Human Anatomy & Physiology I Syllabus & Schedule, Spring 2011

Textbook
FH Martini & JL Nath, 2009, Fundamentals of Human Anatomy & Physiology, 8^th edition,
Benjamin Cummings, San Francisco
[ ISBN 0-321-50589-1 ]
Students having the seventh edition, or equivalent textbook, need not upgrade

Week	Lecture	Date	Topic
I	1	Tu, 18 January	No class — snow
	2	Th, 20 January	Introduction to Anatomy and Physiology [ Martini: 1 ]
	Lab		No lab

Week	Lecture	Date	Topic
II	3	Tu, 25 January	Biological Chemistry [ Martini: 2 ]
	4	Th, 27 January	Biology of the Cell 1 [ Martini: 3 ]
	Lab		Uncertainty in Measurements ¹ Tutorial on the Use of Significant Figures ^1a

Week	Lecture	Date	Topic
III	5	Tu, 01 February	Biology of the Cell 2 [ Martini: 3 ]
	6	Th, 03 February	Integumentary System 1 [ Martini: 5 ]
	Lab		Basic Histology [ preview outline \| Martini: 4 ] Microscopic examination of tissue types ² [ in-class quiz ]

Week	Lecture	Date	Topic
IV	7	Tu, 08 February	Integumentary System 2 [ Martini: 5 ]
	8	Th, 10 February	Bone Structure and Physiology 1 [ Martini: 6 ]
	Lab		Student Preview: Vertebral Column and Thorax [ Martini: 7 ] Bones of the vertebral column & thoracic cage

Week	Lecture	Date	Topic
V	9	Tu, 15 February	Bone Structure and Physiology 2 [ Martini: 6 ]
	10	Th, 17 February	Joints and Movements 1 [ Martini: 9 ]
	Lab		Student Preview: Skull [ Martini: 7 ] Skull: cranial & facial bones, sutures

Week	Lecture	Date	Topic
VI	11	Tu, 22 February	Joints and Movements 2 [ Martini: 9 ]
	12	Th, 24 February	Test 1 [ Chapters 1, 3, 5–6, 9 ] [ sample test ]
	Lab		Axial skeleton review

Week	Lecture	Date	Topic
VII	13	Tu, 01 March	Membrane Potentials [ Martini: 12 ] Action Potentials 1 [ Martini: 12 ]
	14	Th, 03 March	Action Potentials 2 [ Martini: 12 ]
	Lab		Student Preview: Upper Extremity and Lower Extremity [ Martini: 8 ] Bones of the upper extremity & lower extremity

Week	Lecture	Date	Topic
VIII		Tu, 08 March	Spring Recess — no classes
		Th, 10 March
	Lab

Week	Lecture	Date	Topic
IX	15	Tu, 15 March	Muscle Physiology 1 [ Martini: 10 ]
	16	Th, 17 March	Muscle Physiology 2 [ Martini: 10 ]
	Lab		Lab Quiz 1 For review: A collection of bone images A list of what you must know Need the reader? Download Acrobat® Reader®

Week	Lecture	Date	Topic
X	17	Tu, 22 March	Introduction to the Nervous System [ Martini: 12 ] [ a lecture outline with images ]
	18	Th, 24 March	Brain Anatomy 1 [ Martini: 14 ]
	Lab		Dissection of the Sheep Brain The Sheep Brain Dissection Guide What you need to identify for the quiz Sheep brain images Unpreserved brain, sagittal view

Week	Lecture	Date	Topic
XI	19	Tu, 29 March	Brain Anatomy 2 [ Martini: 14 ]
	20	Th, 31 March	Brain Anatomy 3 [ Martini: 14 ]
	Lab		Further Dissection of the Sheep Brain

Week	Lecture	Date	Topic
XII	21	Tu, 05 April	Test 2 [ Chapters 10, 12, & 14 ] [ sample test ]
	22	Th, 07 April	Higher-Order Functions [ Martini: 16 ]
	Lab		Cadaver Dissection — The Brain [ Video ] Cadaver photos

