Course Requirements

 

BIOL 2401 Anatomy & Physiology I

Spring 2018

 

30197  Lec      031      HLC    HLC1  2407    TTh     10:30am- 11:50am                

                                    Lab                  HLC    HLC1  2108.00           TTh     12:00pm- 1:20pm                   

 

Instructor	Rick Fofi	EMAIL	rfofi@austincc.edu
Office Phone	223-7475	Office	HLC 2344
Cell Phone	(512) 971-6996	Office Hours	1:30-2:30  M-F

 

Course Description:

BIOL 2401 Anatomy and Physiology I is the first part of a two course sequence. It is a study of the structure and function of the human body including cells, tissues and organs of the following systems: integumentary, skeletal, muscular, nervous and special senses. Emphasis is on interrelationships among systems and regulation of physiological functions involved in maintaining homeostasis. The lab provides a hands-on learning experience for exploration of human system components and basic physiology. Systems to be studied include integumentary, skeletal, muscular, nervous, and special senses.

 

Skills Requirements:

Reading, writing, and mathematics proficiency as determined by the COMPASS or ASSET test, or by the statewide THEA test, or by providing an official transcript from another college.

 

Course Prerequisite:

High school biology with proof of competency through ACC department exam.

 

Course Rationale:

This course is designed for students entering professional programs. It provides a foundation for the clinical topics covered in those courses by requiring mastery of factual material, laboratory techniques, and problem-solving skills. This course is a prerequisite for Introduction to Microbiology (BIOL 2420) and Anatomy and Physiology II (BIOL 2402) and is intended to adequately prepare students for these courses and for health sciences programs.

 

Student Learning Outcomes:

Course-Level:

Specific skills and competencies expected of students who complete this course include the following:

 

Learning Outcomes for Lecture

Upon successful completion of this course, students will:

·      Use anatomical terminology to identify and describe locations of major organs of each system covered.

·      Explain interrelationships among molecular, cellular, tissue, and organ functions in each system.

·      Describe the interdependency and interactions of the systems.

·      Explain contributions of organs and systems to the maintenance of homeostasis.

·      Identify causes and effects of homeostatic imbalances.

·      Describe modern technology and tools used to study anatomy and physiology.

 

Learning Outcomes for Lab

Upon successful completion of this course, students will:

·      Apply appropriate safety and ethical standards.

·      Locate and identify anatomical structures.

·      Appropriately utilize laboratory equipment, such as microscopes, dissection tools, general lab ware, physiology data acquisition systems, and virtual simulations.

·      Work collaboratively to perform experiments.

·      Demonstrate the steps involved in the scientific method.

·      Communicate results of scientific investigations, analyze data and formulate conclusions.

·      Use critical thinking and scientific problem-solving skills, including, but not limited to, inferring, integrating, synthesizing, and summarizing, to make decisions, recommendations and predictions.

 

General Education:

As a Core Curriculum course, students completing this course will demonstrate competence in:

·  Critical Thinking - Gathering, analyzing, synthesizing, evaluating and applying information. 

·  Interpersonal Skills - Interacting collaboratively to achieve common goals.

·  Quantitative and Empirical Reasoning - Applying mathematical, logical and scientific principles and methods.

·  Written, Oral and Visual Communication - Communicating effectively, adapting to purpose, structure, audience, and medium.

 

Departmental Common Course Objectives:

The ACC Biology Department has specified the content for this course in the departmental common course objectives. Go here: http://www.austincc.edu/biology/      Under “Course Info”, click on “Common Course Objectives.” Then click on the link for BIOL 2401.

 

Course-Specific Objectives:  You will find specific learning objectives for each unit posted in Blackboard.  You are responsible for and will be tested on all of the material specified by lecture and lab objectives, whether it is covered during class time or on outside assignments. 

 

Active learning is a major component of this class.  Students are expected to work through the materials, find appropriate information, and work together to understand the concepts.  Although instructors will discuss most topics in the classroom, some topics will be covered by students working independently.   The instructor will provide guidance to help you find information. 

 

You will be using Blackboard extensively in this course.  Some course activities will require the use of a computer outside of the classroom.  If you do not have access to a computer at home, you need to plan on using an ACC computer lab to complete your work for lecture and lab in a timely manner.  Additional time will not be given for assignments or computer-based activities.

 

ACC Biology Department Animal Use Policy:

Labs in this class contain dissection components.  Please see the biology department policy below.  You can also find it at: http://www.austincc.edu/biology/      Click on “Labs,” then on “Lab Animal Policy.”

 

“Most ACC biology classes, particularly those with laboratory components, use actual organisms during instruction in addition to images and models. ACC students generally are preparing for real-world careers requiring workers with hands-on experience. These careers include health care, veterinary work, horticultural and agricultural work. Other students plan to transfer to four-year colleges and will be participating in biological research where hands-on experience is equally important.

 

Organisms used at ACC are fundamental in biology instruction and they are utilized to teach specific skills and knowledge. Their condition and usage varies from course to course. Students will be expected to actively participate in these activities. Students with particular concerns in this matter should consult with their instructor and/or departmental officials before enrolling in a laboratory course so that they can know what will be required of them.

Some organisms are observed alive while others are dead and preserved in various ways. These organisms are dead and incapable of feeling pain although some tissues remain viable for a short period of time. Student manipulation of organisms ranges from culturing living organisms to dissecting preserved ones. Some examples include, but are not limited to: bacterial culturing for microbiology courses; cat, pig or rat dissection for anatomy courses; skeleton and pelt examination for field biology; and use of frogs in physiology experiments.”

 

Instructional Methodology:  Lecture and lab.  In addition to classroom lectures and labs, students will be using Blackboard outside of class time to access course materials, work through narrated PowerPoint lectures and assignments. You will also be using the Connect web materials that comes with your textbook. You will also be expected to independently study lab materials outside of class time, using open study labs and Connect materials.  If you do not have internet access at home, you will need to arrange to use an ACC computer in the ACC computer labs or Learning Labs.

 

Required Course Materials:

 

(1)       Safety glasses or safety goggles (highly recommended for people who wear contacts) that meet Z87.1 standards.  You are required to bring these to labs involving dissection or chemicals or you will not be able to attend the lab on those days.  Due to safety issues, safety goggles cannot be loaned or shared. 

 

(2)                   Closed shoes are required footwear for all labs in this course.

 

(3)     Text Book – Human Anatomy and Physiology, Amerman, 1^st Edition 2016 or any college level, recent edition, Anatomy and Physiology textbook

 

GRADING SYSTEM

 

Summary of Grading

Your grade is based on both lecture and lab components. Your grade will be based on these assessments. Any changes to the grading scheme will be posted on Blackboard. Grades for each graded component will be posted on Blackboard.

 

            Lecture Exams (4 x 100 pts each)            =     400 points

            Comprehensive Final                               =     100 points

            Lab Exams  (5 x 100 pts each)                 =     200 points

                                             Total Points            =     700 points

 

Grading Scale:                      90-100%  =  630 - 700 = A               

                                                                                    80-89%             = 560 - 629 = B                   

                                                                                    70-79%             = 490 - 559 = C                   

                                                                                    60-69%             = 420 - 489 = D                   

                                                                                    < 60%   =  < 419      = F                    

 

I do not round grades and there are NO curved scores. Your grade is based solely on the points that you earn in lecture and lab, plus any bonus questions available on lecture exams and lab practicals.

 

Assessments for Lecture and Lab:

 

(1) Lecture Exams: There will be four lecture exams, each worth 100 points. The exams will be given in class.  See the schedule for specific dates.  The exam format will be a combination of multiple-choice and written questions (such as short-answer, essay, flow-charts, and drawings).  Exams will be based on all material specifically presented in the course.   Exams may include bonus questions, at the instructor's discretion.

 

Cell phones and pagers must be turned off during exams.  Anyone using a cell phone or texting during the exam will receive a grade of 0 and will be referred to student services for cheating.    If you have a work pager that you cannot turn off, you can leave it with me during the exam. All watches must be taken off during lecture exams and lab practicals.

Once you take an exam, you may not take it again to try for a better grade.  All exams will be given in class on the days when they are scheduled unless the class and the instructor think that there is a valid reason for changing the date.  You may not leave the room during an exam without permission from the instructor.  If you do leave the room without permission, you must turn in your exam materials.  Your grade will be assigned based on what you have completed.  If you are late and another student has already completed and turned in an exam, you may not be allowed to take the exam. This policy applies to both lecture exams and lab practicals. 

 

If you have a medical condition that would prevent you from taking the lecture exam without a break, you are responsible for arranging in advance to take the exam at a different time, either with student services or with me.   Documentation of your medical condition may be required.  These arrangements must be made in advance. 

 

(2)  Comprehensive Final Exam:  There will be a comprehensive final exam worth 100 points.  The final will be given in class on the last class day of the semester.  The exam format will be all multiple choice questions covering both lecture and lab materials.  If higher, the grade on the comprehensive final will also replace your lowest exam grade or a missed exam. Please note: the final is not an optional exam.

 

(3) Lab Exams: There will be four lab practical exams during the semester, each worth 50 points. See the schedule for specific dates. Each lab exam will test you over the material covered during the unit labs.   You will be expected to spell all terms correctly in order to receive full credit. 

 

 

Makeup Exams:  There are no make-up exams or lab practicals, your comprehensive final exam can be used to replace a missed exam.

 

Timely return of exams:  I will return graded papers within one week of submission. It usually takes me one week to grade exams.

 

Legible Handwriting:  If I cannot read an answer, your answer will be counted wrong. Do not abbreviate unless you use standard abbreviations or have a written key on the same page. 

 

Other Course Policies

 

Attendance Policy:  Regular and punctual class and laboratory attendance is expected of all students.  Lecture attendance is not mandatory but lab attendance is required.  It is important for you to attend class if you wish to succeed. You are responsible for all materials, activities, or announcements covered in class and on Blackboard.  If you do miss a class, course materials will be found on Blackboard.

 

 

Class Participation and Expectation:  This is a rigorous, time-consuming course.  I expect you to be prepared for each lecture and lab class and to participate in all class activities.  I also expect you to be familiar with the high school biology materials covered in the A&P Assessment Exam.  Class time will not be used to review this material.  It is important for each student to participate actively in class activities to gain the most from them. So jump in and get your hands on the stuff, engage your mind, talk and discuss.

Passive behavior ¹ learning!

 

To pass the course (with a grade of 70% C), you should expect to spend at least 3-4 hours outside of class for every hour spent in class.  For this class, that means a minimum of 18-24 hours of quality study time outside of class per week to work through PowerPoint lectures, and lab handouts, read the textbook, prepare for and complete lab activities, attend open lab, study the material, and prepare for exams and lab practicals.   Attending open lab is necessary for almost everyone. 

 

Withdrawal Policy:

It is the responsibility of each student to ensure that his or her name is removed from the roll should he or she decide to withdraw from the class.  The instructor does, however, reserve the right to drop a student should she feel it is necessary.  If a student decides to withdraw, he/she should also verify that the withdrawal is submitted before the Final Withdrawal Date.  The student is also strongly encouraged to retain their copy of the withdrawal form for their records.

 

Per state law, any student taking a class for the third time or subsequent time in a course taken since Fall 2002 may be charged a higher tuition rate for that course.  This is the Rule of Three or Third Course Attempt.  There is more information at:                        http://www.austincc.edu/support/admissions/thirdattempt/index.php

 

State law permits students to withdraw from no more than six courses during their entire undergraduate career at Texas public colleges or universities.  With certain exceptions, all course withdrawals automatically count toward this limit.  Details regarding this policy can be found in the ACC college catalog.  This is the Texas Six Drop Rule.

 

Student-Initiated Withdrawal:

 

You are responsible for monitoring your progress in the course and determining if you need to withdraw.  You are responsible for the paperwork. If you decide to withdraw from the class, you will complete this activity through Online Services.  If you stop attending class and do not withdraw yourself from the course, you will end up with a course grade of F. Please make sure you withdraw from the lecture section and the lab section.

 

The last day to withdraw without leaving a “W” on your transcript is February 1, 2017.  If you withdraw by this date, you do not have to worry about the six course withdrawal rule.

The last day to withdraw for the semester (the Final Withdrawal Date) is April 24, 2017.  If you withdraw between February 1 and April 24, you will get a W on your transcript and it will count toward the six course withdrawal limit. 

 

Instructor-Initiated Withdrawal:

You will be withdrawn from the course if:

 

(1) Safety policies are not followed in lab or in lecture, or

(2) A student is disruptive in class, creating an environment that is not conducive for learning. 

 

 

Incomplete Grade Policy: 

An instructor may reward a grade of “I” (Incomplete) if a student was unable to complete all of the objectives for the passing grade in a course.  An incomplete grade cannot be carried beyond the established date in the following semester.  The completion date is determined by the instructor but may not be later than the final deadline for withdrawal in the subsequent semester.

 

Incomplete grades are rarely given in this class, will be given solely at my discretion, and only if a major emergency comes up towards the end of the semester after the withdrawal deadline. 

 

An incomplete (I) will be assigned only if:

1) You have a valid reason and I agree to give an incomplete grade,

2) You request an incomplete, with written documentation,

3) You have completed more than 70% of the course work,

4) You have at least a C (70%) average on completed work, and

5) The reason for your request occurred after the official drop deadline for the semester,

6) You provide all documentation and sign the required form prior to the last day of class.

 

Be aware that incompletes that are not finished convert automatically to F grades, regardless of your class average when you request the incomplete.  Once you receive an incomplete grade, it will not be converted into a withdrawal for any reason.

 

Student Discipline:

Classroom behavior should support and enhance learning.   Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of that day.  In serious cases, disruptive behavior may lead to a student being withdrawn from the class.  ACC’s policy on student discipline can be found on the ACC website at http://www.austincc.edu/current/needtoknow/

 

ACCeID: 

You will need an ACCeID to use the Blackboard site and ACC Online.  If you don't already have an ACCeID, go to the ACCeID Manager Login at:

https://acceid.austincc.edu/idm/user/login.jsp

 

Click on "First-Time Login" and follow the instructions.  You must be able to access Blackboard immediately in this class. 

 

Use of ACC Email
All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Information about ACC mail, including instructions on setting up an account can be found at http://www.austincc.edu/accmail/

 

Blackboard Site:

A Blackboard site has been set up for this class.   You will be using Blackboard extensively to access lecture and lab materials, homework assignments, and other materials for study.   Announcements and grades will be posted on Blackboard.  I will also use Blackboard to send e-mails to the class. 

 

 

For this reason, you must use your ACC e-mail address.  That is the only e-mail address that Blackboard will use and the only e-mail address that will be used to send out official notices and feedback.  Information about the ACC e-mail can be found at: http://www.austincc.edu/google/

 

Important:  All ACC instructors can communicate with students only through the official ACC e-mail addresses.  I cannot respond to an e-mail from another address. 

 

You can have your ACC e-mail forwarded to another e-mail address if you prefer.  See more information at:  http://www.austincc.edu/google/faq.php

 

To get started on Blackboard, go to the login site at: http://acconline.austincc.edu/  and click on the “Student Guide – Getting Started with Blackboard” link.   This will help you set up your Blackboard account and get you to the course site.

 

You are expected to check Blackboard regularly.  You can use Blackboard to send e-mails to me.  I will post lecture PowerPoint Presentations, lecture assignments, and lab materials on Blackboard.  Hard copies will not be provided in class. 

 

You should also use Blackboard to keep track of your grades.  I will post results in Blackboard as soon as I have graded them.  Due to privacy issues, I cannot discuss your grades on the phone or by e-mail.  I encourage you to come to my office hours to discuss your grades and go over any questions you have.  Also, Blackboard will calculate your point total and current average.

 

Tips on How to Succeed in This Class

 

Ø  Make and use a study schedule. 

Ø  Attend every class and be on time.  Don’t leave early. 

Ø  Learn as you go. By the weekend, you should know the material covered that week.

Ø  Use active learning.  Make flash cards or use the Cornell system of note-taking. Quiz yourself. Make simple models or play toys to help you with concepts.

Ø  Short study periods every day are much more effective than one long study session just before the exam. 

Ø  Don’t start over at the beginning of the material every time you study. Start where you left off.  That way, you cover all of the material. 

Ø  When you go back to study all of the material, flag problem areas with Post-It notes and keep reviewing.  Then, go back and study those flagged areas more intensively.

Ø  Once you have learned a concept and understand it, don’t keep reviewing it again and again.  If you’ve got the concept, use your study time wisely to study something else.

Ø  Don’t wait until the day before the exam to ask for help.  It’s too late at that point.

Ø  Schedule a regular time to attend open lab.  Most students who succeed in this class come to open lab 1-2 times per week.  This is where you have an opportunity to look over the lab materials during open lab study time.  Most students need this time in order to master the lab objectives.  And, when you are studying for lab, you are simultaneously studying for lecture.

Ø Use the tutors in the Learning Lab to help you with lecture materials.  You will find their web site at:  http://www.austincc.edu/tutor/

 

You will find the tutoring schedule for all ACC Learning Labs at this website: 

http://www.austincc.edu/tutor/students/tutoring.php

          Scroll down to “Specialized Tutoring Schedules” and click on “Anatomy & Physiology”.    This will take you to the latest schedule for open labs and tutors at all ACC campuses.  The instructor will also post the Anatomy & Physiology Open Lab/Tutoring schedule in

          Blackboard once it becomes available for the semester and if it is revised.

 

Lab-Specific Policies

 

Labs:  Labs are taught in a student-oriented independent approach.  This means each lab will cover certain topics but you will be expected to direct your own learning and determine how best to meet the lab objectives. I encourage you to prepare in advance so you can get the most out of each lab.  Some labs are physiology-based labs and you will work in groups to complete the physiology activities.

 

You need to bring your lab materials, your textbook and your photographic atlas to each lab.   You are expected to work cooperatively with other students in a lab group to complete the assignment in the time allotted.   You will be expected to actively participate in all labs and follow all safety and cleanup protocols.

 

General Guidelines for Lab Practicals:

 

Lab practicals will be given on the same day as the lecture exam.   If you are late to a lab practical, you will not be given extra time.  We will meet in the hallway before the practical begins for general instructions.  After the practical is over, we will review the practical together and go over the correct answers.  This is your opportunity to ask questions about the practical.

Please follow these general guidelines when taking a practical:

(1)  No talking in the lab room unless asking the instructor a question.

(2)  Leave all books and belongings (including watches & cell phones) on the side counter or

        instructor-designated area.

(3)  You will be given an answer sheet.  Keep your answer sheet private.

(4)  Lab practicals will be timed using powerpoint slides.

 

Lab Safety

Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the event of a serious emergency can be found at http://www.austincc.edu/emergency/.

Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be immediately dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities.

 

You will receive safety training in your lab room prior to working with any hazards such as chemicals or microbes. If you miss in-class safety training and do not make it up as scheduled by your instructor you will be dropped from the class and not reinstated. If you show up on lab days without appropriate safety eyewear and shoes, you will not be able to participate in lab or remain in the room during class.

 

 

 

Safety training is mandatory for all students.

¨  You will receive general safety training during the first week of class.  Safety

      training will be held during the first week of lab.

 

¨  Dissection labs and labs involving chemicals require the use of safety glasses or goggles.

 

¨  If you do not have your safety glasses or goggles with you and the lab requires them,

     you will not be able to attend the lab.  

 

¨  You must wear closed shoes in order to attend ALL labs. Otherwise, you will have to

      leave the lab and you will not earn any points for the lab.  Also, you may be required by the

      instructor to wear a lab apron, depending on the lab or your attire.

 

¨  If you violate a safety policy, I will withdraw you from the class.

 

¨  If I do not have a safety contract from you by the end of the third class period, I will

     withdraw you from the class.

 

¨  If dropped for safety reasons, you will not be reinstated into the class.

 

Lab Cleanup:  

You are required to follow the clean-up protocols for each lab.  Be aware that points may be deducted from your grade for failing to clean up after lab.  You will be assigned a microscope and you are expected to follow the correct procedures when you put it away. 

 

In general, these are the things you need to do before leaving lab:

1)      Put away all slides, microscopes, models, books, charts and specimens. 

2)      When putting away microscopes:

          a. Turn off the microscope before unplugging the cord.

          b. Fold the electrical cord loosely. Fasten with velcro strip or wrapping cord.

          c. Put the lowest power objective in place.

          d. Remove any microscope slide and return it to its appropriate location.

          e. Put on the microscope cover.

          f. Return the microscope to its proper location in the cabinet.

3)      For physiology labs, follow the instructions in your lab report.

4)      Wash and dry dissecting equipment and put them away.  Wash dissecting trays and pans

          and leave to dry on drying racks.

5)      Discard dissected tissues in the designated biowaste container, not in the sink or in the

          regular trash can.

6)      Discard preservative fluid in the designated container, not in the sink.

7)      Wash off the lab bench if you have been dissecting.

8)      Wash your hands before leaving lab.

9)      Follow all instructions written on the board or given by your instructor.

 

Student Injury Insurance:

 

Students enrolled in lab and field courses are covered by student insurance if they are injured as a result of the lab or field activity.  The instructor will provide the student with the necessary forms and complete an injury report for the office of Environment, Health, Safety and Insurance.  There is a small deductible.  You are covered by a student accident insurance policy if you are physically injured by an accident during A&P lab that was caused by the lab activity. 

 

Open Labs:  Hours for open lab will be posted during the first week of class. All ACC campuses that teach Anatomy & Physiology have open lab hours.  You may attend open lab at any ACC campus.  The open labs may or may not have an A&P tutor available.  Cancellations may occur due to illness or work schedules of the tutor.  Children are not permitted in the lab rooms and are not allowed to be in the building unsupervised.

 

All ACC lab rooms has an occupancy limit of 25 (24 students plus the tutor) at all times.  This occupancy limit is mandated by the college.  This occupancy limit will be enforced.  Open labs are on a first-come-first-served basis. Students who are in the lab will not be asked to leave to allow late-comers into the room. Students are allowed to attend any open lab at any campus, as long as there is space.

 

ACC Academic Policies and Services

 

Statement on Scholastic Dishonesty:

A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational institution.  Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression.  Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations.  Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents.  Penalties for scholastic dishonesty will depend on the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and/or expulsion from the college.  See the Student Standards of Conduct and Discipline Process and other policies at http://www.austincc.edu/current/needtoknow

 

I take acts of scholastic dishonesty very seriously in this class.

 

Student Rights and Responsibilities:

Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association.  These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process.  Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment.  This concept is accompanied by an equally demanding concept of responsibility on the part of the student.  As willing partners in learning, students must comply with college rules and procedures.

 

Safety Statement

Austin Community College is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, health and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at http://www.austincc.edu/ehs. Because some health and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the event of a serious emergency can be found at http://www.austincc.edu/emergency/.
 

Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be immediately dismissed from the day’s activity, may be withdrawn from the class, and/or barred from attending future activities.

 

Statement on Students with Disabilities

Each ACC campus offers support services for students with documented disabilities. Students with disabilities who need classroom, academic or other accommodations must request them through the Office of Students Accessibility Services (SAS).  Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester, otherwise the provision of accommodations may be delayed.

 

Students who have received approval for accommodations from SAS for this course must provide the instructor with the ‘Notice of Approved Accommodations’ from SAS before accommodations will be provided.  Arrangements for academic accommodations can only be made after the instructor receives the ‘Notice of Approved Accommodations’ from the student.

 

Students with approved accommodations are encouraged to submit the ‘Notice of Approved Accommodations’ to the instructor at the beginning of the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations.

 

Additional information about Student Accessibility Services is available at http://www.austincc.edu/sas

 

If accommodations must be made for lab practicals, you will probably take the lab practical on the scheduled day at an alternate time when the lab is not in use.  Arrangements must be made in advance with the instructor to ensure the lab room and a suitable proctor are available.

 

Note to SAS students in this class:  Please be aware that lecture exams will be placed only in the SAS office at the Round Rock Campus.  You are required to take your lecture exams on the same days as other students.  Please see the schedule for dates.  

 

Student and Instructional Services
ACC strives to provide exemplary support to its students and offers a broad variety of opportunities and services. Information on these services and support systems is available at: http://www.austincc.edu/support

 

Links to many student services and other information can be found at: http://www.austincc.edu/

ACC Learning Labs provide free tutoring services to all ACC students currently enrolled in the course to be tutored. The tutor schedule for each Learning Lab may be found at: http://www.austincc.edu/tutor

 

For help setting up your ACCeID, ACC Gmail, or ACC Blackboard, see a Learning Lab Technician at any ACC Learning Lab.

 

Bad Weather:

If classes are cancelled because of bad weather, ACC notifies instructors and students on the ACC homepage (http://www.austincc.edu) and on local radio and television stations. 

 

ACC Policy Concerning Copyrighted Materials:

All class materials provided on the instructor’s web page, Blackboard, CD, and/or in printed form (labs, objectives, assignments, etc.) are copyrighted and may not be reproduced without the written consent of the copyright holder.  This may be the instructor, ACC, or a publisher.  Reproduction consists of photocopying, scanning and copying files, or posting on a server or web site.  Students currently registered for this section have permission to print one copy of course materials for their own personal use.  No permission is given for posting any course materials on web sites.

 

Each student currently enrolled in this section of Anatomy & Physiology 1 is hereby given permission to download and print course materials from the Blackboard site for his/her own use.  Students do not have my permission to post any course materials on any web site.

 

BLOOM’S TAXONOMY

 

What is Bloom’s Taxonomy?  This is a standard model that attempts to place cognitive skills (mental thinking skills) into categories.  Bloom’s Taxonomy has six levels of thinking, going from the simplest level of thinking (knowledge) to the most complex level (evaluation).    Each level requires more of our thinking skills and incorporates the previous levels as well.  When people use the terms “problem-solving” or “critical thinking”, they are usually referring to these higher-level thinking skills. 

 

There are several other models for cognitive skills but Bloom’s Taxonomy is widely used.  In college, students are expected to work beyond the knowledge level (lowest category) and use higher-level thinking skills.   See Blackboard for specific examples of how questions over the same material can be written at different levels.

 

1.00     KNOWLEDGE (remembering previously learned material)

            1.10  Knowledge of specifics

                        1.11 Knowledge of terms

                        1.12 Knowledge of specific facts

 

            1.20  Knowledge of ways and means of dealing with specifics

                        1.21  Knowledge of conventions

                        1.22  Knowledge of trends and sequences

                        1.23  Knowledge of classifications and categories

                        1.24  Knowledge of criteria

                        1.25  Knowledge of methodology

 

            1.30  Knowledge of the universals and abstractions in a field of study

                        1.31  Knowledge of principles and generalizations

                        1.32  Knowledge of theories and structures

 

2.00     COMPREHENSION  (grasping the meaning of material)

            2.10  Translation (converting from one form to another)

                        2.11 Interpretation (explaining or summarizing material)

                        2.12  Extrapolation (extending the meaning beyond the data)

 

3.00     APPLICATION  (using information in concrete situations)

 

4.00     ANALYSIS  (breaking down material into its parts)

            4.10  Analysis of elements  (identifying the parts)

            4.20  Analysis of relationships (identifying the relationships)

            4.30  Analyis of organizational principles (identifying the way the parts are organized)

 

5.00     SYNTHESIS (putting parts together into a whole)

                        5.10  Production of a unique communication

                        5.20  Production of a plan or proposed set of operations

                        5.30  Derivation of a set of abstract relationships

 

6.00     EVALUATION  (judging the value of a thing for a given purpose using definite criteria)

                        6.10  Judgments in terms of internal evidence

                        6.20  Judgments in terms of external criteria

Readings

There are no required reading, the text book is for reference only.

Course Subjects

BIOL 2401 A&P I

Fall 2017 Schedule

 

Date	Lecture Topic	Lab
Jan 16	Syllabus Overview
Jan 18	Introduction/Homeostasis	Intro Safety Training
Jan 23	Cell Membrane	Lab 1: Metric System
Jan 25	Cell Membrane	Lab 2: Lab Intro to Anatomy
Jan 30	Cell Membrane	Lab 3: Passive Transport
Feb 1	Tissues	Lab 4: Microscope/Tissues
Feb 6	Tissues	Lab 5: Tissues
Feb 8	Integument	Lab 6: Integument
Feb 13	Review
Feb 15	Exam 1	Practical 1
Feb 20	Skeletal	Lab 7: Skeletal
Feb 22	Skeletal	Lab 7: Skeletal Cont.
Feb 27	Nervous Tissue	Lab 8: Neuron
Mar 1	Neurophysiology	Lab 9: Neurophysiology
Mar 6	Review
Mar 8	Exam 2	Practical 2
Mar 12-16	Spring Break
Mar 20	Muscular	Lab 10: Muscles
Mar 22	Muscular	Lab 11: Electromyography
Mar 27	CNS	Lab 12: CNS
Mar 29	CNS	Lab 12: Brain dissection
Apr 3	CNS	Cont.
Apr 5	Review
Apr 10	Exam 3	Practical 3
Apr 12	PNS/ANS	Lab 13: PNS
Apr 17	PNS/ANS	Lab 13: PNS
Apr 19	Somatosensory	Lab  14: Reflexes
Apr 24	Special Senses	Lab 15: Special Senses
Apr 26	Special Senses	Lab  16: Sensory Physiology
May 1	Review
May 3	Exam 4	Practical 4
May 8	Test Review
May 10	Comprehensive Final

 

.

The last day to withdraw without leaving a “W” on your transcript is Jan 31 2017.

The last day to withdraw for the semester (the Final Withdrawal Date) is Apr 23 2017. 

 

Student Learning Outcomes/Learning Objectives

Learning Outcomes for BIOL 2401 (A&P I) as per The Higher Education Coordinating Board (THECB):

 

A&P I Lecture

Upon successful completion of this course, students will:

Ø  Use anatomical terminology to identify and describe locations of major organs of each system covered.

Ø  Explain interrelationships among molecular, cellular, tissue, and organ functions in each system.

Ø  Describe the interdependency and interactions of the systems.

Ø  Explain contributions of organs and systems to the maintenance of homeostasis.

Ø  Identify causes and effects of homeostatic imbalances.

Ø  Describe modern technology and tools used to study anatomy and physiology.

 

A&P I Lab

Upon successful completion of this course, students will:

Ø  Apply appropriate safety and ethical standards.

Ø  Locate and identify anatomical structures.

Ø  Appropriately utilize laboratory equipment, such as microscopes, dissection tools, general lab ware, physiology data acquisition systems, and virtual simulations.

Ø  Work collaboratively to perform experiments.

Ø  Demonstrate the steps involved in the scientific method.

Ø  Communicate results of scientific investigations, analyze data and formulate conclusions.

Ø  Use critical thinking and scientific problem-solving skills, including, but not limited to, inferring, integrating, synthesizing, and summarizing, to make decisions, recommendations and predictions.

 

Introduction to Anatomy and Physiology

Assumptions concerning students’ existing knowledge:

• Students are familiar with the levels of organization in multicellular organisms and can relate the parts to each other and to the whole.
• Students are familiar with the levels of structural organization in the human body.
• Students are familiar with the names and overall functions of the twelve body systems.

 

Lecture Objectives:

1.         Compare the fields of anatomy and physiology.  Discuss the relationship b         between structure and function.

 

2.         Compare the subdisciplines of anatomy: gross anatomy and microscopic

            anatomy.

 

3.         Compare the major subdisciplines of physiology: general physiology and

            pathophysiology.

 

4.         Describe and identify the anatomical position, directional terms, sections and anatomical planes used in anatomy.

 

5.         Define “body cavity”.

            a. Name the principal cavities of the human body, along with their subdivisions.

            b. Identify structures that form the boundaries of these cavities and identify the  

                        major organs located within each cavity.

            c. Identify the serous membranes.

 

Homeostasis

6.         Define homeostasis and explain why it is referred to as a “dynamic steady state”.

            State several conditions that must be maintained by homeostatic mechanisms.

 

7.         Define “internal environment”. Compare each of the following: extracellular fluid

            (ECF), interstitial fluid (IF), plasma, intracellular fluid (ICF), cytosol and     cytoplasm.

 

8.         Diagram a general homeostatic control system. Describe the function of each  

            component of a general homeostatic control system and explain how they work

            together.

 

9.         Define and compare feedback and feed-forward mechanisms. 

 

10.      Explain what would happen in a feedback process if no feedback occurs. Explain

            the difference between negative and positive feedback in terms of their effect on

            the output from the system and on deviation from the set point. Give several

            examples of conditions that are controlled by negative or positive feedback

            mechanisms.

 

11.      Discuss the homeostatic regulation of at least one body function.

 

12.      Explain how problems in homeostatic mechanisms can lead to disease states. 

            Give specific examples.

 

 

Laboratory Objectives:

1.         Identify anatomical position, directional terms and anatomical planes, using

            anatomical models or diagrams:

                        Directional Terms:

                                    superior, inferior

                                    anterior; posterior

                                    ventral; dorsal

                                    medial; lateral

                                    proximal; distal

                                    superficial; deep

                                    supine; prone

           

                        Anatomical Planes:

                                    sagittal, parasagitall

                                    midsagittal, median

                                    frontal, coronal

                                    transverse, horizontal

 

2.         Use anatomical models, preserved specimens or diagrams to identify the various        cavities of the body, along with their subdivisions and the major organs that are

            located in each cavity:

                        dorsal:  cranial, spinal

                        ventral:  thoracic, abdominopelvic

 

3.         Use anatomical models or diagrams to identify the locations of abdominopelvic

            regions and anatomical quadrants of the body:

                        Abdominopelvic Quadrants:

                                    right upper quadrant

                                    left upper quadrant

                                    right lower quadrant

                                    left lower quadrant

 

                        Abdominopelvic Regions:

                                    right hypochondriac

                                    epigastric

                                    left hypochondriac

                                    right lumbar

                                    umbilical

                                    left lumbar

                                    right iliac

                                    hypogastric

                                    left iliac

 

4.         Demonstrate the ability to use body surface anatomy terms on anatomical

            models or diagrams:

                        oral                                                                            

                        orbital                                    

                        occipital                                

                        cervical                                 

                        thoracic                                 

                        axillary                                   

                        brachial

                        antecubital

                        olecranon

                        abdominal

                        lumbar

                        pubic 

                        inguinal

                        gluteal

                        femoral

                        patellar

                        popliteal

                        calcaneal

                        digital

 

 

 

 

 

 

 

Chemistry

Assumptions concerning students’ existing knowledge:

• Students have a rudimentary knowledge of atoms, elements, isotopes, molecules and ions.
• Students can identify common chemical symbols and can read the periodic table, including atomic number, mass number and atomic weight.
• Students understand the basic structure of an atom, including protons, neutrons and electrons.
• Students understand the properties of water and how they benefit organisms.
• Students are familiar with kinetic energy and potential energy, including characteristics and examples.
• Students are familiar with chemical reactions, including decomposition reaction, synthesis reaction, hydrolysis reaction, dehydration synthesis, exchange reaction, reversible reaction.
• Students understand the purpose and function of enzymes including catalysts, substrates, products, activation energy, active sites, reaction rates, and factors that affect enzyme activity.
• Students understand organic compounds and biomolecules, including monomer, polymer, and the importance of carbon.
• Students are familiar with the structure and function of carbohydrates, including monosaccharides, disaccharides, polysaccharides, and examples of each.
• Students are familiar with the structure and function of lipids, including triglycerides, phospholipids, and steroids (especially cholesterol).
• Students are familiar with the levels of organization in multicellular organisms and can relate the parts to each other and to the whole.
• Students are familiar with the structure and function of proteins, including amino acids, polypeptides, proteins, four levels of protein structure, denaturation and its effects on protein function, and effects of pH and temperature on protein function.
• Students are familiar with the structure and function of nucleic acids, including nucleotides, ATP, DNA, RNA, genes, complementary DNA strands.
• Students can compare RNA and DNA, including nucleotides and structure.
• Students are familiar with DNA replication and can explain the relationship between genes, DNA, and chromosomes.
• Students have a rudimentary knowledge of transcription and translation in the making of proteins, including the role of mRNA, tRNA, and rRNA.

 

Lecture Objectives:

1.         Explain the role of electrons in chemical bonding.

 

2.         Compare how covalent and ionic bonds hold atoms together and how each type

            of bond is shown in a diagram.

 

3.         Discuss the relative strengths of covalent and ionic bonds (how easily the bonds

            can be broken).

 

4.         Compare polar and nonpolar bonds. Describe the polarity of water.

 

5.         Compare and contrast the characteristics of polar and nonpolar molecules.

 

6.         Define the term hydrogen bond. Describe the characteristics of hydrogen bonds.

            Identify how hydrogen bonds are shown in a diagram.          

 

7.         Distinguish between hydrophilic & hydrophobic substances and describe their

            interactions.

 

8.         Distinguish among the terms solution, solute, solvent, colloid suspension, and

            emulsion.

 

9.         Explain the role of ATP (adenosine triphosphate) and ADP (adenosine

            diphosphate) in energy transfer.

 

Acids, Bases, Salts, pH and Buffers

10.      Define the terms acid, base and hydrogen ion (=proton).

 

11.      Define pH.  Relate pH to the concentration of hydrogen ions. Read a pH scale

            and determine whether the solution is acidic, basic or neutral.

 

12.      Compare the properties of salts, acids and bases.

 

13.      Define the term buffer. Describe how buffers work to keep the pH within a narrow

            range to maintain homeostasis.

 

14.      Define the term dissociation. Describe the effect of dissociation in producing

            anions and cations. Describe the effect of dissocation on the strength of an acid

            or base.

 

Core Physiology Labs (Required)                      

            Metric System

            pH

 

Optional Physiology Labs

            Quantitative (dimensional analysis, graphing, measurement, data analysis,

                        statistical analysis)

            Scientific Method

            Learning how to identify authentic scientific websites

                       

           

 

 

Cells

Assumptions concerning students’ existing knowledge:

• Students are familiar with the basic structure of eukaryotic cells, including plasma membrane, nucleus and cytoplasm.
• Students are familiar with the structure and function of the following: ribosomes, rough endoplasmic reticulum (RER), Golgi apparatus (=Golgi body or Golgi complex), smooth endoplasmic reticulum (SER), lysosomes, mitochondria, cilia, flagella, and cytoskeleton.
• Students can describe how ribosomes, rough ER and Golgi apparatus work together in protein synthesis and packaging.
• Students are familiar with the structure and function of the plasma membrane, including phospholipid bilayer, cholesterol, proteins and carbohydrates.
• Students are familiar with cellular respiration, glycolysis, citric acid cycle (=Krebs cycle), substrate-level phosphorylation, oxidative phosphorylation, and electron transport chain.
• Students are familiar with glycolysis, including the function, location in the cell where glycolysis occurs, reactants, and products.
• Students are familiar with the citric acid cycle, including the function, location in the cell where the citric acid cycle occurs, reactants and products.
• Students are familiar with oxidative phosphorylation, including the function, location in the cell where oxidative phosphorylation occurs, structure of electron transport chain, and role of oxygen.
• Students can compare the relative amount of ATP production in glycolysis, the citric acid cycle, and oxidative phosphorylation.
• Students are familiar with lactic acid fermentation that occurs after glycolysis whenever oxygen is not present in the cell’s environment.

 

Lecture Objectives

Plasma Membrane

1.         Describe the location of intracellular and extracellular fluids and the relationship

            between the two.

 

2.         Explain the difference between permeable, impermeable, and selectively

            permeable membranes.

 

3.         Explain how protein receptors allow cells to communicate with each other.  

            Explain and compare receptor-channel, receptor-enzyme, second messenger,

            and intracellular (direct gene activation) signaling mechanisms.

 

4.         Discuss how the size, electric charge, and polarity of molecules affect their

            movement across the plasma membrane.

 

5.         Diffusion:
            a. Define diffusion and explain the relationship between kinetic energy, the        

                        random movement of molecules, and diffusion.
            b. Explain the concept of a concentration gradient and an electrical            gradient.

            c. Define osmosis.
            d. Define osmolarity and explain how osmolarity affects osmosis.
            e. Define osmotic pressure and explain how it affects osmosis.

 

6.         Define tonicity and describe its relationship to osmotic pressure.  

 

7.         Describe isotonic, hypotonic and hypertonic solutions. Discuss the effect of these

            solutions on cells that are exposed to them.

            a. Determine whether a cell's environment is hypotonic, hypertonic, or isotonic

                        with respect to the cell when given the concentration of solutes in the

                        environment and in the cell.

            b. Determine which way water will move by osmosis and whether the cell will

                        shrink, stay the same shape, or swell, when given the           concentration of

                        solutes in the cell and in the environment.

 

8.         Explain the difference between osmolarity and tonicity. Distinguish between

            penetrating and non-penetrating solutes.

 

9.         Describe filtration.

 

10.      Describe the general mechanism of carrier-mediated transport and the types of

            molecules that require carriers to move across the plasma membrane.

 

11.      Define facilitated diffusion and describe how it differs from simple diffusion.

 

12.      Discuss the different types of channels: leak, gated channels (chemically-gated,

            voltage-gated, mechanically-gated).

 

13.      Describe active transport and the conditions that require its use:
            a. Describe the process of primary active transport.
            b. Describe the sodium-potassium pump as an example of primary active                     

                        transport.

            c. Describe the process of secondary active transport.
            d. Describe sodium-dependent glucose transport as an example of secondary

                        active transport.

 

14.      Describe vesicular transport (endocytosis, exocytosis, phagocytosis).

 

Membrane Potential

15.      Membrane potentials:

            a. Define membrane potential, voltage and current.
            b. Explain how the resting membrane potential is maintained.
            c. Describe the functions of membrane potentials in nerve and muscle cells.

 

 

Laboratory Objectives:

1.         Identify the parts of a compound light microscope.

 

2.         Demonstrate correct care and usage of microscopes and slides.

 

 

Core Physiology Labs (Required)                      

            Passive Transport Lab       (Ex: sheep blood, egg osmosis, diffusion/osmosis)

                       

Optional Physiology Labs

            Active transport lab

 

 

 

Tissues

 

Lecture Objectives:

1.         Define “tissue.”

 

2.         Identify the different major tissue types found in the human body and describe

            the general functions and characteristics of each type.

 

3.         Describe the naming criteria (cell shape and number of layers) used for epithelial

            tissues.

 

4.         For each of the following types of epithelial and connective tissues, describe the

            specific structural characteristics, the general function, and examples of locations

            in the body:

            a. Epithelial tissue: simple squamous, simple columnar, simple cuboidal,

                        pseudostratified columnar, stratified squamous (keratinized and non-

                        keratinized) and transitional.

            b. Connective tissue: areolar, adipose, reticular, dense regular, dense irregular,           

                        elastic, hyaline cartilage, elastic cartilage, fibrocartilage, compact bone,

                        blood.  

 

5.         Compare endocrine and exocrine glands.

 

6.         Describe the structure, basic function and location for cutaneous, mucous and

           serous membranes.          

 

 

Laboratory Objectives:

1.         Students will use microscopes to identify the following on microscope slides:

                        Epithelial tissue

                                    simple squamous

                                    simple cuboidal

                                    simple columnar

                                    pseudostratified ciliated columnar

                                    stratified squamous (keratinized and nonkeratinized)

                                    transitional

 

                        Connective tissue

                                    areolar 

                                    adipose 

                                    reticular  

                                    dense irregular

                                    dense regular

                                    elastic

                                    hyaline cartilage 

                                    elastic cartilage 

                                    fibrocartilage

                                    compact bone

                                    blood

 

2.         Identify the following on anatomical models, preserved specimens or diagrams:

                        cutaneous

                        mucous                                

                        serous

 

3.         Identify the following on anatomical models, preserved specimens or diagrams:

                        parietal and visceral pleura

                        parietal and visceral pericardium

                        parietal and visceral peritoneum

 

Required Dissection:                                                                                

1.         Identify these structures through dissection of a whole animal (cat, fetal pig, rat):

·      thoracic cavity

·      abdominopelvic cavity

·      parietal pericardium

·      visceral pericardium

·      parietal pleura

·      visceral pleura

·      parietal peritoneum

·      visceral peritoneum

 

 

 

 

The Integumentary System

Assumptions concerning students’ existing knowledge:

• Students are familiar with the basic structure of eukaryotic cells, including plasma membrane, nucleus and cytoplasm.
• Students are familiar with the basic concepts of mitosis and meiosis.

 

Lecture Objectives
1.         Discuss the functions of the integumentary system.

 

2.         Describe the structures of the skin.

 

3.         Identify and describe the structure and function of the accessory structures of the

            skin: hair, hair follicle, sebaceous glands, sudoriferous glands.

 

4.         Identify the pigments that affect skin color (melanin, carotene, hemoglobin).

 

Optional Lecture Objectives

1.         Name and describe the cellular components and histological structure of each

            layer of the skin. Identify the tissues found in each layer.

2.         Describe the process of normal replacement of surface cells through mitosis in

            the basal layer.

3.         Discuss the distribution of sudoriferous glands (eccrine and apocrine) and

            sebaceous glands.

4.         Describe modified sweat glands:  ceruminous, mammary.

 

 

Lab Objectives
1.         Locate and be able to identify these structures on skin models or diagrams:

                        epidermis

                                    stratum basale

                                    stratum spinosum

                                    stratum granulosum

                                    stratum lucidum

                                    stratum corneum

                        dermis

                                    papillary layer with dermal papillae

                                    reticular layer

                        hypodermis

                        sebaceous glands

                        sudoriferous glands

                                    apocrine

                                    eccrine

                        hair    

                                    hair root

                                    hair shaft

                                    hair bulb

                                    hair papilla

                                    hair matrix

                        hair follicle

                        arrector pili

                        Meissner’s corpuscle (=tactile corpsucles)

                        Pacinian corpuscle (=lamellar corpsucles) 

           

2.         Identify these structures on a microscope slide of human skin:

                        epidermis

                        dermis

                        hypodermis

                        sebaceous glands

                        eccrine sudoriferous glands

                        hair

                        hair follicle

                        arrector pili

 

 

 

 

The Skeletal System

 

Lecture Objectives:

1.         List the major functions of the skeletal system.

 

2.         Name and describe the organs of the skeletal system.

 

3.         Describe and give examples of the different shapes of bones.

 

4.         Describe the gross structure of a long bone.

 

5.         Describe the microscopic structure and chemical composition of bone tissue,   including cell types.

 

6.         Distinguish between compact (=lamellar, dense) and cancellous (=spongy) bone        tissue.

 

7.         Describe the stages of endochondral and intramembranous ossification. Give examples of bones that form by each process.

 

8.         Describe the process of bone growth in thickness and in length.

 

9.         Describe the hormonal controls of bone growth and calcium homeostasis.         Include the roles of growth hormone, IGF, calcitonin, parathyroid hormone and

            vitamin D. 

 

10.      Differentiate between the axial and appendicular skeleton.

 

11.      Describe the structural features that distinguish the male from the female pelvis.

 

12.      Describe and give examples of the major structural and functional types of joints.

 

13.      Identify the types of movement that occur at synovial joints

 

Optional Lecture Objectives:

1.         Describe major differences in both structure and function between the pectoral

            and pelvic girdles and their appendages.

2.         Compare the two types of cartilage growth (appositional and interstitial).

3.         Describe how the skeleton develops and changes with age.

4,         Discuss bone fractures and repair.

5.         Name and describe specific bone markings and identify the general functions of           each.

6.         Identify the factors that determine the range of movement at synovial joints.

 

 

 

Recommended Integration:

1.         Describe the relationship of synovial membranes and bursae to skeletal             articulations.

 

Laboratory Objectives:

1.         Identify the histological features of hyaline cartilage and fibrocartilage:                                          chondrocytes

                        lacunae

                        matrix

 

2.         Compare a sectioned long and a flat bone and locate:

                        compact (=lamellar, dense) bone tissue

                        cancellous (=spongy) bone tissue

 

3.         Identify the parts of a long bone:

                        diaphysis

                        epiphyses (proximal and distal)

                        epiphyseal line

                        medullary cavity

                        articular surface

 

4.         Locate and identify the tissue types and microscopic structures in slides of bone:

                        compact bone tissue

                                    osteons

                                    central (=Haversian) canals

                                    perforating (=Volkmann’s) canals

                                    lamellae

                                    lacunae

                                    osteocytes

                                    canaliculi

                        cancellous (=spongy) bone tissue

                                    trabeculae

                                    osteocytes

                                    lacunae

                                    bone marrow

 

5.         Be able to locate and identify the following bones and bone markings on

            articulated skeletons and disarticulated bones. Also, know how many of each

            bone are in the body.

                        frontal: sinus

 

                        parietal

 

                        temporal: zygomatic process, mastoid process, styloid process, petrous

                                    portion, mandibular fossa, carotid canal, external auditory   

                                    (=acoustic) meatus

 

                        occipital bone: foramen magnum, occipital condyles

 

                        sutures: sagittal, coronal, squamous, lambdoidal

 

                        sphenoid: sella turcica, sinus, optic foramen

 

                        ethmoid: crista galli, cribriform plate, olfactory foramina, perpendicular

                                    plate, superior and middle nasal conchae, sinus

 

                        maxilla: alveoli, palatine process, sinus

 

                        mandible: body, ramus, condylar process, mandibular foramen, coronoid

                                    process, alveoli, mental foramen, mandibular notch

 

                        palatine

 

                        zygomatic: temporal process

 

                        lacrimal

 

                        nasal

 

                        inferior nasal conchae

 

                        vomer

 

                        Skull Features:

                                    orbits

                                    zygomatic arch

 

                        hyoid bone

 

                        vertebrae

                                    body, vertebral arch, vertebral foramen, transverse process,

                                    spinous process, superior articular process, inferior articular

                                    process

                       

                                    cervical vertebrae

                                                transverse foramen

                                                atlas

                                                axis:  dens (=odontoid process)

           

                                    thoracic vertebrae

                                                rib facets

 

                                    lumbar vertebrae

 

                                    sacrum

 

                                    coccyx

 

                                    intervertebral foramina

 

                                    intervertebral discs

           

                        sternum: manubrium, body, xiphoid process

 

                        ribs: costal cartilages, head, neck, body (=shaft), tubercle

                       

                        clavicle: sternal extremity, acromial extremity

 

                        scapula: spine, acromion, coracoid process, glenoid cavity (=fossa),

                                    medial border, lateral border, supraspinous fossa, infraspinous

                                    fossa,             subscapular fossa

 

                        humerus: head, anatomical neck, surgical neck, body, deltoid tuberosity,

                                    capitulum, trochlea,            coronoid fossa, olecranon fossa

 

                        radius: head, styloid process

 

                        ulna: olecranon process, coronoid process, trochlear notch,            head, styloid

                                    process

 

                        carpals

 

                        metacarpals

 

                        phalanges

 

                        os coxa (=coxal) bone: 

                                    ilium, iliac crest, anterior superior iliac spine, greater sciatic notch,                                                ischium, ischial tuberosity, obturator foramen, pubis, pubic

                                    symphysis, acetabulum

 

                        femur: head, neck, greater trochanter, lesser trochanter, medial condyle,

                                    lateral condyle, linea aspera

 

                        patella

           

                        tibia: medial condyle, lateral condyle, tibial tuberosity, medial malleolus

 

                        fibula: head, lateral malleolus

 

                        tarsals: talus, calcaneus

 

                        metatarsals

 

                        phalanges

 

7.         Locate and identify the fontanels on a model or diagram of the fetal skull:

                        frontal (=anterior)

                        occipital (=posterior)

 

8.         Identify the major structural features on models of selected diarthrotic joints:

                        Knee joint

                                    bursae

                                    medial and lateral menisci

                                    anterior and posterior cruciate ligaments

                                    tibial (=medial) and fibular (=lateral) collateral ligaments

                                    patellar ligament

                                    articular cartilages

                                    tendon of quadriceps femoris

 

 

 

 

The Muscular System

Assumptions concerning students’ existing knowledge:

• Students are familiar with basic cell structures: plasma membrane, nucleus, cytoplasm, endoplasmic reticulum, mitochondria.

 

Lecture Objectives:

1.         List the major functions of the muscular system.

 

2.         Compare and contrast the three types of muscle tissue in terms of their   microscopic structure, their general locations, and their functional characteristics.

 

3.         Describe the major molecular components of skeletal muscle cells, particularly            the contractile proteins.

 

4.         Describe the cytological structure of skeletal muscle cells and its relationship to           muscle cell contraction.

 

5.         Describe the structure of a skeletal muscle at the organ level, including the         connective tissue components.

 

6.         Define sarcomere and identify its major components.

 

7.         Describe the structure of the neuromuscular junction, including the structure of the motor end plate. 

 

8.         Describe the events that occur at a neuromuscular junction that lead to the         release of acetylcholine (ACh). Discuss the release, action and destruction of

            ACh, the end plate potential (EPP), and the function of the transverse tubules     and sarcoplasmic reticulum (SR).

 

9.         Explain the sliding-filament mechanism of muscle contraction (cross bridge cycle)       and how it is controlled.

 

10.      Explain the role of ICF calcium in skeletal muscle contraction, the control of its   release and re-sequestration (excitation-contraction coupling).

 

11.      Describe the events that happen at the neuromuscular junction and in the           skeletal muscle cell that allow relaxation to occur.

 

12.      Describe the contractile response to a single end plate potential (a muscle        twitch). Diagram this response and label its phases. Correlate events that occur       during excitation-contraction coupling and the cross-bridge cycle to the phases of         this response.

 

13.      Discuss the factors that affect the length-tension relationship in a skeletal

            muscle.

 

14.      Define motor unit.  Describe the organization of skeletal muscles into motor units.

 

15.      Explain the physiological mechanisms that lead to summation (recruitment, twitch       summation = wave summation, and tetanus) in skeletal muscle.

 

16.      List and give examples of each of the major criteria for naming skeletal muscles.

 

17.      Discuss the relationship among prime mover, synergist, and antagonist muscles,       using specific examples.

 

Optional Lecture Objectives

1.         Distinguish among the three major types of skeletal muscle fibers.

2.         Discuss the factors that affect the velocity of shortening.

3.         Discuss the energy sources used by skeletal muscles. Correlate energy             production with muscle fatigue and oxygen debt.

4.         Describe nervous system control of skeletal muscle.

 

Recommended Integration:

1.         Describe the relationship of the fibrous connective tissue of the muscular system         with the periosteum of bone in the skeletal system.

2.         Describe the relationship between the kind of articulation and the kind of skeletal 

            muscle movements that occur at each.

 

Laboratory Objectives:

1.         Identify each of the specific muscle tissue types on microscope slides:

                        skeletal muscle tissue

                        cardiac muscle tissue: intercalated discs

                        smooth muscle tissue

 

2.         Identify a motor unit on a microscope slide.

 

3.         Name and locate the major muscles of the human body on anatomical models             and diagrams:

                        epicranius (frontalis belly; occipitalis belly)      

                        orbicularis oculi                  

                        orbicularis oris                    

                        masseter

                        temporalis

                        sternocleidomastoid                     

                        pectoralis major

                        serratus anterior                 

                        trapezius      

                        rhomboids

                        deltoid                                               

                        latissimus dorsi                 

                        biceps brachii         

                        brachialis

                        triceps brachii         

                        diaphragm                                       

                        external intercostals                      

                        internal intercostals                       

                        rectus abdominis   

                        external oblique                  

                        internal oblique                   

                        transversus abdominis     

                        gluteus maximus

                        gluteus medius

                        psoas major

                        iliacus

                        sartorius

                        tensor fasciae latae

                        adductor longus                 

                        adductor magnus               

                        pectineus

                        gracilis

                        rectus femoris                     

                        vastus lateralis                   

                        vastus medialis                  

                        vastus  intermedius           

                        biceps femoris                                

                        semitendinosus                 

                        semimembranosus          

                        tibialis anterior        

                        gastrocnemius

                        soleus                                              

 

4.         Identify the origin, insertion and action of the following muscles:

                        deltoid

                        biceps brachii

                        triceps brachii

                        sternocleidomastoid

                        rectus femoris

                        biceps femoris

                        gastrocnemius

 

            Comment from the committee: The goal was to select specific muscles to

            illustrate origin, insertion and action without asking students to learn these on

            40+ muscles.

 

5.         Identify these structures on anatomical models or diagrams:

                        tendons

                        epicranial aponeurosis (=galea aponeurotica)

                        linea alba

                        iliotibial tract

                        calcaneal tendon

 

6.         Identify these structures on the muscle cell model:

                        endomysium

                        sarcolemma

                        nuclei

                        sarcoplasm

                        myofibril

                        sarcomeres

                        motor end plate

                        motor neuron

                        t tubules

                        sarcoplasmic reticulum

                        terminal cisternae

 

 Recommended Dissection:

1.         Dissect and identify the major superficial skeletal muscles of a mammal.

 

2.         Dissect and identify the major superficial muscles and associated tendons of a

            chicken wing.

 

Core Physiology Labs (Required)                      

            Muscle Physiology

                        Using dynamometer to measure grip strength and recruitment

                        Frog muscle lab

           

 

 

 

The Nervous System

Assumptions concerning students’ existing knowledge:

• Students are familiar with basic chemistry, including ions, cations, anions, electrical gradient, chemical gradient, electrochemical gradient.
• Students are familiar with cell transport mechanisms, including diffusion, osmosis, facilitated diffusion, active transport (primary and secondary), vesicular transport.
• Students are familiar with cell signaling mechanisms, including receptor-channel, receptor-enzyme, second messenger, and direct gene activation mechanisms.
• Students are familiar with membrane potentials.

 

Lecture Objectives:

1.         Describe the major functions of the nervous system.

 

2.         Describe the overall organization of the nervous system.

 

3.         Describe a typical neuron and describe the general functions of each component.

 

4.         Describe the structural and functional classifications of neurons.

 

5.         Identify the types of glial cells (=supporting) found in the central nervous system

            (CNS) and peripheral nervous system (PNS). Describe the structure and general

            functions of each cell type.

 

6.         Describe and compare the structure, formation and general function of myelin

            sheaths in the CNS and PNS.

 

7.         Describe and compare white matter and gray matter and their distribution in the

            CNS and PNS.

 

8.         Describe the structure of a nerve.

 

Neurophysiology

9.         Define and describe a chemical synapse. Describe the events that occur at a

            chemical synapse that lead to the release of a neurotransmitter from the

            presynaptic neuron and the response of the postsynaptic neuron.

 

10.      Explain the difference between excitatory and inhibitory synapses.

 

11.      Define and describe:

            a. polarization

            b. depolarization

            c. repolarization

            d. hyperpolarization

 

12.      Compare the mechanisms, functions and characteristics of graded and action potentials.

 

13.      Define and diagram a typical action potential and label the specific phases on the        diagram.

 

14.      Describe the ionic mechanisms responsible for depolarization, repolarization and        hyperpolarization in an action potential. Describe the specific conformations of the ion channels during these events and the triggers that open or close them.

            Relate the ion channels to the specific phases of an action potential.

 

15.      Define threshold for an action potential. Explain what happens at the threshold.

 

16.      Compare subthreshold and threshold stimuli.

 

17.      Define, differentiate and explain the function of the absolute and relative   refractory periods.

 

18.      Describe how an action potential is propagated. Compare action potential

            propagation in unmyelinated and myelinated fibers. 

 

19.      Discuss the factors affecting conduction velocity in a neuron.

 

20.      Define neurotransmitters. Describe how neurotransmitters are released, the     mechanisms by which they can act on the postsynaptic membrane, and their          inactivation or removal, using Ach, NE, glutamate and GABA as examples.

 

21.      Define post synaptic potential.  Define and compare EPSPs and IPSPs.  Explain           how EPSPs and IPSPs can interact.  Explain the significance of spatial summation, temporal summation, and integration (GPSP).

 

Central Nervous System

22.      Describe the anatomy and general functions of the:

                        cerebrum

                                    cerebral cortex

                                    cerebral white matter

                                    basal nuclei (=cerebral nuclei)

                        diencephalon

                                    epithalamus

                                    thalamus

                                    hypothalamus

                        brain stem

                                    midbrain

                                    pons

                                    medulla oblongata

                        cerebellum

                        spinal cord

 

23.      Describe the functions of individual functional regions of the cerebral cortex.

            Describe spatial representation and explain its significance in sensory and motor        areas. Explain how these functional regions are integrated.

 

24.      Describe the limbic system, its general functions, and its interactions with the

            cerebral cortex, especially those that modify emotional behavior.

 

25.      Describe the basic neural mechanisms underlying learning and memory.

 

26.      Describe the general role of the cerebellum in voluntary muscle activity.

 

27.      Describe the location, structure, and functions of the reticular formation.

 

28.      Describe the physiological mechanisms associated with sleep and other stages         of consciousness.

 

29.      Diagram and define reflex. Differentiate reflexes based on effector type (somatic            vs. autonomic) and integration center (cranial vs. spinal). Describe the pathways

            and functions of simple spinal reflexes (example:  stretch reflex, withdrawal or

            flexor reflex). Explain reciprocal innervation and its role in somatic reflexes. 

 

30.      Describe the ventricle system of the brain.

 

31.      Describe the meninges and associated spaces of the brain and spinal cord.

 

32.      Describe cerebrospinal fluid, including its general function, location, formation,             circulation, and reabsorption.

 

33.      Describe the structure and basic function of the blood-brain barrier.

 

34.      Describe the location and structure of the spinal cord, including the arrangement          of white and gray matter within the cord.

 

35.      Describe the concept of ascending and descending spinal tracts in terms of      location, origin and termination.  

 

PNS: Motor Division

36.      Identify the cranial nerves and describe the location and general function of each.

 

37.      Describe the origin of a spinal nerve (dorsal and ventral roots) and its branches            (rami).

 

38.      Identify the spinal nerves by region and number.

 

39.      Identify the spinal nerve plexuses, the spinal nerves that contribute to the             formation of each plexus, and at least one of the major nerves that originate in       each plexus.

 

40.      Describe and compare the autonomic nervous system (ANS) and the somatic   motor division of the PNS in terms of effector organs and the organization of     efferent pathways. Include neurotransmitters, adrenergic neurons and receptors,          cholinergic neurons and receptors.

 

41.      Describe and compare the sympathetic and parasympathetic divisions of the

            ANS in terms of structure, general function, and specific effects on selected        organs.

 

42.      Explain dual innervation and its function. Give at least one example of an organ             that has dual innervation. Give at least one example of an organ that is not dually    innervated.

 

43.      Describe specific instances of tonic activity in the ANS (example: effect of             parasympathetic suppression of intrinsic SA node depolarization rate).

 

44.      Describe the actions of autonomic agonists and antagonists.

 

45.      Describe the role of the adrenal medulla in the sympathetic response.

 

46.      Explain how the brain is involved in regulating and coordinating ANS activity.

 

 

Optional Lecture Objectives

1.         Diagram and explain the structure and function of these basic neural circuits:

            a. diverging

            b. converging

 

2.         Describe integration of input from multiple sources by the somatic motor neuron.

 

3.         Compare the anatomy and general function of the language centers of the

            cerebral cortex.

 

Recommended Integration:

1.         Review the anatomy of the skull and vertebral column as related to the nervous             system.

2.         Review the intervertebral foramen and its relationship to spinal nerves.

3.         Review the neuromuscular junction.

4.         Review cutaneous receptors as related to the integumentary system.

 

 

 

Laboratory Objectives:

1.         Identify the following on nervous tissue slides or diagrams:
                        neurons

                        glial cells

                        cell body (=soma)

                        processes (=axons and dendrites collectively)

 

2.         Identify the parts of a neuron on anatomical models or diagrams:

                        cell body

                        nucleus

                        dendrites

                        axon

                        axon terminals (= synaptic knobs, terminal boutons, synaptic terminals )

                        Schwann cells (=neurolemmocytes)

                        myelin sheath

                        neurilemma

                        nodes of Ranvier (=neurofibril nodes)

                        axon hillock

                        synapses

                        endoneurium

 

3.         Identify the parts of a nerve on microscope slides:

                        epineurium

                        fasciculi (=neurofascicles),

                        perineurium

                        axons

 

4.         Identify the parts of the brain on anatomical models or diagrams:

                        cerebrum 

                                    right and left cerebral hemispheres

                                    transverse fissure

                                    longitudinal fissure

                                    lateral sulcus

                                    central sulcus

                                    parieto-occipital sulcus

                                    precentral gyrus

                                    postcentral gyrus

                                    frontal lobe

                                    parietal lobe

                                    temporal lobe

                                    occipital lobe

                                    insula

                                    cerebral cortex

                                    cerebral white matter

                                    basal nuclei (=cerebral nuclei or old name of basal ganglia)

                                    corpus callosum

                                    septum pellucidum

                                    fornix

                                    internal capsule

           

                        diencephalon 

                                    pineal body (=pineal gland)

                                    thalamus

                                    hypothalamus

 

                        infundibulum

                        pituitary gland

                        mammillary bodies)

 

                        brain stem 

                                    midbrain (=mesencephalon)

                                                corpora quadrigemina

                                                superior colliculi

                                                inferior colliculi

                                                cerebral peduncles

                                                superior cerebellar peduncles

                                    pons

                                                middle cerebellar peduncles

                                    medulla oblongata

                                                pyramids

                                                inferior cerebellar peduncles

 

                        cerebellum 

                                    right and left cerebellar hemispheres

                                    vermis

                                    cerebellar cortex

                                    arbor vitae

 

5.         Identify the parts of the brain on preserved brains:

                        cerebrum

                                    right and left cerebral hemispheres

                                    transverse fissure

                                    longitudinal fissure

                                    cerebral cortex

                                    corpus callosum

                                    septum pellucidum

                                    fornix

 

                        diencephalon          

                                    pineal body (=pineal gland)

                                    thalamus

                                    hypothalamus,

           

                        brain stem

                                    midbrain

                                                corpora quadrigemina

                                                superior colliculi

                                                inferior colliculi

                                    pons

                                    medulla oblongata

 

                        cerebellum

                                    right and left cerebellar hemispheres

                                    vermis

                                    cerebellar cortex

                                    arbor vitae

 

                        olfactory bulbs

                        olfactory tracts

                        optic nerves

                        optic chiasma

                        optic tracts

 

6.         Identify the parts of the ventricle system of the brain on anatomical models or

            diagrams:

                        lateral ventricles

                        third ventricle

                        fourth ventricle

                        median and lateral aperatures

                        cerebral aqueduct (=mesencephalic aqueduct)

                        interventricular foramen

                        choroid plexuses

 

7.         Identify the meninges and associated spaces of the brain cord on anatomical

            models or diagrams:

                        dura mater: periosteal layer, meningeal layer

                        arachnoid mater: subarachnoid space

                        pia mater

                        tentorium cerebelli

                        falx cerebri

 

8.         Identify the parts of the spinal cord on microscope slides and anatomical models:

                        Microscope slides

                                    gray horns

                                    white columns (=funiculi) 

                                    central canal

           

           

                        Spinal cord models

                                    gray horns: anterior, lateral, posterior

                                    white columns (=funiculi): anterior, lateral, posterior

                                    central canal

                                    gray and white commissures

                                    anterior median fissure

                                    posterior median sulcus

                                    meninges: dura mater, arachnoid mater, pia mater

                                    subarachnoid space

                                    epidural space

 

9.         Identify the origins of a spinal nerve on spinal cord models:

                        dorsal root

                                    dorsal root ganglion

                        ventral root

                        spinal nerve

                        rami: dorsal ramus, ventral ramus, gray ramus communicantes

                        sympathetic ganglia

 

10.      Identify the cranial nerves on anatomical models or diagrams:

                        branches of olfactory nerve

                        olfactory bulbs

                        olfactory tracts

                        optic nerves

                        optic chiasma (=chiasm)

                        optic tracts

                        roots of nerves III-XII

 

11.      Identify the spinal nerves and nerve plexuses on anatomical models or diagrams.

 

Required Dissection:                                                                                

1.         Dissect and identify the parts of the brain of a mammal.

 

Core Physiology Labs (Required)                      

            Human Reflexes

 

Optional Physiology Labs

            Nerve Physiology

 

 

 

Sensory Lecture Objectives

Assumptions concerning students’ existing knowledge:

o        Students are familiar with graded potentials and action potentials.

o        Students are familiar with depolarization, repolarization, hyperpolarization.

o        Students are familiar with the cranial nerves and their function.

 

PNS: Sensory Division

Sensory Receptors and General Senses

1.         Define sensory receptors.

 

2.         Compare general senses to the special senses.

 

3.         Classify sensory receptors on the basis of structure, function and stimulus.

 

4.         Discuss the mechanisms involved in receptor potentials and how they may result         in the formation of action potentials.

 

5.         Explain how information concerning stimulus intensity is conveyed to the CNS via         the frequency of afferent signals and the number of receptors activated.

 

6.         Differentiate between tonic and phasic receptors. Define adaptation.

 

7.         Describe a typical general somatic afferent pathway for sensation. Explain how it          allows the CNS to localize sensory input to specific body regions.

 

8.         Compare afferent pathways that do and do not terminate in the cerebral cortex.

 

9.         Describe the receptors and afferent pathway for the sensation of pain.

 

10.      Explain how the size of receptive fields, convergence in the afferent pathway,

            and lateral inhibition affects acuity and sensitivity.

 

Special Senses

11.      For all of the special senses, describe the location and structure of receptor cells,

            accessory structures, and afferent pathways.

 

Vision

12.      Describe the accessory structures of the eye and their functions:

            a. palpebrae

            b. levator palpebrae superioris

            c. conjunctiva

            d. lacrimal apparatus

            e. extrinsic eye muscles

 

13.      Describe the three layers of the eye, including structure and function of each

            part.

 

14.      Describe the structure and function of the lens of the eye.

 

15.      Describe the structure and function of the two cavities of the eye and the fluid

            found in each cavity.

 

16.      Define and describe the processes involved in vision:

            a. refraction

            b. accommodation

            c. phototransduction at the molecular level

 

17.      Describe the pupillary reflex.

 

18.      Compare the roles of rods and cones in producing a visual image.

 

            Comment from the committee: You may cover on-center and off-center bipolar

            and ganglion cells but are not required to; just focus on the cells that are actually

            sending information to the brain.

 

19.      Describe the afferent pathway for vision.

 

Auditory (Hearing) and Equilibrium

20.      Describe the structures and functions of the outer, middle, and inner ear.

 

21.      Compare the bony labyrinth and membranous labyrinth of the inner ear. 

            Distinguish between perilymph and endolymph.

 

22.      Describe how sound waves are collected and amplified by the outer, middle, and

            inner ear structures.

 

23.      Explain how transduction of sound waves occurs in the organ of Corti, including

            how the ear transmits information about the intensity and pitch of sounds to the

            brain.

 

24.      Describe the afferent pathway for hearing.

 

25.      Describe the role of these organs in the sense of equilibrium:

            a. cristae ampullaris in semicircular ducts

            b. otolith organs (=maculae) in saccule and utricle

 

26.      Briefly describe the afferent pathway for equilibrium.

 

Olfaction (Smell)

27.      Describe the location and receptors for the sense of olfaction.

 

28.      Explain how transduction occurs at the olfactory receptors.

 

29.      Describe the afferent pathway for olfaction.

 

Gustation (Taste)

30.      Describe the location and receptors for the sense of gustation.

 

31.      Explain how transduction occurs at the gustatory receptors

 

32.      Describe the afferent pathway for gustation.

 

Laboratory Objectives

1.         Locate and identify the accessory structures associated with vision on anatomical

            models or diagrams:

                        palpebrae 

                        conjunctiva  

                        lacrimal gland 

                        lacrimal puncta

 

2.         Locate and identify the extrinsic eye muscles on anatomical models or diagrams:

                        superior oblique muscles

                        inferior oblique muscles

                        superior rectus muscles

                        inferior rectus muscles

                        medial rectus muscles

                        lateral rectus muscles

 

3.         Locate and identify the structures of the eye on microscope slides:

                        nervous layer

                                    ganglion cell layer

                                    bipolar cell layer

                                    photoreceptors (rods and cones)

                                    pigmented layer

 

4.         Locate and identify the structures of the eyes on anatomical models or diagrams:

                        fibrous tunic

                                    cornea

                                    sclera

                                    scleral venous sinus

                        vascular tunic

                                    choroid

                                    ciliary body

                                    ciliary muscles

                                    ciliary processes

                                    suspensory ligaments

                                    iris

                                    pupil 

                        neural tunic

                                    retina

                                    ora serrata

                                    macula lutea

                                    fovea centralis

                                    optic disc

                        lens  

                        anterior segment

                                    anterior chamber

                                    posterior chamber

                                    aqueous humor

                        posterior segment

                                    vitreous humor

                        optic nerves

 

5.         Identify the olfactory epithelium on anatomical models and diagrams.

 

6.         Identify the papillae and taste buds on a microscope slide of the tongue

 

7.         Locate and identify the structures of the ear on anatomical models or diagrams:

                        outer ear

                                    pinna (=auricle)

                                    external auditory canal

                                    tympanic membrane

                        middle ear

                                    ossicles (malleus, incus, stapes)

                                    oval window

                                    round window,

                                    pharyngotympanic (=auditory, Eustachian) tube

                        inner ear: 

                                    bony labyrinth

                                                semicircular canals

                                                vestibule

                                                cochlea

                                    membranous labyrinth

                                                semicircular ducts with ampulla

                                                utricle,

                                                saccule

                                                cochlear duct

                                    vestibulocochlear nerve

                                                 vestibular branch

                                                cochlear branch

 

8.         Locate and identify the structures of the cochlea on microscope slides:

                        scala vestibule

                        vestibular membrane

                        cochlear duct

                        basilar membrane

                        scala tympani

                        organ of Corti

 

9.         Locate and identify the structures of the cochlea on the cochlear cross-section

            model:

                        scala vestibule

                        vestibular membrane

                        cochlear duct

                        organ of Corti with hair cells and supporting cells

                        tectorial membrane

                        basilar membrane

                        scala tympani

                        endolymph

                        perilymph     

 

 

Required Dissection:                                                                                

1.         Dissect and identify the parts of the mammalian eye:

·      cornea

·      sclera,

·      choroid

·      ciliary body

·      suspensory ligaments

·      iris

·      pupil 

·      retina

·      optic disc

·      lens  

·      aqueous humor

·      vitreous humor

·      optic nerve

 

 

Core Physiology Labs (Required)

            Sensory Physiology