ST. CATHERINE UNIVERSITY
BIOLOGY DEPARTMENT
BIOL 2520: Human Physiology with Lab, Section D01, CRN 40067
Second Summer Session, 2012
COURSE INFORMATION:
CREDIT HOURS: 4 Semester Hours
CONTACT HOURS: 42 Lecture, 26 Laboratory (based on a 13 week semester)
PRE-REQUISITE: Sophomore status or higher, high school chemistry course
CO-REQUISITE: Not applicable
PRE-REQUISITE WITH CONCURRENCY: Not applicable
RECOMMENDED: BIOL 2510: Human Anatomy with Lab preferred
FACULTY NAME: Jean R. Omodt, PT, MHS, DPT
CONTACT INFORMATION: jromodt@stkate.edu
OFFICE HOURS: Arranged per student
CATALOG DESCRIPTION:
The course covers physiologic function of the human body. Primary areas of
study include muscular, neural, cardiovascular, respiratory, renal, endocrine and
reproductive systems. This class does not fulfill the requirements for the biology
major. There are three class and two laboratory hours per week. The course is
offered spring semester and during the summer.
DAYS/TIME COURSE IS OFFERED:
Lecture
Mendel Hall, room 109
Instructor: Jean Omodt
Lecture (CRN 40067)
Mondays, Wednesdays
Tuesdays, Thursdays
10:30 a.m. – Noon
8:30 a.m. – Noon
Laboratory
Mendel Hall, room 43
Instructor: Jean Omodt
Lab 1 or D50 (CRN 40068)
Lab 2 or D51 (CRN 40069)
8:30 – 10:25 a.m.
12:05 – 2:00 p.m.
Mondays, Wednesdays
Mondays, Wednesdays
1
Monday
8:30-10:25 a.m.
Tuesday
Lab Section 1
Wednesday
Thursday
Lab Section 1
Lecture
Lecture
10:30 a.m.Noon
Lecture
Lecture
12:05-2:00 p.m.
Lab Section 2
Lab Section 2
COURSE GOALS:
Upon completion of the course, the student will understand several core principles
of physiology including cell membrane, homeostasis, cell-to-cell communication,
interdependence, flow down gradients, energy, structure/function, scientific
reasoning, cell theory, physics/chemistry, genes to proteins, levels of
organization, mass balance, causality, and evolution, as well as be able to use
these principles to appreciate how the human body works.
STUDENT LEARNING OUTCOMES (OR OBJECTIVES):
1. Describe and explain the following core principles of physiology related to the
major organ systems of the human body. Questions will be discussed like: How
does the body maintain appropriate blood pressure?
a. Cell Membrane: Plasma membranes are complex structures that determine
what substances enter or leave the cell. They are essential for cell signaling,
transport, and other processes.
b. Homeostasis: The internal environment of the organism is actively maintained
constant by the function of cells, tissues, and organs organized in negative
feedback systems.
c. Cell-to-Cell Communication: The function of the organism requires that cells
pass information to one another to coordinate their activities. These processes
include endocrine and neural signaling.
d. Interdependence: Cells, tissues, organs, and organ systems interact with one
another (are dependent on the function of one another) to sustain life.
e. Flow Down Gradients: The transport of “stuff” (ions, molecules, blood, and
air) is a central process at all levels of organization in the organism, and this
transport is described by a simple model.
f. Energy: The life of the organism requires the constant expenditure of energy.
The acquisition, transformation, and transportation of energy are a crucial
function of the body.
