Human Anatomy & Physiology I Syllabus & Schedule

Textbook
FH Martini, 2006, Fundamentals of Human Anatomy & Physiology,
7^th edition, Benjamin Cummings, San Francisco
[ ISBN 0-8053-7280-6 ]

Week	Lecture	Date	Topic
I	1	W, 17 January	Introduction to Anatomy and Physiology [ Martini: 1 ]
	2	F, 19 January	Terminology and Systems [ Martini: 1 ] Student Review: The Chemical Level of Organization [ Martini: 2 ]
	Lab		None

Week	Lecture	Date	Topic
II	3	W, 24 January	Anatomy and Physiology Pre-Test Student Review: Cells [ Martini: 3 ]
	4	F, 26 January	Cell Cycle and Cell Division 1 [ Martini: 3 ]
	Lab		Introduction to A&P Lab A how-to on lab procedures: Significant Figures Tutorial ¹ Writing Lab Reports

Week	Lecture	Date	Topic
III	5	W, 31 January	Cell Cycle and Cell Division 2 [ Martini: 3 ]
	6	F, 02 February	Integumentary System 1 [ Martini: 5 ]
	Lab		Student Preview: Introduction to Histology [ Martini: 4 ] Microscopic examination of tissue types ² On-line histology quiz

Week	Lecture	Date	Topic
IV	7	W, 07 February	Integumentary System 2 [ Martini: 5 ]
	8	F, 09 February	Bone Structure and Physiology 1 [ Martini: 6 ]
	Lab		Student Preview: Axial Skeleton 1 [ Martini: 7 ] See note Bones of the vertebral column & thoracic cage Skull: cranial & facial bones, sutures

Week	Lecture	Date	Topic
V	9	W, 14 February	Bone Structure and Physiology 2 [ Martini: 6 ]
	10	F, 16 February	Joints and Movements 1 [ Martini: 9 ]
	Lab		Student Preview: Axial Skeleton 2 [ Martini: 7 ] See note Bones of the vertebral column & thoracic cage Skull: cranial & facial bones, sutures

Week	Lecture	Date	Topic
VI	11	W, 21 February	Joints and Movements 2 [ Martini: 9 ]
	12	F, 23 February	Test 1 [ Chapters 1, 3, 5–6, 9 ] Test your knowledge: Chapter 1: Introduction Chapter 3: Cells Chapter 4: Histology Chapter 5: Integument Chapter 6: Bone Chapter 9: Joints & Movement Answer keys
	Lab		Student Preview: Appendicular Skeleton 1 [ Martini: 8 ] See note Bones of the upper extremity & lower extremity

Week	Lecture	Date	Topic
VII	13	W, 28 February	Membrane Potentials [ Martini: 12 ] Action Potentials 1 [ Martini: 12 ]
	14	F, 02 March	Action Potentials 2 [ Martini: 12 ]
	Lab		Student Preview: Appendicular Skeleton 2 [ Martini: 8 ] See note Bones of the upper extremity & lower extremity

Week	Lecture	Date	Topic
VIII		W, 07 March	Spring Break — no classes
		F, 09 March
	Lab

Week	Lecture	Date	Topic
IX	15	W, 14 March	Muscle Physiology 1 [ Martini: 10 ]
	16	F, 16 March	Muscle Physiology 2 [ Martini: 10 ]
	Lab		Lab Quiz 1 » A Sampler of Bones «

Week	Lecture	Date	Topic
X	17	W, 21 March	Brain Anatomy 1 [ Martini: 14 ]
	18	F, 23 March	Brain Anatomy 2 [ Martini: 14 ]
	Lab		Cadaver Dissection — Head & Neck Anatomy [ Video ]

Week	Lecture	Date	Topic
XI	19	W, 28 March	Brain Anatomy 3 [ Martini: 14 ]
	20	F, 30 March	Test 2 [ Chapters 10, 12, & 14 ] Test your knowledge: Chapter 10: Muscle Physiology Chapter 12: Basic Nerve Physiology Chapter 13: Spinal Cord & Reflexes Chapter 15: Sensory Systems
	Lab		Dissection of the Sheep Brain The Sheep Brain Dissection Guide What you need to identify for the quiz Sheep brain images

