Week Class Date Lecture
1 I Monday
11 May
Basics of Endocrinology

[ Saladin:  17 ]
II Tuesday
12 May
III Wednesday
13 May

[ Saladin:  18 ]
IV Thursday
14 May
2 V Monday
18 May
Cardiac Physiology

[ Saladin: 19 ]
VI Tuesday
19 May
VII Wednesday
20 May
Vascular Physiology

[ Saladin:  20 ]
VIII Thursday
21 May
3 IX Monday
25 May
Memorial Day — No classes
X Tuesday
26 May
Immune Function 1 & Immune Function 2

[ Saladin:  21 ]

Exam 1
XI Wednesday
27 May
XII Thursday
28 May
Respiratory System Physiology

[ Saladin:  22 ]
4 XIII Monday
01 June
XIV Tuesday
02 June
XV Wednesday
03 June
Digestive System Physiology

[ Saladin:  25 ]
XVI Thursday
04 June
5 XVII Monday
08 June
XVIII Tuesday
09 June
Nutrition & Metabolism

[ Saladin:  26 ]

Exam 2
XIX Wednesday
10 June
XX Thursday
11 June

Week Class Date Lecture
6 XXI Monday
15 June
Urinary System Physiology

[ Saladin:  23 ]
XXII Tuesday
16 June
XXIII Wednesday
17 June
Water, Electrolytes, & Acid-Base Balance

[ Saladin:  24 ]
XXIV Thursday
18 June
7 XXV Monday
22 June
Urogenital Embryology & Sex Determination

[ Saladin:  27.1 ]
XXVI Tuesday
23 June
XXVII Wednesday
24 June
Reproductive Physiology 1, 2, and 3

[ Saladin:  27–28 ]
XXVIII Thursday
25 June
8 XXIX tbd Final Exam

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Continues BIOL 1117. Presents the structure and function of the human endocrine, reproductive, cardiovascular, respiratory, urinary, and digestive systems as well as the regulation of metabolism and body temperature.
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.
Biol 1117; Co-requirement, Biol 1120.
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 anatomy & physiology of the endocrine, cardiovascular, respiratory, digestive, and urogenital systems so that she or he may be able to:
  • list the major endocrine glands of the body, classifying their hormones by chemical nature and postreceptor response;
  • write Poiseuille's Law, and describe how each term affects flow;
  • describe the general design of the circulatory system;
  • describe the regulation of hemodynamics and the events of the cardiac cycle;
  • associate functions to arteries, arterioles, capillaries, & veins;
  • outline the mechanisms of resistance to infection;
  • list and discuss nonspecific immune responses:
  • compare and contrast the three complement pathways
  • describe specific immune responses:
  • discuss the mechanisms of humoral immunity
  • outline the processes of cell-mediated immunity
  • list several immune disorders;
  • discuss the operation of external defenses in immunity;
  • list the gas laws and describe their operation with respect to the transport of gases in body;
  • describe how the factors involved in the regulation of respiration;
  • describe the regulation of digestive secretion;
  • outline the processes of metabolism and energetics.
  • describe the formation of urine;
  • describe the regulation of acid-base balance;
  • outline the determination genetic, gonadal, and phenotypic sex;
  • outline gamete formation;
  • list the components of the female hormonal system;
  • discuss immunological aspects of pregnancy;
  • describe gestational physiology;
  • outline the events of parturition and lactation;
  • discuss the special conditions of neonatal physiology.

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/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.
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 1119 — Integrated Human Anatomy & Physiology 2
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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