Grades 6 – 12 Mathematics Acceleration Program PacketDivision of Curriculum and InstructionThe contents of the Grades 6 – 12 Mathematics Acceleration Program Packet are to provide guidance to thelocal school with establishing a pathway for students that meet the program criteria. The Accelerated Programprovides academically rigorous courses designed to challenge motived students to comprehend math conceptsand skills through a fast-paced compacted curriculum. A portion of the content learned during the program willbe through independent study and personalized learning pathways. The coursework requires students toengage in the rigorous content at a high level outside of the class.The Accelerated Program courses are mainly three-semester courses (one full year and ½ of the next year coursecontent) versus the traditional two-semester course. Students taking Accelerated Program courses will beexpected to learn and work in a faster paced course and participate vigorously in classroom discussions andpresentations. The Accelerated Program courses will require an extensive amount of reading, studying, notetaking, and class preparations outside of the classroom. Student’s successes in the Accelerated Program arecontingent upon being able to demonstrate the listed attributes for an effective teaching and learningenvironment. Note-taking and Problem Solving Skills Independent and Cooperative Learning Think logically and symbolically about mathematical concepts Reason analytically, deductively, and inductively Work, communicate, and justify mathematical concepts verbally and in writing Transfer learning to novel situationsThe contents of the Grades 6 – 12 Mathematics Acceleration Program Packet consist of the listed tools to support thelocal school.184.108.40.206.220.127.116.11.Comprehensive DCSD Secondary Mathematics Pathway ChartAccelerated Program QualificationsAccelerated Pathway Options for Middle SchoolWaiver Eligibility CommitteeWaiver Eligibility RequirementsAcceleration Program Acceptance LetterAcceleration Program Waiver FormAcceleration Program Teacher Recommendation FormAs the contents of the Grades 6 – 12 Mathematics Acceleration Program Packet are reviewed, contact the Division ofCurriculum and Instruction with all comments, questions, and/or inquiries.REVISED March 24, 2017
Comprehensive DCSD Secondary Mathematics Pathway ChartDeKalb County School District Secondary Mathematics PathwaysRegular Education, Accelerated and Advanced Placement Mathematics Course SequencesOption 1Mathematics – Elementary (Grades K – 5)Grade 2Grade 327.0130027.01400Mathematics – Middle Grades (Grades 6 – 8)Secondary Pathway OptionsOption 2Option 3Option 4Grade6Grade 627.02100Grade 627.02100Grade 627.02100Grade 627.02100Grade7Grade 727.02200Grade 727.02200Grade 727.02200Grade 727.02200Grade K27.01100Grade8Grade 127.01200Grade 827.02300Grade9Foundations ofAlgebra27.04810Grade10GSE CoordinateAlgebra27.09710Grade11Grade12GSE AnalyticGeometry27.09720GSE AdvancedAlgebra27.09730Grade 427.01500Grade 527.01600Accelerated Pathway OptionsOption 1Option 2AcceleratedAccelerated GradeGrade 6/7A6/7A27.021001727.0210017DCSD Code –DCSD Code –97.006100197.0061001AcceleratedAccelerated GradeGrade 7B/87B/827.022001727.0220017DSCD Code –DSCD Code –97.007100197.0071001Grade 827.02300GSE CoordinateGrade 8andGrade 8Algebra27.02300Foundations of27.0230027.09710Algebra27.04810Mathematics – Secondary Grades (Grades 9 – 12)GSE AcceleratedGSE Coordinate GSE CoordinateCoordinateGSE 971027.09710Geometry A27.0972027.09750GSE AcceleratedAnalyticGSE AnalyticGSE AnalyticGSE 7.0972027.0972027.09730Algebra27.09760GSE AdvancedGSE AdvancedGSE tics27.0973027.0973027.09770Course icsMathematicsMathematicsCourse Options Course OptionsCourse OptionsCourse OptionsGSE AcceleratedCoordinateAlgebra/AnalyticGeometry A27.09750GSE AcceleratedAnalytic GeometryB/AdvancedAlgebra27.09760GSE urse OptionsFourthMathematicsCourse OptionsMathematics Support Courses for elective credit: 27.09810 Coordinate Algebra Support; 27.09820 Analytic Geometry Support;27.09830 Advanced Algebra SupportNote: The teacher of record for any Carnegie Unit earning course must be a highly qualified teacher with aMathematics 6-12 Georgia Certificate.
