Summer Semester I, 2007
Monday, Tuesday, & Thursday Evenings
Carl F Moxey, PhD,
Associate Professor of Biology,
Anna Maria College

Textbooks FH Martini, 2006
Fundamentals of Anatomy & Physiology, 7th edition
Benjamin Cummings, San Francisco
[ ISBN 0-8053-7280-6 ]
[ MyAandP access code:  moxey80354 ]
BD Wingerd, 1996
Rat Dissection Manual
Johns Hopkins Univ Pr
[ ISBN 0-8018-3690-5 ]
Session Date Lecture Laboratory
I Mo.
28 May
Memorial Day — No Classes
II Tu.
29 May
Introduction to Anatomy and Physiology
Terminology and Systems

[ Martini: 1 | review questions ]
Introduction to A&P Lab
A how-to on lab procedures:
Significant Figures Tutorial 1
Writing Lab Reports
III Th.
31 May
Basic Chemistry
[ Martini: 2 | review questions ]
Basic Histology
[ Martini: 4 ]
Examination of tissue types 2
On-line histology quiz
IV Mo.
04 June
Cells &
Membrane Transport Systems
[ Martini: 3 | review questions ]
Student Preview: 
Axial Skeleton [ Martini: 7 ]
See note
  Bones of the vertebral column
& thoracic cage
  Skull:   cranial & facial bones, sutures
V Tu.
05 June
Integumentary System
[ Martini: 5 | review questions ]
Bone, Cartilage, & Osteogenesis
[ Martini: 6 | review questions ]
Student Preview: 
Appendicular Skeleton [ Martini: 8 ]
See note
Bones of the upper extremity
& lower extremity
VI Tu.
07 June
Articulations & Movements
[ Martini: 9 | review questions ]
Bone identification review
Joint function
VII Mo.
11 June
Mid-Term Exam
Sample exam
Quiz 1
A Sampler of Bones
Sample quiz

Need the reader?  Download Acrobat® Reader®
VIII Tu.
12 June
Membrane Potentials
Action Potentials
[ Martini: 12 | review questions ]
Muscles 1
  Skin rat; examine fascial planes
  Dissect muscle groups as instructed
IX Th.
14 June
Muscle Microanatomy & Physiology
[ Martini: 10 | review questions ]
Muscles 2
  Dissect muscle groups as instructed
X Mo.
18 June
Cardiac Muscle &
Smooth Muscle
[ Martini: 10 | review questions ]
Muscles 3
  Cadaver Dissection, Upper Extremity [ Video ]
XI Tu.
19 June
Synapses
[ Martini: 12 | review questions ]
Muscles 4
  Cadaver Dissection, Upper Extremity, part 2 [ Video ]
XII Th.
21 June
Final Exam
Sample exam
Quiz 2
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

  Lecture Laboratory
Prerequisites General and Animal Biology (BIO 4040-4042) or equivalent is strongly recommended.
Prior courses in mathematics and physics or chemistry would be useful.
Grading
Exam 1   .....
Exam 2   .....
.....  45%  
.....  55%  
Quiz 1   .....
Quiz 2   .....
Attendance &        
Participation   .....
.....  40%  
.....  40%  
  
.....  20%  
Course Grade
Lecture component   .....
Laboratory component   .....
.....  75%  
.....  25%  
Description Topics include terminology and basic gross organization of the body, functional anatomy of the musculoskeletal system, and an overview of the thoracic and abdominal viscera. The lab course studies the design of the human skeleton. Dissection of the rat and other available anatomic specimens are performed. Learn the antomic components of the body to understand their regional and systems relationships..
Topic outlines Introduction to anatomy and physiology:
  overview of the Chordata;
  body cavities;
  anatomic specialties;
  terminology:
    directional and relational terms
    planes of reference
  body organization:
    tissues
    systems.
Basic chemistry:
  matter and energy;
  atoms and elements;
  molecules and compounds;
  chemical bonds;
  chemical reactions;
  inorganic compounds;
  organic compounds;
  energy.
Membrane dynamics:
  structure of the membrane;
  movements across membranes;
  fluid and solute distribution;
  cell adhesion molecules;
  membrane receptors.
Cell structure:
  cytoplasmic organelles;
  the nucleus;
  cell life cycle.
Integumentary system:
  skin;
  adnexal structures;
  functional considerations.
Skeletal design:
  bones as organs;
  structure of bone and cartilage;
  development of bone.
Articulations and movements:
  types of joints;
  joint axes and movements.
Muscles:
  gross anatomy;
  mechanics of action;
  lever systems.
Skeletal muscle physiology:
  muscle microanatomy;
  contraction;
  excitation-contraction coupling.
Action potentials and impulse conduction.
Smooth muscle structure and function
Histology:
  epithelial tissue and glands;
  connective tissues;
  muscle tissue;
  nervous tissue.
Skeletal design:
  axial skeleton:
    skull:
      cranial bones
      facial bones
      sutures
    vertebral column;
    ribs;
    sternum;
  appendicular skeleton:
    limb girdles;
    upper extremity:
      bones of the shoulder girdle,
        arm, forearm, and hand
    lower extremity:
      bones of the hip, thigh, leg, and foot.
Analysis of muscle action.
Skinning the rat:
  fascial planes.
Muscle dissection.
Course
objectives
Students participating in the lecture component of this course will have the opportunity to:
• learn and use basic relational anatomic terminology;
• learn the anatomic components of the human body and understand their regional and systems relationships;
• refresh their basic understanding of chemical processes and how they apply to living organisms;
• understand how bones, joints, and muscles operate in consort to permit body movement;
• review their knowledge of cell structure and function;
• understand the structure of the cell membrane and how it operates to regulate cellular input, output, and communication;
• and learn how to use the Internet as a tool for gathering information.
Students participating in the laboratory component of this course will have the opportunity to:
• identify the individual bones of the human body, and selected structures;
• identify selected muscles of the musculoskeletal system through examination of models, specimens, and dissections;
• appreciate how to 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;
• learn how to use the Internet as a tool for augmenting knowledge learned in the laboratory exercises.

