BIOL 345
Anatomy and Physiology I (Nervous and Endocrine Systems)
Spring, 2011 Course Syllabus
Instructor:
Office:
Phone:
E-mail:
Bob Rosenberg, Professor of Biology
Stanley 133
765-983-1464
rosenbo@earlham.edu
Lecture:
Lab:
Office hours:
Drop-in:
TR 8:30-9:50, Dennis 014
R 1:00-5:00 Stanley 034 and Stanley 052
W 2:30-6:00 and evenings as requested, Stanley 133
Please feel free to drop by my office anytime. If I’m busy with something else, I’ll ask to
schedule an appointment.
E-mail questions anytime. I try to respond quickly. If your questions require a lot of words
or drawing on the board, I may ask to schedule a get-together.
E-mail
Required texts:
Vander’s Human Physiology, 12th edition, by Widmaier, Raff, and Strang (McGraw Hill, 2011).
This textbook was chosen for its in-depth text, up-to-date information, and adequate figures. It has the
appropriate level of detail for this course. It is more accurate and has fewer errors than other physiology
texts. (You’d be surprised at some of the mistakes in many textbooks.)
The 12th edition is new this year. The 11th edition is an acceptable alternative. The page
numbers are different, but the content is close enough. The reading assignment pages are for the 12th
edition, but the equivalent pages in the 11th edition should be easy to figure out.
The Anatomy Coloring Book 3rd edition, by Kapit and Elson (Benjamin Cummings, 2002). This
text was chosen because the act of coloring the names and structures helps you learn them. The text is
focused and informative, so the small-print texts are part of the “coloring” assignments. This is not a
kids’ book; many medical students use it to help them learn (and re-learn) anatomy.
Additional text resources (on reserve in the Science Library):
Medical Physiology by Boron and Boulpaep. This is a massive reference book. Use it to look up
a specific detail or to answer a specific question. The answer is there!
Atlas of Human Anatomy (4th edition) by Netter. This is the “bible” of human anatomy. Use it to
look up a specific detail or to answer a specific question. The answer is there!
Course Objectives:
Physiology is the study of the function of biological systems (i.e. “how it works”). Anatomy is the
study of the structure of biological systems (i.e. “how it is put together”). Understanding the anatomy of
a system is often helpful in understanding its physiology, and vice versa. The goal of this course is to
understand more about the structures and functions of the human body, focusing on the nervous
system, skeletal muscle, and cardiovascular system. Other essential systems (respiratory, urinary,
digestive, and endocrine) are covered in BIOL 347.
Course Philosophy:
Why study human anatomy and physiology? Each of you has reasons, but two may be at the
top of your list: (1) To understand the interesting and beautiful structures of your body and how they
work (i.e. to understand the physical “you”); and (2) To help you prepare for entrance exams and
graduate study in biomedical research or programs in medicine, dentistry, nursing, physical therapy,
and others health-related careers.
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Human physiology and anatomy constitute an enormous amount of material. You will be
expected to learn many new anatomical and physiological terms. This is similar to learning a whole new
language. In many cases I use the “immersion” approach to the language; I will use the terminology,
and if I say something that you don’t understand from the context, I expect you to ask questions. You
will also learn many new physiological concepts, some of which are difficult to understand and master.
Thus, it is important that you keep up with the material. Read, take notes, color, do problems,
and/or review lecture notes every day. Falling behind and then cramming for tests will not be
successful. I strongly recommend that you form a small study group that meets regularly. Explaining the
material to each other is an excellent way to learn it. If you are falling behind and not doing well on
quizzes and exams, please meet with me – I may have suggestions for how to study the material and
prioritize it.
Reading and Coloring Assignments:
Reading and anatomy assignments should be done when assigned. That way you can
identify what you don’t understand and make sure I clarify those concepts in class. Most reading
assignments are reasonable in length, so you should be able to keep up. You are responsible for key
information in the text even if I didn’t cover it in detail in class.
Although I will not collect the coloring assignments, you should actually color the assigned
pages. This is a form of “active learning.” You are expected to know the content of the assigned pages
in the Coloring Book (including the text) whether you color the pages or not. Your coloring aesthetic and
ability to color inside the lines will not be evaluated.
Using multiple neural pathways (e.g. reading, hearing, writing, explaining, coloring, etc.) for the
same set of information helps you learn and master it. Use multiple learning strategies!
Problem Sets:
There is an ancient Chinese proverb:
“I hear, and I forget;
I see, and I remember;
I do, and I understand.”
Problems are designed to help you understand the material by challenging you to “do” stuff with
it. You may work with other students, but you should write your own answers. If you work with others,
please indicate on your answers who you worked with. Please contact me if you would like clarification
or guidance on any question – I’m happy to help because I want you to learn from doing the problems
and answering the questions. Don’t wait until the deadline is looming to start working on the problem
sets because some problems may take some time to figure out. Late problem sets will be penalized
10% for each day late. If you have a good reason why your problem set will be late, and we discuss it
before the deadline (in person or via email), I am likely to give you a no-penalty extension.
Course Grading:
The grading rubric for the course is below. Exams will be in-class, closed-book. Quizzes will be
self-scheduled in the science library, closed book (~30 minutes). I try to focus questions on important
information and concepts and try not to focus on minor details. But it may be difficult for you to separate
significant points of information from minor details, and I welcome your questions. You should save all
your quizzes, exams, and problem sets in case there is a question about your final grade.