Accelerated Program QualificationsThe Accelerated Program is open to any student wishing to enroll. In order to assist with placement decisions,entrance guidelines and qualifications have been developed to provide a profile of students who wouldexperience success in the program.Academic Profile Successful completion of prerequisite mathematics coursework with a 90% or better final average Successful performance in related content area courses (Example: math and science relate) Scores at the “Distinguished” range on the Georgia Milestones AssessmentPersonal Profile Reading on or above grade level Strong study skills Self-motivation to persevere when faced with challenging course work and rapid pace of instruction Proficient oral and written communication skills Self-discipline to plan, organize, and complete tasks independentlyThe Accelerated Program requires a substantial amount of work outside of the class for successful completionof the courses. Students and parents should be made aware of the time commitments as they consider enteringthe program.Students and parents that meet the program qualifications should be provided with the Accelerated ProgramAcceptance Letter. It is strongly encouraged that a parent meeting occurs with the teacher that will provideinstruction, the counselor, and school administration to explain and review the program expectations that havebeen addressed throughout the packet.As a reminder, the teacher of record for the Coordinate Algebra course and Accelerated CoordinateAlgebra/Analytic Geometry A course must be highly qualified with a Mathematics 6-12 Georgia Certificate. It isencouraged that any teachers of the Accelerated Program have the Gifted-in-Field Certification.Teacher certification can be checked through the Georgia Professional Standards Commission site. The PublicCertificate Look Up dashboard will allow for the local school to check certification status. Use the provided linkto check certification status http://www.gapsc.com/Certification/Lookup.aspx .
Accelerated Pathway Options for Middle School StudentsThe provided chart outlines the course curriculum and assessment associated with each course taken on theaccelerated pathway. It is important that students and parents are completely clear on the alignment of thecourse instruction and assessment program. For example: On the Accelerated Pathway 2, the students willlearn the first semester content of Analytic Geometry in Grade 8 while taking Accelerated GSE CoordinateAlgebra/Analytic Geometry A but will tested on the Geometry portion of the curriculum when they enter the 9 thgrade. It is important that the students and parents understand that the students will not be re-introduced tothe content in the 9th grade because of compacted curriculum expectation.Accelerated Pathway Options for Middle School StudentsGrade678910Accelerated Pathway Option 1Accelerated Pathway Option 227.0210017 Accelerated GSE Mathematics 6/7ACurriculum: Full Year of Grade 6 and Semester A ofGrade 7Assessment: GSE Milestones End of Grade (EOG) forGrade 627.0210017 Accelerated GSE Mathematics 6/7ACurriculum: Full Year of Grade 6 and Semester A of Grade 7Assessment: GSE Milestones End of Grade (EOG) for Grade 627.0220017 Accelerated GSE Mathematics 7B/8Curriculum: Semester B of Grade 7 and Full Year ofGrade 8Assessment: GSE Milestones End of Grade (EOG) forGrade 727.0220017 Accelerated GSE Mathematics 7B/8Curriculum: Semester B of Grade 7 and Full Year of Grade 8Assessment: GSE Milestones End of Grade (EOG) for Grade 727.09710 GSE Coordinate AlgebraCurriculum: Full Year of Coordinate AlgebraAssessment: GSE Milestones End of Course (EOC) forCoordinate Algebra27.09720 GSE Analytic GeometryCurriculum: Full Year of Analytic GeometryAssessment: GSE Milestones End of Course (EOC) forAnalytic Geometry27.09730 GSE Advanced AlgebraCurriculum: Full Year of Advanced AlgebraAssessment: DCSD SLO for Advanced Algebra27.09750 Accelerated GSE Coordinate Algebra/AnalyticGeometry ACurriculum: Full Year of Coordinate Algebra and Semester A ofAnalytic GeometryAssessment: GSE Milestones End of Course (EOC) forCoordinate Algebra27.09760 Accelerated Analytic Geometry B/Advanced AlgebraCurriculum: Semester B of Analytic Geometry and Full Year ofAdvanced AlgebraAssessment: GSE Milestones End of Course (EOC) for AnalyticGeometry27.09770 Accelerated GSE Pre-CalculusCurriculum: Full Year of Pre-CalculusAssessment: DCSD SLO for Pre-Calculus11Fourth Mathematics Course OptionsFourth Mathematics Course Options12Fourth Mathematics Course OptionsFourth Mathematics Course Options
