COMMUNITY UNIT SCHOOL DISTRICT 200

Human Anatomy and Physiology High School Elective

Course Description

Human Anatomy and Physiology explores the systems comprising the human body by examining physiological mechanisms and developing a thorough understanding of human anatomy. An emphasis is placed on the interrelatedness of such systems as the skeletal, muscular, nervous, and circulatory systems, and may include other body systems as well. Additional topics will include medical terminology, basic chemistry, and cell and tissue structure. This course is recommended for those considering the pursuit of a career in the health science field. Careers in the medical and healthcare fields will also be investigated. Dissection will be a required component of several of the units of study.

Transfer Students will be able to independently use their learning to… 1. Know, use, and interpret scientific explanations of the natural world. 2. Generate and evaluate scientific evidence and explanations. 3. Understand the nature and development of scientific knowledge. 4. Participate productively in scientific practices and discourse.

Established Goals: A Framework for K­12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (p192)

Science Inquiry and Application

Students will use the following scientific and engineering practices1 with appropriate laboratory safety2 techniques to construct their knowledge and understanding in all science content areas: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Established Goals: 1.A Framework for K­12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (p46) 2. Council of State Science Supervisors. Science and Safety, Making the Connection.

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Meaning: Understandings

Students will understand seven crosscutting scientific and engineering concepts:

1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigation and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new context.

3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—Provides tools for understanding and testing ideas that are applicable throughout science and engineering.

5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the system are critical elements of study. Students’ understanding of these crosscutting concepts should be reinforced by repeated use of them in the context of instruction in the disciplinary core ideas. In turn, the crosscutting concepts can provide a connective structure that supports students’ understanding of sciences as disciplines and that facilitates their comprehension of the systems under study in particular disciplines. Use of a common language for these concepts across disciplines will help students recognize that the same concept is relevant across different contexts.

Established Goals: A Framework for K­12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (p73)

Meaning: Essential Questions

CORE IDEA PS1: MATTER AND ITS INTERACTIONS

How can one explain the structure, properties, and interactions of matter? PS1.B: Chemical Reactions

How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them?

CORE IDEA PS2: MOTION AND STABILITY: FORCES AND INTERACTIONS How can one explain and predict interactions between objects and within systems?

PS2.B: Types of Interactions What underlying forces explain the variety of interactions observed?

CORE IDEA PS3: ENERGY How is energy transferred and conserved?

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PS3.D: Energy in Chemical Processes and Everyday Life How do food and fuel provide energy? If energy is conserved, why do people say it is produced or used?

PS4.C: Information Technologies and Instrumentation How are instruments that transmit and detect waves used to extend human senses?

CORE IDEA LS1: FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES How do organisms live, grow, respond to their environment, and reproduce?

LS1.A: Structure and Function How do the structures of organisms enable life’s functions?

LS1.B: Growth and Development of Organisms How do organisms grow and develop?

LS1.C: Organization for Matter and Energy Flow in Organisms How do organisms obtain and use the matter and energy they need to live and grow?

LS1.D: Information Processing How do organisms detect, process, and use information about the environment?

CORE IDEA LS3: HEREDITY: INHERITANCE AND VARIATION OF TRAITS How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics?

LS3.A: Inheritance of Traits How are the characteristics of one generation related to the previous generation?

CORE IDEA ETS1: ENGINEERING DESIGN How do scientists/engineers solve problems?

ETS1.A. Defining and Delimiting an Engineering Problem What is a design for? What are the criteria and constraints of a successful solution?

ETS1.B: Developing Possible Solutions What is the process for developing potential design solutions?

ETS1.C: Optimizing the Design Solution How can the various proposed design solutions be compared and improved?

CORE IDEA ETS2: LINKS AMONG ENGINEERING, TECHNOLOGY, SCIENCE, AND SOCIETY

How are engineering, technology, science, and society interconnected? ETS2.A: Interdependence of Science, Engineering, and Technology

What are the relationships among science, engineering, and technology? ETS2.B: Influence of Engineering, Technology and Science on Society and the Natural World

How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?