Section exams (3 @ 150)
450
Final exam (cumulative)
150
Quizzes (4 @ 40)
160
Problem sets (3 @ 40)
120
Lab participation
120
Total
1000
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You will notice that there are five quizzes on the schedule but only four in the grading rubric.
That’s because under some circumstances (see below) your lowest quiz grade will be dropped from the
final course grade calculation. However, in order for a quiz grade to be dropped, you must take it
and get at least a 50% on it.
The “senior option” will be offered to all seniors who have a weighted course average of 80% or
higher for all the other scores (section exams, all five quizzes, problem sets, and lab participation).
Attendance and make-up policy:
Attendance in lecture and lab is required. If you miss a lecture, it is your responsibility to obtain
class notes from another student.
If you miss a lab due to illness or emergency, it is your responsibility to tell me why and reschedule the missed activities with me within a week. If you know ahead of time that you will miss a lab
for legitimate reasons, it is your responsibility to contact me as soon as possible to make arrangements.
You are allowed one unexcused absence from lab. After that, 20 points will be subtracted from
your lab participation grade for each missed session.
If you miss a quiz, problem set, or exam due to illness or emergency, please try to contact me
before the deadline so we can make arrangements to re-schedule it for you.
Class participation:
You will get more out of the course, and will help others get more out of the course, if you raise
your hand, ask your questions, state your confusion, and/or answer my didactic questions. I’m a better
teacher if I respond to your questions in class. If I use terminology or concepts that I think you already
know but don’t then I am not communicating well. Please don’t hesitate to speak up. I’m also happy
to meet with you individually or in small groups.
Disability accommodations:
If you have a disability you must contact Academic Support Services (Donna Keesling) during
the first two weeks of the semester. With the appropriate documentation, reasonable accommodations
will be made.
Academic Integrity:
I entrust students to fully embrace the Earlham College academic integrity policy. Please
review the policy at (www.earlham.edu/handbook/student/content/academic/integrity.html).
Communication:
Course announcements, changes, assignments, notes, study guides, etc. will be distributed in
class, via email, and/or through Moodle. It’s your responsibility to check these resources regularly.
Course Evaluations:
I welcome your feedback and criticism at any time. Feel free to email or talk with me about the
course and what would make it better. Or leave a note in my mailbox. Formal course evaluations will be
done in class on the last day.
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BIOL 345
Anatomy and Physiology I (Nervous and Endocrine Systems)
Spring, 2011 Course Schedule
Week
Date
Subject
Human
Physiology
(12th edition)
assignment
1
1/13
Introduction / review / solute
transport
pp. 66-78 and
95-109
1/18
Cell signaling review – receptors,
G proteins, intracellular
cascades
pp. 118-134
2
3
4
5
6
7
8
9
10
Anatomy
Coloring
Book
assignment
Lab
No lab
1, 2, 23
1/20
Nervous system – neurons and
membrane potentials
pp. 135-147
15, 71, 72
1/25
Nervous system – synaptic and
action potentials
pp. 147-156
31, 33, 45,
56, 57
1/27
Nervous system – synapses and
neurotransmitters
pp. 156-169
54, 55, 58
2/1
Nervous system – molecular
mechanisms and neuronal
modeling
pp. 169-175
27, 49, 50
2/3
Cellular neurophysiology – catch
up and review
2/8
EXAM 1
2/10
Nervous system – autonomic,
central, and peripheral nervous
systems
pp. 175-180
70, 73, 83,
93, 94
2/15
Nervous system – touch
pp. 186-202
91, 88, 78
2/17
Early semester break
2/22
Nervous system – vision
pp. 202-212
95, 97
2/24
Nervous system – hearing
pp. 212-220
98, 99
3/1
Nervous system - smell and
taste
pp. 220-222
100
3/3
Skeletal muscle
pp. 250-263
79, 44, 40,
61, 62,
3/8
Nervous system – motor control
pp. 263-275
63, 64,
3/10
Nervous system – motor control
pp. 296-309
65, 66
3/15
Spring Break
3/17
Spring Break
Introduction
cadaver, skeleton,
and computers
Upper torso
Upper limb
PS 1 due
1/23
Upper torso
Upper limb
Quiz 1 due
1/30
Back and upper limb
Quiz 2 due
2/6
Sheep brain
Upper limb
No lab
Quiz 3 due
2/16 (Wed)
Cow eye
Lower limb
PS 2 due
2/27
Lower limb
Quiz 4 due
3/6
Lower limb
No lab
4
Problem
sets and
quizzes
11
12
13
14
15
16
17
3/22
Nervous system – catch up and
review
3/24
Endocrine – overview, anatomy,
hormones
3/29
EXAM 2
3/31
pp. 311-323
51, 151
Torso
Endocrine – hypothalamus and
pituitary
pp. 325-331
152, 153
Torso
4/5
Endocrine – pituitary and thyroid
pp. 332-335
154
4/7
Endocrine – adrenal, growth
hormone, and parathyroid
pp. 336-348
155
4/12
Reproduction – overview,
anatomy, male
pp. 593-600
157, 158
4/14
Reproduction - female
pp. 603-614
160, 161,
162, 163
4/19
Reproduction – pregnancy
pp. 614-626
4/21
Endocrine – Catch up and
review
4/26
EXAM 3
4/28
Molecular mechanisms of
diseases, course evaluations
5/2
10:30 am Final Exam
(Cumulative)
5
PS 3 due
4/10
Thorax
Quiz 5 due
4/17
Thorax