Waiver Eligibility CommitteeIn an effort to support and encourage high levels of student achievement, it is important to maintain openaccess for acceleration program in mathematics. Students who have not met the qualifications for theaccelerated program may qualify to waive into a course. A Waiver Eligibility Committee will be established atthe local school consisting of a counselor, mathematics department chair, mathematics faculty member of theAccelerated Program, Academic Coach (optional), Instructional Support Specialist (optional), and schooladministrator(s). The purpose of the Waiver Eligibility Committee is to review the Waiver EligibilityQualifications to determine the entry status of the student. The parent reserves the right to contest the decisionthrough the Regional Superintendent’s Office.Parents may reserve the right to sign a waiver to enroll their student in the accelerated program in the sixth,seventh, and eighth grade if the initial qualifications are not met. The parent must be advised that the WaiverEligibility Committee will review the student portfolio and render a decision within two week of receipt of asigned waiver and current math teacher recommendation form.A representative from the Waiver Eligibility Committee should make contact with parents upon receipt of thewaiver to clarify that the accelerated program is a highly rigorous course of study that once the student is placedon the accelerated pathway, if a child is not meeting standards, a remediation plan can be developed andmonitored at the 4.5 reporting period. This process will provide a struggling student an additional 2 weeks withacademic support to determine if the student should be withdrawn from the course. Individual student/teacherpreferences and or personality differences should not enter into the decision to remove a student from theprogram.Waiver Eligibility Requirements Current Math Teacher Recommendation Waiver Eligibility Committee review of student Assessment Measures portfolio (benchmarks, universalscreener, etc.) Grade A or B in mathematic courses for 2 consecutive yearsOptional Waiver Eligibility Requirements per Local School Pre-requisite and fluency assessment Student Interview
Form: Parent/Student Agreement for the Accelerated Mathematics ProgramGrades 6 – 12 Mathematics Acceleration Program Acceptance LetterDate:Dear Parent/Guardian of: Student ID:School:Congratulations! Your child has met the criteria for the following math course for the upcoming school year.The accelerated mathematics pathway is a highly rigorous program of study what will provide your child theopportunity to take Advanced Placement courses beginning their junior year in high school. The contentstandards for the accelerated pathway courses are the same as the regular classes, but the accelerated coursesare compacted courses ( 1 full year of once course and ½ year of the second course) that move a very fast pace.Ultimately, your child will be expected to learn and master 1.5 years of content in one academic year.Check the eligible mathematics course.Accelerated Math 6/7A (1.5 year curriculum)Accelerated Math 7B/8 (1.5 year curriculum)Accelerated Coordinate Algebra/Analytic Geometry A (1.5 year curriculum)Coordinate Algebra (1 year ahead))The above course will require a strong partnership the mathematics instructor, your child and you. During theyear, if the teacher determines that your child is not meeting standard and experiencing success in the course,a conference will be held to determine the best course of action. During the conference, opportunities forremediation and support will be discussed along the option to take a difference mathematics course to optimizefuture success in mathematics.Complete and return a copy of this form to no later than. It is important that a copy is retained for your records. We look forward toyour partnership and support as we provide a challenging and rigorous curriculum for your child to experiencethe highest level of mathematics instruction in the DeKalb County School District.Parent InitialsStudent InitialsI understand the course requirements for my child’s acceptance into the acceleratedpathway for the upcoming school year.I understand the course requirements for my acceptance into the accelerated pathwayfor the upcoming school year.(Print) Parent/Guardian’s NameSignatureDate(Print) Student’s NameSignatureDateReceived by:Contact NumberDate:
Form: Parent/Student Waiver for the Accelerated Mathematics Program (Page 1 of 2)Grades 6 – 12 Mathematics Acceleration Program WaiverDate:Student:Student ID:School:Placement Waiver for:Accelerated Math 6/7A (1.5 year curriculum)Accelerated Math 7B/8 (1.5 year curriculum)Accelerated Coordinate Algebra/Analytic Geometry A (1.5 year curriculum)Coordinate Algebra (1 year ahead))Your child has not met the criteria for the accelerated pathway for the upcoming school year. The acceleratedmathematics pathway is a highly rigorous program of study that leads toward the opportunity to take AdvancedPlacement courses beginning the junior year in high school. The content standards for the accelerated pathwaycourses are the same as the regular classes, but the accelerated courses are compacted courses ( 1 full year ofonce course and ½ year of the second course) that move a very fast pace. Students are expected to learn andmaster 1.5 years of content in one academic year.This waiver is to request placement in the acceleration pathway. By signing below, you are: Agreeing to the parameters and specifications for participation in the acceleration pathway formathematics. Aware that continued participation in the acceleration pathway is contingent upon successful academiccourse completion for each reporting period. Aware that the student’s academic progress will be monitored each progress reporting period. Aware that due to the pace and required curriculum for the course, time will not be allotted to addressstandards which should have been learned from prerequisite courses.It is at the discretion of the local school to establish a school placement committee to review and monitor eachstudent accepted through the wavier agreement consent on a case-by-case basis. Participation in theacceleration pathway is based upon the availability of space and/or the program at the local school.Complete and return a copy of this form to no later than. It is important that a copy is retained for your records.(Print) Parent/Guardian’s NameSignatureDate(Print) Student’s NameSignatureDateReceived by:Contact NumberDate:
Form: Parent/Student Waiver for the Accelerated Mathematics Program (Page 2 of 2)Grades 6 – 12 Mathematics Acceleration Program WaiverStudent:Student ID:Grade 6 My sixth grade student will take the Accelerated GSE Mathematics 6/7A course. My student will continue with the acceleratedpathway as outlined by the state provided that the grade earned at the end of the school year is an A or B, with a GeorgiaMilestones EOG Achievement Level of Proficient or Distinguished. I have been provided a copy of the Accelerated GSEMathematics 6/7A Curriculum at a Glance and course syllabus that outlines the coursework.Any student may be withdrawn from Accelerated GSE Mathematics 6/7A no later than the 35th day of the semester (6.5 weeks)and placed in GSE Math 6.Student Signature:Date:Parent Signature:Date:Grade 7 My seventh grade student will take the Accelerated GSE Mathematics7B/8 course. Students choosing this option, who have nottaken the Accelerated GSE Mathematics 6/7A course, may have mathematics instructional gaps. My student will continue withthe accelerated pathway as outlined by the state provided that the grade earned at the end of the school year is an A or B, witha Georgia Milestones EOG Achievement Level of Proficient or Distinguished. I have been provided a copy of the Accelerated GSEMathematics7B/8 Curriculum at a Glance and course syllabus that outlines the coursework.Any student may be withdrawn from Accelerated GSE Mathematics 7B/8 no later than the 35th day of the semester (6.5 weeks)and placed in GSE Math 7.Student Signature:Date:Parent Signature:Date:Grade 8In the eighth grade, my student will take the GSE Coordinate Algebra or Accelerated GSE Coordinate Algebra/Analytic Geometry Acourse for a Carnegie unit. The numerical grade earned by my student for GSE Coordinate Algebra or Accelerated GSE Coordinate Algebra/AnalyticGeometry A will be incorporated into the high school grade point average (GPA) and posted on the official transcript. My student will be required to take an End of Course (EOC), which will count as 20% of the final grade. My student will be on the path to take AP Calculus during the 11 th grade year in high school. Students must enter into GSE Coordinate Algebra or Accelerated GSE Coordinate Algebra/Analytic Geometry A at thebeginning of eighth grade. An exception is made for students who transfer into the school providing course equivalency ofAccelerated GSE Mathematics 6/7A and Accelerated GSE Mathematics 7B/8 is already on their transcript.Any student may be withdrawn from GSE Coordinate Algebra or Accelerated GSE Coordinate Algebra/Analytic Geometry A nolater than the 35th day of the semester (6.5 weeks) and placed in GSE Math 8.At the end of each semester, a student course code may not be changed due to an unwanted grade of B, C, D, or F on thestudent’s transcript. It is incumbent on the school staff to monitor student progress, so that any necessary withdrawal from theCU course occurs no later than the 35th day of the semester (6.5 weeks).Student Signature:Date:Parent Signature:Date:
Form: Teacher Recommendation for the Accelerated Mathematics ProgramGrades 6 – 12 Mathematics Acceleration ProgramTeacher Waiver Recommendation FormDate:Student:Student ID:Recommending Teacher:(PRINT) Last NameFirst NameSchool NameCharacteristics of a Mathematically Proficient StudentsTaken from:1. The Standards for Mathematical Practice2. Sheffield, Linda. (February 2000). Creating and Developing Promising YoungMathematicians, pp.7-8.1.Analyze given information to develop possible strategies for problemsolving.2.Identify and execute appropriate strategies to solve problems.3.Check for accuracy and reasonableness of work, strategy and solution.4.Recognize the relationships between numbers/quantities within theprocess to evaluate a problem.5.Justify (orally and in written form) the approach used to solve a problem.6.Listen, understand, analyze and respond to the reasoning of others.7.Use a variety of methods to model, represent, and solve real-worldproblems.8.Simplify complicated problems by making simpler problems.9.Select and use appropriate tools to solve lyAgree(2)(3)10. Use a variety of technologies to explore mathematics.11. Calculate answers efficiently and accurately and label all work.12. Formulate precise explanations (orally and in written form) using bothmath representations and words.13. Communicate using clear mathematical terms and symbols.14. Use patterns or structure to make sense of mathematics.15. Recognize similarities and patterns to determine an efficient process tosolve a problem.16. Evaluates the reasonableness of results.OVERALL SCORE Extremely Promising: 33 – 48TOTALSPromising: 17 – 32Somewhat Promising: 0 – 16I recommend this student for the accelerated mathematics pathway.I do not recommend this student for the accelerated mathematics pathway for the following reason(s). (Record feedback onthe back of the form.)
Grade K 27.01100 Grade 1 27.01200 Grade 2 27.01300 Grade 3 27.01400 Grade 4 27.01500 Grade 5 27.01600 Mathematics – Middle Grades (Grades 6 – 8) Secondary Pathway Options Accelerated Pathway Options Option 1 Option 2 Option 3 Option 4 Option 1 Option 2 Grade 6 Grade 6 27.02100 Grade 6 27.02100 Grade 6 27.02100 Grade 6 27.02100 Accelerated
Centripetal Acceleration" The acceleration of an object moving in a circular path and at constant speed is due to a change in direction." An acceleration of this nature is called a centripetal acceleration. CENTRIPETAL ACCELERATION ac vt 2 r centripetal acceleration (tangential speed)2 radius of circular path Section 1 Circular Motion
3.1 Which of the following statements correctly defines acceleration? Question 1 A. Acceleration is the rate of change of displacement of an object. B. Acceleration is the rate of change of velocity of an object. C. Acceleration is the amount of distance covered in unit time. D. Acceleration is the rate of change of speed of an object. Section .
(b) The centripetal acceleration is half as large because centripetal acceleration depends on the inverse of the radius: 1 2 a c v2 2r. (c) The centripetal acceleration is four times as great because centripetal acceleration depends on the square of the speed: 4a c (2v)2 r. 2.
Third and fourth graders had access to 129 programs, while youth at both ends of the age spectrum had far fewer programs serving these critical transition periods. GRADES Preschool, K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Grades 11-12 Transition to College 46 119 129 119 80 66 57 15 NUMBER OF PROGRAMS SERVED
Grades 6-8 Boys Athletics, Grades 7-8 Girls Athletics, Grades 7-8 Art, Levels 1-2 HS Art I Band, Levels 1-3 Mariachi, Levels 1-3 Choir, Levels 1-3 Theatre Arts, Levels 1-3 Spanish 1, Grades 7-8 Spanish 1 for Native Speakers, Grades 7-8 Spanish II, Grade 8 Leadership Grade 6 Intro to Comp. Sci., Grade 6 AVID, Grades 7-8 Multimedia Grades 7-8 .
The Mathematics Grades 10–12 Program of Studies has been derived from The Common Curriculum Framework for Grades 10–12 Mathematics: Western and Northern Canadian Protocol, January 2008 (the Common Curriculum Framework). The program of studies incorporates the conceptual framework for Grades 10–12 Mathematics and most of the general outcomes
Grade 7 Mathematics Version Description In Grade 7 Mathematics, instructional time will emphasize five areas: . GRADE SEVEN MATH Educator Certification: Mathematics (Grades 6-12) or Middle Grades Mathematics (Middle Grades 5-9) or . Maintain flexibility and accuracy while performing procedures and mental calculations.