Established Goals: A Framework for K­12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

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Acquisition: Knowledge Students will know and be able to… Topics Frameworks Introduction Explain how anatomy and physiology are related

Describe the parts of a homeostatic mechanism and explain how they function together

Properly use the terms that describe relative positions, body sections, and body regions

Levels of Organization

Give examples of how the study of living materials requires an understanding of chemistry

Describe the general functions of the four main groups of organic chemicals in cells Explain how cells differ from one another Explain how substances move into and out of cells Compare and contrast anabolism and catabolism Create a diagram of the general metabolic pathways of carbohydrates, lipids, and

proteins Distinguish between the four major tissue types, and tell where each is located in the

body o Describe the general characteristics and functions of epithelial tissues o Compare and contrast the general components, cells, fibers, and extracellular

matrix (where applicable) in each type of connective tissue o Distinguish among the three types of muscle tissues o Describe the general characteristics and functions of nervous tissue

Support and Movement

List the general functions of the skin Describe the anatomy and physiology of each accessory structure of the skin Describe wound healing Describe the macroscopic and microscopic structure of a long bone, and list the

functions of these parts Locate and identify the bones and the major features of the upper and lower body Classify joints according to the type of tissue binding the bones together, describe the

different joint characteristics, and name an example of each joint type List six types of synovial joints, and describe the actions of each Explain how skeletal muscles produce movements at joints and identify several types

of joint movements Identify the major events of skeletal muscle fiber contraction and how a muscle may

become fatigued Distinguish between a twitch, recruitment, and a sustained contraction Compare and contrast the contraction mechanisms of skeletal and smooth muscle

fibers with cardiac and skeletal muscle fibers

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Explain how the attachments, locations, and interactions of skeletal muscles make different movements possible

Integration and Coordination

Explain how differences in structure and function are used to classify neurons Describe the events that lead to the generation of an action potential Describe the receptors associated with the senses of touch, pressure, temperature, and

pain Identify the locations of the receptors associated with the special senses Explain how steroid and nonsteroid hormones affect target cells Discuss how negative feedback mechanisms regulate hormonal secretions

Transport Distinguish among the five types of white blood cells, and give the function(s) of each type

Define hemostasis, and explain the mechanisms that help achieve it Explain blood typing and how it is used to avoid adverse reactions following blood

transfusions Trace the pathway of blood through the heart and the vessels of coronary circulation Describe the cardiac cycle and the cardiac conduction system Discuss/illustrate how substances are exchanged between blood in capillaries and the

tissue fluid surrounding body cells Explain how blood pressure is produced and controlled Describe how tissue fluid and lymph form, and explain the function of lymph Distinguish between innate and adaptive defenses Explain how allergic reactions, tissue rejection reactions, and autoimmunity arise

from immune mechanisms

Absorption and Excretion

Explain how the contents of the alimentary canal are mixed and moved Describe how different types of teeth are adapted for different functions, and list

the parts of a tooth Identify the function of each enzyme secreted by the digestive organs Define each of the respiratory volumes and capacities Discuss how various factors affect the respiratory areas List the ways blood transports oxygen and carbon dioxide Describe a nephron, and explain the functions of its major parts Compare and contrast tubular reabsorption with tubular secretion and explain their

roles in urine formation Explain body fluid distribution in compartments Explain how electrolytes enter and leave the body, and describe how electrolyte

intake and output are regulated Explain how chemical buffer systems, the respiratory center, and the kidneys keep

the pH of body fluids constant

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Acquisition: Skills Students will be skilled at… Cognitive Demand

Description

Designing Technological/ Engineering Solutions Using Science Concepts

Requires students to solve science­based engineering or technological problems through application of scientific inquiry. Within given scientific constraints, propose or critique solutions, analyze and interpret technological and engineering problems, use science principles to anticipate effects of technological or engineering design, find solutions using science and engineering or technology, consider consequences and alternatives and/or integrate and synthesize scientific information.

Demonstrating Science Knowledge

Requires students to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations, using appropriate tools and techniques to gather and organize data, thinking critically and logically about relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments. Note: Procedural knowledge (knowing how) is included in Recalling/Identifying Accurate Science.

Interpreting and Communicating Science Concepts

Requires students to use subject­specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade­appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real­world data and valid scientific information.

Recalling Accurate Science

Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical task. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures and basic principles.

Common Core Reading Standards for Literacy in Science and Technical Subjects Grades 11­12 Students will be able to…

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1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 4. Determine the meaning of symbols, key terms, and other domain­specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–CCR text complexity band independently and proficiently.

Common Core Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 11­12

Students will be able to… 1. Write arguments focused on discipline­specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the

claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline­appropriate form that anticipates the audience’s knowledge

values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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e. Provide a concluding statement or section that follows from or supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain­specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 7. Conduct short as well as more sustained research projects to answer a question (including a self­generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. 9. Draw evidence from informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks, purposes, and audiences.

