BIO 141:
Anatomy &
Physiology I
Faculty Information
Siabhon M. Harris, Ph.D.
120 Campus Drive
Portsmouth, VA 23701
Office: Building B, Rm B119-O
Phone: (757) 822-2316, (757) 504-4246
Fax: (757) 447-3488
Email: smharris@tcc.edu
Required Course Material
Textbook: Human Anatomy and Physiology, Eighth Ed., Elaine N. Marieb and
Katja Hoehn. Bundled package (ISBN 9780321732187) includes: Textbook, Lab
Manual (9th edition), a Brief Atlas, and the Course Compass/My A&P Access.
Mastering A&P Access: Access to Mastering A&P is required for BIO141. If
you purchased your bundled package from the TCC Portsmouth Bookstore, an
access kit will be included with the purchase of your new textbook. If you do not
have an access code, you will need to purchase access online at
http://www.masteringaandp.com/site/register/new-students.html (Priced at
approximately $50.60 USD)
BIO141 Course Description
Biology 141 is an instructional and investigative program designed to provide
students with a basic foundation in the structure and function of the human body.
BIO141 integrates anatomy and physiology of cells, tissues, organs and organ
systems in the human body. This course also integrates topics in chemistry,
physics and pathology. The overall objectives of this course extend beyond the
specific content of the text and laboratory.
Lecture 3 hours. Laboratory 3 hours. Totals 6 hours per week.
Please be aware that this course is both demanding and rigorous. College level
reading and writing skills are absolutely necessary for students taking this course.
Students must be self-motivated and self-disciplined, possess good time
management skills, and have the necessary computer skills and equipment to
successfully complete the required work in the course.
Course
Syllabus
Spring 2011
Inside this
Syllabus:
TOPIC
PG
Faculty Info
Course Material
Course Description
Course Topics
Course Approach
Blackboard
Email
Course Feedback
Grading Criteria
Makeup Exam
Course Policies
Classroom Policy
Student Success
Additional
Institutional Policy
Attendance Policy
Handbook Policy
Course Schedule
Learning Outcomes
1
1
1
2
2
2
3
5
7
9
Required
Prerequisites or
Corequisites
No prerequisite or
corequisite is required for
BIO141.However, a
strong background in high
school biology and/or
introductory level biology
course (such as BIO100
or BIO101) is
recommended.
BIO141 COURSE TOPICS
Students will cover the following topics in this course
1. Major themes of Anatomy and Physiology:
Orientation to the Human Body
2. General and Organic Chemistry
3. Cellular Anatomy and Physiology
4. Histology
5. Integumentary System
6. Skeletal System
7. Muscular System
8. Nervous System
9. Endocrine System
Click each topic above to see the course learning outcomes for each topic
COURSE APPROACH
Blackboard
TCC Main Menu  Login  Click on the Course Shell. Use this to download lecture outlines, take quizzes and obtain
other course materials. Download materials before the class that it is needed.
Email
Each student MUST have an active VCCS e-mail account. This will be your login for Blackboard, as well as the e-mail
address that is used for any communication from your instructor. E-mail may be sent from student-to-student, or studentto-instructor using the e-mail feature in Blackboard’s Communication area. You may also send e-mail to the entire class in
this section – but these messages should contain information that the entire class would benefit from reading, and follow
proper netiquette guidelines (no flaming, no commercial use, etc.).
Course Feedback
Students who e-mail me Monday – Thursday will ordinarily receive a response within 48 hours. Students who e-mail me
Friday – Sunday may expect a response by 5 pm on Monday. All projects that are completed and received by the due date
will be graded and returned to the student in 7 to 14 days.
NOTE: Students are expected to retain an electronic copy of all work submitted. If transmission of the work fails,
students are expected to “resend” the document under directions of the instructor. Projects will be submitted in
Blackboard either through a discussion thread or via the assignment feature. Students are expected to verify their own
Blackboard responses by returning to the appropriate place in Blackboard after the work has been posted.
GRADING CRITERIA
Grading Criteria
Each student must be registered for BOTH the lecture and the lab at the Portsmouth campus. A single letter grade is given
for Biology 141. However, the grade has two weighted components. The grading scale is as such:
A
100 – 90
B
89 - 80
C
79 - 70
D
69 - 60
F
Below 60
Grade Calculations
The final grade will be calculated using the following percentages:
Percent of
Final Grade
Graded Task
Lecture Examinations (5)
Comment: You will be given 50 minutes to take each lecture exam. Exams will include all information given
in a specific unit. The first exam is worth 5%, whereas exams 2-5 are worth 10%. On occasion, a percentage
(25%) of an individual lecture exam grade will require completion of a case study, small paper or similar task.
Final Examination (1)
45%
10%
Comment: The final exam will be CUMULATIVE and include ALL information covered in the course.
Quizzes (Varied)
Comment: You will have at least one online quiz a chapter, as well as the possibility of pop-quizzes throughout
the semester. There are NO MAKE UP quizzes regardless of the reason; however the lowest ONE quiz
grades will be dropped to allow for absences and other circumstances
5%
Laboratory Section (1)
Comment: Your lab grade will come from your lab instructor. You are required to pass the laboratory portion
in order to pass the 141 course. A failing grade in lab (less than 60%) will automatically result in a failing
grade (F ) for the entire course – no exceptions!
40%
Mastering A&P Study Sessions – Extra Credit
Comment: For each chapter, you will have Mastering A&P study sessions available to complete online. These
assignments typically require anywhere from 50-90 minutes to complete. The final grade average of these
assignments are considered extra credit and can add up to 2% to your final 141 grade. While 2% may not seem
like a lot, it can make a difference between a letter grade. All study sessions must be completed by the start
of the final exam for credit.
Total
2%
100%
Final grades are made available to each student within the Student Information System (SIS) now web delivered via
MyTCC or SIS.
Based on the progression of the course, the grade distribution for each assignment may change. However, if changes are
made, students will be notified ahead of time and in writing.
Make-Up Exam Policy:
You may make up only ONE lecture exam during the semester, if the following conditions are satisfied:
1. The reason for your absence must be SERIOUS (personal illness, illness of a child, death in the family, etc.)
with documentation
2. The instructor must be contacted by e-mail (smharris@tcc.edu) BEFORE OR THE DAY OF THE
ABSENCE. Failure to contact your instructor will result in you not being able to make up the exam.
3. The exam missed must be made up within one week of the missed exam in the testing center.
More than one absence on any other exam day will result in you receiving a zero for that exam.
Failure to take one or more lecture tests or laboratory practicals at the scheduled time will be considered
unsatisfactory attendance unless prior arrangements have been made with the instructor
COURSE POLICIES
Classroom Policies
1) This course is highly dependent on blackboard and online supplementation. Students must complete required course
work on time and in the appropriate sequence of learning.
2) Students must login in to blackboard at least every other day to check the course updates and announcements, take
quizzes, submit written assignments, obtain lecture material, etc. It is the students responsible to keep up with and
adhere to due dates posts on Blackboards
3) Students must maintain a working TCC email address and check it every routinely.
4) Ask questions about the course in Blackboard A&P Café Corner Discussion board, rather than email. This board is
designed for questions, which others may also have, that may be answered for all class members to see. This saves the
instructor from having to answer the same question over and over again. This board is checked every Friday.
5) Email the instructor about any PRIVATE conflicts or questions you may have. Please expect a reply email within
48 hours. If you have not heard from the instructor in 48hrs, please re-send the email.
6) Grades are typically submitted within 7-14 days and posted on the Blackboard gradebook.
Submission of Late Assignments
In general, late work is NOT accepted regardless of the situation. You are given ample time to complete and submit
assignments; therefore, you are expected to submit these assignments prior to the due date – do not wait until the last
minute. All assignments should be submitted in person, via email or, if available, through blackboard by the
appropriate due date. Students who are unable to submit assignments by the due date, due to technical difficulties or
an acceptable excuse (i.e., must be SERIOUS reason (personal illness, illness of a child, death in the family, etc.)
with documentation), you must contact the instructor within 24 hours of the due date.
Student Success Resources
The best strategy for success in BIO 141 is to:
A) Design your study time based on the weekly learning units. Studying is a requirement in this course.
B) Read the textbook, especially for topics that are unclear in the powerpoint lectures
C) Check in on Blackboard Updates and News at least every other day to stay up-to-date on posted
announcements and lecture material
D) Ensure you pay close attention to and meet all deadlines for quizzes, tests, and assignments
E) Form study groups and meet at least once a week
The following resources are available to TCC students. See the Student Handbook or visit
http://www.tcc.edu/forms/handbook/ for more information about student services and locations.
Learning Resource Centers
Each campus houses a library and media resources in a Learning Resources Center (LRC). A separate slide and print
library is located at the Visual Arts Center. The Learning Resources Centers contain research materials in both print and
electronic format to support the courses, curricula, and mission of the college. Library materials include books,
newspapers, magazines, journals and an extensive collection of indexes, abstracts and full text databases. Media resources
include videotapes, audiotapes, films, CD-ROM/DVD, computer files, and other audiovisual materials. Visit this site for
more information: www.tcc.edu/lrc/
Tutorial Services
Tutors are available at no charge to the registered TCC students in the Learning Lab. Please contact the Tutoring Center
at the Portsmouth Campus for more information. The Learning Assistance Center provides students with the opportunity
to receive assistance in biology. This not only includes tutoring services, but the studying techniques as well. The center
is located in Building A, Room 110. Please visit their website for additional information and hours:
http://www.tcc.edu/academics/ divisions/lms/lac.htm.
Supplemental Instructor: Check blackboard for information of the A&P supplemental instructor
Academic Support Services
Each campus provides various kinds of academic assistance. One-on-one tutoring, math and computer labs, and other
forms of individual and group assistance may be available. Students can also find free help for writing, from short
questions about commas and comma splices to a comprehensive review of research papers in progress, in the Writing
Centers.
Online Help Desk
Visit the following Distance Learning Resources for Students website for information about computer skills, technical
support, library services for online students, and much more: http://www.tcc.edu/students/dtls/
Important Websites
 College Website: www.tcc.edu
 Blackboard and Student E-mail: https://tcc.my.vccs.edu/jsp/home.jsp
 Student Handbook: http://www.tcc.edu/forms/handbook/
 TCC Catalog: http://www.tcc.edu/forms/catalog/
 Class Schedule: http://www.tcc.edu/schedule/
(or log-in to SIS for current course offerings)
 Academic Calendar: http://www.tcc.edu/students/calendar/academic/index.htm
 Distance Learning Resources: http://www.tcc.edu/students/dtls/
Additional Course Policies
1. Statement on Classroom Behavior: TCC is committed to maintaining a social and physical environment conducive to
carrying out its education mission. Therefore, all students are expected to demonstrate standards for civility.
 Be moderate in speaking. Loud, obscene, argumentative, or threatening speech is disruptive to teaching and learning
and is offensive to others. It has no place in an academic setting.
 Resolve any disagreements in a positive, non-combative manner. Request the assistance of college authorities if
needed.
 Show respect for the comfort of others in an educational setting by observing acceptable standards for personal
cleanliness and dress.”
2. Electronic Devices Policy: Cell phones, pagers, and other communication devices are prohibited from use in
classrooms, laboratories, and libraries, unless authorized by the appropriate faculty or staff. Although soundless
communication devices such as cell phones and pagers are permissible in classrooms, college offices, and/or meeting
rooms, they must not be answered during class.
3. Disposition of Classes for Emergency Shutdown of the College: In the event of an emergency shutdown of the
college, the president and her executive staff may elect to conclude the term in session if eighty-five percent or more of
that term has been completed. If the term in session is concluded, faculty shall compute final grades of students based on
coursework completed at that point.
INSTITUTIONAL POLICIES
Attendance Policy
All students are expected to be present and on time to all scheduled class meetings. Instructors are not required to admit a
student who arrives late to the classroom. A student who adds a class or registers after the first day of classes is counted
absent from all class meetings missed.
If a student is absent more than 20 percent of scheduled instructional time, attendance may be defined as unsatisfactory.
This calculation includes absences occurring during the add/drop period. See also the Withdrawal Policy in this syllabus
for more information. Per the college’s attendance policy, faculty has the right to develop a more stringent policy as well.
In the event of your absence from class, the student is responsible for determining and making up all work missed when
and if missed work is allowed to be made up. When your absences in a course equal the number of weekly class
meetings, your permanence in the course may be in jeopardy. Unsatisfactory attendance in the course may be defined
as absences in excess of twenty percent of scheduled instructional time in either lecture or laboratory or failure to
take one or more major exams or laboratory practicals.
Please remember that only registered students are allowed in the classroom. This means that family, friends, or
children are not be taken to lecture.
Student Handbook Policies
Students are responsible for being aware of the policies, procedures, and student responsibilities contained within the
current edition of the TCC Catalog and Student Handbook. Students should familiarize themselves with the college's
policies regarding misconduct and inclement weather found in the Student Handbook.
Withdrawal Policy
Students who wish to withdraw without academic penalty should contact a counselor to determine the appropriate
procedure. Withdrawals through completion of 60 percent of a session will result in a W grade.
After 60 percent of a session is completed, a withdrawal will result in a grade of F in a credit course or a grade of U in a
developmental course, except under mitigating circumstances that must be documented by the instructor and approved by
the academic dean. Dynamic session classes have unique refund and withdrawal dates. Contact a campus Enrollment
Services Office for more information, or visit http://www.tcc.edu/students/calendar/academic/Dynamic.htm.
A student who drops after the last day to withdraw does not receive a "W." He/she receives an "F," in which case there is
both an academic and financial penalty. A student who withdraws by the deadline faces a financial penalty, but not an
academic penalty.
January 25
March 23
Deadline to drop for tuition refund
Deadline to withdraw without academic penalty and to receive a grade of W
for the course
It is the responsibility of the STUDENT, not the instructor, to withdraw themselves from the class by the withdrawal date.
A student may be withdrawn from the course by the instructor “when the instructor determines the absences constitute
unsatisfactory attendance.” Unsatisfactory attendance is defined as absences more than 15
% of lecture and lab sessions. Instructors cannot withdraw a student after the withdraw date except where there are
mitigating circumstances AND if the student is making satisfactory progress in the course. Please see your student
handbook for a complete explanation.
Academic Integrity
TCC will expect students to demonstrate personal and academic integrity, to be open to new ideas, and to share in a
community where individuals from diverse backgrounds and cultures help one another grow intellectually, socially, and
personally.
TCC expects students to achieve, not just to get by. And while many caring and talented faculty and staff are here to help,
students must take responsibility for their own learning. Students should strive for a high level of academic performance
and to be responsible, contributing citizens within the college and in outside communities. Above all, TCC wants students
to develop a love of learning that will last a lifetime, along with a life-long interest in maintaining emotional and physical
wellness.
Statement on Plagiarism and Academic Misconduct
The paragraphs below come from the Student Handbook and are TCC’s policy on plagiarism and academic misconduct.
