Summer Semester 2005
Monday, Tuesday, & Thursday Evenings
Carl F Moxey, PhD

Textbooks EN Marieb, 2003
Human Anatomy and Physiology, 6/e
Benjamin Cummings
ISBN 0-8053-5462-X
CourseCompass
BD Wingerd, 1996
Rat Dissection Manual
Johns Hopkins Univ Pr
ISBN 0-8018-3690-5
Session Date Lecture Laboratory
I Mo. 01 August Respiratory Physiology [ Marieb: 22 ] Human Ventilation
Measurement of respiratory volumes
and flow rates
Observation of ventilation control processes
II Tu. 02 August Digestive System Anatomy [ Marieb: 23 ] Abdominopelvic Anatomy 1
  Examination of digestive system viscera
and their blood vessels
III Th. 04 August Abdominopelvic Anatomy 2
  Examination of urogenital structures
and their blood vessels
IV Mo. 08 August Digestive Physiology [ Marieb: 23 ] Abdominopelvic Anatomy 3
  Gross anatomy of human viscera [video]
V Tu. 09 August Nutrition & Metabolism [ Marieb: 24 ] Human Energy Metabolism
  Measurement of oxygen consumption
  Calculation of metabolic rate
VI Th. 11 August Mid-Term Exam
» A Sampler of Questions «
Mid-Term Quiz
» A Sampler of Questions «
VII Mo. 15 August The Urinary System [ Marieb: 26 ] Urinary Function
  Examine urinary regulation of water and ions
VIII Tu. 16 August Reproductive System Anatomy [ Marieb: 27 ] Urogenital Histology
  Microscopic anatomy of the urinary
and reproductive systems
2
  Gross anatomy of human
reproductive system viscera [video]
IX Th. 18 August Reproductive Physiology 1, 2, and 3
[ Marieb: 27, 28 ]
Reproduction
  The Miracle of Life [video]
X Mo. 22 August Anatomy as Art
  Gunther von Hagenís Body Worlds [video] 1
XI Tu. 23 August Embryology
  Early vertebrate embryology 3, 4
XII Th. 25 August Final Exam
» A Sampler of Questions «
Final Quiz
» A Sampler of Questions «
Contact me by e-mail at c.moxey@charter.net
Northeastern University, School of Professional & Continuing Studies:
The Write Place.
While the principal goal of this course is the acquisition of knowledge in the fields of human anatomy and physiology, students should be aware that the School of Professional and Continuing Studies requires that clear and effective writing be an integral part of the learning process.