Established Goals: Ohio Revised Science Standards and Model Curriculum, High School; P21; ISTE; Common Core State Standards RST (p.62), WHST(p.63)

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Transfer Task(s) / Evaluative Criteria (What do you expect student to do) –

1. Ask questions (for science) and define problems (for engineering) 2. Develop and use models

Identify strengths and weaknesses in one or more models1 Identify similarities and differences between models1

3. Plan and carry out investigations Understand the methods and tools used in a complex experiment1 Predict the results of an additional trial or measure in an experiment1 Determine the experimental conditions that would produce specified results1

4. Analyze and interpret data Compare or combine data from one or more simple or complex data presentations1 Analyze given information when presented with new, simple information1

5. Use mathematics and computational thinking Determine how the value of one variable changes as the value of another variable changes in a complex

data presentation1 Identify and/or use a simple (e.g. linear) mathematical relationship between data1

6. Construct explanations (for science) and design solutions (for engineering) Select a simple hypothesis, prediction, or conclusion that is supported by one or more data

presentations or models1

7. Engage in argument from evidence Determine whether given information supports or contradicts a simple hypothesis or conclusion, and

why1

8. Obtain, evaluate, and communicate information Determine which model(s) is(are) supported or weakened by new information and present findings1 Select a data presentation or a model that supports or contradicts a hypothesis, prediction, or conclusion

and communicate results1

Established Goals: 1. ACT College Readiness Standards ­ Science

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Summary of Key Learning Events and Instructions The teaching and learning needed to achieve the unit goals.

Human Anatomy and Physiology Syllabus: Topics are presented in the order in which they appear in the text. This sequence and possible activities may be varied to fit teacher preferences and semester timelines. It is not an all­inclusive checklist of what should be done, but is a springboard for generating innovative ideas. * Activities found in Laboratory Manual for Hole’s Essentials of Human Anatomy & Physiology by Shier, Butler, Lewis ** LoggerPro/Pasco Activities (for use with probeware) *** Textbook Hole’s Essentials of Human Anatomy & Physiology by Shier, Butler, Lewis Topics Subtopics Possible Activities/Labs*

Textbook Chapters***

Levels of Organization Introduction

Relationship of anatomy and physiology

Maintenance of life (homeostasis)

Organization of the human body

Scientific Method and Measurements Body Organization & Terminology

Chapter 1

Chemical Basis of Life

Relationship of chemistry to anatomy and physiology

Chemical constituents of cells

Chemistry of Life Chapter 2

Cells Cell variation Movements through cell membrane

Cell Structure and Function Movements Through Membranes

Chapter 3

Cellular Metabolism

Metabolic reactions Metabolic pathways

Cell Cycle

Chapter 4

Tissues Major tissue types Epithelial tissues Connective tissues Muscle tissues Nervous tissues

Epithelial Tissues Connective Tissues Muscle and Nervous Tissues

Chapter 5

Support and Movement Integumentary System

Skin and its tissues Accessory structures of the

skin Healing of wounds

Integumentary System Chapter 6

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Skeletal System Bone Structure Skull – lower limb Joints

Bone Structure Organization of the

Skeleton Skull Vertebral Column and

Thoracic Cage Pectoral Girdle and Upper

Limb Pelvic Girdle and Lower

Limb Joint Structure and

Movements

Chapter 7

Muscular System

Skeletal muscle contraction Muscular responses Smooth muscle Cardiac muscle Skeletal muscle actions

Skeletal Muscle Structure Muscles of the Face,

head, and Neck Muscles of the Chest,

Shoulder, and Upper Limb

Muscles of the Abdominal Wall and Pelvic Outlet

Muscles of the Hip and Lower Limb

Surface Anatomy Muscle Fatigue

(Probeware)

Chapter 8

Integration and Coordination Nervous System

Neurons Cell membrane potential

Nervous Tissue and Nerves

Spinal Cord and Meninges

Reflex Arc and Reflexes Brain and Cranial Nerves Dissection of the Sheep

Brain

Chapter 9

The Senses General senses Special senses

Ear and Hearing Eye Structure

Chapter 10

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Visual Tests and Demonstrations

Endocrine System

Hormone action Control of hormone secretions

Endocrine Histology and Diabetic Physiology

Chapter 11

Transport Blood

Blood cells Hemostasis Blood groups and transfusions

Blood Cells and Blood Typing

Chapter 12

Cardiovascular System

Structure of the heart Heart actions Blood vessels Blood pressure

Heart Structure Cardiac Cycle Blood Vessel Structure,

Arteries and Veins Pulse Rate and Blood

Pressure (Probeware)

Chapter 13

Lymphatic System and Immunity

Tissue fluid and lymph Body defenses against

infection Adaptive (specific) defenses,

or immunity

Lymphatic System Chapter 14

Absorption and Excretion Digestive System and Nutrition

General characteristics of the alimentary canal

Mouth Salivary glands–large

intestine

Digestive Organs Action of a Digestive

Enzyme

Chapter 15

Respiratory System

Breathing mechanism Control of breathing Gas transport

Respiratory Organs Breathing and Respiratory Volumes

Chapter 16

Urinary System Kidneys Urine formation

Urinary Organs Urinalysis

Chapter 17

Water, Electrolyte, and Acid­Base Balance

Distribution of body fluids Electrolyte balance Acid­base balance

Chapter 18

Careers Medical/Health related­ e.g. Nursing, physical therapy

Guest speaker Field Trip

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Final Assessment

Common assessment Dissection

Mammal Dissection

Instructional Resources Textbooks: Hole’s Essentials of Human Anatomy & Physiology, (11th ed.) by David Shier, Jackie Butler, Ricki Lewis (McGraw­Hill, 2012) ISBN: 978­007659346

one per student teacher editions – one per teacher (Kindle edition available)