Week	Lecture	Date	Topic
XIII	23	Tu, 12 April	The Special Senses 1 [ Martini: 17 ]
	24	Th, 14 April	The Special Senses 2 [ Martini: 17 ]
	Lab		Special Senses — Visual System Anatomy Stages in the dissection of the eyeball A dissection guide for the cow eyeball Sheep eyeball dissection, 1 Sheep eyeball dissection, 2 Histology of the Eye

Week	Lecture	Date	Topic
XIV	25	Tu, 19 April	The Special Senses 3 [ Martini: 17 ]
		Th, 21 April	Easter Recess — no classes
	Lab		Easter Recess — no classes

Week	Lecture	Date	Topic
XV	26	Tu, 26 April	Microbiology presentations
	27	Th, 28 April	Microbiology presentations
	Lab		Sheep brain review & Eyeball & sheep brain practical

Week	Lecture	Date	Topic
XVI		Tu, 03 May	Reading Day — no classes
XVI	Lab		No lab

Week	Lecture	Date	Topic
XVII	Tu, 10 May 0800–1000		Final Exam [ Chapters 14, 16, 17, & cumulative ] [ sample test ]

¹ Fred Senese’s Uncertainty in Measurements Tutorial, with exercises
[ http://antoine.frostburg.edu/cgi-bin/senese/tutorials/sigfig/index.cgi ]
^1a Stephen Morgan’s Tutorial on the Use of Significant Figures, with exercises
[ http://www.chem.sc.edu/faculty/morgan/resources/sigfigs/ ]
²^, ³ The JayDoc HistoWeb
[ http://www.kumc.edu/instruction/medicine/anatomy/histoweb/ ]
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:
- Follow the instructions in the link.
- Register for the lecture course in MyA&P using the following course number:
  Bio 112-1 :: cm398882
- Register for the laboratory course in MyA&P using the following course number:
  Bio 112-L1 :: cm155926
- Complete the registration as per instruction.
- Please let me know quam primum if you cannot successfully register in myA&P for this course.
The instructor reserves the right to revise this calendar during the semester.

Contact me by e-mail at
cmoxey@annamaria.edu
or by telephone (voice-mail) 508.849.3384 Office: S10A Office hours: [ Spring 2011 ] Mon, Wed, Fri — 1300–1500 Tue, Thu — 1100–1230

Course Description

A study of basic human structure and function. All systems are considered along with major factors that contribute to health or illness.

Lecture Objectives

During this course, the student will have the opportunity to become conversant with and knowledgeable about cellular biology and the anatomy & physiology of the integumentary, musculoskeletal, and nervous systems so that she or he may be able to: delineate 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
list the types of chemical bonds;
describe types of biological chemical reactions;
distinguish carbohydrates, proteins, lipids, and nucleic acids;
describe the different forms of energy;
describe the structure of the cell membrane;
list how substances can move across membranes;
chart fluid and solute distribution;
name different cell adhesion molecules;
describe different types of membrane receptors and how they operate;
delineate the differences and similarities between mitosis and meiosis;
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 an 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 action potentials and impulse conduction;
describe smooth muscle structure and function;
describe the events of excitation-contraction coupling;
discuss how the embryology of the brain relates to its adult form;
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;
diagram the structure of the spinal cord;
distinguish peripheral from central nervous system;
describe the anatomical basis of reflex behavior;
list the lobes of the human brain, partitioning each into functional areas;
diagram the circulation of cerebrospinal fluid in and about the CNS;
list the cranial nerves, ascribing funtion(s) to each.

Laboratory Objectives	During the laboratory portion of this course, the student will have the opportunity to become conversant with and knowledgeable about histology and the anatomy & physiology of the musculoskeletal and nervous systems so that she or he may be able to: 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 projections, fossae, foramina, and other features of skull 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; identify projections, fossae, foramina, and other features of appendicular bones; 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 prepare a detailed report of the exercise; achieve practical dexterity in dissection and keenness of observation; describe receptor functions; identify the neurological basis of human reflexes; describe the different types of cutaneous receptors and their functions.
Course Format	This courses 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 your participation do figure into the final grade calculation.
Late Assignments	Late assignments will be penalized with a 10% grade deduction for each day late unless you have made prior arrangements with the instructor. Any time you feel you might be falling behind in the course, it is best to contact the instructor to discuss your situation.

