Biol& 242 Anatomy and Physiology II
E. Stavney Spring 2010
M, W 6:00-9:30 pm
North Seattle Community College
Lab in AS1615
Lecture in AS1521
Tentative Lecture/Lab Schedule
Date
Topic
Textbook Reading
4/5
Registration, Introduction, Endocrine System I
Lab: Intro, Lab Safety, Endocrine System (Lab 27.2)
Chp 16
4/7
Endocrine System II
Lab: Endocrine System (Lab 27.2) continued
Chp 16
4/12
Blood
Chp 17
Lab: Lab Quiz 1; Blood (Lab 29A, Activity 2). Check out the "virtual"
micrographs using our Blood Related Microscope Slides web links under
Online Resources within the Lab folder on the Bio 242 website.
4/14
Heart Anatomy, Lecture Quiz 1 (Endocrine System-Blood
Chp 18, 19
Lab: "Who Done It?" Blood Typing Lab and PhysioEx lab on Blood (Lab
29B- be sure to bring the CD to lab)
4/19
Exam I (Introduction through Blood, Chp 16-17)
Lab: Lab Quiz 2; Heart Anatomy (Lab 30, all parts); Sheep Heart Dissection
(Please download and print out the sheep dissection tips sheet from our
website (under Lab) and bring to class)
4/21
Cardiovascular System,
Chp 19
Lab: Lab 31 ECG and Conduction System of the Heart
– Read the introduction to Lab 31. (Please then download ,
print out, and read the EKGLabWithVernierSoftware labfrom our
website (under Lab) and bring to class)
4/26
Cardiovascular System II
Lab: Lab Quiz 3; Anatomy of Blood Vessels (Lab 32, all parts)
Chp 19
4/28
Lymphatic System, Lecture Quiz 2 (Heart & Cardio. System)
Lab: Cardiovascular Physiology (Lab 33A, parts 1, 2, 5, & 7)
Chp 20
Biology 242 Human Anatomy and Physiology I E. Stavney pg 1
Date
Topic
Textbook Reading
5/3
Exam II (Heart Anatomy-Cardiovascular System)
Lab: Lab Quiz 4, Lymphatic System (Lab 35A, parts 1 and 2)
5/5
Innate Immune Response
Lab: Lab Exam I
5/10
Acquired Immune Response
Chp 21
Lab: No Lab Quiz; Principles of Immunology (Handout provided)
5/12
Respiratory System, Lec. Quiz 3 (Lymph & Innate Immunity) Chp 22
Lab: ELISA Immunology Lab (Please download and print out the
ELISALab from our website (under Lab) and bring to class)
5/17
Respiratory System, Digestive System
Chp 22, 23
Lab: Lab Quiz 5; Respiratory Anatomy (Lab 36, parts 1-3) and Sheep Lung
"Pluck" Demo
5/19
Digestion, Lec.Qz 4 (Acq.Imm.-Resp)
Chp 24
Lab: Respiratory Physiology with computer assist (Please download and
print out the RespiratoryPhysio lab from our website (under Lab) and
bring to class)
5/24
Exam III (Lymphatic-Respiratory Systems, Chp 20-22)
Lab: Lab Quiz 6; Digestive Anatomy (Lab 38, parts 1-5, 7-8)
5/26
Metab.& Energetics, Urinary System
Chp 24, 25
Lab: PhysioEx Enzyme Lab (Lab39B using PhysioEx CD - be sure to bring)
5/31
NO CLASS - MEMORIAL DAY
6/2
Urinary Anatomy, Fluid and Electrolyte Balance
Chp 26
Lab: Lab Quiz 7; Urinary Tract Anatomy and Urinalysis (Lab 40 Parts 1-3,
and 41A; Omitictotest or Clinitest sections)
Chp 21
see next page
Biology 242 Human Anatomy and Physiology I E. Stavney pg 2
6/7
Exam IV (Digestive System-Metabolism, Chp 23, 24)
Fluid and Electrolyte Balance, Reproduction
Chp 26, 27
Lab: Anatomy of the Reproductive System (Lab 42; parts 1-4 and 5-7)
Lab Quiz 8
6/9
Reproductive System Lec. Quiz 6 (Urinary-Fluids)
Chp 27
Lab:; Physiology of the Reproductive System(Lab 43, parts 1,2 ,4-6)
6/14
Reproductive System, catch up on material
Lab: Lab Exam II
6/16
Wednesday, Exam V (Urinary System-Human Development, Chp 25-28)
Chp 27
Please note that this schedule as well as the course information that follows is subject to change and
modification by the instructor. Changes will be announced in class, usually at the beginning of class.