Week	Lecture	Date	Topic
XII		W, 04 April	Easter Recess — no classes
		F, 06 April
	Lab

Week	Lecture	Date	Topic
XIII	21	W, 11 April	The Special Senses 1 [ Martini: 17 ]
	22	F, 13 April	Higher-Order Functions 1 [ Martini: 17 ]
	Lab		Further Dissection of the Sheep Brain

Week	Lecture	Date	Topic
XIV	23	W, 18 April	Higher-Order Functions 2 [ Martini: 17 ]
	24	F, 20 April	The Limbic System, 1 [ Martini: 14 ]
	Lab		Special Senses — Visual System Anatomy Stages in the dissection of the eyeball Sheep eyeball dissection, 1 Sheep eyeball dissection, 2 Histology of the Eye

Week	Lecture	Date	Topic
XV	25	W, 25 April	The Limbic System, 2 [ Martini: 14 ]
	26	F, 27 April	Memory [ Martini: 16 ]
	Lab		Sheep brain review & Eyeball & sheep brain practical

Week	Lecture	Date	Topic
XVI	F, 04 May 1600–1800		Final Exam [ Chapters 14, 16, 17, & cumulative ] Test your knowledge: Chapter 14: Brain Anatomy Chapter 16: Higher Brain Function Chapter 17: Visual System Anatomy

Lecture Grading	Exams 1–2	30% each
Lecture Grading	Cumulative Final Exam	40%
Laboratory Grading	Quizzes 1–2	40% each
Laboratory Grading	Attendance & Participation	20%
Course Grade	Lecture component	75%
Course Grade	Lab component	25%
Course Description	A study of basic human structure and function. All systems are considered along with major factors that contribute to health or illness.
Course Objectives	Students participating in this course will have the opportunity to: understand the scope of anatomy and physiology; place man amongst the Chordata; describe the body cavities; list the anatomic specialties; correctly use directional and relational terms describe the planes of reference describe the body organization into tissues and systems define matter and energy; describe the concepts of atoms and elements, molecules and compounds; list the types of chemical bonds; describe the types of chemical reactions; distinguish inorganic and organic compounds; describe the different forms of energy; describe the structure of the cell membrane; list how substances can move across membranes; understand fluid=and solute distribution; name different cell adhesion molecules; describe different types of membrane receptors and how they operate; list the cytoplasmic organelles; describe the structure and function of the nucleus; correctly present the stages of the cell life cycle; describe the anatomy of the skin; list the integumental adnexal structures; give functional considerations of different components of the skin; describe bones as organs; give a detailed description of the structure of bone and cartilage; distinguish endochondral and intramembranous development of bone; classify the types of joints; describe joint axes and movements; give and overview of the gross anatomy of skeletal muscle; describe muscle mechanics; interpret muscle action in terms of lever systems; describe muscle microanatomy and how it relates to contraction; describe the events of excitation-contraction coupling.

Course Objectives, cont’d	Students participating in this course will also have the opportunity to: describe the events of action potentials and impulse conduction; describe smooth muscle structure and function; recognize epithelial tissue and glands; distinguish the many varieties of connective tissue; list and characterize the type of muscle tissue; describe the components of nervous tissue; list the components of the axial skeleton; identify all the cranial bones; identify all the facial bones; identify the prominent sutures; identify all components of the vertebral column; distinguish true, false, and floating ribs; describe the elements of the sternum; list the components of the appendicular skeleton; distinguish the fore- and hind-limb girdles; identify all bones of the upper extremity; identify all bones of the lower extremity; analyze muscle action; use the Internet as a tool for gathering information; design experiments to test physiologic phenomena; learn how to be organized in performing the experiments; collect data accurately, and to prepare a detailed report of the exercise; achieve practical dexterity in dissection and keenness of observation; describe the evolution and general design of the nervous system; describe the anatomy of the brain stem, cerebellum, diencephalon, and cerebrum; place afferent signaling and processing in context of overall nervous system function; describe receptor functions; distinguish the pain pathways and its central processing; place efferent signaling in context of overall nervous system function; understand the functions of the components of the autonomic nervous system; identify major brain components and cranial nerves in sheep brain dissections; understand the neurological basis of human reflexes; describe the different types of cutaneous receptors and their functions; perform and understand the basis for visual tests; describe the anatomy of the ear; perform and understand the basis for auditory tests.
Course Format	This course uses a combination of lecture, discussion, visual aids, anatomical models, and group work.
Attendance Policy	Attendance is not mandatory for lecture; your grade will never directly be adversely affected by your missing a lecture. That said, attendance may be taken in some lecture periods by the passing of a signature sheet. Your signature is your only proof of attendance. If you are present for the signing in, then you should do so. For laboratory sessions, however, your attendance and participation does figure into the final grade calculation.

