Spring 2016
Biology 241.02 & 241.03
Schedule
Lectures
MTTh 12 – 1 2 :50
SAM 105
Labs
WF 11 - 12 : 50 / 1 – 2 : 50
SAM 306
Week 1
April 4 - 8
Introduction
Histology
W: Epithelium Lab
F : Epithelium Lab
Week 2
Apr 11 - 15
Histology
W: Connective tissue lab
F: Connective tissue lab
Week 3
Apr 18 - 22
Skeletal System
W: ID Test #1 (Cell & Histology)
F: Skeletal lab
Week 4
Apr 25 – 29
Skeletal System
Th: Written Test #2 (April 28)
W: Skeletal lab
F: Skeletal lab
Week 5
May 2 – 6
Muscle anatomy and functions
W: ID Test #2 (Skeletal) May 4
F: Muscle anatomy lab
Week 6
May 9 – 13
Muscle anatomy and functions
Muscle physiology
W: Muscle anatomy lab
F: Muscle anat & hist lab
Week 7
May 16 - 20
M: Written Test #3 (May 16)
Neurophysiology
W: Muscle ID test (May 18)
F: Neurophysiology lecture
Week 8
May 23 - 27
Neurophysiology
Spinal cord
Autonomic Nervous System
W: Nervous system lecture and lab
F: Nervous system lecture and lab
F: Deadline to change grade status
Week 9
May 30 – Jun 3
M: Memorial Day Holiday
Tu: Nervous Syst Written Test
Special senses
W: Visual system lab
F: Auditory system lab
Week 10
Jun 6 - 10
Brain
W: Nervous system lecture and lab
F: Nervous system lecture and lab
Week 11
June 13 – 17
Th: Written Test #1 (April 14)
Brain
No class Thursday & Friday
Schedule is subject to change.
W: Written & ID Test 5 (June 15)
Section 02
10:30 – 12:30
Section 03
1:00 – 3:00
Biology 241
Spring 2016
Human Anatomy and Physiology 1
CLASS HOURS
Sec 02
Sec 03
Lecture
Lab
Lab
MTTh 12 - 12:50
WF 11 - 12:50
WF 1 – 2:50
Room SAM 105
Room SAM 306
Room SAM 306
INSTRUCTOR
Mr. Daniel Gong
Room SAM 315
(206) 934-5445
E-mail: Daniel.Gong@SeattleColleges.edu
Web site: http://seattlecentral.org/faculty/dagong
Course Goals:
The general goal of this course is to prepare students for their future programs and
careers in the health sciences. To do this the more specific goals are to help students become
familiar with the structure and function of the human body, the interactions of the body organs
with one another and with environmental factors; and to help them develop efficient study habits
and their skills in the following areas:
1) note-taking, observation and attention to detail;
2) accurate and precise oral and written communication skills;
3) efficient study skills which includes
 Discipline;
 Organizing and prioritizing tasks;
 Analytical and problem solving skills;
 Initiative and self-motivation;
 Perseverance; and
3) ability to work with others
Our class meetings (both lectures and labs) is a time to introduce you to the material and a
time of active studying. They, however, are not meant to replace your own personal study time
outside of class, but to make those study time more efficient and productive. With the help of the
lecture and lab meetings you will be able to become familiar with the large amount of fairly
complex material in just 11 weeks. Students should expect to study approximately 10 or more
hours/week outside of the regular scheduled class time, more for any missed class.
Topics of study (organized into 5 units):
Unit 1:
Introduction, Cytology Review and Histology
Unit 2:
Skeletal System
Unit 3:
Muscle System
Unit 4:
Neurophysiology Spinal cord, Sensory, Somatic Motor & Autonomic System
Unit 5:
Special Senses and Brain
Required Materials:
1)
Fundamentals of Anatomy & Physiology by Martini & Nath, 10th Edition
2)
Biology 241 Course Guide 4th Edition (purchase from copy center - room BE3105a)
3)
Five (5) Scan-Tron Forms #883 (available at SCC Bookstore)
Recommended Materials:

Visual Analogy Guide to Anatomy & Physiology by Krieger, 2nd Edition

A set of color pens/pencils.

