Stage 1 Biology

Excursion Hans
Schoppe Museum of
Pathology/Medical
School
BIOLOGY CURRICULUM AND METHODOLOGY B
DANIEL MARKEY
The human body, and its intricacies, is explored thoroughly throughout both Stage 1 and 2
biology. While developing understanding of the theory through pictures and diagrams is
useful, in depth understanding is best made through observation of real life examples. In
many schools, dissections of both human and animal body parts are undertaken in practical
activities, but are somewhat limited. For example, human lungs are an anatomical network
of muscle and tissue, whose function serves as an examinable concept explored in both
year 11 and 12. However, due to viral and bacterial presence lungs are no longer allowed to
be handled or dissected in classrooms. Therefore, how can students properly visualize the
lungs structure, and expand their understanding of the relation between structure, function
and disease?
For this reason, an excursion to the Hans Schoppe Pathology Museum and Medical School
at the University of Adelaide has been organized. The Pathology Museum is home to a
massive range of clinical specimens acquired over many years, ranging from normal
human anatomical systems to pathologically altered organs. Usually utilized by
pathology/anatomy university students, the museum is open to visits from high school
science students. Alongside the pathology museum, the Medical School runs a number of
workshops for high schools aimed at informing students about medical matters such as
disease awareness and precautions. This excursion is run in two parts:
1. Exploring anatomy and pathology (Pathology Museum)
2. Understanding diseases and the immune system (Medical School)
Part 1 is run for 2 hours, while part two is run for an hour, with a 30 minute break in between
for lunch. As such the total time on site, including a quick briefing about safety beforehand,
for the excursion is roughly 4 hours.
This excursion has a mix of activities, ranging from drawing, group discussion and
explanations led by University staff. In line with these activities, a worksheet is given to each
student for part 1 consisting of a mix of diagrammatic and short answer questions.
Completion of this worksheet is expected by the end of the session. For part 2, the students
are expected to use the information they learn from the workshops to write a 400 word
article about an issue discussed, which includes their own personal opinion. Both topics
from the worksheet build on Science as a Human Endeavour learning requirements
introduced in the new SACE. This assignment is due 2 weeks after the completion of the
excursion.
The theory explored through this excursion corresponds to a number of areas of scientific
understanding from the course outline for SACE stage 1 Biology. As a cross-over between
anatomy and pathology, aspects from both Topic 2: Infectious Diseases and Topic 3:
Multicellular Organisms are covered. Due to the interrelated nature of the concepts
covered, this excursion can be run during either of these topics with certain emphasis given
to particular activities where required. The areas of scientific understanding addressed in
this excursion are shown below. Overall, this excursion will prepare students for not only the
scientific concepts faced in both Stage 1 and 2 Biology, but also develops their
understanding of the interplay between biology and society- i.e. Science as a Human
Endeavour.
 Excursion part 1: Exploring Anatomy and Pathology

Part 1 of the excursion takes place in the Hans Schoppe Pathology Museum and
consists of 4 different stations. At each of these stations, different organs/systems are
examined and talked through with the help of a medical volunteer. Students, in groups
of 4/5, cycle between these stations. The structure of each of these stations follows the
following generic flow:
Structure Function Disease
Structure is viewed both macroscopically and microscopically with the assistance of
histology slides and microscope pictures. Worksheet questions are designed for
students to either draw for themselves the organ of interest or label the segments of
systems. The function is then discussed through relation back to structure. For systems
such as the respiratory system this can be easily visualized, but for organs such as the
kidney more emphasis is placed on discovering the function from its structure. Finally,
common diseases that affect the systems of interest are explored visually, with some
emphasis given where applicable to the microorganisms responsible. These non-
healthy organs are compared to normally functioning organs.
A summary of each station is shown below:
Station 1- The Lungs
Organs of interest: Lungs
Discussion areas: Right and Left Lobes, Function and structure of
Bronchi and Alveoli, Gas Exchange
Pathological discussion/visualization: Smoking, Asthma

Station 2- Digestive System

Organs of interest: Stomach and Small Intestine
Discussion areas: Structure of the stomach, small intestine and
large intestine, differences between two intestine, structure and
function of villi
Pathological discussion/visualization: Coeliac Disease, E. coli

Station 3- Arteries and Veins

Organs of interest: Heart, Aorta, Generic Arteries and Veins
Discussion areas: Heart Structure, role of arteries and veins,
variations in structure throughout body
Pathological discussion/visualization: Heart Disease, Endocarditis
(bacterial infection of heart lining)

Station 4- Kidneys
Organs of interest: Kidneys
Discussion areas: Position and function in body, role in
normal excretion, Nephron structure and function
Pathological discussion/visualization: Kidney failure, Kidney
Stones, Nephritis (inflammatory focus)