Lab Handbooks: 1) Laboratory Manual to accompany Hole’s Essentials of Human Anatomy & Physiology, Eleventh Edition(McGraw­Hill, 2012) ISBN: 978­0­07­733887­9

one per teacher 2) Anatomy and Physiology Coloring Workbook (9th ed.) by Elaine Mareib

( Pearson Benjamin Cummings, 2008) ISBN: 978­0805347784

one per teacher

3) Human Physiology with Vernier by Diana Gordon

(Vernier Software & Technology, 2011) ISBN: 978­1­929075­39­3

one per teacher

Classroom ancillaries: Teaching High School Science: is a series of videos­on­demand produced by Annenberg that show classroom strategies for implementing inquiry into the high school classroom. While not all of the content is aligned to human anatomy and physiology, the strategies can be applied to any content. Hole’s Essentials of Human Anatomy & Physiology website:

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Online Textbook Support Students may access the pre­ and post­chapter tests, flashcards, labeling exercises, chapter outlines and more. Teachers may access the Instructor's Manual, presentation tools, and computerized testing. Chapter activities include the chapter objectives, multiple choice quizzes, flashcards and more.

A&P Study Resources: Anatomy drill, cadaver practicals (Allen & Harper Lab Manual) Dr. Arnold's Glossary of Anatomy anatomical word search Medical Term Pronunciation (Merck) Medical Terminology tutorial (Des Moines Univ.) Free online Medical Terminology Course (free online) material from U.S. Army manual, Basic Medical Terminology Maricopa A&P tutorials, practice quizzes, etc. A&P Study Guide (Become a better A&P student: articles, videos, & songs) Links to A&P I Tutorials and web resources (Univ. of Houston) A&P Pronunciation Guide (Palomar College) Models (interactive labels) Palomar Gallery of A&P People Palomar College Human Anatomy Dissector online (cadaver photos) Photos of A&P Models (Palomar College) LUMEN Cross Section Tutorial Anatomy Atlases (formerly Virtual Hospital) Anatomy Word of the Day

Get Body Smart Interactive A&P UNM A&P Resources Histology by A&P topic (WebAnatomy) RN Magazine Web Site Medline Plus Health information from NIH Models of Human Anatomy: Photos with pop­up

labels Health and Disease Information from the Mayo

Clinic Dictionary of medical eponyms (with many

biographies) PDR Health (info on drugs and diseases) Anatomy Atlases (formerly Virtual Hospital) Basic Cross­Sectional Anatomy and Imaging of the

Abdomen & Thorax (U. of Auckland) Gross Anatomy images, labeled (U. Arkansas) Links to sites on A&P I topics (NHC) Merck Source: Health info. plus ADAM encyclopedia,

Dorland's medical dictionary, Merck Manual. Anatomy drill and practice (Wiley) Ch. by ch.

resource for the entire course. Nucleus Medical Art Animations on many anatomy and

medical topics (YouTube) Virtual Microscopy for Intro anatomy (Indiana) Virtual anatomy lab (models) for Intro anatomy

(Indiana) The Biodigital Human a 3D platform that simplifies the

understanding of anatomy, disease and treatments

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References

1. ACT College Readiness Standards. Science. (2011). Retrieved from http://www.act.org/standard/planact/science/index.html 2. Committee on Conceptual Framework for the New K­12 Science Education Standards; National Research Council. (2011). A Framework for K­12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Retrieved from http://www.nationalacademies.org/publications/ 3. Council of State Science Supervisors. (2011). Science and Safety, Making the Connection. Retrieved from http://www.csss­science.org/downloads/scisafe.pdf 4. International Society for Technology in Education, Nets for Students. (2007). Retrieved from http://www.iste.org/standards/nets­for­students/nets­student­standards­2007.aspx

5. Ohio Revised Science Standards and Model Curriculum, High School. Ohio Department of Education, March, 2011. Retrieved from

http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1705&ContentID=76585&Content=112419

6. Partnership for 21st Century Skills. (2004). Retrieved from http://www.p21.org/ 7. Shier, David, Butler, Jackie, & Lewis, Ricki. (2011). Hole’s Essentials of Human Anatomy & Physiology. (11th ed.). New York: McGraw­Hill.

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