Including the following statement verbatim:
Academic misconduct includes, but is not limited to, the following actions: cheating on an examination or quiz—either
giving or receiving information; copying information from another person for graded assignments; using unauthorized
materials during tests; collaboration during examinations; buying, selling or stealing examinations; arranging a substitute
for oneself during examinations; substituting for another person, or arranging such a substitution; plagiarism—the
intentional or accidental presentation of another’s words or ideas; collusion with another person or persons in submitting
work for credit in class or lab, unless such collaboration is approved in advance by the instructor.
Faculty members who have reliable evidence of academic misconduct will (1) investigate the matter, and (2) review the
facts of the matter and the proposed penalty with the appropriate academic dean. They may then take one or more of the
following actions:
 Require the work to be accomplished again
 Give no credit for the test, paper, or exercise
 Assign a grade of F, U, or W for the course
 Refer the matter to the campus Dean for Student Services or designee for possible disciplinary sanction through
the college’s disciplinary procedure
If the faculty member chooses to refer the matter to the campus Dean for Student Services or designee for disposition, the
Plenary Disciplinary Procedure shall be followed, and the student’s dismissal from the college is a possibility.
Plagiarism is a serious offense (cheating), whether it is intentional or unintentional. It is your responsibility to be aware of
what plagiarism is and how to avoid plagiarism. It is considered academic misconduct (defined in the Student Handbook)
and can result in failure of the course or dismissal from the school. You will have an assignment on Plagiarism this
semester. Please refer to the syllabus schedule and Blackboard assignment section.
Disability Services
Students who have documented, diagnosed disabilities, and who need special accommodations for tests, etc., are advised
to see the Disabilities Services staff in Student Services so that the instructor may be notified of what accommodations are
appropriate in each case. Requests for accommodations should be made to the designated campus disability services
counselor at least 45 days before classes begin. Documentation must be provided to support the need for accommodations.
For assistance with disabilities, contact the campus Disabilities Counselor/Provider or the Coordinator of Learning
Disabilities Services: call 822-1213, visit Student Services/Development, or visit the Disability Services webpage at
http://www.tcc.edu/students/specialized/disabilityservices/index.htm
Policies and Procedures
All students should refer to the 2010-2011 TCC Catalog and 2010/2011 Student Handbook (or most current edition) for
college polices, regulations, student conduct, and other student affairs.
Emergency Procedures
In the event of a bomb threat, tornado, or fire, students and staff may be asked to evacuate the building or move to a
secure location within the building. Evacuation routes for movement to an external location or to a shelter within the
building are posted at the front of the room. Students should review the maps and make sure that the exit route and
assembly location for the building are clearly understood. If assistance is required during an evacuation, please let the
instructor know at the end of the first class.
Tidewater Community College uses TCC Alerts to immediately contact and inform faculty, staff and students of a major
crisis or emergency. TCC Alerts delivers important emergency alerts, notifications, and updates via:
 Email account (work, home, other)
 Cell phone
 Pager
 Smartphone/PDA (BlackBerry, Treo & other handhelds)
When an incident or emergency occurs, authorized senders will be instantly notified via TCC Alerts. TCC Alerts is a
personal connection to real-time updates, instructions on where to go, what to do, or what not to do, who to contact, and
other important information. New users may also register by sending a text message to 411911, keyword: TIDEWATER.
In the event of an emergency that requires the college to shut down, if 85 percent of a 16-, 10-, or 8-week term has been
completed, students will receive the grade earned during that period of instruction. If an emergency shutdown of the
college occurs, students should contact their instructors using Blackboard for directions. This is in accordance with
TCC’s Academic Continuity of Operations Plan. However, sciences will require that 100% of labs be finished before
acquiring a grade for the course. Lab instructors will advise a new schedule for students if needed.
COURSE SCHEDULE
Students will complete the following assignments by the specified due date. Specific requirements for each assignment are
spelled out in the assignment section of Blackboard.
Note: The following schedule is intended to provide a relative framework for course topics and assignments. Additionally,
course adjustments may be based upon on-going class progress assessments. Additions and deletions will occur at the
instructor's discretion.
LECTURE SCHEDULE
Week
Dates
1
1/09 – 1/15
2
1/16 – 1/22
Lecture Topics - Chapter
Class and Syllabus Review
Introduction – 1
Basic Chemistry – 2
Biochemistry – 2
MLK, Jr. Day – 1/16 – No Class
3
1/23 – 1/29
 Exam 1 (Chpts 1-2)
Cell Membranes/ Transport – 3
4
1/30 – 2/5
Organelles and Central Dogma – 3
Epithelial – 4
5
2/6 – 2/12
Connective tissue – 4
Integumentary System – 5
6
2/13 – 2/19
 Exam 2 (Chpts 3-4)
Integumentary System – 5
Bone structure and physiology – 6
7
2/20 – 2/26
Bone growth and repair - 6
8
2/27 – 3/4
Muscular Structure – 9
SPRING BREAK
9
3/12 – 3/18
Muscular Metabolism– 9
REVIEW
10
3/19 – 3/25
 Exam 3 (Chpts 5, 6, 9)
Neurophysiology I – 11
11
3/26 – 4/1
Neurophysiology I – 11
CNS: Brain – 12
12
4/2 – 4/8
CNS: Brain – 12
13
4/9 – 4/15
 Exam 4 (Chpts 11 - 12)
Peripheral Nervous System – 13
14
4/16 – 4/22
Peripheral Nervous System – 13
Autonomic Nervous System - 14
15
4/23 – 4/29
Autonomic Nervous System - 14
16
4/30
Exam
Week
5/1 – 5/7
Senses – 15 (if time available)/ Review
 Exam 5 (Chpts 13-15)
 COMPREHENISIVE FINAL EXAM
http://www.tcc.edu/students/schedules/exams/spring.ht
m
The above course schedule may change due to the progression of the course at the discretion of the instructor.
