Carl F. Moxey, PhD
Senior Lecturer in Biology
Northeastern University,
College of Professional Studies

Summer 2 Semester 2017
Lecture:  Tuesday 515 PM – 800 PM
Ryder 247
Laboratory:  Tuesday 810 PM – 1000 PM
Behrakis 720

Textbooks
KS Saladin, 2015, Anatomy and Physiology. The Unity of Form and Function, 7th edition,
[ ISBN 0073403717 ]
Students having the sixth edition, or equivalent textbook, need not upgrade

P Hampf, BIOL 1120 Laboratory Manual for Anatomy and Physiology, with PhILS 2.0, McGraw-Hill Custom.
[ ISBN 9781260037104 ]

Week Date Lecture Laboratory
I Tu, 04 July
Anatomy of a Region:
The Thorax


Blood
[ Saladin:  18 ]

Identification of Blood Cells
[ Hampf, §3, pp 53_71 ]


Because the fourth of July falls on a Tuesday this year, there will be no on-ground lecture or lab,
but the student is expected to complete the topics indicated, along the with assigned quizzes


II Tu, 11 July
Cardiac Physiology
[ Saladin: 19 ]

Dissection of the Heart
[ Hampf, §2, pp. 147–148, 189–190, §3, pp. 7–22 ]

Blood Typing
[ Hampf, §3, pp 53–71 ]

II-B
Lymphatic and Immune Systems
[ Hampf, §3, pp 73–77 ]

 
Week Date Lecture Laboratory
III Tu, 18 July
Vascular Physiology
[ Saladin:  20 ]


EKG & Blood Pressure, with assignment
[ Hampf, §3, pp 23–52 ]

III-B
Immune Function 1 &
Immune Function 2
[ Saladin:  21 ]

Exam 1

IV Tu, 25 July
Respiratory System Physiology
[ Saladin:  22 ]


Dissection of the Rat Thorax, Head and Neck, and Abdominopelvic Viscera
[ Hampf, §2, p 96 passim ]

The student should, at least, review IV-B lecture
material prior to attemptng the laboratory exercise


IV-B
Anatomy of a Region:
The Abdominopelvic Cavity 1 &
The Abdominopelvic Cavity 2


Lab Exam 1:
Exercises I–III

V Tu, 01 August
Digestive System Physiology
[ Saladin:  25 ]


Human Ventilation
[ Hampf, §3, pp 79–100 ]

V-B
Nutrition & Metabolism
[ Saladin:  26 ]

Exam 2


Human Digestive System Function,
Video:  Anatomy for Beginners, ep 3
[ review Saladin:  25 ]

VI Tu, 08 August
Water, Electrolytes, and Acid-Base Balance
[ Saladin:  24 ]


Urinary Function
[ Hampf, §3, pp 109–119 ]
VI-B
The Urinary System
[ Saladin:  23 ]

The student should, at least, review
this material prior to attending the lecture



Metablism
[ Hampf, §3, pp 101–108 ]


Lab Exam 2:
Exercises IV–V

VII Tu, 15 August
Urogenital Embryology & Sex Determination
[ Saladin:  27.1 ]


Dissection of the Sheep Kidney &
Rat Urogenital Systems
[ Hampf, §2, pp 96 passim, 149–150 ]

VII-B
Reproductive Physiology 1, 2, & 3
[ Saladin:  27–28 ]


Human Reproductive System Function,
Video:  Anatomy for Beginners, ep 4
[ review Saladin:  27–28 ]

VIII Tu, 22 August Final Exam


Lab Exam 3:
Exercises VI–VII


Contact me by email at

c.moxey@northeastern.edu
or by text-message or voice-mail at

508.317.6357
 
 
 
Course
Description
Lecture Laboratory
Covers the structure and function of the cardiovascular system (including the properties of blood, the lymphatic system, and immunity), and the respiratory, digestive, and urogenital systems. Covers the physiology of the cardiovascular, respiratory, digestive, reproductive, and urinary systems using models and dissections augmented by video and computer-assisted exercises.
 
Methodology
 
Class lectures based upon the distributed presentations and 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.
Examination of anatomic and histologic material. The student will be responsible for being able to identify items specified in the laboratory guide. Material may be added to or deleted from this list as the instructor deems necessary.
Physiology exercises will be performed by the students carefully following the protocols within the laboratory guide. Any deviations from the prescribed procedures will be explained at the beginning of the laboratory session. On occasion, the student may have to prepare a written report for the laboratory exercise.
Laboratory exercise content may be augmented by assigned readings, Internet searches, or video presentations.
The quizzes used to test the students’ knowledge may use specimens or illustrations.
 
Prerequisite
 
CPS - Undergraduate level BIO 1600/1601 (or equivalent), minimum grade of D-.
Prior courses in mathematics and physics or chemistry would be useful.
 
Requirements
 
Three examinations, six quizzes, and six discussion assignments, as specified in the Grading Section below. Three practical examinations with attendance, participation, and assignments, as specified in the Grading Section below.
 