2
g. Structure/Function: The function of a cell, tissue, or organ is determined by its
form. Structure and function (from the molecular level to the organ system
level) are intrinsically related to each other.
h. Scientific Reasoning: Physiology is a science. Understanding of the functions
of the body arises from the application of the scientific method; and so the
understanding is always tentative.
i. Cell Theory: All cells making up the organism have the same DNA. Cells
have many common functions but also many specialized functions that are
required by the organism.
j. Physics/Chemistry: The functions of living organisms are explainable by the
application of the laws of physics and chemistry.
k. Genes to Proteins: The genes (DNA) of every organism code for the synthesis
of proteins (including enzymes). The functions of every cell are determined
by the genes that are expressed.
l. Levels of Organization: Understanding physiological functions requires
understanding the behavior at every level of organization from the molecular
to the social.
m. Mass Balance: The contents of a system (or compartment in a system) are
determined by the inputs to and the outputs from that system or compartment.
n. Causality: Living organisms are causal mechanisms (machines) whose
functions are explainable by a description of the cause-and-effect relationships
that are present.
o. Evolution: The mechanisms of evolution act at many levels of organization
and result in adaptive changes that have produced the extant relationships
between structure and function.
NOTE: Descriptions of physiology core principles are from the following journal article.
Michael J, McFarland J: The core principles (“big ideas”) of physiology – results of
faculty surveys. Advances in Physiology Education 35:336-341, 2011
2. Describe and apply physiological principles through laboratory study. Questions
will be discussed like: How is blood pressure measured and what exactly do the
measurements mean?
3. Describe some of the clinical applications of human physiology. Questions will
be discussed like: What health risks are associated with abnormally high blood
pressure and why?
3
STUDENT LEARNING OUTCOMES (OR
OBJECTIVES):
Upon successful completion of this course, the student
will be able to:
Describe and explain several core principles of
physiology related to the major organ systems of the
human body including cell membrane, homeostasis,
cell-to-cell communication, interdependence, flow
down gradients, energy, structure/function, scientific
1.
reasoning, cell theory, physics/chemistry, genes to
proteins, levels of organization, mass balance,
causality, and evolution. Questions will be asked
like: How does the body maintain appropriate blood
pressure?
Describe and apply physiological principles through
laboratory study. Questions will be discussed like:
2.
How is blood pressure measured and what exactly do
the measurements mean?
Describe some of the clinical applications of human
physiology. Questions will be discussed like: What
3.
health risks are associated with abnormally high
blood pressure and why?
INSTRUCTIONAL
STRATEGIES:
Teaching strategies and tactics
used to facilitate learning.
METHOD OF
ASSESSMENT:
Outcome measurement tools
Written lecture exams, lab
Lecture, case studies, lab activities, quizzes, in-class
small group activities
assignments, homework
assignments
Written lecture exams, lab
Lecture, case studies, lab activities, quizzes, in-class
small group activities
assignments, homework
assignments
Written lecture exams, lab
Lecture, case studies, lab activities, quizzes, in-class
small group activities
assignments, homework
assignments
4
TEACHING/LEARNING ACTIVITIES:
Instructional/facilitation methods include lecture, skills laboratory sessions, casestudy learning, small and large group discussion, and a significant amount of
independent study.
TEXTBOOKS AND OTHER REQUIRED MATERIALS:
Required Textbooks
1. Marieb EN, Hoehn K: Anatomy & Physiology, Fourth Edition. PearsonBenjamin Cummings, San Francisco, 2010.
2. Olson KH, Pellegrini J: Biology 2520 Lab Course Packet, St. Catherine
University, 2012.
3. Omodt J: Biology 2520 Lecture Course Packet, St. Catherine University, 2012.
Additional Textbooks
1. Marieb EN, Mitchell S: Integrate: The benjamin cummings custom laboratory
program for anatomy & physiology for Human Anatomy Lab, BIOL 2510 at St.
Catherine University. Pearson Custom Publishing, New York, 2010.
LEARNING RESOURCES:
Please go to the D2L course site for course announcements and course learning
resources, including course documents and websites related to course content.
Please check D2L daily.
More on Resources:
Lecture notes, PowerPoint presentations, textbook, lab manual, and notes on the
board will likely constitute all the materials that you need to succeed in this
course. There are also several excellent anatomy and physiology resources
available. These include the CD that came with your textbook, the Interactive
Physiology program (available in Mendel Hall, Room 15), and web links
available off the textbook site. Find the resources that work well for you and use
your time efficiently.
