Week Date Lecture Laboratory
I 08 January Terminology and Systems
[ Martini: 1 | review quiz | review questions ]
Introduction to A&P Lab
A how-to on lab procedures:
Uncertainty in Measurements 1
Tutorial on the Use of Significant Figures 1a
Writing Lab Reports
II 15 January Biological Chemistry
[ Martini: 2 | review quiz | review questions ]
Basic Histology
[ Martini: 4 ]
Microscopic examination of tissue types 2
On-line quiz
III 22 January Membrane Transport Systems
[ Martini: 3 | review quiz | review questions ]
Student Preview:  Axial Skeleton
[ Martini: 7 ]
  Bones of the vertebral column
& thoracic cage
IV 29 January Integumentary System
[ Martini: 5 | review quiz | review questions ]
Student Preview:  Appendicular Skeleton
[ Martini: 8 ]
Bones of the upper extremity
& lower extremity

Week Date Lecture Laboratory
V 05 February Bone, Cartilage, & Osteogenesis
[ Martini: 6 | review quizs | review questions ]
Skull:  cranial & facial bones, sutures
VI 12 February Exam 1
[ Chapters 1–3, 5–6 ]
Sample exam
Lab Quiz
Bone Practical

A Sampler of Bones
Sample quiz

Need the reader?  Download Acrobat® Reader®
VII 19 February Articulations & Movements
[ Martini: 9 | review quiz | review questions ]
Muscles 1
  Skin rat; examine fascial planes
  Dissect muscle groups as instructed
VIII 26 February Membrane Potentials
Action Potentials
[ Martini: 12 | review quiz | review questions ]
Muscles 2
  Dissect muscle groups as instructed
IX 04 March Muscle Microanatomy & Physiology
[ Martini: 10 | review quiz | review questions ]
Muscles 3
  Cadaver Dissection, Upper Extremity [ Video ]
X 11 March Cardiac Muscle &
Smooth Muscle
[ Martini: 10 | review questions ]
Muscles 4
  Cadaver Dissection, Lower Extremity [ Video ]
XI 18 March Introduction to the Nervous System
[ Martini: 12 | review quiz | review questions ]
Cadaver Dissection — Head & Neck [ Video ]
XII 25 March Final Exam
[ Chapters 9, 10, 12, & cumulative ]
Sample exam
Lab Quiz 2
The continuation of this course is BIO 4162

  • 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: 
    • 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 moxey95628.
    • 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
[ weekdays, except holidays ]
or c.moxey@charter.net
[ at other times ]
or by telephone (voice-mail)
508.849.3384



 
 
Course
Description
Lecture Laboratory
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.
 
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.
The practical examinations used to test the studentís knowledge may use specimens or illustrations.
 
Prerequisites
 
General and Animal Biology or equivalent is strongly recommended.
Prior courses in mathematics and physics or chemistry would be useful.
 
Requirements
 
Two examinations , as specified in the Grading Section below. Two practical examinations with a good attendance record and active participation.

 
 
Course
Objectives
Lecture Laboratory
At the conclusion of this course the student will 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;
  • compare and contrast the structure and physiology cardiac muscle to that of skeletal muscle;
  • discuss how the embryology of the nervous system relates to its adult design;
  • list the components of the central and peripheral nervous systems.
At the conclusion of this course the student will 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.

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 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.
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.

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

Lecture Grading    Exam 1      45%
Cumulative   
Final Exam   
  55%
Laboratory Grading    Quiz 1      40%
Quiz 2      40%
Attendance &   
Participation   
  20%

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+
64.0–66.9 D
60.0–63.9 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.
For further information on the SPCS policy on grading, please see the Student Handbook, pages 228–229.



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.
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:





Bio 4161 — Human Anatomy & Physiology 1
Syllabus Agreement

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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 reviewed the information with the instructor, I have asked questions for clarification or additional information, and I thoroughly understand my responsibilities as I participate 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
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