University of Oregon
Robert D. Clark Honors College
Course: Fetal Structures, Functions & Controversies, HC 441H, 04 cr, CRN 32323, Lecture/Discussion/Laboratory: 16:0018:50 M 130 Huestis (HUE), Spring 2008.
Instructor: V. Pat Lombardi
Office, Phone & Electronic Mail: 116 Huestis (HUE), 346-4536, lombardi@uoregon.edu
Office Hours: M, 10:00-11:00 & by appointment.
Texts/Resources :
1.
Sadler, T (TSL). Langman’s Essential Medical Embryology. Hagerstown, MD: Lippincott Williams & Wilkins, 2005.
[Required text for course.]
2.
Lombardi, VP (PL). HC 441H: Fetal Structures, Functions & Controversies – Presentation, Paper & Lab Packet,
Spring 2008. Available at U of O Bookstore. [Required packet for course.]
3.
Ecker, PM, Ecker, GM & LH Mathers (SIM). Simbryo, Version 2. An Animated Tour of Human Development.
Institutional Single Seat, CD-ROM for Windows & Macintosh, Hagerstown, MD: Lippincott Williams & Wilkins, 2003.
ISBN 0-7817-4597-7. [Required, but included with TSL.]
4.
Virtual Hospital (VH): a digital library of health information, http://www.vh.org
5.
Sherwood, L (LS1). Human Physiology: From Cells to Systems, 5th/4th/3rd ed. Brooks/Cole, Thomson Learning,
2004, 2001, 1997. [On Reserve in Science Library 2 hr NC.]
6.
Sherwood, L.(LS2). Fundamentals of Physiology: A Human Perspective, 3rd/2nd ed. Brooks/Cole, Thomson
Learning, 2006, 1995. [On Reserve in Science Library 2 hr NC.]
7.
Guyton, Arthur C. & John E. Hall (G&H). Textbook of Medical Physiology, 11th ed. Elsevier Saunders, 2006.
See Course Reserve List http://libweb.uoregon.edu/index.php for additional excellent references. NB: Click on green tab
Course Reserves, then type in Lombardi as Instructor.
Tentative Outline
[Dates are all Monday pm unless noted otherwise. Exceptions are Final Paper Due Date R May 29th,
Field Trip F May 30th, and Presentations during Final Exam Period on W Jun 11th.]
Mar 31
I. Lecture/Discussion: Introduction, course origin, meeting times, format, text, packet, paper & presentation
overview, grading. Q? II. Presentation/Discussion: Structure vs function/anatomy vs physiology, homeostasis,
levels of organization, embryo vs fetus vs baby, introductory development tour, principles of early development.
III. NOVA Film Excerpts: How Babies Get Made. PBS Lehrer News Hour, Jim Lehrer & Jeffrey Brown,
Breakthrough set to radically change stem cell debate (112007). IV. Take-Home Reading & Abstract
Assignment: What are your thoughts on stem cells? Gibbs, N. Stem cells: The hope and the hype. Time, Aug 7,
2006, pp 40-49. V. Lab 1: Pig Uterus & Embryo Dissection. View human & rat fetal specimens ranging from 4
to 28 weeks from conception. Begin pig uterus & embryo dissection.
Apr 7
I. Lecture/Discussion: Early Development: Fertilization to Gastrulation + II. Panel Presentation/ Discussion:
When does life begin? Thoughts on abortion. Community service organizations: Leslie Finley, Program Manager,
Birth-to-Three; Mary Gossart, Vice President of Education & Training, Planned Parenthood.
Apr 14
Topic & Outline for Paper Due. I. Lecture/Discussion: Neurulation & Establishment of Body Form. II. Group
Panel Presentation/Discussion: When does life begin? Thoughts on abortion. Religious clergy: Rabbi Jonathan
Seidel, PhD, Light of the Garden Jewish Community; Reverend Joseph Sergott, OP, Pastor, St. Thomas More
Newman Center Community.
Apr 21
I. Lecture/Discussion: Musculoskeletal System. II. Lab 2: Musculoskeletal System. Histology & begin fetal pig
dissections. Skulls, bones & joints. Superficial & musculoskeletal anatomy.
Apr 28
I. Lecture/Discussion: Heart & Cardiovascular System. Fetal circulation: A fetus has it all mixed up? L.
Sherwood. II. Lab 3: Heart Dissection & Comparative Anatomy. Dissect fetal pig + cf: anatomy & physiology
of human, cow & pig hearts.
