Human Anatomy & Physiology II Syllabus & Schedule, Summer 2010

Textbook
EN Marieb & K Hoehn, 2009, Human Anatomy & Physiology, 8^th edition,
Benjamin Cummings, San Francisco
[ ISBN 0805395695 ]

Week	Lecture	Date	Topic
I	1	W, 25 May	Autonomic Nervous System [ Marieb: 14 ]
I	Lab		No labs

Week	Lecture	Date	Topic
II	2	W, 02 June	Basics of Endocrinology [ Marieb: 16 ] [ presentation ] Endocrine System Anatomy & Histology [ presentation ]
II	Lab		No labs

Week	Lecture	Date	Topic
III	3	W, 09 June	Cardiovascular Design [ Marieb: 18–19 ]
III	Lab		No labs

Week	Lecture	Date	Topic
IV	4	W, 16 June	Cardiovascular Physiology 1 Cardiovascular Physiology 2 [ Marieb: 18–19 ]
IV	Lab		No labs

Week	Lecture	Date	Topic
V	5	W, 23 June	Blood and Blood Cells [ Marieb: 17 ]
V	Lab		No labs

Week	Lecture	Date	Topic
VI	6	W, 30 June	Test 1 [ Chapters 14, 16–19 ] A sample test with answer key
VI	Lab		Anatomy of the Heart

Week	Lecture	Date	Topic
VII	7	W, 07 July	Immune Function [ notes 1 ][ notes 2 ] [ Marieb: 21 ]
VII	Lab		Anatomy of the Circulatory System

Week	Lecture	Date	Topic
VIII	8	W, 14 July	Thoracic Anatomy Respiratory System Physiology [ Marieb: 22 ]
VIII	Lab		Thoracic Anatomy

Week	Lecture	Date	Topic
IX	9	W, 21 July	Digestive System Anatomy Review Digestive System Physiology Metabolism and Nutrition [ Marieb: 23–24 ]
IX	Lab		Abdominopelvic Anatomy

Week	Lecture	Date	Topic
X	10	W, 28 July	Urinary System Physiology [ Marieb: 25–26 ]
X	Lab		Urinary System Anatomy

Week	Lecture	Date	Topic
XI	11	W, 04 August	Anatomy of the reproductive system General Reproductive Physiology Female Reproductive Physiology [ Marieb: 27 ]
XI	Lab		Reproductive System Anatomy

Week	Lecture	Date	Topic
XII	12	W, 11 August	Test 2 [ Chapters 21–28 ] A sample test with answer key
XII	Lab		Lab Practical

Contact me by e-mail at
carl.moxey@becker.edu
or by telephone (voice-mail) 508.849.3384

Course Description

This is a continuation of the first semester with discussions covering the nervous, digestive, respiratory, endocrine, urinary, and reproductive systems as well as fluid and electrolytes. The physiology of each system is covered at the same time as the anatomy. It is the attempt of this course to present principally the normal anatomy and physiology and occasionally offer a look at some disorders of the systems to gain a better understanding.

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 multiple-choice format. Unless otherwise noted, questions will be based on the material presented in lecture and readings; 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	Exam 1	30%
	Cumulative Final Exam	35%
	Quizzes	35%
Laboratory Grading	Final Practical	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.

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 Collaborative 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.

Bio 2504 — Human Anatomy & Physiology II
Syllabus Agreement

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