a negative-.
- Name one thing your body keeps steady no matter what you do.
- What is the difference between what a heart looks like and what it does?
- 1Read the teacher background notes on (structure) versus physiology (function).
- 2Define and label the parts of a negative-: , sensor, control, .
- 3Work the PLTW online task introducing and the levels of organization.
- 4Sketch how body temperature is corrected when you get too hot.
- 5Submit your loop diagram with each part labeled.
What did this day actually feel like?
Anatomy vs physiology, homeostasis
Anatomy is structure, physiology is function. Then homeostasis, which is the body holding itself steady, and the negative feedback loop that does it: stimulus, sensor, control, effector.
I drew the thermoregulation loop. You get too hot, the sensor notices, the control center decides, the effector sweats. What got me is that the loop turns itself off once it works. The correction removes the reason for the correction. That is the whole design of the body in one diagram.
Turned in: labeled feedback loop → Lab Notebooks folder
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
The same day, drawn.
Anatomy is structure, physiology is function. Then homeostasis, which is the body holding itself steady, and the negative feedback loop that does it: stimulus, sensor, control, effector.
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
🛠 Get unstuck · pick your level
🔑 Today's words · 5
Tap a word in the lesson for a plain meaning and one example. Recycled into next week's Do-Now.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: The body maintains a stable internal environment through continuous negative-feedback loops.
- 0-8Intro: vs physiology sorting activity (10 statement cards)
- 8-25Notes: definition and negative- components
- 25-45PLTW online task: and levels of organization
- 45-60Sketch thermoregulation in notebook
- 60-75Peer-check labels against reference, revise
- 75-80Submit diagram; exit preview of Wednesday day
- • Yesterday we debated ethics. Today we build the scientific foundation for everything else in this course.
- • Two words you will use constantly: and physiology. Anatomy is structure, physiology is function. A bone is anatomy. How that bone grows is physiology.
- • The body is always working to stay in balance. That balance has a name: . Today you will learn the loop that makes it happen.
- • By the end of class your labeled diagram will be in your notebook. That diagram is your first graded artifact.
- • describes structure; physiology describes function. Both are required to understand disease (pathophysiology).
- • is the maintenance of a stable internal environment; is the primary mechanism.
- • The components are: , /sensor, control center, , and response.
Course Launch: PLTW access, BioDigital/Maniken routines, lab notebook, PPE/SDS, anatomy language, measurement norms. · vs physiology,
Day 2 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Return to Lesson 1.1 Beginning with Bones in myPLTW and complete the and levels-of-organization online task; work through all required screens during class.
Mark the task complete in myPLTW before submitting your labeled negative- diagram.
You finished the course-launch task Monday; by end of today the task should also show complete in your progress bar.
myPLTW completion status visible to teacher, plus your dated notebook diagram.
The official PLTW activity stays inside myPLTW. If myPLTW will not open, use F1 and E1-E3 on this page to complete today's local evidence decision, then make up the official activity when access returns. Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible through the submission route shown below.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Course Launch: PLTW access, BioDigital/Maniken routines, lab notebook, PPE/SDS, anatomy language, measurement norms. · Anatomy vs physiology, homeostasis
Return to Lesson 1.1 Beginning with Bones in myPLTW and complete the and levels-of-organization online task; work through all required screens during class.
You finished the course-launch task Monday; by end of today the task should also show complete in your progress bar.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Distinguish from physiology and explain using a feedback example.
- Read the teacher background notes on (structure) versus physiology (function).
- Define and label the parts of a negative-: , sensor, control, .
- Work the PLTW online task introducing and the levels of organization.
- Sketch how body temperature is corrected when you get too hot.
- Submit your loop diagram with each part labeled.
Notebook check: Labeled negative- diagram for thermoregulation with all four components identified.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Use the checklist just below and upload by 11:29 PM for full credit. Absent with an excused absence? You get two school days for every day you were absent, so this deadline moves with you.
| Task | Who |
|---|---|
| Read the teacher background notes on (structure) versus physiology (function). | _______ |
| Define and label the parts of a negative-: , sensor, control, . | _______ |
| Work the PLTW online task introducing and the levels of organization. | _______ |
| Sketch how body temperature is corrected when you get too hot. | _______ |
| Submit your loop diagram with each part labeled. | _______ |
Working solo? Put your own name in "Who" for every row.