Assignments and exams may be added, dropped, or changed in point value. You are responsible for changes
made in the class even if you are not present to hear a particular announcement.
Biology 242 Human Anatomy and Physiology I E. Stavney pg 3
Course Description
Introduction to the structure and function of tissues, organs, and systems of the
human body. Both BIOL& 242 and BIOL& 242 are needed for a complete study of the
anatomy and physiology of all human systems. Format includes laboratory work.
Prerequisite: BIOL& 242 with a C or better, and previously BIOL& 160 (prev BIOL 101)
or BIOL& 211 (prev BIOL 201) with a C or better.
Intended Learning Outcomes
1. The student should be able to explain the differences between, and give examples of,
both negative and positive feedback.
2. The student should be able to identify the stimulus, source, target, effect and control of
each of the hormones presented in this course.
3. Using anatomical diagrams and/or their dissected pig, the student should be able to
locate and identify all the major arteries and veins.
4. Starting with the right atrium, the student should be able to trace blood flow through the
pulmonary and systemic diversions of the circulatory system, with special emphasis on
the cerebral, coronary, hepatic – portal and renal patterns of circulation.
5. Starting with the sinoartial node, the student should be able to trace the transmission of
impulses to the myocardium and explain the correlation between this transmission and
the defections of an EKG.
6. Cardiac output, blood volume, peripheral resistance and vessel elasticity are all factors
that influence blood pressure. The student should be able to identify and explain all the
variables that determine each of these factors as well as predict the consequences of
changing any of the variables.
7. Given the blood hydrostatic pressure and blood osmotic pressure of the arteriole and
venous ends of a capillary, the student should be able to calculate net filtration pressure,
net absorption pressure and the net movement of fluids into or out of the capillary.
8. The student should be able to identify and describe the causes, consequences, prevention
and treatments for the major cardiovascular abnormalities.
9. The student should be able to identify the source, morphology and functions of all the
formed elements of the blood.
10. The student should be able to describe in detail the components and steps included
within blood clot formation and an immune response.
11. The student should be able to explain the dynamics of fluid, electrolyte, blood gas and
nutrient distribution and exchange.
12. If a system involves a tract, the student should be able to trace the movement of the
appropriate substane (air, food, urin, gametes) through the tract.
13. Given an organ system, the students should be able to explain how that system
accomplishes its mission.
14. The student should be able to explain the dynamics of respiratory, buffer and renal
control of pH balance.
More specific learning outcomes can be found at
http://facweb.northseattle.edu/estavney/bio242
Biology 242 Human Anatomy and Physiology I E. Stavney pg 4
Texts and Supplies for BIOL 242
Required texts
 Human Anatomy and Physiology, Seventh Ed., Elaine N. Marieb & Katja Hoehn,
Pearson Benjamin Cummings, 2007.
 Human Anatomy and Physiology Laboratory Manual, Eighth Ed., Elaine N. Marieb
& Susan J. Mitchell, Pearson Benjamin Cummings, 2008.
 A Brief Atlas of the Human Body, Second Ed., Matt Hutchinson et al., Pearson
Benjamin Cummings, 2007.