May 5
I. Lecture/Discussion: Lungs and Gut. II. Lab 4: Gut & Respiratory System Dissection. Dissect fetal pigs + cf:
human fetus & pig lung & gut anatomy; human adult lungs & mature pig dehydrated lungs.
May 12
I. Lecture/Discussion: Urogenital System. II. Lab 5: Urogenital System. Dissect fetal pigs: isolate gonads,
renal excretory system, section adrenals & kidneys.
May 19
I. Lecture/Discussion: Craniofacial Development + Central Nervous System, Eye & Ear. II. Lab 6: Central
Nervous System & Vision. View human adult brains & meninges. Dissect pig & cow eyes + fetal pig spinal cord.
May 26
No Session. Happy Memorial Day!
May 29R Final Paper Due. By 5 pm, place double-sided, stapled, hard-copy (without folder or title page) in Pat Lombardi’s
box in the Main Biology Department Office, 77 Klamath Hall.
May 30F 2nd Annual HC 441H Field Trip. Courtesy Reverend Oswin Hollenbeck, Prior, Eugene Buddhist Priory, 85415
Teague Loop, Eugene, OR 97405. Cycling option: meet no later than 3 pm at EMU Amphitheater. For those
driving, directions are printed in your packet. [Simplified: Hilyard to E Amazon to Dillard to Teague Loop.]
Jun 2
Presentations Group I & II.
Jun 11 W 15:15 - 17:15 Final Exam Period: I. Presentations Group II (continued) & Group III. II. Farewell Comments &
Course Evaluations.
Grading: Final grade is based on:
Presentation
Attendance
Labs/Activities
Paper
25%
25%
25%
25%
1. Course description. This course explores human embryology, fetal anatomy and physiology, and controversies
related to fetal and neonatal development. Each week, we investigate fetal structural and functional relationships,
emphasize basic concepts, and examine controversies. The lectures include basic principles of development, fertilization to
gastrulation, neurulation and establishment of body form, musculoskeletal system, heart & cardiovascular system, lungs,
gut, urogenital system, craniofacial development, central nervous system, eye, ear, fetal period, birth, and birth defects. In
the laboratory, we have many opportunities to observe, dissect and compare specimens of human, pig, cow, and sheep
origin. In small and large groups, we discuss several topics including stem cell research and abortion. Experts from local
government and private agencies, health groups and religious organizations attend open panel discussions on these topics.
The course is designed for Honors College students interested in biology, bioethics, and controversial issues in allied health
and medicine. It assumes no prior background in vertebrate anatomy, evolution, development, or physiology. The course’s
broad and controversial coverage should ensure an enjoyable and memorable learning experience for all.
2. Course structure. Includes engaging electronic media presentations, multiple lab activities (eg, multi-media slide,
films, models, specimen dissections), and controversy group and panel discussions. See tentative outline for details. All will
be encouraged to participate freely and ask questions.
3.
Tentative course outline by week. Please see attached outline for tentative schedule of topics.
4. Course requirements. Mandatory attendance at all lecture-discussions, laboratories, and class presentations;
participation in laboratories, discussions, and activities; completion of term research paper (on a topic of personal choice),
completion of end-of-term presentation, and fulfillment of peer-grading requirements.
5. Grading structure. Attendance and participation in lecture-discussions make up 25% of grade (graded according to
percentage, eg, 10/10 3-hr sessions = 100%, 9/10 = 90%,...). The lab and other activities account for 25% of grade (25 total
points, heavy emphasis due to more lab dissections and activity-based nature of course). The term paper makes up 25% of
grade. The paper is graded using a 25-point scale with each of the following sections worth 5 points: introduction, content
accuracy & depth of coverage, continuity & integration, summary & conclusions + directions for future research/inquiry, and
selected references (graded based on peer-review and up-to-date nature). The presentation is the same topic as the paper
and uses a 25-point scale with 5 points awarded for each of the following sections: clarity of introduction/initial focus,
content accuracy & depth of coverage, appropriateness of medium (electronic, overhead, poster,...), question &
answer/discussion period, and subjective evaluation of overall participation in the project. The final presentation score is
based upon 50% instructor- and 50% peer-review.