one or more packs of blank 3 x 5 index cards.
Teaching Philosophy:
1) With the proper background, study skills, time and effort most students can learn a fair
amount of A&P on their own using the textbook, lab manual, lab material, and other
resources. However, for most students with a full course load, there is not enough time
within a quarter to learn A&P to the depth and breadth necessary without the additional
guided help that comes from the lectures, labs, and the overall classroom experience.
2) My role as the instructor is to set the standard and pace; to guide students through the
more important information; to help them through difficult areas and to evaluate their
familiarity with the information and their ability to communicate that information. In the
process, I will try to help students develop the skills listed above in the course goals, to help
prepare them for their future programs and careers.
Grading Philosophy:
The grade a student receives in my course is not based on how little or how much a student
studies or the amount of effort put into the course, but primarily on two factors. The grade is
first an evaluation of the student's proficiency and familiarity with the material. Secondly it is
an evaluation of the student's skill in communication of the course material, all within the
time frame of a quarter. Student must balance the demands of all their classes, work schedule,
family commitments, and other activities of their life. This means the student must develop
their skills in foresight, prioritizing, planning and self-discipline. Many nursing courses grade
their students based upon their performance on tests. Students’ grade in this class is based
upon their performance on tests and not on assignments, homework, or papers. Students will
be given assignments to help them develop their skills and become more familiar with the
course material, but they will not be graded.
To help students as they are learning anatomy and physiology and developing these skills I
give bonus points on each exam, for students who follow the rubric of the course. Even if you
miss a few days of class (due to circumstances beyond your control) or if you do poorly on one
exam, the bonus points will help decrease its adverse effect on your grade. However, if you
miss too many classes and/or are unable to master the material, you should consider the
alternative to the regular grade (see Alternative Grades below) especially if you have missed a
substantial amount of material.
Exams:
Whenever a student is absent it is his/her responsibility to learn what he/she has
missed, including announcement of exam schedule change. EXAMS MUST BE
TAKEN AT DATE AND TIME SPECIFIED. Any change in the date/time of any exam
will be announced in class some time before the exam date. NO LATE OR MAKE UP
EXAMS EXCEPT FOR EMERGENCIES (in which case the student MUST contact the
instructor as soon as possible, preferably before the exam. Limited to one makeup
exam per quarter! Point deduction may be incurred for any makeup exams
depending upon reason for absence and promptness in notifying instructor. Any
exam missed will be scored as 0. All exams will be picked up promptly. No extra
time is given to students arriving late.
Evaluation of Student Performance:
Your proficiency in and skill in communicating the course material will be evaluated based upon
your performance on 5 unit exams. Each test (except test #4) includes a practical and written
portion during the quarter. Your course grade will be calculated as follows:
Overall
Performance
93% - 100% =
4.0
88% - 92% = 3.5 - 3.9
78% - 87% = 2.5 - 3.4
68% - 77% = 1.5 - 2.4
64% - 67% = 1.1 - 1.4
60% - 63% = 1.0
Below 60% = 0.0
(A)
(A)
(B)
(C)
(D)
(D)
(E)
Alternative Grades:
W
Withdrawal. The last day for withdrawal is May 27.
I
Incomplete. Given only to students who performed at a passing level (70%) but did not
complete the course requirements and wish to complete them by the next quarter. Must be
requested by student.
N
Audit. Requires official registration. If requirements for N are not satisfied, the
instructor may issue a NC grade. The last day to change to an audit is May 27
NC
No Credit. Student did not fulfill the course requirements. Student in good standing
(has an overall performance of 60% or better) may request a NC from an instructor prior
to the final exam. This grade is granted at the instructor's discretion.
Inability to Complete the Course because of Unforseen Circumstances:
If a student for any reason stops attending/participating in class (e.g. do not take exams)
he/she should initiate one of the above alternative grade options if he/she satisfies the
necessary requirements. Talk to me about the options available for your particular situation.
If a student does not initiate one of the alternative grade options he/she will be given the
grade earned with each missed exam scored as zero.
Special Accommodations:
Students with documented disabilities requesting class accommodations,
requiring special arrangements in case of building evacuation, or have
emergency medical information the instructor should know about are asked
to contact the disability support services office (DSS) in Rm. 1112. Once the
disability is verified with DSS you will be given a letter of accommodation to
be handed to your instructor.
Posting of Course Grade:
You may check the result of your last Unit Exam and your course grade on the instructor’s
website by Tuesday afternoon following our final exam. The information will be posted
according to the course ID code randomly assigned to you at the beginning of the quarter. The
last Unit Exam papers will not be returned, but are kept by the instructor in his record file.
Available School library resource
 Anatomy models of skull, skeleton, muscles, and brain

