HUMAN ANATOMY AND PHYSIOLOGY I (AP 2124) (Internet Enhanced: Computer Use REQUIRED) COURSE SYLLABUS - FALL SEMESTER 2010
Bruce G. Stewart, Professor of Biological Sciences & Chair of the Dept. of Science & Mathematics
E-Mail: bstewart@mscok.edu Office Location: LS 118 Campus Phone 371-2371 Ext. 225 Office Hours: As Posted Next to Office Door or Click Here
Final Exam (Lecture & Lab): Monday, 13 December 2010, 10:00-11:50AM

Quick Links to Syllabus Sections and Human A&P Page

I. CATALOG DESCRIPTION OF COURSE

• COURSE NAME: Human Anatomy and Physiology I (A&P 2124)
• PREREQUISITE: General Chemistry 1114. RECOMMENDED PREREQUISITE: Life Science Course (e.g. General Zoology 1114)
• DESCRIPTION:This is the first course in a two-course sequence designed to provide the student with knowledge of human anatomy and physiology starting from the molecular level and progressing to the level of integrated systems. Emphasis is on normal structure and homeostatic function of the human organism, although some clinical examples are included. Scientific criteria and methods are explored as they relate to natural knowledge of the human organism and health sciences. Introductory content includes basic anatomical terminology, basic and biochemistry, cell structure and function, and tissues. The anatomy, histology, and physiology of the following body systems are addressed in both lecture and lab: integumentary system, skeletal system, muscular system, and nervous system. Laboratory sessions include histological examination of tissues, mammalian anatomical dissections, and physiological exercises appropriate to each system. Three lecture and three laboratory hours a week. Credit: Four semester hours.
• CLOCK HRS/WEEK. Three lecture and three lab hours a week (Our section meets MWF 11-11:50am and M 2-5pm)
• CREDIT: Four semester hours

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II. COURSE CONTENT AND OBJECTIVES

We begin our first semester course in human anatomy and physiology with an important unit on the importance of science and its relationship to biology and the nursing profession; critical thinking and healthy skepticism will be emphasized. For a summary of the general course content, please refer to the previous section with the catalog description. . The general objectives of this course are to provide the foundation for the study of all body systems in both AP2124 and the second course AP2134. This will include a) an introduction to scientific criteria, methods and bogus health-related pseudosciences, b) orientation to the human body, c) chemistry of life, and d) cellular and tissue basics. Table 1 gives the specific topic coverage and includes a list of the chapters that will be covered on each of the major exams. In summary, the major body systems address in AP2124 will include the integumentary system, skeletal system, muscular system, and nervous system.

The laboratory component of this course will augment lecture materials with hands-on experience with human skeletal materials, human anatomy models, and dissections of mammal organs and systems. Dissection material will include whole mink (for muscular system study) and sheep brains (for the nervous system). Histological (tissue) study of examples of major tissues associated with each body system of AP2124 will be studied in detail to support understanding of the physiology of these systems.

Diagrammatic material requiring penciled coloring will also be used as an instructional tool for learning various macro- and micro-anatomical features and certain physiological processes of the human body. Two required books, which are listed in the next section, will be used for this portion of the course.

TABLE 1. Topic Coverage, Links, and Textbook/Handout Readings
Link for Some Course Information & Discussion --> Bruce Stewart's Home Page
Exam	Topics and Links (Topics without links to Notes on the Web will be covered directly from the textbook and/or assoicated with handouts.)	Text Chapters (Marieb 2004 and 2007) Note: page numbers are from Marieb (2004)
Exam #1	Scientific Thinking & its Applications Human Body: An Introduction to Anatomy & Physiology Basic and Biochemistry for Life Science Students	Handouts & Internet No. 1 No. 2
Exam #2	Cytology: The Study of the Cell as the Basic Unit of Life Histology: The Study of Tissues as the Living Fabic of Life	No. 3 No. 4
Exam #3	Integumentary System Bones and Skeletal Tissues	No. 5 No. 6
Exam #4	The Human Skeleton Articulations (Joints)	No. 7 No. 8
Exam #5	Muscle Histology & Physiology Muscular System Basics Muscles	No. 9 No. 10 (in part) No. 10 (in part)
Exam #6 (Final)	Nervous Tissue Histology & Neurophysiology Neurophysiology of Addiction and Normal Behavior Spinal Cord (Central Nervous System) and Spinal Nerves (Peripheral Nervous System) Brain (CNS) and Cranial Nerves (PNS) Autonomic Nervous System	No. 11 No. 11 (pp.424-425), No. 12 (pp.454-455 section on Limbic System), and Notes on the Web No. 11, Handouts, Internet No. 12 No. 13 & 14 (In Part) No. 14

