BISC4: Human Body – from form to function
Fall 2019
Course instructor:
Dr. Shawn Xióng
Phone:
814-865-4825
Email:
szx46@psu.edu
Office:
123 South Frear Laboratory
Class schedule:
Tu. & Th. 10:35 PM – 11:50 PM
Class location:
Forum 105
Helping and Advising Session:
Access my schedule through Starfish
Learning Assistant study time:
Required materials:
1. A deck of 3×5 index card
2. Access to printer (notes and worksheets), computer, and internet
3. Textbooks are NOT required. Any one of the following sources is good:
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Pearson: Biology of Humans by Goodenough & McGuire
McGraw-Hill: Human Biology by Mader & Windelspecht
Wiley: Visualizing Human Biology by Ireland
OpenStax online textbook: https://openstax.org/details/anatomy-and-physiology/
Official course description:
This course introduces students to the biological principles fundamental to understanding
human life. Cell structure, biochemistry and metabolism, the structure and function of major
organ systems are explored in this course. The relationship between the functioning of the
human body and human diseases is also emphasized. More information can be in university
bulletin: https://bulletins.psu.edu/university-course-descriptions/undergraduate/bisc/
• Students who have passed BIOL129 and 141 may NOT schedule BISC4.
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BISC4 can be used to meet Free Electives requirement for most of degrees, EXCEPT
some STEM fields. Please verify with your own department.
BISC4 meets General-Education Natural Sciences (GN) and Bachelor of Arts (BA)
requirements.
Personal course description:
Our body is an amazing system that conducts millions of tasks every second without you ever noticing.
The human body is made of trillions of cells that are grouped into tissues, organs, and organ
systems, which ultimately function in a synergistic and balanced manner to maintain homeostasis,
a hallmark of Life! Not surprisingly, malfunctioning of the human body leads to diseases. For example,
the human heart, a muscular chamber, pumps automatically every second of our life to move blood
around the body. A thickening of the muscular chamber wall leads to a disease that cause sudden
death, a leading cause of death for young athletes. Despite of extensive research, a molecular
explanation is still evading us.
In this course, we will be working together to develop a descriptive knowledge of the human body, so
that you can comfortably explain in plain language to lay-persons relating to the progressive nature of
life: from a cell to a person, from health to diseases, and from youthfulness to aging. The emphasis
of BISC4 will be on the intuitive interconnections of many life science subjects, including Physiology,
Anatomy, Biochemistry, Molecular Biology, Genetics and so on, NOT on the in-depth critics of each
subject.
General course goals: (Specific objectives are provided in each class as study guides)
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Provide a basic description of cellular function from the molecular level up
Explain how cellular structures confer capabilities to different body tissues that relate to
functioning of organs and organ system
Assemble how the different organ systems in humans work and how they interact
together to maintain a level of homeostasis in the body
Compare and contrast healthy organs/organ systems and diseased organs/organ
systems
Predict and reconstitute the impacts of human diseases on human activities and health
Develop a sense of empathy towards to human health and diseases
Adopt evidence-based approach to learn and research in the future endeavors
Predict and reflect on one’s performance on major assessments accurately and critically
Explain discrepancies between learning strategies/efforts and performance outcomes
Measure your success:
Tasks:
Percentage:
4 in-class tests1
70%
In-class participation2
30%
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Alternative assessment3
20%
Total
100%
Extra credit work4
5%
1. Tests. There will be four (4) term tests (non-cumulative) as indicated on the calendar. All
exams are in-class. A single US letter-sized cheat sheet is allowed for each test. One can
freely and only write and draw whatever you think is helpful on both sides of the cheat sheet.
The format of the exam will be multiple choice questions. You will be creating part of the test.
Each term test is worth of 17.5%.
If you know you are going to miss a test, please contact me as early as possible. I will try my
best to make the exam accessible to you. If you miss an exam without notice, you will earn no
points for that test. Makeup exams might be arranged in such case if proper documentation is
provided.
2. In-class participation. In class participation is achieved through three (3) ways:
Minute papers:
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On average, 5 minutes are dedicated at the beginning and at the end of each
class for you to recap and reflect respectively on your learning.
You will answer questions on the index card (required materials).
Remember to write your name and PSU ID on the submitted index card.
Minute papers are specs-graded.
Voting Card:
A
B
C
D
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Instead of using clickers, we will be using Voting Cards (an example on the left).
I will bring Voting Cards to class and you can pick one card up before the class.
Return the card after the class.
You will discuss your answers with your neighbors before voting.
I will pick students who do NOT vote for questions.
Discussion:
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Asking and answering questions are the best way to keep yourselves engaged
and show your active learning efforts.
Introduce yourselves to me before we speak: preferred name, gender pronouns,
and so on.
3. Alternative assessment. This is a pilot experimental activity, which has limited seats.
You can replace a test with the following activity: See details in the last page of the syllabus!
4. Extra credit work – Packback.
To get the credit, a student should
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a. ask one question and answer two questions per week;
b. do so in 12 out of 15 school weeks, meaning in total, a student should ask 12
questions and answer 24 answers;
c. achieve an average curiosity point ³ 60.
Grade breakdown:
%
GPA
³ 93
A
[90, 92.999]
A-
[84, 89.999]
B+
[80, 83.999]
B
[75, 79.999]
B-
[70, 74.999]
C+
[60, 69.999]
C
Satisfactory - Acceptable Achievement
[50, 59.99]
D
Poor - Minimal Achievement
F
Credit for the course is earned and can satisfy a program requirement unless it
is a C required course.
Failure – Inadequate Achievement
< 50
Comments
Excellent - Exceptional Achievement
Good - Extensive Achievement
Credit is not earned and the course will not satisfy any requirements.
These are only approximate indications. Depending on the distribution of students' grades, the scale may be revised down,
but not up. (That is, the thresholds for letter grades may be lower numerically than what is listed in the table; in other words,
assigned grades may be higher than this table would suggest, but not lower.)
Tips for Success:
1.
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Preview lecture notes before the class.
Attend classes and participate in class activities.
Make notes along with the class.
Review your notes after the class quickly and identify confusion. Do NOT accumulate the
unknowns till tests.
5. Attempt all course work individually and reflect on your performance before working in groups.
6. Take advantage of my and Learning Assistant helping and advising time.
7. Perform mental recall on your learning frequently: what did I learn, what is …, how does …
work …
8. Learn to be comfortable with difficulties. If everything I say is easy, you are not growing.
9. I don’t bite, nor do your fellow classmates. Talk to us specially during class discussion. We
value your opinions.
10. Introduce yourselves to me if we have not spoken. Visibility is a great way to motivate yourself.
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Test revision period:
The point of having assessment is NOT to rank you, but rather to provide you the feedbacks that you
need to improve. After each test, you will have an opportunity to revise your tests and reflect on your
mistakes. This is normally conducted during LA helping and advising hour or privately with me. The
deadline for each test revision is one week before the next test.
You might earn partial credits back after satisfactory test revision.
Communication:
Effective communication between us is a vital part of problem solving and your success. One of the
most used communication method is E-mail. Please follow the etiquettes suggested by Dr. Cheryl Hill
for our email communication.
Academic Integrity:
Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner.
Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State
University, and all members of the University community are expected to act in accordance with this
principle. Consistent with this expectation, the University’s Code of Conduct states that all students
should act with personal integrity, respect other students’ dignity, rights and property, and help create
and maintain an environment in which all can succeed through the fruits of their efforts.
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Academic integrity includes a commitment by all members of the University community not to engage in
or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty violate the
fundamental ethical principles of the University community and compromise the worth of work
completed by others. More information about procedures can be found:
http://undergrad.psu.edu/aappm/G-9-academic-integrity.html
Disabilities & Accessibility:
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn
State campus has an office for students with disabilities. Student Disability Resources (SDR) website
provides contact information for every Penn State campus
(http://equity.psu.edu/sdr/disability-coordinator). For further information, please visit Student Disability
Resources website (http://equity.psu.edu/sdr/).
In order to receive consideration for reasonable accommodations, you must contact the appropriate
disability services office at the campus where you are officially enrolled, participate in an intake
interview, and provide documentation: See documentation guidelines
(http://equity.psu.edu/sdr/guidelines). If the documentation supports your request for reasonable
accommodations, your campus disability services office will provide you with an accommodation letter.
Please share this letter with your instructors and discuss the accommodations with them as early as
possible. You must follow this process for every semester that you request accommodations.
Health and Wellness:
“Find healthy balance in your life. We take health & wellness seriously because we know you need to
feel your best so you can do your best” – Penn State Student Affairs.
I share the same commitment. In my opinion, your physical and mental health and strength are the
foundation for your success. Please take care of yourself. If there is anything I can do for you, please
come by my office and I am more than happy to discuss it. More information about health services
provided on campus can be found: https://studentaffairs.psu.edu/health-wellness
Many students at Penn State face personal challenges or have psychological needs that may interfere
with their academic progress, social development, or emotional wellbeing. The university offers a
variety of confidential services to help you through difficult times, including individual and group
counseling, crisis intervention, consultations, online chats, and mental health screenings. These
services are provided by staff who welcome all students and embrace a philosophy respectful of clients’
cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and
sexual orientation.
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Counseling and Psychological Services at University Park (CAPS)
(http://studentaffairs.psu.edu/counseling/): 814-863-0395
Counseling and Psychological Services at Commonwealth Campuses
(http://senate.psu.edu/faculty/counseling-services-at-commonwealth-campuses/)
Penn State Crisis Line (24 hours/7 days/week): 877-229-6400
Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741
Equality and Equity:
The Pennsylvania State University is committed to a policy that all persons shall have equal access to
programs, facilities, admission and employment without regard to personal characteristics not related to
ability, performance or qualifications as determined by University policy or by Commonwealth or
Federal authorities. Penn State does not discriminate against any person because of age, ancestry,
color, disability or handicap, national origin, race, religious creed, sex, sexual orientation, or veteran
status. Direct all inquiries to the Affirmative Action office, 211 Willard Building. More information about
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Sexual and Gender based harassment and misconduct can be found:
https://policy.psu.edu/policies/ad85
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and
staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender,
gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not
tolerated and can be reported through Educational Equity via the Report Bias
webpage (http://equity.psu.edu/reportbias/).
The Eberly College of Science
The Eberly College of Science is committed to the academic success of students enrolled
in the College's courses and undergraduate programs. When in need of help, students can utilize
various College and University wide resources for learning assistance.
www.science.psu.edu/advising/success
The Eberly College of Science Code of Mutual Respect and Cooperation embodies the
values that we hope our faculty, staff, and students possess and endorse to make The Eberly College
of Science a place where every individual feels respected and valued, as well as challenged and
rewarded. tinyurl.com/ecos-code
BISC004 Human Biology Fall 2019 Schedule*^
Meeting #
Dates
1
Aug. 27
2
29
Topics
Human in the world of Biology
Cell biology and Altered cellular functions
3
Sept. 3
4
5
Alterations of tissue biology (Integumentary system)
5
10
Structure and function of the muscular system
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12
Review & Make your own test
7
17
Term Test #1
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19
Alterations of the muscular system
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24
Structure and function of the skeletal system
10
26
Alterations of the skeletal system
11
Oct. 1
12
3
Structure and function of tissues
Structure and function of the hematologic system
Alterations of the hematologic functions
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13
8
Structure and function of the cardiovascular system
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10
Review & Make your own test
15
15
Term Test #2
16
17
Alterations of the cardiovascular functions
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22
Structure and function of the pulmonary system & Diseases
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24
Structure and function of the endocrine system
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29
Alterations of the endocrine functions
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31
Structure and function of the immune system
21
Nov. 5
Review & Make your own test
22
7
Group Q & A; Make your own test
23
12
Term Test #3
24
14
Alterations of the immune-functions and infection
25
19
Structure and function of the neurologic system
26
21
Alterations of the neurologic functions
27
Dec. 3
Structure and function of the digestive system & Diseases
28
5
Review & Make your own test
29
10
Group Q&A
30
12
Term Test #4
*Schedule might shift based on course progression and interest of the class.
^Fall 2019 Academic Calendar: http://registrar.psu.edu/academic_calendar/fall19.cfm
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Alternative assessment: Constructing a virtual exhibition from a Mutter
Museum specimen
How does the alternative assessment work?
You can work with a group of 4-5 people to build a course project to replace one of your tests.
What is the Alternative assessment?
Human body is so beautiful and delicate that a tiny mistake from the making could be amplified into an unusual
illness. Curious creatures like us are naturally more interested in the abnormal than normal. This is where you will
have a chance to visit the famous Mutter Museum of the College of Physicians of Philadelphia with expenses
paid:
• Students in a group of 4-5 visit Mutter Museum
• During your visit, discover a fascinating yet unusual specimen that interests the group
• Based on the Mutter Museum specimen, build a virtual exhibition* that provides the following information:
• What is this unusual illness?
• What is the background story of this person and his/her life experience living with this illness?
• What is the biological explanation of the illness?
• How is this illness connected to the course materials?
*Virtual exhibition can be a range of things, such as a vlog, a 3D print, a 360° photo, a short film, and so on. The
format is where your creativity shines.
How will “we” be assessed?
• Worklog – due Dec. 12th
o Keep a worklog in the following format in Excel
Date
Sept. 20
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Duration
2 hours
Name
Student A
Activity
Writing project proposal
Visit Mutter Museum (expense paid) – due October 4th
o Submit your receipts for car rental, fuel cost, and admission fees
Construct a project proposal (1 page, 1.5 spaced, Arial font) – due October 21st
o Why is the group interested in this specimen?
o How do you envision this proposed project connects to BISC4?
o In what format, is the group going to represent the virtual exhibition?
o How are you going to accomplish this project?
o How would you and the rest of the class benefit from this project?
Submit a bibliography for your extensive research on the specimen and the person – due November 1st
o A list of potential resources (journal articles, books, websites, and people you interviewed and so
on) that you need to complete the project
o No specific requirement in format, just make sure it’s consistent throughout
Compose the story – due November 29th
o Who is this person?
o What is the illness?
o How do you explain the illness?
o How do you see this illness is connected to BISC4?
Final assembly of the virtual exhibition – December 12th
Final reflection – December 12th
o Compare to the benefits and expectations you had briefly mentioned in your proposal about this
activity, to what degree have you accomplished?
o In reality, how did this experience help you learn human body?
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What are some other benefits from doing this project?
If you have a chance to start again, what would you change?
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