Excursion part 2: Understanding Disease and the Immune System

Part 2 of the excursion takes place in the Adelaide University Medical School and
consists of 3 different stations. As opposed to the pathology museum workshops, the
purpose of these workshops is to learn about the immune system, microorganisms and
disease control. These stations are taken by medically trained staff and involve
activities, videos, analogies, laboratory work and discussions.
A summary of each station is shown below:

Station 1- Vaccines and the Immune System

Areas of Interest- Understanding of vaccines and why we use them, the immune
systems components and function
Activities
- Video: Mapping the Immune Response to Vaccines, paired with an explanation of
what composes vaccines and the public skepticism surrounding them
- Discussion on the components of the immune system and their roles
- Immune Memory Exercise- Colour change on recognition of fluorescently
labelled probes (occurs more rapidly second time)

Station 2- Controlling Diseases

Areas of Interest- Drugs, in particular antibiotics and anti-virals
Activities
- Discussion on the importance of controlling diseases, particularly for health care
and in hospitals
- Observing antibiotic agar plates and assessing bacterial growth
- Assess cleanliness of hands using Glo-Germ Fluorescent gel (produces
fluorescence when encountering bacteria) then use anti-bacterial hand wash and
compare
- Briefly discuss antibiotic resistance

Station 3- Bacteria and Viruses

Areas of Interest- Similarities and differences between the structures, functions and
targets of bacteria and viruses
Activities
- Discuss and explore, using pictures, bacteria and viruses
- Plate bacteria from Common places such as hands, door knobs and hand rails
- Look at previously plated bacterial colonies
- Observe parts of the body where infections are most common, discuss why this
is the case
- Discuss HIV and its lethality

Topic 2: Infectious Diseases Topic 3:

Multicellular Organisms
 Science Understanding
Infectious diseases can cause widespread health issues for
local, national, and/or global populations.
Describe the interrelated factors that can determine the spread
of infectious disease, including:
persistence of the pathogen within hosts
the transmission mechanism
the proportion of the population that is immune or has
been immunised
mobility of individuals of the affected population.
Examples of disease control include: controlling the carriers (e.g.
fleas, mosquitoes)
killing the pathogen (e.g. antibiotics, antiseptics)
quarantining carriers of the disease
the immune response.
When a pathogen enters a host, it causes physical or chemical
changes that stimulate immune responses in the host.
Define the term antigen.
Compare foreign antigens (non-self) with self-antigens.
The human immune system protects the body against disease
by:
physical barriers
innate (non-specific) immune response
the adaptive (acquired) immune response.
The different responses work together to neutralise or prevent
entry of pathogens.
Describe the function of the various physical barriers that exist to
prevent the entry of pathogens.
Many organisms have an innate (non-specific) immune system
to the presence of pathogens.
Recognise that the innate (non-specific) immune system is the
second line of defence with responses that are non-specific.
Recognise that most organisms, including bacteria, fungi,
plants, invertebrates and vertebrates display innate immune
responses as a first line of defence against pathogens
(e.g. histamine complement, antibiotics etc.).
Describe how the adaptive (acquired) immune response reacts
specifically to antigens.
Describe how the human body responds specifically to foreign antigens via the adaptive (acquired) immune system.
Science Understanding
Multicellular organisms have a hierarchical structural organisation
of cells, tissues, organs, and systems.
Use examples from plants and animals to explain organisation of
cells into tissues, tissues into organs, organs into systems.
Illustrate the relationship between the structure and function of
cells, tissues, organs, and/or systems.
Organ systems in a multicellular organism are interdependent and
function together to ensure the survival of the organism.
Lifestyle choices affect the functioning of organs and systems.
Multicellular organisms exchange materials with their environment.
Exchange surfaces in an organism must be thin, moist, and have a
large surface area. In many animals, a rich blood supply is also
essential.
In animals, the exchange of gases by diffusion between the
internal and external environments of the organism is facilitated by
the structure and function of the respiratory system.
Describe the process of diffusion of respiratory gases as a passive
process that does not require additional input of energy.
In animals, the digestive system is responsible for the breakdown
of food and absorption of nutrients required for survival.
Relate the structure of organs of the digestive system to their
function.
Describe the structure and function of villi in the human digestive
system.
In animals, the excretory system is responsible for the removal of
wastes.
Describe the structure and function of nephrons in the kidney in
the human excretory system.
Explain the importance of filtration and reabsorption.
In many animals, the transport and exchange of materials is
facilitated by the structure and function of the circulatory system.
The lymphatic system is closely connected to the circulatory
system.
Compare the role of blood capillaries and lymph capillaries in the
exchange of materials.