- You can tell whether a statement describes or physiology.
- You can label every stage of a negative-.
- 1Do thisDistinguish anatomy from physiology and explain homeostasis using a feedback example.
- 2Use this resource
- 3Submit thisNotebook check: Labeled negative-feedback loop diagram for thermoregulation with all four components identified.
- 4Submit it here
- 1Open the drop folder.
- 2Sign in with your district Microsoft account, not a personal one.
- 3Upload the file, named Lastname_Firstname__Assignment Title.
- 4Your own upload panel says Uploaded with a green check: that is your receipt.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Human Anatomy & Physiology (Human Body Systems) › Course Launch: PLTW access, BioDigital/Maniken routines, lab notebook, PPE/SDS, anatomy language, measurement norms. › Notebook checkOpen the drop folder
Learn it · deck, reading, and vocabulary▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Generated from this lesson's canonical data with a red-team citation check.
Medical knowledge advances through the study of real human bodies, which raises genuine ethical questions about consent and respect.
The body maintains a stable internal environment through continuous negative-feedback loops.
A thermostat compares a room reading with a set point and changes the heater.
- What is measured?
- What is the target?
- What response reduces the difference?
detects a change and produces a response that reduces that change.
Body systems use many interacting signals and delays, not one simple thermostat wire.
- • Room reading maps to the measured variable.
- • Set point maps to the regulated range.
- • Heater response maps to an response.
Driving question: It is 95 degrees outside, but your core body temperature barely moves. What is your body doing, moment to moment, to pull that off?
What you already know: Medical knowledge advances through the study of real human bodies, which raises genuine ethical questions about consent and respect.
New idea: The body maintains a stable internal environment through continuous negative-feedback loops.
Visual or model: F1. F1. A lesson illustration or teaching diagram for Anatomy vs physiology, homeostasis. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled structure, movement, or system relationship that connects form to function.
- Observe or measure the relevant feature in vs physiology, .
- Organize the observation with a stable evidence ID.
- Apply this rule: detects a change and produces a response that reduces that change.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: It is 95 degrees outside, but your core body temperature barely moves. What is your body doing, moment to moment, to pull that off?
What the evidence supports: E1-E3 and F1 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
- • : The study of the body's structure and how its parts are arranged, from whole organs down to individual tissues and cells.
- • physiology: The study of how the body's parts function and work together to keep an organism alive and healthy.
- • : The body's ongoing process of keeping internal conditions like temperature, blood sugar, and pH steady despite changes in the outside environment.
- • : A direction term meaning toward the front of the body, such as the chest being to the spine.
- • : An anatomical direction meaning toward the back of the body or behind another structure.
- • : A direction term meaning closer to the point where a limb attaches to the body, such as the elbow being to the wrist.
- • : An anatomical direction meaning farther from the point where a limb attaches to the body or from the origin of a structure.
- • : An anatomical direction meaning toward the head or upper part of the body, the opposite of .
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
describes structure; physiology describes function. Both are required to understand disease (pathophysiology).
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
The body maintains a stable internal environment through continuous negative-feedback loops.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You can tell whether a statement describes or physiology.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-HAP-2027-01-29 · Simulated classroom evidence scenario
Your role: anatomy and physiology consultant
Decision: Your team must decide what the evidence from vs physiology, supports before submitting the notebook record named on the lesson page.
- • Select the option best supported by E1-E3.
- • Select a reasonable alternative and name the evidence it would require.
- • Delay the claim because the evidence does not distinguish the options.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the notebook record.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about vs physiology, . It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Reason for review: Your team must decide what the evidence from vs physiology, supports before submitting the notebook record named on the lesson page.
Context: The body keeps a stable internal environment through continuous negative-feedback loops, which is why structure () and function (physiology) have to be understood together.
- • T1: Read the teacher background notes on (structure) versus physiology (function).
- • T2: Define and label the parts of a negative-: , sensor, control, .
- • T3: Work the PLTW online task introducing and the levels of organization.
- • T4: Sketch how body temperature is corrected when you get too hot.
- • T5: Submit your loop diagram with each part labeled.
- • E1: describes structure; physiology describes function. Both are required to understand disease (pathophysiology).