 
 
Course
Objectives
Lecture Laboratory
During this course, the student will have the opportunity to become conversant with and knowledgeable about the anatomy & physiology of the endocrine, cardiovascular, respiratory, digestive, and urogenital systems so that she or he may be able to:
  • list, identify, and describe the basic anatomical entities of the cardiovascular, respiratory, digestive, and urogenital systems;
  • find anatomical and physiological interrelationships between organ systems and show their roles in maintaining homeostasis;
  • use knowledge of cell and anatomical structure to predict physiological consequences and use knowledge of chemical and physiological behavior to predict and explain anatomical design;
  • construct schemas to demonstrate how the evolution has shaped the development of function of the respiratory and urogenital systems in particular;
  • apply the elements of normal anatomy and physiology to recognize states of pathology;
  • implement Internet searches critically and analytically as a tool for gathering information.
During this laboratory course, the student will have the opportunity to become conversant with and knowledgeable about histology, the anatomy of the skeletal and muscular systems, neuroanatomy and neurophysiology, and histology of the endocrine system so that she or he may be able to:
  • apply the scientific method to explore the design and functioning of the human body, generate and test hypotheses, and demonstrate the ability to perform accurate measurements and calculations correctly, particularly in cardiovascular and respiratory physiology;
  • interpret graphical presentation of data so as to draw conclusions from or to critique such data;
  • list, identify, and describe the basic anatomical entities of the cardiovascular, immune, respiratory, digestive, urinary, and reproductive systems;
  • find anatomical and physiological interrelationships between organ systems and show their roles in maintaining homeostasis;
  • use the Internet critically and analytically as a tool for gathering information;
  • develop and demonstrate practical dexterity in dissection, keenness of observation, and laboratory techniques applicable to the study of anatomy and physiology;
  • demonstrate the ability to work collaboratively in a laboratory environment.
 
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, email, 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 (me), 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.
Workload.
For a three-credit course, students should expect 5 hours a week of classroom or faculty instruction and a minimum of 10 hours of out of class student work for a 7.5-week course.
One (1) academic credit requires 100 minutes a week of classroom or faculty instruction and about 3.5 hours of out of class student work for a 7.5-week course.
Studying.I am not an expert in designing effective study habits, but I shall 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 email 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™:
  • Syllabus and Resources  There is a copy of the syllabus here, instructions on how to log on to the textbook website, and a link to thestudent website.
  • Course Materials  Study guides, learning objectives, and links to learning activities are in this area.
  • Assessment Quizzes  This section includes quizzes as specified.
  • 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/matching/true-false format. Unless otherwise noted, questions will be based on the material presented in lecture; the presentations available through the Blackboard system 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. Examinations must be considered to be learning experiences, and as such, should primarily be used to assess a student’s level of knowledge. It is incumbent upon the student to read the examination instructions carefully, to heed any additions or corrections indicated by the instructor, and, if possible, 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.
If an examination is presented through the course-management system (e.g., Blackboard), the student must treat the examination as an individual effort; thus, while collaboration with others, consultation with experts, the Internet, etc., are strictly forbidden, the student may use any material related to the lecture presentations (e.g., the presentations themselves, lecture notes, and the textbook).
All exams or quizzes must be submitted by the designated end time for that examination or quiz; failure to submit the exam or quiz by that time will result in a diminution of the grade for the examination or quiz.
Under extraordinary circumstances, and only with the consent of the instructor, a student may begin and complete the exam outside of the scheduled time parameters.
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.As stated in the student handbook:  Class participation is essential to success no matter the course format or its delivery. Attendance and participation requirements vary. It is the student’s responsibility to ascertain what each instructor requires. If a student will be absent, it is her/his responsibility to inform the instructor and to abide by the terms about attendance as explained in the course syllabus. Unexplained absence from class or failure to meet an assignment deadline may seriously affect the student’s academic progress and may result in a final grade of F.
Policy on late work. Late assignments will automatically receive half credit. Take-home assignments are due during the first half-hour of class on the due date. (If class begins at 5:15 pm, you have until 5:45 pm to hand the assignment in before it is considered late.) Online assignments are due at 11:59 pm EST/EDT of the date indicated, unless otherwise noted.
If you are absent when an assignment is due, the assignment must still meet the deadline or suffer the penalty of being late.
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 such devices 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 becomes necessary, a notice 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      17%
Exam 2      17%
Quizzes   
Weeks 1–6   
  18%
Discussion questions   
Weeks 1–6   
  18%
Cumulative   
Final Exam   
  30%
Laboratory Grading    Quiz 1      20%
Quiz 2      20%
Quiz 3      20%
Attendance      10%
Participation      10%
Assignments      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+
83.0–86.9 B
80.0–82.9 B−
77.0–79.9 C+
73.0–76.9 C
70.0–72.9 C−
67.0–69.9 D+
63.0–66.9 D
60.0–62.9 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 policies regarding grading, please see the For further information on the CPS policy on grading, please see the Student Handbook, pages 30–31.
 


End-of-Course Evaluation Surveys.
Your feedback regarding your educational experience in this class is very important to the College of Professional Studies. Your comments will make a difference in the future planning and presentation of our curriculum. At the end of this course, please take the time to complete the evaluation survey at https://neu.evaluationkit.com. Your survey responses are completely anonymous and confidential. For courses six weeks in length or shorter, surveys will be open one week prior to the end of the courses; for courses greater than 6 weeks in length, surveys will be open for two weeks. An email will be sent to your HuskyMail account notifying you when surveys are available.

Academic Assistance.
The College of Professional Studies has academic and student support services; questions not answered by the web page can addressed by communicating with an Academic & Student Support Specialist at 617.373.2400, or toll free 877.668.7727, or cps-adviser@neu.edu. The University has a Peer Tutoring Program available. 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, and contact the Disability Resource Center. For more details on the services Northeastern University offers you, please see the CPS resources and services web page.
Conformity with the Code of Student Conduct and sanction information can be found on the CPS general regulations web 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: