Course Requirements

BIOL 2402 Anatomy & Physiology II

Spring 18

 

52407  Lec      010      HLC    HLC1  2407    MW    10:30am- 11:50am                

                                    Lab                  HLC    HLC1  2108.00           MW    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 other by appt.

 

Course Description:

BIOL 2402 Anatomy and Physiology II is the second 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: endocrine, cardiovascular, lymphatic, respiratory, digestive, urinary and reproductive. 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..

 

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:

Successful completion of BIOL 2401 A&P I or equivalent.

 

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.

 

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 2402.

 

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  (4 x 50 pts each)                   =     200 points

                                             Total Points            =     700 points

 

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

                                                                                    80-89%             = 629 – 560 = B                   

                                                                                    70-79%             = 559 – 490 = C                   

                                                                                    60-69%             = 489 – 420 = 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 extra credit, 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.   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 September 13, 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 November 27, 2017.

 

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. 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 readings for this anatomy and physiology course.  The textbook is for reference only.

Course Subjects

BIOL 2402 A&P II

Spring 2018 Schedule

 

Date	Lecture Topic	Lab
Jan 17	Syllabus, Intro	Lab Intro
Jan 22	Essential Concepts	Safety Training
Jan 24	Essential Concepts Cont.	Lab 1 - Metric System
Jan 29	Endocrine	Lab 2 - Endocrine Anatomy
Jan 31	Endocrine	Lab 3 - Glucose Tolerance Test
Feb 5	Cardiac	Lab 4 - Heart Anatomy
Feb 7	Cardiac	Lab 5 – EKG, Lab 6 - Cardiac Physiology
Feb 12	Review
Feb 14	Exam 1	Lab Practical 1
Feb 19	Vascular	Lab 7 – Vascular Anatomy
Feb 21	Vascular	Cont.
Feb 26	Blood	Lab 8 – Blood Pressure
Feb 28	Lymphatic	Lab 9 - Blood Cells, Lab 10 - Hematology
Mar 5	Immune	Lab 11 - Lymphatic Anatomy
Mar 7	Review
Mar 9	Exam 2	Lab Practical 2
Mar 12-16	Spring Break
Mar 19	Respiratory	Lab 12 – Respiratory Anatomy
Mar 21	Respiratory	Lab 13 – Respiratory Physiology
Mar 26	Digestive	Lab 14 – Digestive Anatomy
Mar 28	Digestive	Cont.
Apr 2	Review
Apr 4	Exam 3	Lab Practical 3
Apr 9	Renal	Lab 15 - Renal Anatomy
Apr 11	Renal	Cont.
Apr 16	Renal	Lab 16 – Renal Physiology
Apr 18	Fluid/Acid-Base	Lab 17 – Acid – Base Balance
Apr 23	Reproductive	Lab 18 – Reproductive Anatomy
Apr 25	Reproductive	Cont.
Apr 30	Review
May 2	Exam 4	Lab Practical 4
May 7	Exam Reviews
May 9	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 2402 (A&P II) as per The Higher Education Coordinating Board (THECB):

 

A&P II 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 II 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.

 

 

 

The Endocrine System

Assumptions concerning students’ existing knowledge:

o   Students are familiar with cell structures, especially plasma membrane, cytoplasm, receptors and nucleus.  Students can recognize cell structures on diagrams.

o   Students are familiar with the structure and characteristics of biomolecules, including amino acids, proteins, steroids and other lipids.

o   Students are familiar with cell signaling mechanisms, including receptor-channel, receptor-enzyme, second messenger, and direct gene activation mechanisms

o   Students are familiar with homeostatic mechanisms, including feedback

o   Students are familiar with the process of bone growth, calcium homeostasis and the role of hormones in controlling calcium levels.

o   Students are familiar with exocrine and endocrine glands in terms of where their products are secreted

o   Students are familiar with the nervous system, including the parts of the CNS, neuron structure and function, synapses, and neurotransmitters.

 

 

Lecture Objectives:

1.         Define each of the following terms: endocrine system, endocrine gland,

            hormone, target organ/target cell, receptor, and specificity.

 

2.         Describe the major functions of the endocrine system. 

 

3.         Compare the endocrine and nervous systems, including the following:     substances released by each, the location of the target cells, amount of time          it takes for the neurotransmitter/hormone to cause its effects, and how long the   effects of the neurotransmitter/hormone last.

 

4.         Discuss how the endocrine and nervous systems interact.  Describe an example

            of how the nervous system can override normal endocrine controls.

 

5.         Describe the chemical classification of hormones and the relationship    between chemical class and synthesis, storage, release, transport, half-life,   receptor location, and mechanism of action at the target cell.

 

6.         Describe the major mechanisms of hormone action.

 

7.         Compare the role of humoral stimuli, hormonal stimuli, and neural stimuli

            in the control of hormone release.  Give examples of each. Describe the role of positive and negative feedback in controlling hormone release.

 

8.         Discuss the role of tropic hormones in controlling other endocrine glands.

 

9.         Describe each of the following ways in which hormones can interact and             provide an example of each:  synergism, permissiveness, antagonism. Compare            up regulation and down regulation.

 

10.      Describe factors that affect the plasma concentration of a hormone.

 

11.      Describe the transport of hormones in the blood. Give specific examples of        hormones transported by each mode. If a binding protein is involved, discuss the    significance of the ratio of free hormone to bound hormone.

 

12.      Explain amplification of hormonal effect at the target cell.

 

13.      For each endocrine gland listed below, describe the location, structure, and       major hormones secreted.

·      hypothalamus  (releasing and inhibiting hormones, ADH, OT)

·      anterior pituitary gland (GH, TSH, ACTH, FSH, LH, PRL)

·      posterior pituitary gland (release site for ADH and OT)

·      thyroid gland (T3/T4, calcitonin)

·      parathyroid glands (PTH)

·      adrenal cortex (aldosterone, cortisol, adrenal androgens)

·      adrenal medulla (EPI, NE)

·      pancreas (insulin, glucagon)

·      ovaries (estrogen, progestin, inhibin)

·      testes (testosterone, inhibin)

 

15.      Describe and compare the anatomical relationship between the hypothalamus and the anterior pituitary/posterior pituitary. 

 

16.      Describe the role of the hypothalamus in the synthesis and secretion of

            hypothalamic hormones in the posterior pituitary , including the hypothalamo-

            hypophyseal tract.

 

17.      Describe the role of the hypothalamus in controlling the release of anterior

            pituitary hormones, including the hypothalamo-hypophyseal portal system.

 

18.      For each hormone listed below, discuss the::

            a. chemical classification and general mechanism of action           

            b. control of secretion by tropic hormones and other mechanisms

            c. target cells and specific actions of:

·      growth hormone

·      thyroid hormone (=T₃ and T₄)

·      glucocorticoids (specifically cortisol)

·      glucagon

·      insulin

 

19.      Describe the endocrine control of blood glucose by insulin, glucagon and other             hormones. Differentiate and compare energy sources during the absorptive and        postabsorptive states.

 

20.      Compare type 1(IDDM) and type 2 (NIDDM) diabetes mellitus.

 

Optional Lecture Objectives:

1.         Describe the endocrine control of growth, focusing on the effects of growth

            hormone and the control of its secretion. 

2.         Discuss the endocrine control of thyroid hormone secretion.

3.         Compare the causes and effects of hypothyroidism and hyperthyroidism. 

4.         Describe the integrated stress response.

 

Recommended Integration:

1.         Review the relationship of the adrenal medulla and sympathetic nervous system.

2.         Review the regulation of calcium by PTH, calcitrol and calcitonin.

 

Laboratory Objectives:

1.         Identify the endocrine glands listed below on anatomical models or diagrams.

                        hypothalamus

                        pituitary gland

                        anterior pituitary (=adenohypophysis)

                        posterior pituitary (=neurohypophysis)

                        thyroid gland

                        parathyroid glands

                        adrenal glands

                        adrenal cortex

                        adrenal medulla

                        pancreas

                        ovaries

                        testes

 

2.         Identify these structures on microscope slides.

 

            Thyroid Gland Slide

                        thyroid follicle

                                    follicular cells

                                    colloid with thyroglobulin

                        parafollicular cells

 

            Parathyroid Gland Slide

                        chief cells

 

            Adrenal Gland Slide

                        adrenal cortex

                                    zona glomerulosa

                                    zona fasciculata

                                    zona reticularis

                        adrenal medulla

                                    chromaffin cells

 

            Pancreas Slide

                        pancreatic islets

 

Required Dissections:                                                                              

1.         Locate and identify the major endocrine glands listed below on a mammal

·      thyroid gland

·      adrenal glands

·      pancreas

·      ovaries (female)

·      testes (male)

 

Optional Physiology Labs

            Endocrine Physiology (Ex: glucose tolerance test)

            Metabolism

 

 

The Cardiovascular System

Assumptions concerning students’ existing knowledge:

o   Students are familiar with membrane potentials, including resting membrane potentials, graded potentials and action potentials.

o   Students are familiar with cell transport mechanisms.

o   Students are familiar with osmosis and osmotic pressure.

o   Students understand that blood is a connective tissue.

• Students are familiar with cell signaling mechanisms, including receptor-channel, receptor-enzyme, second messenger, and direct gene activation mechanisms.

o   Students are familiar with the structure and function of cardiac muscle tissue, skeletal muscle tissue and smooth muscle tissue.

o   Students are familiar with excitation-contraction coupling and sliding filament mechanism of skeletal muscle

o   Students are familiar with chemical synapses.

o   Students are familiar with the autonomic nervous system and its effects on target organs

 

Lecture Objectives:

1.         Describe the major functions of the cardiovascular system.

 

2.         Name and describe the components of the circulatory system.  Distinguish

            between the cardiovascular system and the lymphatic system

 

Blood

3.         Describe the characteristics of whole blood

 

4.         Describe the composition of plasma

 

5.         Describe the process of hemopoiesis and where it occurs

 

6.         Describe erythrocytes, including the relationship between structure and function.           Describe the structure and function of hemoglobin.

 

7.         Describe the process of erythrocyte production and recycling, normal red blood             cell count and hematocrit.

 

8.         Describe the structure, classification and production of leukocytes. Describe the           major functions of each and normal ranges.

 

9.         Describe the structure and production of thrombocytes (=platelets), including the          function and normal ranges.

 

10.      Describe the process of hemostasis: vascular spasm, platelet plug, coagulation

            which includes the difference between the intrinsic and extrinsic mechanisms,

            clot retraction, clot dissolution, and factors that prevent abnormal clotting

 

11.      Describe the cellular basis for the presence of the ABO and Rh blood types in    humans. Include the location of antigens A, B and Rh and the plasma antibodies     associated with each type. Explain the difference between preformed (anti-A and           anti-B) and anti-Rh antibodies.

 

Heart

12.      Describe the anatomical location and orientation of the heart

 

13.      Describe the visceral and parietal pericardium

 

14.      Distinguish between the three layers of the heart wall, including the tissues of   each layer.

 

15.      Describe the gross external and internal anatomical features of the heart

 

16.      Describe the path of blood flow through the heart, identifying each vessel,           chamber, and valve

 

17.      Explain the pulmonary and systemic circulatory pathways

 

18.      Describe the two types of cardiac muscle cells, including structure, function and            location.

 

19       Describe the conduction system of the heart.

 

20.      Explain the ionic mechanisms underlying the cardiac pacemaker potential and the functions of the pacemaker potential in coordinating contraction in the     myocardium.

 

21.      Discuss variation in the intrinsic rates of autorhythmic cells in the heart and their           potential role when the SA node is not working. 

 

22.      Explain the ionic basis for the cardiac contractile cell action potential, including the purpose of the plateau phase.

 

23.      Describe excitation-contraction coupling in cardiac contractile cells.

 

24.      Describe a typical EKG recording and the events that cause its individual             components.  Draw and label a typical EKG.

 

25.      Describe the mechanical events of the cardiac cycle, including the events at each         phase, valve positions and pressure gradients.

 

26.      Identify where atrial systole, ventricular systole and diastole typically coincide     with the electrical events recorded by the EKG.

 

27.      Describe the causes of the two major heart sounds.

 

28.      Cardiac Output

            a. Define cardiac output, stroke volume and heart rate

            b. Explain the relationship between cardiac output, stroke volume and heart rate

            c. Explain briefly how CO can be manipulated to meet the needs of the body       d. Explain what happens when CO_R ¹ CO_L

            e. Explain the factors that affect or regulate stroke volume

            f.  Explain the factors that affect heart rate

 

Blood Vessels

29.      Describe and compare the histology, function and pressure (mm Hg) for the

            different types of blood vessels, including arteries, arterioles, capillaries, venules,

            and veins. 

 

30.      Discuss and outline specific circulations, including pulmonary, systemic,            coronary, cerebral arterial circle (=Circle of Willis), hepatic portal system and

            fetal.

 

31.      Explain the relationship between flow, pressure and resistance in blood vessels,

            and the factors that affect the amount of resistance. 

            a. Define flow (F), blood pressure (DP), and resistance (R or PR)

            b. State and apply the general mathematical relationship between flow, blood

                        pressure and resistance.  Explain how the body increases and decreases

                        blood flow.

 

32.      List the sources of resistance in blood vessels.  Rank these factors in order of their normal impact on resistance and explain your reasoning.

 

33.      Compare elastic and muscular arteries and their functions.

 

34.      Describe the measurement of systemic arterial pressure.  Define and differentiate       systolic pressure, diastolic pressure, pulse pressure and mean arterial pressure  

            (MAP).   Calculate pulse pressure and mean arterial pressure.

 

35.      Describe the different types of capillaries: continuous, fenestrated, sinusoidal.

 

36.      Describe the physical features of the capillary that facilitate movement of

            materials between blood and tissue fluid, including structure of capillary wall,

            intercellular clefts, fenestrations, high total cross-sectional area, low velocity.

 

37.      Explain the regulation of capillary beds and their bypass mechanism.

 

38.      Describe the mechanisms by which materials move between blood and tissue

            fluid at the capillaries. Compare the roles of diffusion and bulk flow.

 

39.      Bulk flow

            a. Define:

                        1)  capillary hydrostatic pressure

                        2)  capillary osmotic pressure

                        3)  interstitial fluid hydrostatic pressure

                        4)  interstitial fluid osmotic pressure

                        5)  net filtration pressure (NFP)

            b. Calculate net filtration pressure and its effect on the rate and direction of bulk

                        flow.

c. Explain capillary fluid dynamics for the arterial end of a capillary and for the

            venous end of a capillary.  Explain the difference between filtration and

            reabsorption.

            d. Explain why there is a difference in NFP between the arterial and venous

                        ends of a capillary and why it does not lead to constant edema. Describe

                        the role of the lymphatic system in maintaining normal tissue fluid volume.

            e. Explain the effects of these imbalances on the NFP:

                        1)  changes in capillary hydrostatic pressure

                        2)  changes in capillary osmotic pressure

                        3)  changes in interstitial fluid hydrostatic pressure

                        4)  changes in interstitial fluid osmotic pressure

 

40.      Describe the role of veins as blood volume reservoirs.

 

41.      Define venous return and describe the factors that affect it.

 

42.      State the relationship between mean arterial pressure (MAP), cardiac output

            (CO) and peripheral resistance (PR).  Explain how CO and PR are altered to

            maintain an appropriate MAP.

 

43.      Explain the short-term and long-term control of MAP.

 

44.      Discuss factors affecting tissue perfusion.  Explain why perfusion is not always the same for each part of the body.  Explain the role of autoregulation and extrinsic regulation in controlling perfusion.

 

Optional Lecture Objectives

1.         Describe causes and effects of anemia and polycythemia.

2.         Describe causes and consequences of leukocytosis, leukopenia and leukemia.

3.         Describe causes and effects of thrombocytopenia.

4.         Describe causes and consequences of hemophilia and thrombosis/embolism

 

Recommended Integration:

1.         Review the autonomic innervations to the heart

2.         Review the vagus nerve

3.         Review bone marrow

4.         Discuss the effects of skeletal muscle contraction on venous flow

Laboratory Objectives:

1.         Identify the different formed elements in blood, using microscope slides

            erythrocytes (= red blood cells)

            leukocytes (=white blood cells)

                        lymphocytes

                        monocytes

                        neutrophils

                        eosinophils

                        basophils

            thrombocytes (=platelets)

 

2.         Identify these structures on a blood vessel model:

                        artery

                        vein

                                    venous valves

                        layers of vessel walls:

                                    tunica interna

                                    funica media

                                    tunica externa

                                    internal elastic lamina

                                    external elastic lamina

                                    endothelium

 

3.         Identify the structures of the heart using anatomical models or diagrams.            Students will be able to correctly identify right and left.

            base

            apex  

            layers of heart wall: 

                        epicardium

                        myocardium

                        endocardium

            right atrium

                        right auricle

            right ventricle

            left atrium

                        left auricle

            left ventricle

            fossa ovalis

            interventricular septum

            bicuspid (=mitral) valve

            tricuspid valve

            chordae tendineae

            papillary muscles

            aortic semilunar valve

            pulmonary semilunar valve

            aorta

            pulmonary trunk

            pulmonary veins

            vena cavae

                        superior vena cava

                        inferior vena cava

            coronary arteries

                        right coronary artery

                        left coronary artery

            coronary sinus

 

4.         Identify the major blood vessels of pulmonary and systemic circulation on

            anatomical models or diagrams. Students will be able to correctly identify right

            and left.

 

            Arteries

            aorta

                        ascending aorta

                        aortic arch

                        thoracic aorta

                        abdominal aorta

            brachiocephalic artery

            common carotid arteries

            internal carotid arteries

            external carotid arteries

            subclavian arteries

            axillary arteries

            brachial arteries

            radial arteries

            ulnar arteries

            vertebral arteries

            celiac trunk

                        common hepatic artery

                        left gastric artery

                        splenic artery

            superior mesenteric artery

            renal arteries

            gonadal arteries

            inferior mesenteric artery

            common iliac arteries

            external iliac arteries

            femoral arteries

            popliteal arteries

            anterior tibial arteries

            posterior tibial arteries

                                   

           

            Veins

            superior vena cava

            brachiocephalic veins

            internal jugular veins

            external jugular veins

            subclavian veins

            axillary veins

            cephalic veins

            brachial veins

            basilic veins

            median cubital veins

            inferior vena cava

            hepatic veins

            renal veins

            gonadal veins

            lumbar veins

            common iliac veins

            internal iliac veins

            external iliac veins

            femoral veins

            great saphenous veins

            popliteal veins

           

7.         Identify the major vessels of the coronary circulation, the cerebral arterial circle,

            and the hepatic portal system on anatomical models or diagrams. Students will

            be able to correctly identify right and left.

 

            Coronary circulation

                        left coronary artery

                        anterior interventricular artery

                        circumflex artery

                        right coronary artery

                        posterior interventricular artery

                        marginal artery

                        coronary sinus

                        great cardiac vein

                        middle cardiac vein

 

            Cerebral arterial circle (=circle of Willis)

                        Internal carotid arteries

                        Vertebral arteries

                        basilar artery

                        anterior cerebral arteries

                        middle cerebral arteries

                        posterior cerebral arteries

                        anterior communicating artery

                        posterior communicating arteries

 

            Hepatic portal circulation

                        splenic vein

                        inferior mesenteric vein

                        superior mesenteric vein

                        hepatic portal vein

 

 

Required Dissections:                                                                              

1.         Locate and identify the features of a sheep heart  

·      epicardium

·      myocardium

·      endocardium

·      right and left atria                                        

·      right and left auricles

·      right and left ventricles

·      interventricular septum

·      papillary muscles

·      chordeae tendinae

·      left and right atrioventricular valves

·      pulmonary and aortic semilunar valves

·      aorta

·      superior and inferior vena cavae             

·      pulmonary veins

·      pulmonary trunk

 

Optional Dissections:                                                                               

1.         Locate and identify these blood vessels of a mammal (cat, pig, rat)

                        Aorta

                                    aortic arch

                                    abdominal aorta

                        common carotid arteries

                        anterior vena cava

                        posterior vena cava

 

Core Physiology Labs

            Hematology - Blood typing and Hematocrit

            Cardiac Physiology

                        Frog Lab with iWorx

                        Vernier cardiac lab

            EKG

            Blood Pressure and Pulse

 

 

The Lymphatic System and Immunity

 

Assumptions concerning students’ existing knowledge:

o   Students are familiar with the different types of connective tissue

o   Students are familiar with cell signaling mechanisms, including receptor-channel, receptor-enzyme, second messenger, and direct gene activation mechanisms.

 

Lecture Objectives

1.         List the major functions of the lymphatic system

 

2.         Compare plasma, interstitial fluid, and lymph

 

3.         Identify and describe the structure and general function of the lymph vessels

 

4.         Describe anatomical features of lymphoid tissue, including lymphocytes and

            reticular tissue.

 

5.         Describe the location, structure, and general functions of the lymphoid tissues

            and organs, including lymph nodes, spleen, tonsils, MALT. 

 

6.         Describe the structure and function of the thymus.

 

7.         Describe the functions of the immune system.

 

 

Optional Lecture Objectives                    (These are covered in detail in microbiology.)

1.         Describe the types and functions of immune cells, including lymphocytes,

            phagocytes (neutrophils, macrophages), natural killer cells, mast cells, and

            antigen presenting cells (dendritic cells, macrophages).

2.         Describe the roles, origin, maturation and migration of B and T lymphocytes.

3.         Compare the innate and adaptive immune mechanisms.

4.         Describe the innate mechanisms:

            a. inflammation

            b. interferon

            c. the complement system

            d. external defenses (physical and chemical barriers)

5.         Describe the adaptive immune mechanisms:

            a. antibody-mediated response

            b. primary and secondary responses

            c. cell mediated response

6.         Compare active and passive immunity

7.         Explain how the immune system develops tolerance. 

8.         Describe the genetic basis for class I and class II self antigens (MHC molecules)

            and their role in the immune response.

 

 

Recommended Integration:

1.         Review the relationships between the cardiovascular system and the lymphatic

            system.

2.         Discuss the effects of skeletal muscle contraction on lymph flow.

 

Laboratory Objectives:

 

1.         Identify the histological features of lymph nodes, using microscope slides

                        cortex 

                                    lymphatic nodules

                                    germinal centers

                        medulla

                                    medullary cords

                                    medullary sinuses

                        lymphocytes

 

2.         Identify Peyer’s patches, using microscope slides

 

3.         Locate the major lymphatic vessels and organs on anatomical models or

            diagrams

                        right lymphatic duct

                        thoracic duct

                        lymph nodes

                                    cervical lymph nodes

                                    axillary lymph nodes

                                    inguinal lymph nodes

                        cisterna chyli           

                        tonsils

                                    pharyngeal tonsils

                                    palatine tonsils

                                    lingual tonsils

                        spleen

                        thymus

 

Required Dissection:        

1.         Locate and identify the spleen and thymus on a mammal

 

 

The Respiratory System

Assumptions concerning students’ existing knowledge:

o   Students are familiar with basic chemistry, including chemical reactions, enzymes, organic compounds and biomolecules

• Students are familiar with pH and buffers
• Students are familiar with cell transport mechanisms.
• Students are familiar with the autonomic nervous system and its effects on target organs
• Students are familiar with serous membranes, including pleurae.
• Students are familiar with muscles involved in respiration.

 

Lecture Objectives:

1.         State the major functions of the respiratory system, including ventilation,

            diffusion, and transport of respiratory gases.

 

2.         Describe the location, gross structure, histological structure, and general

            functions of the respiratory organs. Describe structural variations in the walls of

            the respiratory structures (epithelium, smooth muscle, cartilage)

 

3.         Distinguish between conducting and respiratory zones

 

4.         Trace the path of air flow from the external nares to the alveoli

 

5.         Describe the bronchial tree.

 

6.         Describe the structure and function of alveolar sacs and alveoli, including the

            different types of cells.

 

7.         Describe the location and histological structure of the respiratory membrane

 

8.         Respiratory mechanics:

            a. Define ventilation, inspiration and expiration.

            b. Describe intrapleural pressure and intra-alveolar (=intrapulmonary) pressure.

            c. Explain how the transmural pressure gradient and intrapleural fluid

                        cohesiveness contribute to ventilation.

            d. State Boyle’s Law and predict changes in pressure when the volume of a gas

                        changes.

            e. Describe and explain the processes involved in ventilation, including                                        inspiration and expiration.

            f. Compare passive and forced expiration.

 

9.         Explain the relationship between air flow, pressure, and resistance.  Explain how          changes in resistance (bronchiodilation, bronchioconstriction) affect air flow.

 

10.      Discuss the factors that affect lung expansion and recoil.

            a. Pulmonary surface tension and the role of surfactant

            b. Pulmonary compliance

            c. Describe the elastic tissue in the lung and explain how it contributes to elastic

                        recoil.

 

11.      State the definition, abbreviation and applicable formula for these respiratory      terms. Calculate respiratory volumes, rates, and capacities.   (Mostly in lab)

            a. tidal volume (TV)

            b. inspiratory reserve volume (IRV)

            c. inspiratory capacity (IC)

            d. expiratory reserve volume (ERV)

            e. vital capacity (VC)

            f. residual volume (RV)

            g. anatomic dead space (=dead space volume)

            h. total lung capacity (TLC)

            i. pulmonary ventilation (=minute respiratory volume)

            j. alveolar ventilation

 

12.      Partial pressure

            a. Define partial pressure and calculate partial pressures for atmospheric gases.

            b. State the partial pressures of oxygen and C0₂ in the alveoli, systemic arterial

                        blood, systemic venous blood, pulmonary arterial blood, pulmonary                                              venous blood and tissue fluid.

 

13.      Oxygen diffusion and transport:

            a. Describe diffusion of oxygen between the alveolar air and pulmonary capillary                                    blood and the factors that affect it.

            b. Describe transport of oxygen by the blood.

            c. Describe the diffusion of oxygen between the systemic capillary blood and                              tissue fluid.

            d. Describe and interpret an oxygen-Hb dissociation curve.

            e. Discuss factors that affect oxygen-Hb dissociation, including the Bohr effect.

            f. Discuss factors that impair oxygen transport.

 

14.      Carbon dioxide diffusion and transport:

            a. Describe the diffusion of carbon dioxide between the tissue fluid and systemic

                        capillary blood and the factors that affect it.

            b. Describe in detail the transport mechanisms for carbon dioxide by the blood.

                        Include the chemical reaction involving carbonic anhydrase, carbon

                        dioxide, carbonic acid, and bicarbonate.

            c. Describe the chloride shift.

            d. Describe the diffusion of carbon dioxide between the pulmonary capillary

                        blood and alveolar air

 

15.      Discuss the control of respiration by the nervous system. Include the role of central and peripheral chemoreceptors in the control of respiration.

 

Optional Objectives

1.         Explain what ventilation-perfusion matching means and how it occurs.

 

Recommended Integration:

1.         Describe the parallel branching of respiratory airways and pulmonary vasculature         (bronchial tree; pulmonary blood vessels)

2.         Review the location of lymphatic tissue associated with the respiratory system

3.         Review the location and general function of the olfactory epithelium

4.         Review the location, histological structure, and function of the serous membranes        associated with the lungs

5.         Review the skeletal muscles used in respiratory movements

6.         Review the bones associated with the nasal cavity

 

Laboratory Objectives:

1.         Identify the structural components of the respiratory system on anatomical          models or diagrams.

                        nose

                                    external nares

                                    internal nares

                                    vestibule

                                    nasal cavity

                                    nasal meatuses

                                                superior nasal meatus

                                                middle nasal meatus

                                                inferior nasal meatus

                        pharynx 

                                    nasopharynx

                                    oropharynx

                                    laryngopharynx

                        pharyngotympanic (=auditory, Eustachian) tubes

                        larynx             

                                    glottis

                                    laryngeal cartilages

                                                thyroid cartilage

                                                cricoid cartilage

                                                epiglottis

                                                arytenoid cartilages

                                                corniculate cartilages

                                    vestibular folds

                                    vocal folds

                        trachea

                                    tracheal cartilages

                                    trachealis muscle

                        bronchial tree

                                    primary bronchi

                                    secondary bronchi (=lobar bronchi)

                                    tertiary bronchi (=segmental bronchi)

                                    bronchioles

                                                terminal bronchioles

                                                respiratory bronchioles

                        alveolar ducts

                        alveolar sacs

                        alveoli

                        pleura

                                    visceral pleura

                                    parietal pleura

                                    pleural cavity

                        left and right lungs

                                    apex

                                    base

                                    hilum

                                    superior lobe

                                    middle lobe

                                    inferior lobe

                                    oblique fissure

                                    horizontal fissure

                                    cardiac notch

 

2.         Identify the major histological features of the trachea, using microscope slides.

                        mucosa

                                    pseudostratified ciliated epithelium with goblet cells

                        submucosa

                                    seromucous glands

                        cartilaginous layer

                        adventitia

                        trachealis muscle

           

3.         Identify the major histological features of lung tissue, using microscope slides.

                        bronchi

                        bronchioles

                        alveoli

                        pulmonary arteries

                        pulmonary veins

                       

 

Required Dissection:                                                                                

1.         Locate and identify the major respiratory organs and associated structures on a

            mammal:.                                                                

·      Larynx

·      Trachea

·      Lungs

·      Diaphragm

·      Thoracic cavity

·      Parietal pleura

·      Visceral pleura

 

Core Physiology Labs

            Respiratory Physiology (spirometry lab)

 

 

 

The Digestive System

 

Assumptions concerning students’ existing knowledge:

o   Students are familiar with basic chemistry

o   Students are familiar with chemical reactions, enzymes, organic compounds and biomolecules

o   Students are familiar with pH and buffers

• Students are familiar with cell transport mechanisms, including diffusion, osmosis, facilitated diffusion, active transport (primary and secondary), vesicular transport

o   Students are familiar with the autonomic nervous system and its effects on target organs

o   Students are familiar with serous membranes, including the peritoneum.

 

Lecture Objectives:

1.         List the major functions of the digestive system

 

2.         Describe the general histology of the alimentary canal wall

 

3.         Describe the location, gross and histological structures, and general functions of the organs of the digestive tract (=alimentary canal, gastrointestinal tract)

 

4.         Describe the location, gross and histological structures, and general functions of the accessory digestive organs (teeth, tongue, salivary glands, liver, gall bladder, and pancreas)

 

5.         Describe the location, structure, and general functions of mesenteries (lesser omentum, greater omentum, mesentery, mesocolon). Distinguish between retroperitoneal and intraperitoneal organs.

 

6.         Describe the digestive processes: motility (propulsive and mixing movements),

            secretion, digestion (mechanical and chemical), absorption.

 

7.         Describe the general mechanisms by which digestive processes are regulated: 

            a. smooth muscle pacesetter cells

            b. intrinsic nerve plexuses and sensory receptors (enteric nerve network)

            c. extrinsic nervous control (ANS)

            d. GI hormones (gastrin, secretin, cholecystokinin, GIP)

 

8.         Mouth, pharynx and esophagus:

            a. Describe the main functions of each.

            b. Describe the composition of saliva.

            c. Describe the mechanisms involved in controlling salivation and swallowing.

 

9.         Stomach:

            a. Describe the main functions.

            b. Describe the composition of gastric juice.

            c. Describe absorption in the stomach.

            d. Describe the neural and hormonal control of stomach secretion, mixing,

                        propulsion and emptying

 

10.      Describe the composition and functions of pancreatic secretions, including

            control of secretion.

 

11.      Describe the composition of bile.  Discuss bile secretion, storage and digestive            functions.

 

12.      Small intestine:

            a. Discuss its main functions

            b. Describe the composition and control of secretion of intestinal juice

            c. Describe segmentation and propulsion

 

13.      Describe the digestion and absorption of carbohydrates, proteins and fats.

            Include the specific enzymes and transport mechanisms involved.

 

14.      Describe the absorption of ions (sodium, calcium, and iron), vitamins and water.

 

15.      Describe the main functions of the large intestine, including absorption and

            motility.

 

16.      Describe the process of defecation.

 

Optional Lecture Objectives:

1.         Describe the recycling of bile components by the enterohepatic circulation.

 

Recommended Integration:

1.         Describe structural changes in the epithelial membrane of the alimentary canal from the oral vestibule to the anal orifice

2.         Review the location and general function of lymphoid tissue located in the wall of the alimentary canal

3.         Review the location and general function of lymphatic capillaries located in the villi of the small intestine

4.         Review the location, histological structure, and general function of the serous membranes associated with the digestive system

5.         Review trans-epithelial transport involved in the absorption of nutrients, ions, vitamins and water.

6.         Review the hepatic portal circulation

 

Laboratory Objectives:

 

1.         Identify the structural components of the digestive system on anatomical models

            or diagrams.

                        mouth

                                    lips

                                    oral cavity

                                    vestibule

                                    fauces

                        teeth

                                    incisor

                                    canine

                                    premolar

                                    molar

                                    crown

                                    root

                                                pulp cavity

                                                root canal

                                    enamel

                                    dentin

                                    cementum

                                    periodontal ligament

                                    gingivae

                        hard palate

                        soft palate

                                    uvula

                        tongue

                                    lingual frenulum

            salivary glands

                         parotid salivary glands

                        submandibular salivary glands

                        sublingual salivary glands

            esophagus

                        gastroesophageal sphincter (=cardiac sphincter, lower esophageal

                                    sphincter)

            stomach

                        lesser curvature

                        greater curvature

                        cardia

                        fundus

                        body

                        pyloric region

                        rugae

                        layers of muscularis externa:

                                    circular layer

                                    oblique layer

                                    longitudinal layer

                        pyloric sphincter

            small intestine

                        duodenum

                        jejunum

                        ileum

                        plicae circulares

                        villi

                        ileocecal valve

            large intestine

                        cecum

                        appendix

                        colon

                                    ascending colon

                                    transverse colon

                                    descending colon

                                    sigmoid colon

                                    hepatic flexure

                                    splenic flexure

                        haustra

                        tenia coli

                        rectum

                        anal canal

                                    internal anal sphincter

                                    external anal sphincter

                                    anus

            peritoneum

                        visceral peritoneum

                        parietal peritoneum

                                    mesentery

                                    greater omentum

                                    transverse mesocolon

                        pancreas

                                    head

                                    body

                                    tail

                                    pancreatic ducts

                                                main pancreatic duct

                                                accessory pancreatic duct

                        liver

                                    left lobe

                                    right lobe

                                    caudate lobe

                                    quadrate lobe

                        gallbladder

 

2.         Trace the pathway of bile from the liver to the duodenum:

                        hepatic ducts

                                    right hepatic duct

                                    left hepatic duct

                                    common hepatic duct

                        cystic duct

                        common bile duct

                        hepatopancreatic ampulla

                        hepatopancreatic sphincter

 

 

3.         Identify these structures, using microscope slides and histology models.

                        Esophagus

                                    mucosa

                                    submucosa

                                    muscularis externa

                                    adventitia

 

                        stomach:

                                    esophagus-stomach junction

                                    mucosa

                                    submucosa

                                    muscularis externa

                                                circular layer

                                                oblique layer

                                                longitudinal layer

                                    serosa

                                    gastric pits

                                    gastric glands

 

                        duodenum

                                    mucosa

                                    submucosa

                                    muscularis externa

                                                circular layer

                                                longitudinal layer

                                    adventitia

                                    villi

                                    intestinal crypts

                                    duodenal (=Brunners) glands

                                                                        lacteals (histology model only)

 

 

4.         Identify the histological features of the pancreas, using microscope slides.

                        acini

                        ducts 

 

5.         Identify histological features of the liver, using microscope slides and histology

            models:

                        lobules

                        hepatocytes

                        central vein

                        liver sinusoids

                        bile ducts

                        bile canaliculi (histology model only)

                        branches of hepatic artery

                        branches of hepatic portal vein

 

 

Required Dissection:                                                                                

1.         Locate and identify the major digestive organs and associated structures on a

            mammal:     

·      abdominopelvic cavity

·      parietal peritoneum

·      visceral peritoneum

·      esophagus

·      stomach

·      small intestine

·      large intestine

·      greater omentum

·      pancreas

·      mesentery

·      liver

·      gallbladder if present in species dissected

 

 

Optional Physiology Labs

            Enzyme Activity (digestive enzymes)

 

 

The Urinary System

 

Assumptions concerning students’ existing knowledge:

o   Students are familiar with basic chemistry, including chemical reactions, ions, enzymes, organic compounds and biomolecules.

• Students are familiar with pH and buffers.
• Students are familiar with cell transport mechanisms, including diffusion, osmosis, facilitated diffusion, active transport (primary and secondary), vesicular transport.
• Students are familiar with osmosis and osmotic pressure.
• Students are familiar with the autonomic nervous system and its effects on target organs.

 

Lecture Objectives:

1.         State the major functions of the urinary system. 

 

2.         Describe the location, gross structure, histological structure, and general            functions of the urinary organs.

 

3.         Compare the structure and general functions of the male and female urethra

 

4.         Describe the blood vessels of the kidney, including their names and location.

 

5.         Describe the location, anatomical components, and histological structure of the            nephron (functional unit of kidney) and associated structures, including collecting       ducts (=collecting tubules) and blood vessels. Describe the changes in the

            epithelium along the tubules.

 

6.         Compare cortical and juxtamedullary nephrons in terms of location, anatomy, and

            percentages.

 

7.         Describe the location, general function and structures of the juxtaglomerular

            apparatus.

 

8.         Discuss the overall mechanisms used by the kidneys to accomplish their

            functions of regulating body water, ions, wastes, and pH, including the processes

            of glomerular filtration, tubular reabsorption and tubular secretion.

 

9.         Glomerular filtration:

            a. Describe the structure of the filtration membrane and explain how it affects the

                        composition of the filtrate.

            b. Describe the forces driving filtration and explain how they affect the net

                        filtration pressure (NFP).

            c. Define glomerular filtration rate (GFR), state its normal values, and explain

                        how it is affected by the NFP, filtration membrane surface area, and

                        permeability.

            d. Discuss the intrinsic and extrinsic mechanisms used to regulate GFR.

 

10.      Tubular reabsorption:

            a. State the percentage of filtrate that is normally reabsorbed.

            b. Describe the transport mechanisms, locations and percentages reabsorbed for

                 the following materials:

                        1) sodium ions

                        2) glucose

                        3) amino acids

                        4) chloride ions

                        5) water

                        6) urea

                        Comment from the committee:  This should include the specific membrane

                        carriers used to transport these materials.  It is an opportunity to reinforce

                        trans-epithelial transport.

            c. Define tubular maximum (Tm) and explain the Tm for glucose.

            d. Explain the relationship between the tubular maximum, the filtered load, and                          the amount of a substance that is secreted.

 

11.      Explain the role of renin-angiotensin-aldosterone system (RAAS) and atrial         atriuretic peptide in controlling sodium reabsorption.

 

12.      Tubular secretion:

            a. Describe the secretion of hydrogen ions, potassium ions, organic anions and

                        penicillin.

            b. Describe the control of potassium secretion.

 

13.      Explain the following relationship:  

            Excretion = Filtration + Secretion – Reabsorption

 

14.      Plasma clearance: 

            a. Define plasma clearance.

            b. Explain how the clearance of a substance can be used to determine whether                                     or not the substance was secreted or reabsorbed.

            c. Know the formula for plasma clearance.  Calculate plasma clearance given                           appropriate data.

 

15.      Regulation of ECF osmolarity, urine volume and urine concentration:

            a. State the significance of maintaining a medullary concentration and osmotic                          gradient.

b. Describe in detail the two components of the countercurrent mechanism                                (countercurrent multiplier, countercurrent exchanger)

            c. Explain the role of the countercurrent multiplier process.

            d. Explain the role of the countercurrent exchanger process.

            e. Explain the role of antidiuretic hormone (ADH, = vasopressin) in controlling

                        extracellular fluid (ECF) osmolarity and its effect on urine volume and

                        concentration.

 

16.      Describe the process of micturition, including the details of the reflex and            sphincter control. Include the roles of the parasympathetic, sympathetic and          somatic nervous systems.

 

Recommended Integration:

1.         Students draw and label tubular and vascular components of the nephron.

2.         Describe changes in the structure of the epithelial membrane from the renal calyces to the urethral orifice

3.         Review the skeletal muscles associated with the urinary system

4.         Trace the flow of blood from the abdominal aorta through the kidney back to the

            inferior vena cava.

 

 

Laboratory Objectives:

1.         Identify the structural components of the urinary system on anatomical models or         diagrams: 

            renal cortex

            renal medulla

            renal capsule

            renal hilus (=hilum)

            renal pyramids (=medullary pyramids)

            renal papillae

            renal calyces

                        major calyces

                        minor calyces

            renal pelvis

            renal sinus

            ureter

            urinary bladder

                        mucosa

                        muscularis (=detrusor muscle)

                        rugae

            urethra

 

                        blood supply: 

                        renal arteries

                        segmental arteries

                        interlobar arteries

                        arcuate arteries

                        interlobular (=cortical radiate) arteries

                        afferent arterioles

                        glomerular capillaries

                        efferent arterioles

                        peritubular capillaries

                        vasa recta

                        interlobular (=cortical radiate) veins

                        arcuate veins

                        interlobar veins

                        renal veins

                       

 

2.         Identify the major histological structures of the kidney, using microscope slides.

                        renal capsule

                        renal cortex

                        renal medulla

                        glomeruli (=glomerular capillaries)

                        glomerular capsules (=Bowman’s capsules)

                        proximal convoluted tubules

                        distal convoluted tubules

 

3.         Identify the following structures on nephron models or diagrams:

            renal corpuscle (=glomerular capsule + glomerulus)

            glomerular capsule (=Bowman’s capsule)

                        parietal layer

                        visceral layer

                                    podocytes

                                    filtration slits

            proximal convoluted tubule

            nephron loop (=loop of Henle, =loop of nephron)

                        descending limb

                        ascending limb

                                    thin segment

                                    thick segment

                        distal convoluted tubule

                        collecting duct (=collecting tubule)

                        glomeruli (=glomerular capillaries)

                        afferent arteriole

                        efferent arteriole

                        juxtaglomerular apparatus

                                    macula densa cells

                                    granular cells (=juxtaglomerular cells)

 

4.         Identify the histological structures of the urinary bladder, using microscope slides.

                        Mucosa

                                    transitional epithelium

                        muscularis

 

 

 

 

Required Dissection:

1.         Locate and identify the major urinary organs on a whole mammal

·      kidney

·      ureter

·      urinary bladder

·      urethra

 

Optional Dissection:                                             

1.    Locate and identify the following structures on a preserved kidney

                  renal cortex

                  renal medulla

                  renal capsule

                  renal hilus (=hilum)

                  renal pyramids (=medullary pyramids)

                  renal papillae

                  renal calyces

                              major calyces

                              minor calyces

                  renal pelvis

                  ureter

 

 

Core Physiology Labs (Required)                                              

Urinalysis, including composition and characteristics of normal urine

 

 

 

Fluid, Ion, and pH Balance

 

Assumptions concerning students’ existing knowledge:

o   Students are familiar with the composition of extracellular fluid (ECF), interstitial fluid (IF) and intracellular fluid (IC).

o   Students are familiar with basic chemistry, including chemical reactions, ions, enzymes, organic compounds and biomolecules.

• Students are familiar with acids, bases, dissociation, pH and buffers.
• Students are familiar with cell transport mechanisms, including diffusion, osmosis, facilitated diffusion, active transport (primary and secondary), vesicular transport.
• Students are familiar with osmosis and osmotic pressure.
• Students are familiar with the autonomic nervous system and its effects on target organs.

 

Lecture Objectives:

 

1.         Describe body water content in terms of volume.

 

2.         Describe the distribution of body water in compartments and the selectively permeable membranes that separate the compartments. Describe differences in ion and protein distribution among these compartments.

 

3.         Discuss the forces that control the movement of fluid between the major compartments. Describe conditions under which fluid would shift between compartments.

 

4.         Explain why the body needs a stable fluid volume and describe the mechanisms used to maintain it.

 

5.         Explain why the body needs a stable fluid osmolarity and describe the mechanisms used to maintain it.

 

6.         Identify and explain the three mechanisms the body uses to maintain pH balance, including chemical buffers, respiratory control and renal control.