Required Supplies
• Ten Scantron forms (Type 882) for exams, available in the bookstore
• Several #2 or mechanical pencils and erasers for taking Scantron exams
Optional Texts and Supplies




A set of colored pencils or pens for highlighting vessels and other structures
Study Guide for Human Anatomy and Physiology, Seventh Ed., Elaine N. Marieb &
Katja Hoehn, Pearson Benjamin Cummings, 2007.
The Anatomy Coloring Book, Third Ed.,Wynn Kapit and Lawrence M. Elson,
Benjamin Cummings, 2001.
The Physiology Coloring Book, Wynn Kapit, Robert I. Macey, and Lawrence
Meisami, Second Ed., Benjamin Cummings, 2000.
Supplemental Resources
You are strongly encouraged to use the textbook offers a Student Website at:
www.myaandp.com that accompanies the textbook for reviewing and testing yourself on
the parts and functioning of the human body. This site has excellent quizzes, crossword
puzzles, and other review materials. If you do not have a subscription to the anatomy text
(such as if it is used), you can purchase access for 1 quarter for about $35. However, you
should be using a brand new lab manual, which also comes with a quarter-long subscription
to this same website.
You also are directed to look for course materials on the website for this specific
course. Here you can find review sheets, practice tests, and other helpful materials. The Bio
242 website is on the North Seattle faculty website at
http://facweb.northseattle.edu/estavney/bio242.
Instructor Information
Mr. Eric Stavney
Office: IB 2324C Phone: (206) 527-3755
Email: estavney@sccd.ctc.edu
Office Hours for Spring 2010 will be by appointment
Biology 242 Human Anatomy and Physiology I E. Stavney pg 5
You may leave messages for me at email address above.
Biology 242 Human Anatomy and Physiology I E. Stavney pg 6
Attendance and Policies
Students should attend every class session. It is the student's responsibility to obtain
lecture notes, handouts, or other materials in case of an absence. Please see my policy in
the Grades section about missing exams. In general, I will do all I can to help students who
must miss class due to illness or other emergencies, but I must know as soon as
possible. A student who stops attending class without an official withdrawal will be
assigned a grade based on the work completed up to that point.
This is a course that will require a great deal of individual effort by each student. I
have given you a detailed schedule of the quarter for a reason. With this schedule, you will
be able to stay on top of the material, and should not be pressed for time. Attendance,
attentiveness, and effort are essential for success in the class. I also highly recommend that
you find some fellow students to study with!
You have the option of withdrawing from this course as late as Friday, the 11th week
of the term. Withdrawing or dropping is the responsibility of the student, not the
instructor.
Please note that no food or drink is allowed in the classrooms, except in sealed
containers inside of a bag or backpack. We ask that you leave coffee, water bottles, or
any other "exposed comestible" outside of the classroom. No food or drink is allowed in
the laboratory room in any form, for additional reasons of lab safety. This rule will be
rigorously enforced.
Please turn off your cell phones and all other audible devices out of courtesy to
your classmates and the instructor. I will ask you to leave class if the device goes off twice in
the same class session.
Many people suffer from allergies and/or chemical sensitivities. As NSCC is
officially a “fragrance-free” campus, please minimize your use of perfumes, colognes,
and other heavily scented products.
Grading
Your final grade in this course will be based on the total amount of points that you
earn on quizzes, lectures exams, lab exams, and homework assignments as follows:
4 of 5
4 of 5
8 of 9
2
Lecture Exams (lowest score dropped) @ 100 pts each
Lecture Quizzes (lowest score dropped) at 20 pts each
Lab Quizzes (lowest score dropped) at 20 pts. each
Lab Practical Exams @ 100 pts each (both count)
400
80
80
200
You are also expected to complete the Review Sheets accompanying each lab but these
will not be turned in or graded. However, lab quiz and lab exam questions will come
directly
from the labs and the review sheets.