In addition to the specific course objectives which all classes should have, Murray State College has identified six General Education Goals of which at least one and usually more are addressed in each general education course. Here are these six general goals and their descriptions along with one or two examples from your human anatomy and physiology course that address each goal:

Effective Communication - Students will demonstrate communication skills necessary for daily interaction in society and the workplace.

• Example from AP 2124: A major mid-term paper - this paper will allow you to practice your written communication skills in a substantial way

Responsible Citizenship - Students will demonstrate an awareness of social and civic responsibilities.

• Example from AP 2124: Science and society issues - a number of topics throughout the semester will have societal implications; we will discuss these in terms of your responsibility to be a knowledgable and unbiased voter, for example. Medical research and treatments, environmental issues, and science education issues are three examples. For health-related majors, for example, the ability to determine whether alternative medical treatments have a sound science base of support is extremely important.

Global Awareness - Students will demonstrate an awareness and acceptance of cultural diversities.

• Example from AP 2124: Scientific thinking - Our course parts on science, science methods, and pseudoscience will have applications in reducing racist, nationalist, sexist, and other related separatist belief systems.

Critical Thinking - Students will demonstrate problem solving and critical thinking skills necessary for personal and professional success.

• Example from AP 2124: Pseudoscience and biased advertisements - An enlightening exercise in unit one will allow you to investigate the methods of a tobacco company as they try to manipulate your views on smoking and health.

Quantitative Reasoning - Students will demonstrate quantitative reasoning skills by performing mathematical and scientific computations common to various technical fields.

• Example from AP 2124: Mathematics in Medical Research - One example of this in our course will be a look at the importance of statistics in science.

Information Literacy - Students will demonstrate and apply information literacy skills necessary for personal and professional success.

• Example from AP 2124: Knowledge of basic biology information and methods for obtain information in general - Of course, throughout the semester you will be studying a variety of topics that include basic facts and concepts of biology. Look throughout your "Notes on the Web" to see extensive examples. However, a second aspect of information literacy is the ability to locate information using modern technology. In this regard, you will learn and hone skills with general Internet use (e.g. using a browser to get and print out your "Notes on the Web"), library searches, and use of your textbook.

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III. MATERIALS OF INSTRUCTION

• TEXTBOOK. Required: Marieb, Elaine N. & Hoehn 2010. Human anatomy and physiology, 8tt Ed. Pearson Benjamin Cummings Publ. Co., Inc. San Francisco,  California. ISBN 978-0-8053-9569-3 or ISBN 8053-9569-5
• LAB BOOKS. Required: Kapit, Wynn and Lawrence M. Elson. 2002. The anatomy coloring book, 3^nd ed. Harper & Row, Publ., Inc. New York. 170 plates + appendices and glossary.. Recommended for those students who just must read more!: Kapit, Wynn, Robert I. Macey, and Esmail Meisami. 1987. The physiology coloring book. Harper & Row, Publ., Inc. New York. 152 plates +.
• LAB MATERIALS. Required: colored-pencil set of 20 plus colors, three-ringed notebook & paper for note organization; dissecting kit (one kit per lab group of two will be okay) with at least a good scalpel, scissors, blunt probe, forceps, and dissecting pins.
• BOOKS PROVIDED. Walker, Warren R. 1987. Vertebrate dissection, 7^th ed. Saunders College Publishing. Philadelphia. (ISBN# 0-03-004782-X)

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IV. EDUCATIONAL PHILOSOPHY & INSTRUCTIONAL METHODS

My Educational Philosophy. 

Here are the eight general basic professional, ethical, and personal elements that I address in my philosophy of teaching statement and try to exhibit in practice in my teaching. You can read my feelings about each of these by going to the following link: My Philosophy of Teaching

• A belief in ethics and the value of human dignity: fairness, objectivity, and caring.
• A belief in the value of knowledge and ability to think critically.
• A belief in tolerance and understanding of human diversity.
• A belief in the importance of desire and hard work as the core necessity in learning.
• A belief in the methods and qualities of my role model teachers.
• A belief in myself and the value of my professional and personal experiences (many hard lessons!) in helping students.
• A belief that the “two-year college philosophy” should be to give much help and guidance, but not to enable mediocrity.
• A subject-matter approach of “depth rather than breadth” based on research (e.g. U.S. Math and Science Curricula too Broad. National Science Foundation. Frontiers: Feb. 1997)

Instructional Methods. 

I use a variety of instructional approaches in my classes as encouraged by the National Science Foundation (1996) Review and discussion of my original subject matter handouts and assigned readings is a primary method of the "lecture" portion of the course. The student is expected to have read these materials in advance and be prepared to contribute her/his own comments, questions and discussion on a daily basis. Group exercises and demonstrations are planned to contribute to the students’ understanding of some discussion material. Multimedia materials will be used regularly to supplement handouts and readings.

The prerequisite to this course covers (among other things) fundamentals of biochemistry, cell structure, cell function, and tissue types. Lectures, therefore, will be presented with the assumption that you understand the basics of such things as cell membrane physiology, cellular metabolism, names and functions of cell organelles, and types and functions of tissue types. If you do not, then it is your responsibility to review that material. There is little time for in class review of those topics for which you have already earned four semester hours of college credit.

Models, prepared microscope slides, anatomical specimens, and visual aids will be used extensively to illustrate and augment discussion/lecture.. Often, lab activities will be interwoven with discussion/lecture. Some lab time will be less formal. Lab activities will be described and explained and then you simply complete the exercises to your satisfaction. I will give individual help throughout the lab period to the greatest extent possible. Large labs will require a large amount of cooperation with your classmates; when I show a particular structure, say, to another student, that student should help others in the class find the structure too. The AHEC does not currently have a comparable technology with the MSC Tishomingo Campus Demoscope (a type of video microscope) to project images of histology slides on a screen in the lab. Therefore, pending approval of such a purchase, I will be attempting to do video photography of the slides used in AP2124. This is a time-intensive effort on my part, but I will attempt to present as many photographs as possible on each body system in your Notes on the Web. This will help tremendously as you work to understand the slides you are examining with your own compound microscope.

Once a topic is covered in lab and discussion/lecture, you are responsible for spending sufficient out-of-class time to master the material. Microscope materials and skeletal materials will be placed on hold in the AHEC library for you to study. As mentioned previously, I am working to build a bank of digital images captured from the Demoscope and uploaded to your Notes on the Web. However, these are not yet comprehensive so you will need to work with the "real thing" for most of the required histology material.

So there you have it!  As you may conclude, I do have some reasons behind my teaching methods and philosophy.  Like all human beings, I have my faults. Nevertheless, my personal goal is to do the best that I can do.  

Literature Cited in this section (Including the philosophy of teaching link)

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V. EVALUATION OF STUDENT ACHIEVEMENT

• HOW TO SUCCEED IN THIS CLASS. You must come to class prepared on a daily basis. This means that you must have read and studied the handouts and readings. Do not ask, "What will be on the exam?" I follow the tests and measurements philosophy that evaluation tools use a sample of all of the required material. Thus, learn ALL concepts and materials covered unless I specifically exclude something in particular during class. My grading system takes into account that this makes for more difficult exams as you will see below. Also, please consider the following suggestions.
  
  • First, read daily from your Notes on the Web and associated textbook reading assignments. For most topics, your Notes on the Web represent your "study guide." For those specific topics covered in your Notes on the Web, you are not responsible for other details or concepts in the textbook chapter readings unless specifically assigned in class. Stay ahead by at least one day of our lecture so that you come to class familiar with that day's topic (by having read the material at least once).
  • Second, ask questions in class if you don't understand something (remember there are no bad questions except the one not asked!).
  • Third, ask me for help outside of class if you are still unclear about something. I have office hours and it is my desire to help you succeed. I can meet with individuals or groups outside of class, and if my posted office hours do not fit your schedule we can try to make arrangements for other times. E-mailing me your questions is another good option.
  • Fourth, work to avoid "self-limiting" behaviors (like worry, fearfulness, defensiveness, negativity, feeling inferior, anger, close-mindedness, impatience, procrastination, mistrust, dishonesty, denial, etc.) that can prevent you from doing your best. (We will explore these a little in our first class meeting.).
  • Fifth, STUDY, STUDY, STUDY! Do your very best!
    
• GRADING SYSTEM. Grading will be based on the "Total Point System." Please read this carefully! It is not hard to understand. Every graded exercise is worth some points. Major exams, lab practicals, quizzes, writing assignments, and pop quizzes will be used to take a valid sample of your knowledge and biological critical thinking ability. Participation points and attendance points will be used to measure the degree to which you are present and actively involved in the class. Your grade will be determined by the percent of the total possible points you have earned. For example, if you had 855 of 950 points, your % would be 90%. I use the following traditional scale: A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, F = 0-59%. If you had 5 of 5 on a pop quiz, 90 of 105 on an exam, and 55 of 60 on a writing assignment, your total would be 150 of 170 possible. This is 88.2% of the possible; your letter grade would be an ‘B’. Be able to calculate your grade at any time during the semester. To help you keep track of your grades, a grade tally sheet is included in this syllabus. You must have this sheet in order to have a grade check with me.

• EXAMS. I will take a valid sample of your knowledge of the course materials by using five major exams. The parts of each exam that cover textbook readings and lecture notes will consist primarily of multiple-choice and fill-in-the-blank short-answer questions with a possibility of a few of other question types. Scantron (computer-graded) answer-sheets requiring that you use a soft-lead pencil will be used for each exam. Thus, bring a pencil for each exam. Each major exam will include questions covering the lab portion of the course; these questions will all be fill-in-the-blank and of a ‘practical exam’ type. For example: Question -"What is the structure at the tip of the microscope pointer?"; Answer -"a neutrophil." Or, "What is the origin of the muscle pierced by pin #15?" Answer - "greater trochanter of the femur." There will be no lists of terms provided on these exams. You must know the words and spellings by memory.

• Possible points will vary; sometimes there will be a ‘point adjustment’ in that I will count something less than the ‘true possible’ as the possible for grading purposes. This will have the effect of helping your grade on assessments where all students from your class and previous classes show (or have shown) that a certain level of performance represents an "A," "B," and so on even though the raw scores my be lower. I will announce the possible points for each exam when it is returned after grading. You can calculate your percent (%) on any particular exam by dividing the number of points you made by the announced possible points on that exam. Overall total points for the semester generally falls between 800-900 points with exams representing 50-60 percent, practical exams about 20-25 percent, colorings about 10% and the remainer made up of quizzes, attendance points, etc.

• LAB/HOMEWORK ASSIGNMENTS AND QUIZZES: These will be worth a total for the semester of about one lecture exam. Unless an excused absence is approved, you must be present to receive the assignments in order to get credit for turning them in. Assignments are due at the beginning of the class meeting on the due date. If there is evidence of copying of homework assignments or using old assignments from previous classes, the students involved will be treated in accordance with the Academic Misconduct Policy given in this syllabus.