¹ From the University of California, Berkeley, the Significant Figures Tutorial, with exercises
[ http://ist-socrates.berkeley.edu/~chem1a/sigfigs/sigfigs.htm ]
² The JayDoc HistoWeb
[ http://www.kumc.edu/instruction/medicine/anatomy/histoweb/ ]
³The bioweb.uwlax.edu sites on the Axial Skeleton and Appendicular Skeleton are not always up, but worth a try.
Students who have purchased this edition of the textbook received an access code for a collection of online, multimedia materials that support your text, called MyA&P.
Please take the following steps to register for access to MyA&P:
1. Go to the web page MyAandP.com.
2. Under the heading Student, click Register.
3. Enter the access code that comes with your textbook.
4. Create an account.
5. Please note the new course number for registration:
Register for this course in MyA&P using the course number moxey15542.
6. Follow the directions to complete the registration wizard.
7. Please let me know quam primum if you cannot successfully register in MyA&P for
this course.

Contact me by e-mail at
cmoxey@annamaria.edu
[ weekdays, except holidays ]
or
c.moxey@charter.net
[ at other times ]
or by telephone (voice-mail)
508.849.3384
Office: S10A
Office hours: Tu, 1000–1200; Th, 1000–1400

Course content.
What you need to know. Anatomy & Physiology is a demanding field of study requiring the student to be disciplined and attentive to detail. There is much to learn and a very short period in which to learn it. Students who attend the lectures regularly, take adequate notes during lecture, and study regularly do well in these courses. While there are no formal prerequisites at this time, a baseline of knowledge, as might be learned in high school, is presumed: a working command of spoken and written English; the ability to perform basic arithmetic operations; an elementary knowledge of plane and solid geometry; basic biology, including structure of the cell, evolution, and development; basic chemistry, including atomic structure, elements, compounds, and energy; and some knowledge of physics, such as the laws of motion. Add to this list as a very strongly suggested skill set is the ability to use a computer, e-mail, and the Internet productively. Not only will this allow you to use the lecture-note pages to the fullest, but it will also permit easy and rapid communication between you and your instructor, you and your classmates, you and your college.
This may look like a formidable list, but do not be put off by it; there is nothing in the list that should not be expected of any student taking a college biology course, let alone anatomy and physiology. Except for the language issue, any deficit can be overcome by additional reading and study by the student at the appropriate time.
Studying. I am not an expert in designing effective study habits, but I will offer a few suggestions:
1. Be interested in the material. I believe that even if every other suggestion is ignored, when a student is truly interested in a subject, he or she takes the time to explore it in greater detail. The more one investigates something, the more expert one becomes.
2. Study often. Try not to wait until the night before a midterm or final to cram. If one studies a little bit after each class session, not only does the material seem more familiar, but there is the chance for additional consolidation of the material into memory. Some authorities recommend at least two hours of study for each hour of lecture material.
3. Study what is important. Always study the material presented in lecture and any assigned reading. I would be remiss if I did=not emphasize how important it is to go to class. Additional reading of the textbook or linked web pages should not be ignored, but if pressed for study time, go with learning the material that the test is known to cover.
4. Generate questions and answers. And do not make them trivially simple. Test them out on other students in the class. Solve problems. Use the study/quiz questions in your textbook.
5. Study as a group. If the group members test one another, make sure that at least one person in the group knows the correct answer to the test question.
6. Seek extra help. As with studying, do not wait until the last minute. For one thing, you will have lost the context of the problem. If you do not understand something, ask the instructor after class, or e-mail the instructor.