Learning Outcomes for Each Course Topic
After the completion of this course, students will be able to:
1. Major Themes of Anatomy and Physiology: Orientation
to the Human Body
1.1 Define anatomy and physiology and their subdivisions
1.2 Explain the concept of complementarity of structure and
function and give examples
1.3 List and describe, in order from the simplest to most
complex, the levels of organization in the human body and give
an example of each
1.4 List the 11 organ systems of the human body, identify their
principal organs, and describe the functions of each
1.5 List and describe the requirements for life, and give
examples of each that are relevant to human survival
1.6 Define homeostasis and provide specific examples of how
the human body maintains homeostasis in spite of changes in
the internal and external environment
1.7 Compare positive and negative feedback mechanisms and
identify examples of each
1.8 Describe the relationship between homeostatic imbalance
and disease
1.9 Describe an individual in the correct anatomical position
1.10 Define the major body directions, regions, and planes or
section.
1.11 Describe the position of one bodily structure relative to
another using the proper terms
1.12 Name and locate the major body cavities and their
subdivisions, and identify the major organs of each
1.13 Name the serous membranes and describe their common
structure and function
1.14 Name the four quadrants and nine regions of the
abdominopelvic cavity and identify the major organs of each
2. General and Organic Chemistry
2.1 Define energy, matter, and mass.
2.2 List the major forms of energy, and discuss potential and
kinetic energy.
2.3 Define element and list the common elements of the human
body, using atomic symbols.
2.4 Define atom and describe the structure of an atom by
explaining the relative position, mass, and charge of protons,
neutrons, and electrons.
2.5. Define atomic number, atomic mass, atomic weight,
isotope, electron cloud, orbital, valence electron, octet rule, and
ion.
2.6. Discuss the role of electrons in atomic bonding and be able
to predict what kinds of chemical bonds individual atoms will
make with each other.
2.7. Compare and contrast ionic, covalent (nonpolar and polar),
and hydrogen bonds.
2.8. Define molecule, and distinguish between compounds and
mixtures.
2.9. Compare and contrast the properties of nonpolar and polar
compounds.
2.10. Identify the reactants and products in a chemical reaction.
2.11. Define the three major types of chemical reactions synthesis, decompensation, and exchange - and give examples
of each.
2.12. Describe oxidation-reduction reactions and give
examples.
2.13. List factors that affect the rate of chemical reactions, and
discuss the role of enzymes, cofactors, and coenzymes.
2.14. List and discuss chemical properties of water, including
heat capacity, heat of vaporization, solvent properties, and
reactivity.
2.15. Explain the importance of water and salts to homeostasis.
2.16. Differentiate between solute, solvent, solution, colloid,
suspension and emulsion.
2.17. Define acids, bases, salts, buffers, and pH and give
significant examples.
2.18. Describe the pH scale.
2.19. Describe the role that weak acids and weak bases play in
maintaining normal pH balance.
2.20. Distinguish between organic and inorganic molecules.
2.21. List the four major types of organic compounds carbohydrates, lipids, proteins, and nucleic acids - and describe
the monomers, polymers, and functions of each.
2.22. Explain the role of dehydration synthesis and hydrolysis
reactions in the formation and breakdown of organic molecules,
and give examples for each category of organic molecule.
2.23. Describe the four levels of protein structure and explain
the importance of structure and function.
2.24. Compare and contrast the structure and function of DNA
and RNA.
2.25. Describe ATP and ADP and discuss their roles in cell
metabolism.
3. Cellular Anatomy and Physiology
3.1. Define cell and list the tenets of the cell theory.
3.2. Describe the Fluid Mosaic Model of the plasma membrane,
and be able to draw and label the major parts.
3.3. Compare the structure and function of tight junctions,
desmosomes, and gap junctions.
3.4. Describe the role of the glycocalyx and extracellular matrix
in a cell's interaction with its environment and other cells.
3.5. List several roles of membrane receptors and membrane
channels.
3.6. List the major types of membrane transport.
3.7. Relate the structure of the plasma membrane to transport
mechanisms.
3.8. Compare active and passive transport mechanisms with
respect to energy source, substances transported, and direction
of transport.
3.9. Define membrane potential and explain how the resting
membrane potential is maintained.
3.10. Describe the composition of cytosol and list types of
inclusions.
3.11. Identify all cell organelles and describe the location,
structure, and function of each.
3.12. Name and describe the structural elements of the
cytoskeleton.
3.13. Describe the cell cycle and the major events occurring
during each stage of interphase and mitosis.
3.14. Identify the stages of mitosis on a model and by
microscopy.
3.15. Describe the process of DNA replication.
3.16. Describe the structure and function of genes and define
genetic code.
3.17. Define transcription and translation.
3.18. Discuss the process of protein synthesis, starting with a
DNA template and describing the specific roles of DNA,
mRNA, rRNA, and tRNA, triplets, codons, and anticodons.
3.19. Explain the relationship of cancer to the cell cycle and
describe how cancer may arise.
3.20. Define metabolism, including anabolism and catabolism.
3.21. Compare and contrast aerobic and anaerobic metabolism.
3.22. Describe the metabolic pathway for carbohydrates,
including glycolysis, formation of acetyl CoA, Kreb's cycle
(citric acid cycle), and electron transport chain; include specific
intracellular locations and ATP yield for each process.
3.23. Describe the metabolic pathway for lipids.
3.24. Describe the metabolic pathway for proteins.
3.25. Discuss the role of adipose tissue, the liver, and skeletal
muscle in metabolism.
4. Histology
4.1. List the steps involved in preparing tissue for viewing with
a microscope.
4.2. Identify the parts of, and demonstrate the proper use and
care of a microscope.
4.3. List the four primary types of tissue and compare and
contrast the general features and functions of each category.
4.4. Classify the different types of epithelial tissue, identify
each by microscopy, including any special features, and name a
location and function of each specific type.
4.5. Define gland. Differentiate between unicellular and
multicellular glands and endocrine and exocrine glands.
4.6. Describe how multicellular glands are classified
structurally and functionally.
4.7. Classify the different types of connective tissues, identify
each by microscopy, including any special features, and name a
location and function for each specific type.
4.8 List common characteristics of connective tissues and
identify the specific types of fibers, cells, and distinguishing
features within each specific subtype.
4.9. Classify the different types of muscle tissue, identify each
by microscopy, including any special features, and name a
location and function for each type.
4.10. Identify nerve tissue by microscopy, and describe the
characteristics of nerve tissue, including general functions of
neurons and neuroglia.
4.11. Describe the structure, function and location of mucous,
serous, cutaneous, and synovial membranes.
4.12. Describe the major steps of tissue repair.
4.13. List the embryonic origin of each of the major types of
tissue.
5. Integumentary System
5.1. List and describe at least five functions of the skin and
hypodermis.
5.2. Identify (on diagrams, models and by microscopy) and
describe the epidermis, its tissue type, specific cells, layers, and
functions of each.
5.3. Identify (on diagrams, models, and by microscopy) and
describe the dermis, its tissue type, specific cells, layers, and
functions of each.
5.4. Identify (on diagrams, models, and by microscopy) the
hypodermis, its tissue type, cells, and functions.
5.5. List and describe the major pigments responsible for skin
color and discuss how changes in skin color may be indicative
of certain diseases.
5.6. Define and identify melanocytes, keratinocytes,
Langerhans cells, Pacinian corpuscles, Meissner’s corpuscle,
Merkel’s discs, Ruffinian corpuscles, and hair follicle receptors.
5.7. Identify and describe the location, structure, and function
of eccrine and apocrine sweat glands, sebaceous glands, hair,
and nails.
5.8. List the three major types of skin cancer, the major causes,
and their characteristics. Describe the ABCDE rule for
detection of melanoma.
5.9. Describe how to classify burns and why serious burns can
be life threatening. Describe the rule of nines for approximation
of fluids and classification of critical burns in adults.
6. Skeletal System
6.1. List and describe at least five functions of the skeletal
system.
6.2. Identify the types and locations of skeletal cartilage.
6.3. List and describe the cellular and extracellular organic and
inorganic components of bone tissue.
6.4. List the major structural classifications of bones and give
examples of each.
6.5. Describe the structural features of long bones and flat
bones and explain the functions of red marrow, yellow marrow,
articular cartilage, periosteum, and endosteum.
6.6. Compare and contrast the locations and functions of
osteoblasts, osteocytes, and osteoclasts.
6.7. Compare and contrast the processes of intramembranous
and endochondral bone formation.
6.8. Describe the growth process of long bones at the
epiphyseal plate.
6.9. Explain the roles of hormones, vitamins, and mechanical
stress in regulating bone growth and remodeling.
6.10. Describe the steps in repair of a bone fracture.
6.11. Describe the homeostatic imbalances in osteoporosis,
osteomalacia (Rickets), and Paget's disease.
6.12. Name the two major divisions of the skeletal system (axial
and appendicular) and list the bones within each.
6.13. Identify all individual bones and their general markings.
6.14. Describe the structure and function of intervertebral discs.
6.15. Compare and contrast the skull of a fetus with that of an
adult.
6.16. Describe the structural and functional classification of
joints and give examples of each.
6.17. Describe the structure of synovial joints.
6.18. Describe and demonstrate types of movements of synovial
joints.