  Lecture Laboratory
Prerequisites General and Animal Biology (BIO 4040-4042) or equivalent is strongly recommended.
Lecture and laboratory for Anatomy & Physiology 1 (BIO 4050) and 2 (BIO 4051) or equivalent is required.
Grading
Exam 1   .....
Exam 2   .....
Attendance   .....
.....  40%  
.....  50%  
.....  10%  
Quiz 1   .....
Quiz 2   .....
Attendance   .....
Participation   .....
.....  30%  
.....  30%  
.....  20%  
.....  20%  
Course Grade
Lecture component   .....
Laboratory component   .....
.....  75%  
.....  25%  
Description Respiratory physiology:
  physics of gases;
  composition of gases;
  gas transport.
Abdominopelvic anatomy:
  embryology;
  the ventral cavity;
  gut-tube design;
  blood supply;
  nerve supply;
  digestive system structures of the head:
    teeth
    tongue
    salivary glands
    pharynx
  esophagus
  digestive system structures of the abdomen
  and pelvis:
    stomach
    small intestine
    large intestine
    liver and gallbladder
    pancreas
  urinary system;
  female reproductive system;
  male reproductive system;
  perineum.
Digestive system physiology:
  structure of the gut tube;
  regulation of digestive secretion;
  metabolism and energetics.
Urinary system physiology:
  homeostatic functions;
  formation of urine;
  regulation of acid-base balance.
Reproductive physiology:
  sex determination;
  gamete formation;
  the female hormonal system;
  the ovarian cycle;
  the uterine cycle;
  fertilization;
  immunological aspects of pregnancy;
  gestational physiology;
  parturition;
  lactation;
  special considerations of the neonate.
Human respiration:
  measurement of volumes;
  effects of gas concentrations;
  effects of exercise.
Abdominopelvic anatomy:
  digestive system structures of the
  abdomen and pelvis:
    stomach;
    small intestine;
    large intestine;
    liver;
    pancreas;
  urinary system:
    kidney;
    ureter;
    urinary bladder.
  female reproductive system:
    ovary;
    uterine horn;
    uterus.
  male reproductive system:
    testis;
    ductus deferens;
    seminal vesicles.
Human energy metabolism:
  oxygen consumption;
  calculation of metabolic rate.
Urinary function:
  measurement of excretion of excess
  water and ions.
Human reproduction anatomy:
  female:
    ovary;
    fallopian tube;
    stucture of the uterus;
    vagina;
    external genitalia;
  male:
    testis;
    epididymis;
    ductus deferens;
    seminal vesicle;
    prostate;
    penis.
Human embryology and parturition.
Urogenital histology:
  kidney;
  ureter;
  urinary bladder;
  ovary;
  fallopian tube;
  uterus;
  testis;
  epididymis;
  ductus deferens;
  seminal vesicle;
  prostate.
Vertebrate embryology:
  chick development;
  mammalian embryos.
Course objectives To learn the anatomic components of the abdomen and pelvis and to understand their regional and systems relationships.
To understand the physiology of the respiratory, digestive, and urinary organ systems and how they function to maintain homeostasis.
To understand the hormonal control of reproduction and the processes of gamete formation, fertilization, gestation, parturition, and early post-natal physiology.
To learn how to use the Internet as a tool for gathering information.
To identify selected structures of the digestive, urinary, and reproductive systems through examination of models and specimens and by dissection.
To achieve practical dexterity in dissection and keenness of observation.
To understand how the cardiovascular, respiratory, and urinary systems function in maintaining homeostasis.
To 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.
To learn how to use the Internet as a tool for augmenting knowledge learned in the laboratory exercises.
Data acquired during hands-on dissection and observation, and physiologic experimentation will facilitate the studentís comprehension of the lecture material.
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.
Examination of anatomic and histologic material. 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.
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 assess the studentsí knowledge may use specimens or illustrations.
Requirements Two examinations with a good attendance record, as specified in the Fineprint Section below. Two practical examinations with a good attendance record and active participation.


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. 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 session outlines available by 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 studentís 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 all study materials (textbooks, notes, review cards, whatever) away 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 such questions may not be answered 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 exam and left the room; in addition, the student must complete the exam and turn it in by the designated end time of the 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. Please see the lecture syllabus 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?
1.  To be fair, an extra credit project, if offered to one student, must be offered to all students.
2.  The time spent on an extra credit project would better be used in studying the assigned material.

Classroom behavior.
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 prior to entering the lecture room. Exceptions to this policy must be cleared with the instructor. Violation of this directive will be considered equivalent to disruptive classroom behavior.

Grading.
The assignment of letter grades to oneís 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.

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 cheated. Neither this nor any other form of academic dishonesty will be tolerated. For example, the following is quoted from the University College 1998-1999 Bulletin [p. 24]:

Students must accept the responsibility to be honest and to respect ethical standards in meeting their academic assignments and requirements. Integrity in academic life requires that students demonstrate intellectual and academic achievement independent of all assistance except that authorized by the instructor. Consequently, all work submitted to meet course requirements, whether it takes the form of papers, examinations, laboratory reports, computer projects, quizzes, or any other work assigned, is expected to be the studentís own work produced specifically for each course.
Students who fail to meet the responsibility of academic integrity as defined here are subject to disciplinary sanctions ranging from reduction in grade or failure in the assignment or course to dismissal from the University.

Academic Assistance.
Tutorial information can be obtained from the Office of Academic and Student Affairs (617-373-8300). 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. For more details on the services Northeastern University offers you, please see the latest Bulletin.