 

7.         Buffer systems:       

            a. Review the difference between a strong and a weak acid or base.

            b. Define buffer system.

            c. Explain the composition of each buffer system, including the acid and base

                        components of bicarbonate, phosphate and protein buffer systems.

            d. Explain how the bicarbonate buffer system buffers:

                        1)  excess acid

                        2)  excess base

 

8.         Explain how the respiratory system helps to regulate pH, including the role of pulmonary ventilation and its effect on CO2 levels.

 

9.         Explain how the renal system helps to regulate pH by altering the secretion and reabsorption of hydrogen and bicarbonate ions. 

 

10.      Acid/base disorders:

            a. Define acidosis and alkalosis.

            b. Identify the different acid/base imbalances, including respiratory acidosis,

                        metabolic acidosis, respiratory alkalosis, metabolic alkalosis.

            b. For each acid/base imbalance, describe the:

                        1) main diagnostic feature in terms of CO₂ or HCO₃^- increase or decrease                       2) causes

                        3) compensation

 

 

Recommended Integration

1.    Describe the secretion of hydrogen ions in gastric juice.

2.    Describe the secretion of bicarbonate ions in pancreatic juice.

 

 

Optional Physiology Labs

Fluid Balance

pH and buffers

 

 

 

 

 

The Reproductive System

 

Assumptions concerning students’ existing knowledge:

• Students can compare the processes of mitosis and meiosis and the significance of each.
• Students are familiar with reflexes.
• Students are familiar with the autonomic nervous system and its effect on target organs.

 

Lecture Objectives:

 

1.         List the major functions of the reproductive system.

 

2.         Describe fetal sex determination and differentiation.

            Comment from the committee:  This is a good opportunity to discuss errors in

            fetal development caused by either intrinsic or extrinsic factors.

 

3.         Describe the location, gross and microscopic structure, and general functions of

            the reproductive organs of the male.

 

4.         Spermatogenesis:

            a. Define spermatogenesis and identify the two stages.

            b. Describe the timing of onset.

            c. Identify the site of spermatogenesis.

            d. Describe the stem cells and role of mitosis.

            e. Describe the sequence of events that occur, including the role of meiosis.

            f. Describe the process of spermiogenesis and the structure of a mature sperm.

            g. Explain the roles of the sustentacular cells (=Sertoli cells, =sustentocytes).

 

5.         Hormonal regulation of male reproductive functions:

            a. Describe the source, regulation of release, and actions of:

                        1) gonadotropin releasing hormone (GnRH)

                        2) follicle stimulating hormone (FSH)

                        3) luteinizing hormone (LH)

                        4) inhibin

                        5) testosterone

                        6) androgen binding protein (ABP) 

            b. Describe the specific actions of testosterone:

                        1) during fetal development

                        2) at puberty

                        3) after puberty

 

6.         Describe initiation, control of, and physiological events of the male sex reflexes:

            a. erection

            b. ejaculation

 

7.         Describe the location, gross and microscopic structure, and general functions of

            the reproductive organs of the female

 

8.         Describe the location, gross and microscopic structure, and general functions of

            the mammary glands.

 

9.         Oogenesis:

            a. Define oogenesis.

            b. Identify the site of oogenesis.

            c. Describe the stem cells and role of mitosis.

            d. Describe the timing of meiosis, both in the fetus and after puberty.

            e. Describe the sequence of events that occur in the fetus and at puberty.

 

10.      Hormonal regulation of female reproductive functions:

            a. Describe the source, regulation of release, and actions of:

                        1) gonadotropin releasing hormone (GnRH)

                        2) follicle stimulating hormone (FSH)

                        3) luteinizing hormone (LH)

                        4) estrogens

                        5) progestins

                        6) inhibin

            b. Describe the specific actions of estrogens.

            c. Describe the specific actions of progesterone.

 

11.      Ovarian cycle:

            a. Describe the events of the follicular phase.

            b. Describe the factors that cause ovulation.

            c. Describe the events of the luteal phase.

 

12.      Uterine cycle:

            a. Describe changes that occur in the endometrium during each phase.

            b. Describe hormonal control of the uterine cycle

            c. Correlate events in the uterine cycle to the ovarian cycle.

 

13.      Describe the initiation and control of the female sex reflexes.
 

Recommended Integration:

1.         Review the skeletal muscles associated with the reproductive system

2.         Review the dual role of the male urethra

3.         Explain the significance of human chorionic gonadotropin during pregnancy.

 

Laboratory Objectives:

1.         Identify the structures that form the male reproductive system on anatomical

            models or diagrams:

                        testes (singular = testis)

                                    tunica albuginea

                        scrotum

                        epididymis

                        ductus deferens (=vas deferens)

                        spermatic cord

                        inguinal canal

                        ejaculatory duct

                        seminal vesicles

                        prostate gland

                        bulbourethral glands (=Cowper’s glands)

                        urethra

                                    prostatic urethra

                                    membranous urethra

                                    spongy urethra (=penile urethra)

                                    external urethral orifice

                        penis

                                    corpus spongiosum

                                    corpora cavernosa

                                    glans penis

                                    prepuce

                        perineum

                        urogenital diaphragm

 

2.         Identify the structures that form the female reproductive system on anatomical

            models or diagrams:

                        ovaries

                        oviducts (=fallopian tubes, =uterine ducts)

                                    infundibulum

                                    fimbriae

                                    ampulla

                        uterus

                                    fundus

                                    body

                                    cervix

                                    endometrium

                                    myometrium

                                    perimetrium

                        cervical canal

                                    internal os

                                    external os

                        vagina

                                    fornix

                                    rugae

                        mons pubis

                        labia majora

                        labia minora

                        clitoris

                                    prepuce

                                    corpora cavernosa

                        vestibular bulb

                        vestibule

                        external urethral orifice

                        vaginal orifice

                        perineum

                        urogenital diaphragm

           

3.         Identify the histological features of male and female reproductive organs, using

            microscope slides.

           

            Testis slide

                        seminiferous tubule

                        interstitial cells (=interstitial cells of Leydig, =Leydig cells)

 

                        penis slide

                        corpus spongiosum

                        spongy urethra (=penile urethra)

                        corpus cavernosum

 

            Ovary slide

                        follicles

                                    primordial follicles

                                    primary follicles

                                    secondary follicles

                                    vesicular follicles (=mature ovarian follicles or Graafian follicles)

                        oocytes

                                    zona pellucida

                                    corona radiata

                        corpus luteum

 

            Uterus slide

                        endometrium

                        myometrium

 

Required Dissection:                                                                                

1.         Locate and identify the major male and female reproductive organs on a             mammal: 

·      testes

·      spermatic cord

·      epididymis

·      penis

·      ovaries

·      oviducts

·      uterus