6.19. Identify and name the different types of joints on models.
6.20. Identify and name the major ligaments on models.
7. Muscular System
7.1. List and describe at least four major functions of muscles.
7.2. Compare and contrast skeletal, smooth, and cardiac muscle.
7.3. Describe the gross structure of a muscle.
7.4. Describe the microscopic structure of a skeletal muscle
fiber and the functions of myofibils, sarcoplasmic reticulum,
and T tubules.
7.5. Draw and label a sarcomere, including the Z lines, I band,
A band, H zone, M line, and thick and thin filaments. List the
proteins making up the thick and thin filaments.
7.6. Explain the sliding filament mechanism of contraction.
7.7. List and describe the sequence of events in a muscle
contraction-relaxation cycle.
7.8. Define motor unit, and explain how individual muscle
fibers are stimulated to contract.
7.9. Describe the anatomy and physiology of the neuromuscular
junction.
7.10. Discuss excitation contraction coupling.
7.11. Define muscle twitch, treppe, wave summation, and
tetany.
7.12 Define contraction, and differentiate between isometric
and isotonic (concentric and eccentric) contraction.
7.13. List the sources of energy for muscle contraction and
describe three ways in which ATP is regenerated.
7.14. Define oxygen debt, and explain muscle fatigue and
refractory period.
7.15. Compare and contrast slow oxidative muscle fibers and
fast glycolytic fibers.
7.16. Describe the factors that influence force, velocity, and
duration of contraction.
7.17. Compare and contrast the gross anatomy, the microscopic
anatomy, and the contractile functions of skeletal and smooth
muscles.
7.18. Describe the functions of prime movers, antagonists,
synergists, and fixators.
7.19. List the criteria by which muscles are named, and give
examples.
7.20. Identify the major skeletal muscles, using models and
cadavers, and name the origin, insertion, and action(s) of each.
7.21. Define lever, name the three types, and describe the
advantages of each.
8. Nervous System
8.1. List and describe the major functions of the nervous
system.
8.2. Describe the structural and functional organization of the
nervous system.
8.3. List and describe the structure and functions of glial cells in
the CNS and PNS.
8.4. Describe the structural features of a neuron and the
functional role of each part.
8.5. Identify neurons, glial cells, and their parts on models and
by microscopy.
8.6. Compare and contrast the myelination of neurons in the
CNS with those in the PNS.
8.7. Describe the classification of neurons based on structure
and function.
8.8. Define and differentiate nuclei, ganglia, tracts, and nerves.
8.9. Describe how and when regeneration of nerve fibers may
occur.
8.10. Define membrane potential, and describe how changes in
the electrochemical gradient at the membrane may act as
signals.
8.11. Discuss the mechanisms and ions involved in maintaining
the resting membrane potential.
8.12. Compare and contrast graded potentials and action
potentials.
8.13. Draw an action potential with appropriate voltages; label
resting membrane potential, depolarization, repolarization, and
hyperpolarization; and explain which ions are moving, and in
which direction across the membrane, during each of these
periods.
8.14. Explain how action potentials are propagated along axons.
8.15. Define saltatory conduction and compare it with
conduction in an unmyelinated neuron.
8.16. Define refractory period and explain the difference
between absolute and relative refractory periods.
8.17. Describe a synapse and all associated structures.
8.18. Describe excitatory and inhibitory postsynaptic potentials
(EPSPs and IPSPs).
8.19. Describe how synaptic signals are integrated and
modified, with specific attention to temporal summation, spatial
summation, and synaptic potentiation.
8.20. Define neurotransmitter, and list several classes with
specific examples.
8.21. Describe the embryonic development of the nervous
system.
8.22. Identify the components of the central nervous system
(CNS) and peripheral nervous system (PNS).
8.23. Name and identify the major regions of the brain using
models and sheep brains.
8.24. Name and locate the ventricles of the brain.
8.25. Identify the major fissures, lobes, gyri, sulci, and
functional areas of the cerebral cortex.
8.26. Explain cerebral dominance and lateralization of function.
8.27. Identify and describe commissure fibers, association
fibers, and projection fibers, and give examples.
8.28. Identify major basal ganglia (basal nuclei) and describe
their general functions.
8.29. Identify the three major subdivisions of the diencephalon,
specific structures in each, and state the major function of each.
8.30. Identify the three major subdivisions of the brain stem,
specific structures in each, and state the major function of each.
8.31. Identify the major structural features of the cerebellum
and describe its functions.
8.32. Locate the limbic system, identify the major structures,
and describe its function.
8.33. Describe the structure, function, and location of the
reticular formation.
8.34. Describe the gross anatomy of the spinal cord.
8.35. Draw and label a cross section of the spinal cord and state
the function of each region.
8.36. Identify and name specific regions of the spinal cord on
models, wet tissue, and by microscopy.
8.37. List the major spinal cord tracts, and classify each as
sensory or motor.
8.38. Identify the meninges and associated structures, and
compare and contrast their structure and function around the
brain and spinal cord.
8.39. Describe cerebrospinal fluid, including its formation,
circulation, and function.
8.40. Compare and contrast the structural and functional basis
of an epidural with a spinal tap.
8.41. Describe the structure and function of the blood-brain
barrier.
8.42. Discuss how the absence of a blood-brain barrier in the
hypothalamus allows that part of the brain to monitor and
control both nervous and endocrine functions.