760 total possible
Biology 242 Human Anatomy and Physiology I E. Stavney pg 7
Grades will be assigned as follows:
A
B
C
D
F
90% of total points and above
80-89% of total points
70-70% of total points
60-69% of total points
below 60% of total points
If you miss an exam for any reason (including reasons that I deem excusable), that
test will count as your lowest score and will not count in the total. This does not mean that
you should count on missing an exam. If you miss a midterm exam without notifying me or
providing a compelling excuse, your course grade will be reduced by 0.2 gradepoints.
You cannot miss the final exam or more than 2 laboratories. If you have
unavoidable and compelling circumstances that prevent you from taking an exam, be sure to
contact me by email or phone immediately at your earliest opportunity and be prepared to
show documentation demonstrating why you missed the exam. Only under very compelling
circumstances will a makeup be possible, and that makeup exam may be in an oral, rather
than a written, format. Extra credit questions may be offered on any of the exams to help
you increase your point total. Several off-campus extra credit opportunities will also be
available to you this semester (see the Bio 160 website).
Regrades
You have the option of submitting a request for me to re-evaluate specific questions
or grade calcuations on assignments or tests. To be considered, you must include a full 8 ½
x 11" cover sheet (on the front) stapled to all parts of the test or assignment. This cover
sheet must describe in specific detail which question or questions that need to be looked at,
and what issue you have with how they were graded. Simply writing "See #3" is insufficient,
as is "Grade is wrong, please fix". For a question where you wish to argue the fairness of
the grade, you must include page numbers and citations from your textbook or lab book
(internet or web printouts are not accepted, no matter how authoritative the source) AND
you must demonstrate in writing that your answer is right based on the book citation.
You must submit a separate, stapled packet with an independent cover sheet for
each assignment or test that you wish to get a regrade. A packet that includes more than
one assignment will be returned.
All regrades, including grade calculation errors you find on an an
assignment, MUST be submitted within one week after the handback of that
assignment. In no case will a regrade be considered if you turn it in after the one week
deadline, even if you were absent when the assignment was returned. If you fail to notice
a grade problem before the one week deadline is up, you will have to live with that grade.
Keep in mind that I carefully grade assignments before handing them back and that
I may very well accept your logical argumentation but stand by how the assignment was
graded. I do this sometimes so that all students are graded evenly and that whole class
adjustments in the final grade (upwards, of course) are possible.
Biology 242 Human Anatomy and Physiology I E. Stavney pg 8
Academic Dishonesty
Academic dishonesty will not be tolerated, and will result in a ZERO for the affected
exam, quiz, or assignment. A second offense will result in a failing grade and you will be
barred from the class for the remainder of the quarter. Additionally, I will notify the Vice
President of Students of your academic dishonesty. Plagiarism is a form of academic
dishonesty where you present ideas, diagrams, or other information without crediting your
source; you present the ideas or writings as if they were your own. Even if you do credit
your source, you will not receive a good grade if your writing consists of direct quotations. If
you’re not familiar with plagiarism, or have any concerns about what constitutes
plagiarism, please talk with your instructor!
Disability Accommodation
NSCC supports students with special needs. Students with disabilities must contact
Student Services to arrange any special accommodations.
How to do well in this class
In reading the assigned material, take notes. Paraphrase the material in your own
words; do not just copy the text! If you can't say something in your own words, then you
probably don't understand it. Don't skip over the pictures and examples given in the text.
Think about them as you read because the examples help you remember concepts, principles
and aid you to help solve some of the problems you'll be given in the group discussions.
Use the course website at http://facweb.northseattle.edu/estavney/ to get study sheets and
practice materials helpful in studying for exams. Make concepts maps or review sheets for
yourself to help associate ideas together and to organize the material in a way that makes
sense for you.
Extra Credit
Extra credit questions may be offered on any of the exams to help you increase your
point total. You may also earn extra credit for making a concept map of any lecture, aside
from the first lecture. The criteria for concept maps are given in the following paragraphs.
Note that late extra credit submissions will not be considered. The maximum amount of
extra credit you can earn in this class is 25 points.
