Week Class Date Lecture
I 1 Monday
11 January
Humans as Animalia
Terminology and Body Organization

[ Saladin:  1; Atlas A ]
2 Wednesday
13 January
3 Thursday
14 January


[ Saladin:  1 ]

II   Monday
18 January

Birthday of Martin Luther King, Jr
No classes

4 Wednesday
20 January
Chemistry Basics

[ Saladin:  2 ]
5 Thursday
21 January
III 6 Monday
25 January

Chemistry Basics

[ Saladin:  2 ]

7 Wednesday
27 January

[ Saladin:  2 ]
8 Thursday
28 Janaury
IV 9 Monday
01 February
Basic Cell Biology

[ Saladin:  3 ]
10 Wednesday
03 February
11 Thursday
04 February

Membrane Transport Systems

[ Saladin:  3 ]

Week Class Date Lecture
V 12 Monday
08 February

Membrane Transport Systems

[ Saladin:  3 ]

13 Wednesday
10 February
Genetics and Cellular Function

[ Saladin:  4 ]
14 Thursday
11 February
VI   Monday
15 February

Washington’s Birthday
No classes

15 Wednesday
17 February

Exam 1 due

Basic Histology

[ Saladin:  5 ]

16 Thursday
18 February
VII 17 Monday
22 February

Integumentary System

[ Saladin:  6 ]

18 Wednesday
24 February
19 Thursday
25 February

Design of the Skeleton

[ Saladin:  8 ]

Bone, Cartilage, & Osteogenesis

[ Saladin:  7 ]

VIII 20 Monday
29 February

Bone, Cartilage, & Osteogenesis

[ Saladin:  7 ]

21 Wednesday
02 March
22 Thursday
03 March
IX   07–13 March
Almost-Spring Break

X 23 Monday
14 March
Articulations & Movements

[ Saladin:  9 ]

24 Wednesday
16 March
25 Thursday
17 March

Membrane Potentials
Action Potentials

[ Saladin:  12—pp 447–452 ]

XI 26 Monday
21 March

Membrane Potentials
Action Potentials

[ Saladin:  12—pp 447–452 ]

27 Wednesday
23 March

Exam 2 due

Muscle Microanatomy & Physiology

[ Saladin:  11 ]

28 Thursday
24 March

Week Class Date Lecture
XII 29 Monday
28 March

Nervous Tissue

[ Saladin:  12 ]

30 Wednesday
30 March
Assigned Material

Spinal Cord Anatomy & Function
Peripheral Nerves & Reflexes
[ Saladin:  13 ]
Nervous System Development and Anatomy
[ Saladin:  14 ]

31 Thursday
31 March

Autonomic & Motor Systems

[ Saladin:  15 ]

XIII 32 Monday
04 April

Autonomic & Motor Systems

[ Saladin:  15 ]

33 Wednesday
06 April

Neurophysiologic Input:
Sensory Systems

[ Saladin:  16.1–16.3 ]

34 Thursday
07 April
XIV 35 Monday
11 April


[ Saladin:  16.5 ]

36 Wednesday
13 April
37 Thursday
14 April

Basics of Endocrinology

[ Saladin:  17 ]

XV   Monday
18 April

Patriots’ Day
No classes

38 Wednesday
20 April

Basics of Endocrinology

[ Saladin:  17 ]

21 April

Reading Day
No classes

XVI 39 Sunday
01 May

Final Exam due, noon

Contact me by email at

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This is the first part of a two-part Anatomy & Physiology Course. In this section, we will cover the anatomy and physiology of integumentary, muscular, skeletal, nervous, and endocrine systems, as well as learn the basic molecular and cellular biology necessary to understand the human body. Many key concepts will be carried over into BIOL 1119 (A&P 2). For those in health fields, this information will serve as the foundation for most of your courses.
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.
Co-requirement, Biol 1118.
Prior courses in mathematics and physics or chemistry would be useful.
Two intra-term examinations and a comprehensive final examination, as specified in the Grading Section below.

During this course, the student will have the opportunity to become conversant with and knowledgeable about the principles of cellular biology and the anatomy and physiology of the integumentary, musculoskeletal, nervous, and endocrine systems so that she or he may be able to:
  • position humans among the Animalia;
  • delineate the scope of anatomy and physiology;
  • describe the general hierarchical design of body systems;
  • describe the processes of homeostasis;
  • correctly use directional and relational terms
  • describe types of biological chemicals and their reactions;
  • diagram the structure of the cell membrane, and describe how substances can move across membranes;
  • describe the anatomy of the skin, with functional considerations of its different components;
  • give a detailed description of the structure of bone and cartilage along with the processes of osteogenesis;
  • classify the types of joints, describing their axes and movements;
  • describe how muscles can use the lever system of bones to create movement at a joint;
  • describe the characteristics of graded potentials;
  • diagram the events of action potentials;
  • describe the general anatomy of the central nervous system;
  • discuss how the embryology of the nervous system relates to its adult design;
  • list the components of the central and peripheral nervous systems;
  • discuss reflexes and their significance;
  • compare and contrast the anatomy and functioning of the brain stem, cerebellum, diencephalon, and cerebrum;
  • describe the general operations of sensory physiology, including reception & perception;
  • diagram the pathways of efferent signaling, listing the receptors, neurotransmitters, and responses in the autonomic nervous system;
  • describe muscle microanatomy and how it relates to the events of excitation-contraction coupling;
  • compare and contrast the structure and physiology of skeletal, cardiac, and smooth muscle;
  • list the major endocrine glands of the body, classifying their hormones by chemical nature and postreceptor response.

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.

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 must be submitted by the designated end time for that examination; failure to submit the exam by that time will result in a diminution of the grade for the examination.
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.

Laboratory. The Department of Biology considers a lecture course plus co-requisite lab to be a single integrated unit because both the lab and the lecture components are necessary for understanding of and competence in the basic science part of the curriculum. While two separate course numbers are assigned to the lecture and lab to accommodate a number of administrative issues, the same single grade for the integrated lecture and lab will be reported for lecture and lab. For example: If you receive a 90 in lab, but when combined with your lecture score, you earned a final class score of 85, then your transcript will show a B grade in both lecture and lab sections. A student will not be allowed to pass the course if he or she does not receive a score of 70% or better in lab.
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.
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.

Your overall course averages will be determined by the following: 

Lecture Grading    Exams 1 & 2       40%
Final Exam   
Laboratory      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+
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.
For further information on the University’s policy on grading, please see the Faculty Handbook.

Academic Assistance.
The Univeristy has academic and student support services 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, or contact the Disability Resource Center.
Conformity with the Code of Student Conduct and sanction information can be found in the University regulations.
Academic integrity.
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 Integrity Policy:

Bio 1117 — Integrated Human Anatomy & Physiology 1
Syllabus Agreement

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  • Policies and procedures
  • Assignments and tests
  • Scheduled dates for lectures, assignments, and tests
  • Grading policies
  • Instructor contact information
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