- • E2: The body maintains a stable internal environment through continuous negative-feedback loops.
- • E3: You can tell whether a statement describes or physiology.
Measurements: No patient measurement is supplied unless it appears explicitly in E1-E3 or F1. Do not invent a value.
Figure finding: Teaching diagram for vs physiology, . Trace the labeled structure, movement, or system relationship that connects form to function. This is a teaching model, not patient or experimental data.
Uncertainty: This is a composite classroom scenario. Missing history, measurements, or confirmation tests remain unknown and limit the conclusion.
Students often think means the body stays perfectly constant. The trap: is constant correction around a set point, not a flat line, so the value wobbles and feedback pulls it back
Title (dated): Negative-Feedback Loop, Cooling Down When Too Hot
Labeled loop (in order):
- Stimulus: body temperature rises above the set point of about 37 degrees Celsius (for example, after exercise).
- Sensor (receptor): temperature receptors in the skin and the hypothalamus detect the rise.
- Control center: the hypothalamus compares the reading to the set point and signals a response.
- Effector: sweat glands and skin blood vessels.
- Response: sweating increases and skin vessels widen (vasodilation), releasing heat. Temperature drops back toward the set point, which shuts the loop off.
One-sentence summary: This is negative feedback because the response (cooling) opposes the original change (heating), pulling the body back to its set point.
Note on anatomy vs physiology: naming the sweat gland is anatomy (structure); explaining that sweating releases heat is physiology (function).
This model shows the level of evidence and organization needed to complete: A dated lab-notebook diagram of a negative-feedback loop for body temperature, with every component of the loop labeled in your own words.
- Date and label the entry.
- Record the procedure, observation, or design decision clearly.
- End with what the evidence means and the next step.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
Also due today: Submit a photo of your dated notebook page showing the completed loop diagram.
- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Tap the speaker to hear a term. Add two of these to your notebook glossary with a definition and an example in your own words.
Pick just 2 or 3 words from today and make them yours: write what each one means in your own words, name the context clue or evidence that helped, then give one example from what you actually did in Anatomy vs physiology, homeostasis. Try your own words first; the glossary is there if you get stuck. This is voluntary and counts as extra credit, so keep it short.
Saved on this device. Show Mr. Mendoza or add these to your notebook glossary to claim the extra credit.
Hand-picked readings, videos, and interactives for this lesson, all free and from authoritative open organizations (NIH, CDC, OpenStax, Khan Academy, PhET, HHMI, and more).
A fillable, Cornell-style notebook for Unit 1: Road to Rehabilitation. Type your notes, cues, and summaries right in the PDF, or print it and write by hand. Each lesson page has a cue column, a notes column, and a summary box, plus dated lab-record pages you can turn in.
HBS Unit 1 notebook: Road to Rehabilitation Fillable PDFCornell notes + lab recordsOpenClassroom documents for this lesson are posted in Schoology. Open Clever, then Schoology, and find each one by the name shown on its card.
Use this as the classroom resource for HBS launch and body systems overview.
Placement rationale
Matched HBS launch and body systems overview by path:Human-Body-Systems/00-Course-Planning; keywords:body systems. Score 130. Visibility: student-schoology (student-facing resource; link through Schoology rather than local path).
How to get there: open Clever and sign in with your Microsoft (district) account. Both myPLTW and Schoology are in Clever. Do the activity in myPLTW. Turn the work in on this site or hand it to Mr. Mendoza, because that is the step that counts as submitted. Schoology only shows your report-card grade later.
Check yourself · commit, then reveal▸
Claim ceiling for this check: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about vs physiology, . It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
In the temperature feedback loop, which part is the effector, and what makes the loop negative feedback?
Write an answer and pick a confidence to unlock the key.
Fast retrieval with instant answers, not the commit-then-reveal check above. Try each from memory first: write what you remember about the earlier units, then check yourself here.
Go further and get help▸
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
Today's work depends on equipment and locations in our lab, so it cannot be finished from home. Do the part that travels: read the target above and the safety notes, and write what you already know.
Back in class. The in-room part has to be done in the room. See Mr. Mendoza on your first day back and he will run it with you before you work at the bench.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC Laboratory Safety- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way, on the class site or handed to Mr. Mendoza in class, and confirmed. Not in Schoology: that is where the report-card grade appears later.