This is the Fineprint Section
Course content. What you need to know. Anatomy and physiology are demanding fields 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 ask your laboratory teaching assistant, or e-mail the instructor.

This is the Fineprint Section

Course content.
What you need to know. Anatomy and physiology are demanding fields 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 ask your laboratory teaching assistant, or e-mail the instructor.

Examinations.
Format. Lecture examinations (and, if given, quizzes) will be in multiple-choice/true-false and essay/short-answer/identification format. Unless otherwise noted, questions will be based on the material presented in lecture; the lecture outlines available through the 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 away all study materials (textbooks, notes, review cards, whatever) 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 it may not be possible to answer such questions because to do so would betray the 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 test and left the room; in addition, the student must complete the exam and turn it in by the designated end time for that 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 no later than four (4) weeks following administration of 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. Vide supra 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 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?

To be fair, an extra credit project, if offered to one student, must be offered to all students.
The time spent on an extra credit project would better be used in studying the assigned material.

Classroom behavior.
Team learning. Students are expected to be able to work effectively in diverse groups and teams to achieve tasks. You must collaborate and function well in team settings as both leaders and followers. You should respect human diversity and behave in a tolerant manner toward colleagues and peers.
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 (or placed in vibrate mode) prior to entering the lecture room. Exceptions to this policy must be cleared with the instructor. Students who engage in text-messaging during class are not only being rude to the instructor and their fellow students, but are also depriving themselves of the class content. Violation of this directive will be considered equivalent to disruptive classroom behavior.

Grading.
Your overall course average will be determined by the following:

Lecture Grading	Exams 1–2	25% each
	Cumulative Final Exam	40%
	Chapter Quizzes	10%
Laboratory Grading	Bone Quiz	40%
	Brain Quiz	40%
	Attendance & Participation	20%
Course Grade	Lecture component	75%
Course Grade	Lab component	25%

The assignment of letter grades to one’s overall course average will be determined by the following rule:

Score	Grade
>= 93.0	A
90.0–92.9	A−
87.0–89.9	B+
84.0–86.9	B
80.0–83.9	B−
77.0–79.9	C+
74.0–76.9	C
70.0–73.9	C−
67.0–69.9	D+
60.0–66.9	D
< 60.0	F

Items that are graded will always present the “raw percentage” score. This number represents actual achievement of the student on the particular item. If the mean for that particular graded item is significantly below 77%, then a new grade will be calculated to a mean normalized to approximately 77%. Both the higher new grade and the original lower grade will be reported to the student. Only the higher new grade(s) will be used in calculating the student’s final average.

Academic honesty.
The student is encouraged to study with other students, to share notes and ideas. All examinations, laboratory exercises, and other assignments, however, must be completed by the student alone. No form of academic dishonesty will be tolerated. The following is quoted from the Anna Maria College 2006–2007 Student Handbook [ p. 28f ]:

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 co-curricular 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:

Intentional or accidental plagiarism in an academic exercise, which includes:
- Direct or literal copying of a source without proper attribution;
- Paraphrasing of a source without proper attribution;
- Resubmission of one’s work in another academic exercise without the knowledge of both instructors;
- Submission of another’s work in whole or part with intent to deceive.
Giving or receiving unacknowledged, inappropriate, or unauthorized aid in an academic exercise.
Intentional falsification of data, sources, or information in an academic exercise.
Deceiving or lying to a Faculty member or Administrator in matters relating to an academic requirement, policy, or procedure.
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 College’s Undergraduate Student Handbook. Go to page 26 for the Code.

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 (please see the Student Handbook).

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

Bio 112 — Human Anatomy & Physiology I
Syllabus Agreement

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Grading policies
Instructor contact information

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