Examinations.
Format. Lecture examinations (and, if given, quizzes) will be in essay/short-answer/identification format. Unless otherwise noted, questions will be based on the material presented in lecture; the lecture session outlines available by syllabus web page links will serve as a guide for the material covered. This statement does not preclude the possibility of questions being asked which might serve to test the student’s ability to visualize, analyze, or interpret other data germane to the field of inquiry. In addition, questions will not just test rote memorization of data, but some may require the student to analyze data to arrive at the correct answer.
From time to time, questions may be added as lateral-thinking challenges to the student. Answering these questions is voluntary on the part of the student, and any answer, or lack thereof, will in no way affect the grade earned by the student on the didactic portion of the examination.
Exam protocol. Students must put all study materials (textbooks, notes, review cards, whatever) away at the time the examinations are handed out; further review of material once the exam has been distributed will not be permitted. It is incumbent upon the student to read the examination instructions carefully, to heed any additions or corrections indicated by the instructor, and to ask the instructor if something is not clearly explained or questioned. Be aware, however, that you may be asked to rephrase your question so that answering your inquiry does not betray the question’s answer.
All exams must be returned by the designated end time for that examination; failure to turn in the exam by that time will result in a zero for the examination. If a student is late for a scheduled exam, the student will be permitted to take that examination provided that no student has already completed the exam and left the room; in addition, the student must complete the exam and turn it in by the designated end time of the examination.
During an examination, the student may not listen to any playback device, digital or analog, including, but not limited to, tape recorders, CD players, camcorders, &c. The use of calculators requires permission of the instructor.
Challenges. Any challenge to a question on an exam or to a grade earned on an exam must be submitted in writing by the class following the posting or review of the answers or grades for that exam.
Missed exams. No makeup examination will be given except for one missed due to extraordinary circumstances. In those cases of genuine emergency, prior notice or subsequent documentation must be provided in order for a makeup to be allowed. Failure to do so will result in a grade of zero being posted for that exam. Please see the lecture syllabus for information on how to contact me.
Athletics. Academics has priority over sports. If there is a conflict between sports travel and course work that must be completed, it is the responsibility of the student to ensure that the instructor has received prior knowledge of the conflict and that arrangements have been made with the instructor to clear any missing assignments or examinations prior to the final exam in the course.
Extra credit projects. No. Why not?
1. To be fair, an extra credit project, if offered to one student, must be offered to all.
2. The time spent on an extra credit project would better be used in studying the assigned material.

Classroom behavior.
Participation & attendance.
Participation is very important in this class. The role of the instructor in this class is to provide you with the theoretical framework, activities, and assignments for you to use in developing understandings, knowledge, and skills. The instructor cares very much about how and what you learn in class, but also believes that you are responsible for participating in learning from the activities provided. I will make myself accessible for discussion and feedback as often as needed, and encourage you to see your fellow students asan equally valuable resource for learning.
If you are absent from class you must contact me to notify me of your absence. You are responsible for and expected to obtain any missed information. Any assignments that might be due on the day of your absence should be submitted unless you have requested and been granted an extension.
You will be expected to participate in discussions and to contribute information to the class. Often discussions are in small groups.

Missed classes. It is expected that students will attend all classes for the entire class period. If you must miss a class or leave early, you need to contact the instructor prior to class. Excusable absences include, but are not limited to: death in the immediate family, childbirth, marriage, or illness. Documentation of the absence may be required by the instructor (for example, an obituary or doctor’s note).

Late assignments. If an assignment is turned in after the scheduled due date without an extension being granted, the assignment will be deemed late and will be penalized with a 10% grade deduction for each day late. Any time you feel you might be falling behind in the course, it's best to contact the instructor to discuss your situation.

Deportment. Proper class deportment is expected. Questions that seek to clarify or expand the lecture material are always welcome. Please help create and maintain an environment conducive to learning.

Portable communication devices. The use of beepers or cellular phones during class can be quite disruptive to the lecture environment. Therefore, all beepers and cellular phones must be turned off prior to entering the lecture room. This means no ringing phones, no vibrating phones, and no text-messaging during class. Exceptions to this policy must be cleared with the instructor. Violation of this directive will be considered equivalent to disruptive classroom behavior.

Grading.
The assignment of letter grades to one’s overall course average will be determined by the following rule: If the class mean is ≥ 78, then standard letter-equivalencies will pertain; i.e., 78=C+, 80=B-, 84=B, etc. If the class mean is < 78, then this mean score will be given the grade of C+. For example, if the mean=70, then 70=C+. If you obtain the mean score on all yours tests, you are guaranteed to receive a grade no lower than C+. Grades on a particular examination should always be viewed in a comparative light, and if a letter grade has been attached to the exam, that letter grade indicates the position of the earned score on that exam within the ABCDF–grading system.

Academic honesty.
The student is encouraged to study with other students, to share notes and ideas. All examinations, laboratory exercises, and other assignments, must be completed by the student alone. No form of academic dishonesty will be tolerated. The following contains quotes from the Anna Maria College Undergraduate Student Handbook 2006–2007 [ p. 23 ]:

“As an academic community centered in the Catholic Tradition, Anna Maria College expects all members of the college community to act in a responsible and ethical manner and to uphold the values, rules, and regulations of the College. The principles of individual honor, integrity, responsibility, and respect for the rights of others are essential to student conduct in both academic and student affairs life.”
A student must always submit work that represents his or her original words or ideas. If any words or ideas are used that do not represent the student’s original words or ideas, the student must cite all relevant sources. The student should also make clear the extent to which such sources were used. Words or ideas that require citations include, but are not limited to, all hardcopy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. The student handbook defines the standards of academic conduct as:

a. Intentional or accidental plagiarism in an academic exercise,
which includes:
i. direct or literal copying of a source without proper attribution;
ii. paraphrasing of a source without proper attribution;
iii. resubmission of one’s work in another academic exercise
without the knowledge of both instructors;
iv. submission of another’s work in whole or part with intent
to deceive.
b. Giving or receiving unacknowledged, inappropriate, or unauthorized
aid in an academic exercise.
c. Intentional falsification of data, sources, or information in an
academic exercise.
d. Deceiving or lying to a faculty member or Administrator in matters
relating to an academic requirement, policy, or procedure.
e. Acting in a disorderly or discourteous manner in an academic exercise
or to a faculty member or students during an academic exercise.

For more information, here is
Anna Maria’s Student Code of Conduct

Accommodations and Support Services.
Students with documented disabilities identified either before or after their admission to the college may request accommodations in the structure of a course or courses. The responsibility for initiating such requests rests with the student. Students with disabilities who seek course-based accommodations must meet with the Learning Center staff to request accommodations. The student must submit appropriate documentation of the disability to the Director who will review the documentation and will then discuss with the student which accommodations and support services are appropriate. The Learning Center, with the student’s written permission, will notify the faculty member(s) involved of the specific classroom and/or course based accommodations that have been authorized. The Learning Center will also arrange need-based support services outside the classroom. All specific course-based accommodations should be established at the beginning of each academic term. It is the responsibility of the student to contact the professor to arrange for the necessary accommodations. Accommodations set at the beginning of the term may be adjusted on an as-needed basis. More information on this can be found in the Anna Maria College Undergraduate Student Handbook 2006–2007.

The continuation of this course is BIO 113, Human Anatomy & Physiology II.

Please enter your name:

Please enter your e-mail address:

Please select the appropriate radio button:

I acknowledge that I have received information regarding this course. Further, I understand that this information is available in written form within the course syllabus. I have reviwed this information, I will ask questions for clarification or additional information, and I thoroughly understand my responsibilities as a participant in this course. The information addressed in the syllabus includes:

Policies and procedures
Assignments and tests
Scheduled dates for lectures, assignments, and tests
Grading policies
Instructor contact information

I have not read the syllabus