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Note: You can figure your overall % (and thus letter grade) at any time. (Y/P = your %) (NOTE: Overall total points for the semester generally falls between 800-900 points with exams representing 50-60 percent, practical exams about 20-25 percent, colloraings about 10% and the remainer made up of quizzes, attendance points, etc.

• EXCUSED ABSENCES AND MAKEUP WORK: Makeup work, including exams, will not be given for unexcused absences. Absences are considered unexcused unless a valid reason is provided IN WRITING by the student or the Dean of Arts and Sciences who reports to faculty on official college-related absences. Such evidence as a written note from the doctor must document illnesses before I will count them as excused. Reserve the "four allowable hours of absences" for such things as unavoidable car trouble, oversleeping, etc.

Makeup exams for excused absences will be different than the regular exams, and may be in any form (such as totally essay). All makeup work must be taken on the final day of Finals Week  unless other arrangements are made with me IN ADVANCE of the original date the work was required.

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VI. CLASS BEHAVIOR AND ACADEMIC MISCONDUCT

Please remember that orderly class discussion using common courtesy in addressing the class or the instructor is encouraged. The policy below is not intended to discourage good class participation.  It is intended to enhance the learning environment for all students.

Any student leaving class, even temporarily, without prior approval will be counted absent for that day. A student who creates a distraction by talking, throwing things, or other juvenile/rude behaviors will be warned once and have a point deduction of ten (10) points from his/her total points and be moved to an assigned seating location.   A second offense at any time during the semester will result in an official documentation and recommendation for counseling with the MSC Counseling Center. The student will be dropped from the course with a W or WF unless there is specific evidence that the student is likely to correct the inappropriate behavior.

Cellular telephones and pagers ringing in class are disruptive to student learning (also annoying and rude), and in some cases further compromise the academic integrity of the class.  Thus all such personal electronic communication devices must be turned off and dropped in a CELL PHONE BOX in at the front of the classroom each day unless prior arrangements with the instructor are made for emergency calls.  Examples of such exceptions include volunteer firemen on call, law enforcement officers on call, and impending medical situations such as childbirth.  For instructor-approved exceptions, sit close to the door, set your phone or pager on a non-audible setting, and if you receive an emergency call leave quietly to take your call.  

Except as noted above, all personal electronic communication devices must be placed in the CELL PHONE BOX during class and cannot be picked up until class is dismissed.  Use of text messaging, digital photography, and any other inappropriate technology is not allowed. . 

MSC prodecures encourage instructors to set the exact penalty for inappropriate cell phone/pager use as follows.   I will give a verbal warning the first time, and I have selected the following specific disciplinary actions from the approved MSC procedure on cell phones:

• The disturbance of a ringing cell phone (whether accidently kept during class or placed in the CELL PHONE BOX will be treated in the same manner as other inappropriate disturbances in this class as outlined elsewhere in this syllabus.

• Applicable academic misconduct policies  (e.g. departmental policies, student handbook policies, etc.) and general ethical conduct expectations will apply to violations related to inappropriate use of such cell phone and other electronic technologies.

Please remember, that orderly class discussion using common courtesy in addressing the class or the instructor is encouraged. The class policies in this section are not intended to discourage good class participation by those who are honest and responsible. Students who wish to record class sessions are welcome to do so.

DEPARTMENT OF SCIENCE POLICY ON ACADEMIC MISCONDUCT

The Faculty of the Department of Science has adopted a uniform policy on academic misconduct. It is presented below. Read it carefully so that there are no misunderstandings about ethical academic behavior. This policy will be applied in AP 2134.

Unethical behavior will not be tolerated in this class. If you feel inclined to circumvent the system to avoid doing the work required to become an excellent nurse, wildlife biologist, teacher, etc., then I will feel inclined to keep you from receiving credit for any such unethical activity. The following is the policy adopted by the Department of Science. It will be applied in this class.