8.43. List and define the major stages of consciousness.
8.44. Define EKG, list the major wave patterns, and correlate
each with brain activity.
8.45. List and describe the stages of sleep, correlate each stage
with EKG and physiologic activity, and discuss the importance
of sleep.
8.46. List and describe the categories of memory, the stages and
formation of memory, and the brain structures involved.
8.47. Discuss the causes, symptoms, and effects of
cerebrovascular accidents, Alzheimer's disease, Huntington's
disease, Parkinson's disease, and the different forms of epilepsy.
8.48. Describe the structural and functional organization of the
peripheral nervous system (PNS).
8.49. List the general receptors and describe the structure,
location, and response to specific stimuli of each.
8.50. Describe receptor potentials, generator potentials, and
sensory adaptation.
8.51. Define sensation and perception, and describe the
processes involved.
8.52. Define nerve and ganglion.
8.53. Describe the structure of a nerve and how nerves are
classified.
8.54. List the 12 pairs of cranial nerves; classify each as to
sensory, motor, or mixed; indicate the origin, distribution, and
major functions of each; and identify each on models and wet
tissue.
8.55. Name the 31 pairs of spinal nerves; describe the structural
formation of a spinal nerve and the distribution of its rami; and
identify the structures on a model .
8.56. Define plexus; identify the major plexuses (cervical,
brachial, lumbar, and sacral) and the major nerves arising from
each on models and wet tissue.
8.57. List the components of a reflex arc and describe the
sequence of events from stimulus to response.
8.58. Describe stretch, Golgi tendon, flexor (withdrawal), and
crossed extensor reflexes and give an example of each.
8.59. Describe the plantar reflex and discuss the significance of
Babinski's sign.
8.60. Define autonomic nervous system (ANS) and describe the
anatomical subdivisions and their general functions.
8.61. Compare and contrast the structure, functions, and
neurotransmitters of the somatic, sympathethic, and
parasympathetic nervous systems.
8.62. Describe the structure and function of the sympathetic
nervous system, including CNS origin, location of ganglia, and
major nerve pathways.
8.63. Describe the structure and function of the parasympathetic
nervous system, including CNS origin, location of ganglia, and
major nerve pathways.
8.64. Explain how dual innervation of most organs by the ANS
maintains homeostasis; give specific examples.
8.65. Define cholinergic and adrenergic receptors; list the
different subtypes and typical responses of each.
9. Special Senses
9.1. Define special senses and list the special sensory receptors.
9.2. Identify anatomical features of the eye (using models and
microscopy), including accessory structures, layers of the eye
and their specialized regions, humors, and lens.
9.3. Trace the pathway of light through the eye to the retina,
and explain how light is focused for vision.
9.4. Describe the events involved in stimulation of
photorececeptors.
9.5. Compare and contrast the structure, function, location, and
roles of rods and cones.
9.6. Trace the visual pathway from photoreceptors to the
primary visual cortex.
9.7. Identify anatomical features of the ear (using models and
microscopy), including structures and fluids in the outer,
middle, and inner ear.
9.8. Trace the pathway of sound through the ear to the Organ of
Corti.
9.9. Describe the events involved in stimulation of hair cells in
the cochlea.
9.10. Trace the auditory pathway from the Organ of Corti to the
primary auditory cortex.
9.11. Explain how pitch and loudness are determined and the
source of sounds is located.
9.12. Identify the structures for balance in the vestibule and
semicircular canals.
9.13. Explain how the structures for balance maintain dynamic
and static equilibrium.
9.14. Identify the structure and location of gustatory receptors
(using models and microscopy), explain how these receptors are
activated, and trace the pathway for taste from receptors to the
gustatory cortex.
9.15. Identify the structure and location of olfactory receptors
(using models and microscopy), explain how these receptors are
activated, and trace the pathway for smell from receptors to the
olfactory cortex.
10. Endocrine System
10.1. Compare and contrast the general structure and function
of the endocrine and nervous systems.
10.2 List and identify the major endocrine organs.
10.3. Define hormone and describe how hormones are classified
chemically.
10.4. Describe the two major mechanisms by which hormones
interact with cells, and discuss how each mechanism is dictated
by hormone chemistry and the plasma membrane.
10.5. Describe the steps in direct gene activation.
10.6. Describe the steps in the cAMP and PIP second
messenger pathways.
10.7. Describe the structural and functional relationship
between the hypothalamus and the pituitary gland.
10.8. List the hormones produced by each endocrine organ.
10.9. Describe the production, regulation of release, and effects
for each major hormone, including stimulus, target, response,
and feedback as well as any homeostatic imbalances (hyper- or
hyposecretion)
10.10. Compare and contrast the symptoms, causes, treatment,
and pathology of Type I and Type II diabetes mellitus
Please note that learning outcome shown in gray will be discussed as time permits.
Acknowledgement form
It is your responsibility to complete and submit the Biology 141 Syllabus Acknowledgement Form on blackboard. This
form will be available at the start of classes within the BIO141 Ready Quiz. Failure to submit in this form will result in
withdrawal from the course.