Human Anatomy & Physiology II Syllabus & Schedule, Spring 2010

Textbook
FH Martini & JL Nath, 2009, Fundamentals of Human Anatomy & Physiology, 8^th edition,
Benjamin Cummings, San Francisco
[ ISBN 0-321-50589-1 ]

Week	Lecture	Date	Topic
I		M, 18 January	Martin Luther King, Jr, Day — no classes
	1	W, 20 January	Higher-Order Functions [ Martini: 16 ]
	2	F, 22 January	Higher-Order Functions [ Martini: 16 ]
	Lab		No labs

Week	Lecture	Date	Topic
II	3	M, 25 January	Autonomic Nervous System [ Martini: 16 ]
	4	W, 27 January
	5	F, 29 January
	Lab 1		Spinal cord anatomy [ Video & Internet ] Peripheral nerve testing Thoracic anatomy [ Video ]

Week	Lecture	Date	Topic
III	6	M, 01 February	Basics of Endocrinology [ Martini: 18 ] [ presentation ] Endocrine System Anatomy & Histology [ presentation ]
	7	W, 03 February
	8	F, 05 February
	Lab 2		Special Senses — Visual System Anatomy Stages in the dissection of the eyeball Sheep eyeball dissection, 1 Sheep eyeball dissection, 2 Histology of the Eye “Comparative morphology of the tapetum lucidum”

Week	Lecture	Date	Topic
IV	9	M, 08 February	Cardiovascular Design [ Martini: 20 ]
	10	W, 10 February	Cardiovascular Design [ Martini: 20 ]
	11	F, 12 February	Cardiovascular Physiology [ Martini: 20 ] Outline of Rheology
	Lab 3		Gross Anatomy and Microanatomy of Selected Endocrine Glands [ laboratory exercise ]

Week	Lecture	Date	Topic
V	12	M, 15 February	Cardiovascular Physiology [ Martini: 21 ]
	13	W, 17 February
	14	F, 19 February
	Lab 4		Dissection of the Pig Heart “Anatomy of the pig heart: comparisons with normal human cardiac structure”

Week	Lecture	Date	Topic
VI	15	M, 22 February	Cardiovascular Physiology [ Martini: 21 ]
	16	W, 24 February	Test 1 [ Chapters 16, 18–21 ] Sample test with answer key
	17	F, 26 February	Immune Function [ Martini: 22 ]
	Lab 5		Identification of Blood Cells, Normal & Abnormal [ laboratory exercise ]

Week	Lecture	Date	Topic
VII	18	M, 01 March	Immune Function [ notes 1 ][ notes 2 ] [ Martini: 22 ]
	19	W, 03 March
	20	F, 05 March
	Lab 6		Blood pressure

Week	Lecture	Date	Topic
VIII		M, 08 March	Winter Recess — no classes
		W, 10 March
		F, 12 March
	Lab

Week	Lecture	Date	Topic
IX	21	M, 15 March	Respiratory System Physiology [ Martini: 23 ]
	22	W, 17 March
	23	F, 19 March
	Lab 7		Electrocardiogram

Week	Lecture	Date	Topic
X	24	M, 22 March	Digestive System Anatomy Review Digestive System Physiology [ Martini: 24 ]
	25	W, 24 March
	26	F, 26 March
	Lab 8		Oxygen Consumption

Week	Lecture	Date	Topic
XI	27	M, 29 March	Digestive System Physiology [ Martini: 24 ]
	28	W, 31 March	Digestive System Physiology [ Martini: 24 ]
		F, 02 April	Easter recess — no classes
	Lab		No labs

Week	Lecture	Date	Topic
XII	29	M, 05 April	Easter recess — no classes
	30	W, 07 April	Test 2 [ Chapters 23–24, 26 ] [ 2006 exam \| 2008 exam ]
	31	F, 09 April	Structure of the Nephron [ Martini: 27 ]
	Lab 9		No labs