1) Definition of Academic Misconduct: Activities constituting "Academic Misconduct" shall include, but are not limited to:

• Falsification of any document, assignment or task either in or out of the class,
• Copying of other’s work (exams, papers, etc.) to be submitted as your own, either in or out of the class,
• Providing your work for copying by others, as in above,
• Using "crib" sheets or any other *un-authorized aids during performance of assigned work (* as defined by instructor),
• Plagiarism of published and printed materials.  You must visit the following link if you wish to be sure you thoroughly understand the meaning of the meaning of plagiarism.  Just click on this turnitin.com graphic. 

2) Disciplinary Action: Disciplinary actions will be applied as follows:

• For the first offense, the student will receive a "zero" score on the work involved. Where a "dropped low score" is a class option, this "zero" score will not be dropped.
• For the second offense, the student will be dropped from the course with an "F" grade.
• Disciplinary action applied under this policy will not in any way exclude application of misconduct policies defined for other divisions, programs, or the student’s major.

3) Where the Policy Will Apply: This policy will be enforced in all classrooms and common areas on the AHEC and MSC campus and any other areas where the student conducts class-related activities, including the student's home and work place. All faculty, staff and students may report any incident observed in any area on or off campus.

4) Reporting of Incidents Covered by This Policy: Reports concerning details (person or persons involved, when, what and where of incident) of academic misconduct and application of disciplinary action will be filed as appropriate.]

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VII.  AMERICANS WITH DISABILITIES STATEMENT

    I believe strongly in the Americans with Disabilities Act.  I personally know of several instances in which ignorant discrimination was prevented or discouraged because of this Act.  Murray State College is committed to providing equal access to College programs and services for all students.  Under College policy and federal and state laws, students with documented disabilities are entitled to reasonable accommodation to ensure the student has an equal opportunity to perform in class.  If any member of the class has such a disability and needs special academic accommodation, please report to the Counseling Center or MSC Administrative offices before the end of the first week of the semester.  Reasonable accommodation may be arranged after verification of your situation.  Please do not hesitate to contact me if you need any assistance in this process.

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VIII. CLASS POLICY AND EXPECTATIONS CONTRACT

TO: Bruce G. Stewart, Professor of Biology, and Instructor for A&P 2124

I, _____________________________, understand the performance, evaluation, absenteeism, tardiness, class behavior, class environment, academic misconduct and other policies and expectations given in the course syllabus for Human Anatomy and Physiology I (AP2124). You have given me the opportunity to ask questions about any of the policies for this class. The policies and expectations are designed to foster a good learning environment in our class and to give me a quality educational experience. Understanding this, I agree to follow these policies.

I realize that Human Anatomy and Physiology 2134 is a difficult class that will require a great deal of outside study. I also realize that this course is as rigorous and perhaps even more rigorous than similar courses at other institutions of higher education. The fact that Murray State College is a two-year college in no way implies that there will be lower academic expectations. The Science Department takes pride in providing me with a quality education, and accepting mediocrity cannot do this.

Although I now know that Human Anatomy and Physiology I will be a hard course, I have been informed about ways that I can help myself succeed. For example, you stated that you would be available and willing to give me appropriate help whenever possible during scheduled or arranged office hours. The Murray State College Academic Advisement Center is another place I can go for advice and help.

Professor Stewart, you have promised to treat me ethically and in accordance with the policies and expectations stated in the class syllabus. If I feel that you do not fulfill your promise, I understand that you want me to bring my concern to your attention so that we can try to resolve the problem. If I still feel that my concern has not been adequately addressed, I know that I have basic rights of due process as outlined in the MSC Student Handbook. I will first try to resolve any issues with you, and then (since you are the department chair) will have the option to go next to the Academic Vice President, Lynette Kirk, with any unresolved concerns.

I realize that education is a "two-way street." Succeeding in this class will require a major time commitment on my part and a lot of hard work. I promise to you, Professor Stewart, that I will my best to do my part in the learning process.

SIGNED______________________________

DATE________________________________

Return on Friday, 18 August 2010