One of the most helpful ways to remember lots of facts and names is to weave these
items together by association, such as in a concept map. Concept mapping is the drawing of
an elaborate diagram showing the topics, subtopics, and sub-sub topics of a particular
subject. The goal of a concept map is to get you to associate ideas and organize lecture
material. It requires you to be fairly familiar with how the subjects of a lecture are linked
together. It is a great way to review your notes and study.
Instructions for setting up a concept map (as an example assignment) can be found
at http://biology.arizona.edu/sciconn/lessons2/renfro/concept_map_assess.htm.
Examples of concept maps can be found at
http://www.fed.cuhk.edu.hk/~johnson/misconceptions/
concept_map/concept_maps.html,
Concept maps should be done on an 8 ½ x 11” piece of paper, but you can use both
sides. Typing up concepts maps using text boxes in Word works well, but you can also
Biology 242 Human Anatomy and Physiology I E. Stavney pg 9
draw them neatly by hand. Legibility and neatness are part of your concept map grade.
Concept maps are worth 5 points each. We may draw some maps together in groups
during lecture time; these maps will be considered a regular activity and not eligible for
extra credit.
You will have 1 week to complete a concept map for any particular
lecture and to turn it in. That is, a lecture given on a Monday can be mapped for extra
credit and submitted the following Monday in lecture. Each concept map earns 8 points
extra credit. Note: don’t copy or print out someone else’s map as your own! Copied concept
maps will not earn any credit and will be considered an act of academic dishonest (for
which there are severe penalties). Concept maps turned in after the one-week deadline will
not be accepted.
A very simple concept map showing the components of blood
QuickTime™ and a
decompressor
are needed to see this picture.
Note how the concept map above shows ideas organized into hierarchies of association.
Also, "linking phrases" are used between boxes to show how the subtopics fit in with the
larger topic.
Good linking phrases are:
1) Include
2) Which Includes
3) Such As 4) Which Are Involved In
5) Are Divided Into 6) Which Communicates To/Across 7) Is Controlled By 8) Which Secrete/Secretes
9) Which Relates (To)
10) Which Is Divided Into
11) Which Contains 12) Which Consists Of 13) Made Of 14) Into The Categories of
15) Which Is Made Of 16) Results In 17) Occurs In
18) Causes the Production of
19) Which Drains, Services, or Leads to
Biology 242 Human Anatomy and Physiology I E. Stavney pg 10
Partially Completed Concept Map for the Organ Systems of the Human Body
Biology 242 Human Anatomy and Physiology I E. Stavney pg 11
Biology 242 Human Anatomy and Physiology I E. Stavney pg 12
Study Tip: How to Preread a Textbook Chapter
1. Read the chapter title. The title provides the overall topic of the chapter.
2. Read the introduction or first paragraph. The introduction or fist paragraph if there is not
introduction, serves as a lead-in to the chapter. It gives you an idea of where the material is
starting and where it is leading.
3. Read each major heading. The boldface heading will give you an idea of what is
contained in the following chapter section.
4. Read the first (topic) sentence of each paragraph. The first sentence often tells you what
the paragraph is about or states the central thought. However, be aware that in some material
the first sentence may instead function as a transition or lead-in statement. In this case, go on
to the second sentence to try to determine the central thought.
5. Look over any typographical aids. Notice words in slanted italic type or in dark boldface
type; usually a definition of an important term follows.
6. Look over any visual aids carefully. Notice any material that is numbered 1, 2, 3, lettered a,
b, c, or presented in list form. Graphs, charts, pictures, diagrams, and maps are very
important means of conveying information in science. Read the captions that go with these
graphic aids. Visual aids are included to point out what is important in the chapter.
7. Read the last paragraph or summary. The last paragraph or summary give a condensed
view of the chapter and helps you identify important ideas. Often the summary outlines the
main points of the chapter.
8. Read quickly any end-of-chapter material. If there are study questions, read through them
quickly since they will indicate what is important in the chapter. If a vocabulary item is
included, skim through the list rapidly to identify terms you will need to learn as you read.