With the fully integrated anatomy and physiology curriculum, the laboratory component is integral to the student’s learning experience. The data acquired during hands-on dissection and observation, and physiologic experimentation facilitate comprehension of the lecture material, but much of the anatomy is now presented only within the laboratory setting.
Methodology Class lectures based upon the distributed outlines. This material may, from time to time, be augmented by assigned readings, Internet searches, or video presentations.
Exams will be based on the lecture presentations and any other assigned material.
Study of the human skeleton and dissection of the rat, with other anatomic specimens as available. The student will be responsible for being able to identify items specified in the laboratory guide handout. Material may be added to or deleted from this list as the instructor deems necessary. Laboratory exercise content may be augmented by assigned readings, Internet searches, or video presentations.
It is expected that any written work by a student will be clear, comprehensible, well-reasoned, grammatically correct, and competently produced.
The quizzes used to assess the students’ knowledge may use specimens or illustrations.
Requirements Two examinations, as specified in the Fineprint Section below. Two practical examinations.


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 University.
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.
7.  Use Blackboard™. To help you with this course, a Blackboard™ site has been set up. That site has useful items and links that can improve your studying and grade in this course. Here are some of the components of Blackboard™:
Course Information  There is a copy of the syllabus here, instructions on how to log on to the textbook website, and a link to the student website.
Course Materials  Study guides, learning objectives, and links to learning activities are in this area.
Assessment Quizzes  This section includes quizzes for each chapter.
Discussion Board  This is a good place to ask questions or peruse the questions and answers of other students.
Tools  Grades will be posted in this section.


Examinations.
Format. Lecture examinations (and, if given, quizzes) will be in multiple-choice/true-false 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 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. 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.
Attendance. While attendance is not taken on a weekly basis in a large lecture course such an Anatomy & Physiology, and there is no attendance component in the determination of the grade, failure of the student to attend lecture on a regular basis could adversely affect a student’s performance on the tests, not to mention that the student has not been able to benefit from the presentation of the material.
Deportment. Proper class deportment is expected. Questions that seek to clarify or expand the lecture material are always welcome. Disruptive classroom behavior will not be tolerated, and frivolous questions that are totally off-topic, persistent argumentative questions, or questions that only serve as self-aggrandizement fall within the purview of such behavior. Students engaged in such unsociable activity will be asked to leave. If the offender or offenders cannot be identified, then the lecture will be terminated, but the class will be responsible for whatever material would have been covered. Impolite behavior, such as wearing a baseball cap indoors, is merely gauche, not disruptive, and so, cannot be barred.
Portable communication devices. The use of beepers or cellular phonesduring 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 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.
For further information of the SPCS policy on grading, please see the Student Handbook, pages 228–229.
Disclaimer.
Many circumstances may require a modification of the course content or schedule of events (such as a school closure on a scheduled examination date); the instructor reserves the right to make such modifications with appropriate notification. If such a change is necessary, a notice will be posted via Blackboard™ to call the student’s attention to it.
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. Examinations and quizzes administered in this class during previous quarters are not available for review by the student, and any student who reviews such will be considered to have violated the policies on academic honesty. Neither this nor any other form of academic dishonesty will be tolerated. In the frame below is Northeastern’s Academic Honesty and Integrity Policy:





Academic Assistance.
Tutorial information can be obtained from the Academic Assitance Center, 102 Cahners Hall; Phone:  617-373-2328, 617-373-8517 (TTY); Fax:  617-373-2328. If you have special needs because of learning disabilities or other kinds of disabilities, please feel free to discuss these with me so that the proper accommodations can be arranged, or contact the Disability Resource Center. For more details on the services Northeastern University offers you, please see the SPCS resources and services page.



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