Week	Lecture	Date	Topic
XIII	32	M, 12 April	Renal Tubular Function [ Martini: 27 ]
	33	M, 12 April	W, 14 April
	34	F, 16 April	Fluid and Electrolyte Balance [ Martini: 27 ]
	Lab 10		Gunther von Hagen’s Body Worlds ² [video] Abdominopelvic Anatomy 2 — reproductive system

Week	Lecture	Date	Topic
XIV	35	M, 19 April	Fluid and Electrolyte Balance [ Martini: 27 \| acid-base balance notes ]
	36	W, 21 April	Reproductive System Anatomy [ Martini: 28 ]
	37	F, 23 April	Gametogenesis [ Martini: 28 ]
	Lab		Early vertebrate embryology ³^, ⁴

Week	Lecture	Date	Topic
XV	38	M, 26 April	Sex Determination [ Martini: 28 ] [ notes on urogenital embryology ]
	39	W, 28 April	Female Reproductive Physiology [ Martini: 28 ]
	40	F, 30 April	Female Reproductive Physiology [ Martini: 28 ]
	Lab 11		No labs — Academic Symposium Events

Week	Lecture	Date	Topic
XVI	41	M, 03 May	The Conceptus [ Martini: 29 ] [ notes on perinatal physiology ]
	Lab		No labs

Week	Lecture	Date	Topic
XVII	Section 1	W, 05 May 0800–1000	Test 3 [ Chapters 27–29; cumulative ] [ 2006 Final Exam \| 2008 Final Exam ]
XVII	Section 2	M, 10 May 0800–1000

¹ The JayDoc HistoWeb
[ http://www.kumc.edu/instruction/medicine/anatomy/histoweb/ ]
² The Körperwelten homepage, in English
[ http://www.koerperwelten.com/en/home.asp ]
³ Embryology of the chicken using the Chickscope© website
[ http://chickscope.beckman.uiuc.edu/ ]
⁴ Magnetic resonance imaging of embryos
[ http://atlasserv.caltech.edu/~atlas/index_content.html ]
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:
- Go to the web page myA&P.
- Under the heading First-time users, click the Student button.
- Choose the myA&P CourseCompass panel.
- Create an account.
- Register for this course in MyA&P using the course number moxey30272.
- Follow the directions to complete the registration.
- 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: M, W, F — 1200–1330 Tu, Th — 1000–1130

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 immunology, the anatomy & physiology of autonomic nervous and endocrine control systems, and cardiovascular, respiratory, digestive, urinary, and reproductive anatomy and physiology so that she or he may be able to:

discuss higher functioning in the brain;
correctly describe the use of feedback mechanisms in hormonal control;
outline the anatomy of the respiratory system;
diagram the path of blood through all chambers of the heart;
describe the anatomy of the digestive system, with functional considerations of its different components;
give a detailed description of the structure and functioning of the nephron;
classify the types of hormones;
diagram the events of folliculogenesis;
compare and contrast the components and functionings of the innate and acquired immune systems;
discuss how the embryology of the reproductive system relates to its adult design;
list the components of the male reproductive system;
discuss complement and its significance.

Laboratory Objectives	Students participating in the laboratory component of this course will have the opportunity to: • learn anatomic components of the body by dissection and to understand their regional and systems relationships; • identify selected structures of the cardiovascular, digestive, urinary, and reproductive systems through examination of models and specimens and by dissection. • achieve practical dexterity in dissection and keenness of observation; • learn how to use the Internet as a tool for augmenting knowledge learned in the laboratory exercises. • appreciate how to design experiments to test physiologic phenomena, to learn how to be organized in performing the experiments, to collect data accurately, and to prepare a detailed report of the exercise.
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 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	30% each
Lecture Grading	Cumulative Final Exam	40%
Laboratory Grading	Quiz	40%
	Assignments & Exercises	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

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, 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’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 (please see the Student Handbook).

This course is the continuation of BIO 112, Human Anatomy & Physiology I.

Bio 113 — Human Anatomy & Physiology II
Syllabus Agreement

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