IBDP MATHEMATICS: ANALYSIS AND APPROACHES SYLLABUS SL 1.1 11 General SL 1.2 11 Mathematics SL 1.3 11 Mathematics SL 1.4 11 General 11 Mathematics 12 General SL 1.5 11 Mathematics SL 1.6 11 Mathematic12 Specialist SL 1.7 11 Mathematic* Not change of base SL 1.8 11 Mathematics SL 1.9 11 Mathematics AHL 1.10 11 Mathematic* only partially AHL 1.11 Not covered AHL 1.12 11 Mathematics AHL 1.13 12 .
as HSC Year courses: (in increasing order of difficulty) Mathematics General 1 (CEC), Mathematics General 2, Mathematics (‘2 Unit’), Mathematics Extension 1, and Mathematics Extension 2. Students of the two Mathematics General pathways study the preliminary course, Preliminary Mathematics General, followed by either the HSC Mathematics .
2. 3-4 Philosophy of Mathematics 1. Ontology of mathematics 2. Epistemology of mathematics 3. Axiology of mathematics 3. 5-6 The Foundation of Mathematics 1. Ontological foundation of mathematics 2. Epistemological foundation of mathematics 4. 7-8 Ideology of Mathematics Education 1. Industrial Trainer 2. Technological Pragmatics 3.
The Mathematics Curriculum in Primary and Lower Secondary Grades The mathematics syllabus in the primary grades is divided into a lower primary syllabus9 (Grades 1 to 4) and an upper primary syllabus10 (Grades 5 to 7). In Grade 4, students take national achievement tests in three subjects, including mathematics. The lower primary school .
Use the Missing and Current Term buttons at the top to filter assignments. Grades The Grades tool shows all of the grades earned by the student for all tasks (such as Quarter or Semester grades) and standards. Posted grades are displayed in bold, with In-Progress grades indicated as "In-progress." Where the grey arrow displays for a
4. Larchmont Charter School – Grades K – 12 5. Millikan Affiliated Charter – Grades 6-8 6. New Los Angeles Charter – Grades 6-8 7. New West Charter — Grades 6-12 8. Magnolia Science Academy — Grades 6-11 9. Paul Revere Middle School Charter – Grades 6-8 10.
Section 1 Acceleration: Practice Problems Use the v-t graph of the toy train in )LJXUH to answer these questions. a. When is the train ¶s speed constant? b. During which time interval is the train ¶s acceleration positive? c. When is the train ¶s acceleration most negative? 62/87,21 D WR V b. 0.0 to 5.0 s c. 15.0 to 20.0 s 16:(5
max r 1 s 2g(m 2r 2 m 1r 1) m 1r2 1 m 2r22 3:05 r 2 9:81(58 0:15 0:130 3:05) 0:130 3:052 58 0:152 24:55 m s b) The overall acceleration is changing direction throughout the motion. Vector acceleration is thus not constant. c) and d) Neither tangential acceleration nor angular acceleration are constant. First of all, the two are .
Acceleration (m/s2) Force, calculated (N) Analysis Questions 1. If the centripetal acceleration experienced by a mass undergoing uniform circular motion is v2/r, calculate the centripetal acceleration experienced by the rotating mass in this experiment for each speed. Record the results in Table 1. 2. What direction is the acceleration?
width consumption. For example, Cisco Wide Area Appli-cation Services (WAAS) appliance employs data compres-sion, deduplication, TCP optimization, secure sockets layer (SSL) optimization, CIFS acceleration, HyperText Transfer Protocol (HTTP) acceleration, MAPI acceleration, and NFS acceleration techniques to improve application performance.
1. Resolve the acceleration of a point on a body into components of translation and rotation. 2. Determine the acceleration of a point on a body by using a relative acceleration analysis. In-Class Activities: Check Homework Reading Quiz Applications Translation and Rotation Components of Accel
Chapter: Motion, Acceleration, and Forces Table of Contents Section 3: Motion and Forces . also are accelerated. Acceleration This acceleration makes them feel as if a . Sometimes it is obvious that a force has been applied. 3 Motion and Forces But other forces arenÕt as noticeable. Changing Motion
Anatomi dan Fisiologi a. Anatomi Tulang Tulang terdiri dari sel-sel yang berada pada ba intra-seluler. Tulang berasal dari embrionic hyaline cartilage yang mana melalui proses “ Osteogenesis ” menjadi tulang. Proses ini dilakukan oleh sel-sel yang disebut “ Osteoblast”. Proses mengerasnya tulang akibat penimbunan garam kalsium. Ada 206 tulang dalam tubuh manusia, Tulang dapat .