Videotape: Diffusion and Osmosis

Videotape of Histology: Epithelium

Older edition of the Martini textbook
Study Schedule:
On the last page of this syllabus enter your class schedule, work schedule, and study schedule for
each class. Your study schedule should be 2 hours of study time for each lecture hour and 1 hour
of study time for each lab hour which translates into about an additional 10 hours/week of
study time outside of class time. Add the same amount of hours for every lecture/lab missed.
Studies done by several universities have shown that a healthy schedule is one where the three
combined (work, class, and study time) should total no more than 60 hours a week. A total
greater than 60 hours has been shown to be detrimental to one or more areas of the student’s life
(his or her class performance, work performance, relationships, and/or health).
Technique for more efficient studying
The goal is to visualize anatomy & physiology and to diagram it and write it down from memory.
Therefore you need to study in various ways to:
1) understand it and
2) remember it.
See the reverse side of this page for suggestions on how to do this =>
The following are ways to would help you understand the material better:
1. Review lecture notes as soon after class as possible (Think about it as you go through your
notes and visualize the structures and concepts. Do not just copy it. Analyze it.)
a. fill in missing items in the notes which you still remember
b. note (in pencil on your lecture notes) anything that occurred to you as you are going
through your lecture notes (like links to previous material or other things your
remember from your previous knowledge and experiences).
c. write questions (in pencil) on your lecture notes about
i. anything in your lecture note you do not quite understand
ii. any questions you had as you are going through your notes
2. Study time: to visualize material (when you have a 1½ - 2½ hour chunk of time)
a. go over notes to thoroughly understand and visualize
b. using Krieger (lab manual) first and later Martini (textbook) as reference
i. look at the appropriate diagrams
ii. read the appropriate text
c. Try to answer the questions that you had written previously when you first went
over the notes (see #1 above) using the Krieger then Martini as your reference book
d. go over study objectives to see if you able to visualize and describe them
i. fill in with the help of lecture notes, lab manual, textbook, other students,
study group and/or instructor
e. go over structures in lab using models and other materials available
Ways to help you remember:
1. Association
a. Find something you are already familiar with to associate the new information with.
This will make it easier to remember the new information.
2. When going over the new information multiple times, try approaching it from several
different ways, getting different perspectives on it. Try writing it out from memory.
3. flash cards (efficient use of short time periods of down time)
a. make them for what you understand but can’t easily remember
b. keep cards short and simple (a mind cannot process too much information at one
time). The process of trying to describe material completely and succinctly will help
you to remember it.
c. carry about 5-8 cards with you most of the time (for quick use)
d. use them when you have 1- 5 minutes chunks of free time (like while waiting in line
or riding on the bus.)
e. when you become familiar with one or more of the cards, replace them with others
4. group study: to help you distinguish between what you think you know and what
you really know. This will help you know where to focus your studying.
a. keep the group small (2-3 preferably) so that each person gets the opportunity to
“quiz” and to be “quizzed”
b. go through objectives answering them in your own words.
c. have person answer from memory
i. correct him/her as needed
ii. person being quizzed should note what was not known, was incorrect, or
forgotten and work on remembering it (perhaps make a flash card of it.)
Winter 2016
Mon
Weekly Schedule
Tues
Wed
Thurs
Fri
Sat
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
5:00
6:00
7:00
8:00
9:00
10:00
11:00
Total Class, Work, & Study hours_________
Consider whether or not you can devote enough time for this class.
Sun