Adapted from Kate Kinsella, San Francisco State University, 1994
How To Take Great Lecture Notes
BEFORE THE LECTURE
1. Read the required assignments in your textbook.
2. Review any notes you took in the previous class session.
3. Write down any questions about the homework reading or assignments that you want to ask your
teacher during the next day's lecture and discussion.
4. Come to class ready to take notes. Bring a binder with enough paper and a pen.
5. Sit near the front of the class to better see the chalkboard and hear your teacher.
6. Keep a separate section in your binder for each class.
7. Get your paper ready to take notes. Draw a 2" margin on the left side of the page.
8. Write the date and the name of the class at the top of the page.
DURING THE LECTURE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Use a blue or black ink pen.
Use standard 81/2" x 11" paper
Write the topic of the lecture at the top of the page.
Write down the main ideas of the lecture on the right side of the page. Save the 2" column on the left
to write down your recall clues after the lecture.
Only write key words and phrases; don't try to copy your teacher's exact sentences
Write down any examples your teacher or classmates use
Write down any new terms your teacher defines.
Use abbreviations whenever possible.
Write as neatly as possible.
Leave plenty of blank space between ideas so you can add missing information after asking the
teacher a questions or asking a classmate for help.
Ask questions during the lecture if you don't understand something. You can also write a question
mark next to any ideas that are unclear. Later you can ask your teacher or a classmate to explain this
idea.
AFTER THE LECTURE
1. Edit your notes immediately after the lecture to remember more facts and examples.
2. Underline important new words and important ideas in your notes.
3. Fill in the left margin with words and phrases that briefly summarize your notes. These recall clues
should be words that will help you remember the complete information in your notes. You can also
write questions in the left margin.
4. To study for a test, cover your notes with a piece of paper, showing only the recall clues in the left
margin. Read the first recall clue and try to remember the information in the notes beside it. Then
slide the paper down and check that portion to see if you remembered all the important facts. If you
remembered only part of the information, cover up your notes again and try to remember.
5. Make a chart or diagram that links together concepts or ideas from your notes. Try to show how
details are linked together the greater subject or concept.
6. Study the details of a complex subject together with other related details. Make connections.
7. Look for the big picture that holds the details together.
Adapted from Kate Kinsella, San Francisco State, 1994
Biology 160 General Biology E. Stavney pg 14
How to Write a Good Exam Essay: An Example
Question: Name three ways that DNA differs from RNA.
Topic sentence and
introductory
paragraph lay out the
points that will be
covered.
Deoxyribonucleic acid (DNA) differs from ribonucleic acid (RNA) in three structural
respects. DNA is double-stranded, it uses a different sugar, and it uses the nitrogenous base T
instead of U.
DNA is composed of two antiparallel strands of deoxyribonucleotides. The two strands are
held together by hydrogen bonds between the nitrogenous bases of each strand. Unlike DNA,
RNA is composed of only a single strand. It sometimes folds upon itself (as in transfer RNA)
and forms hydrogen bonds between bases in the same strand.
DNA has the sugar deoxyribose, which has only a hydrogen atom attached to the 2’ carbon.
RNA, on the other hand, has the sugar ribose, which has a hydroxyl group (OH) attached to the
2’ carbon.
Finally, DNA utilizes four nitrogenous bases: Adenine, Guanine, Cytosine, and Thymine.
RNA utilizes three of these four bases, with the exception of Thymine. RNA has the base Uracil
instead of Thymine.
In summary, DNA and RNA differ in three important ways, all related to their structure.
These nucleic acids also differ with respect to their function within cells.
Supporting paragraphs take up each
point separately, providing detail.
Each point mentioned in the
introductory paragraph has its own
paragraph.
The summary paragraph recaps
the nature of the question and
how it was answered. It need
not be lengthy, and can often be
a single sentence.
Biology 160 General Biology E. Stavney pg 15