EVALUATION ACTIVITIES for BIOL 2520 (Subject to change):
Lecture Exams:
1. Lecture exams include multiple choice, matching, and true/false questions. There
are also fill-in-the-blank, short answer, and essay questions. Each lecture exam
covers material from the lecture notes, textbook readings, PowerPoint
presentations, and whatever I write on the board.
5
2. Each lecture exam has a group component and an individual component.
a. I randomly divide the class into groups of 3-4 students for the group part
of the exam. Each student’s score on the group exam is added to their
individual exam score.
b. This type of cooperative learning is structured to improve performance on
the individual exam. During the group part of the exam, students are
allowed to discuss and review the physiology concepts while answering
the questions. Each student is expected to contribute significantly and to
the best of their ability when completing the group exam.
3. If a student cannot take an exam at the scheduled time, they must notify me prior
to the exam to schedule a makeup exam at the O’Neil Center. Failure to notify
me ahead of time or rescheduling multiple times will result in point reduction
from the exam score. Students who miss an exam take the group exam and the
individual exam by themselves.
Lab (and Lecture) Quizzes:
4. Quizzes are given at the beginning of each laboratory session and cover the
content from the previous week’s lab. Quizzes include multiple choice, matching,
and true/false questions. There are also fill-in-the-blank and short answer
questions.
5. If you must miss your scheduled lab time, please attend one of my other labs that
same week.
6. Quizzes may also be given during lecture.
Required Homework Assignments and In-Class Writing:
There are four required assignments in the course, as well as potentially some extra credit
in-class writing.
Eye and Ear Physiology
Respiratory System – Part One
Cardiovascular System – Part Two
Reproductive System Physiology
GRADING POLICIES for BIOL 2520 (Subject to Change):
Weighting
Lecture Exams 1-4 (10 percent each)
Lab Quizzes 1-12 (3.25 percent each)
Assignments 1-4 (1.5 percent each)
Lecture Exam Five (Final Comprehensive Exam)
6
40 percent
39 percent
6 percent
15 percent
Grading Scale
A
=
A=
B+
=
B
=
B=
C+
=
C
=
C=
D+
=
D
=
F
=
93-100
90-92.9
87-89.9
83-86.9
80-82.9
77-79.9
73-76.9
70-72.9
67-69.9
63-66.9
below 62.9
Final course grades are determined based on the weighted scores on lecture exams,
lecture and laboratory quizzes, assignments, and the final comprehensive exam.
Late Assignments, Missed Exams or Quizzes
Assignments that are late (unexcused) may be docked 10 percent for each
academic day it is late. In the case of an excused absence, make-up of course
requirements (exams, quizzes, practical exam, assignments) must be scheduled at
a mutually convenient time. It is the student's responsibility to arrange a makeup schedule with the course instructor PRIOR to the absence. In the case of an
unexcused absence, make-up of course requirements that were missed must be
completed by the student within three (3) school days of their original date. If
not completed within this timeframe, the total point value of the course
requirement may be forfeited.
INCOMPLETE GRADE: (from St. Catherine University Catalog)
A grade of incomplete is given only when unusual circumstances deem it
appropriate. Ordinarily, such circumstances would involve matters that are not
wholly within your control, such as illness. If you wish to receive an incomplete
grade, you must complete a Petition for Incomplete Grade form (available online)
no later than the last day of the term in which course requirements are due. You
must be making satisfactory progress in the course and you must have completed
75 percent of the course at the time the petition is filed. Incompletes are awarded
at the instructor’s discretion. If granted, the normal deadline for completion of
the work is no more than eight weeks after the last day of classes in the session or
sub-session in which the course is offered. The instructor may establish a due
date after the normal deadline if you request it and special circumstances warrant
it. The instructor will submit an alternate grade that will automatically be
recorded if you do not complete the requirements for the course by the deadline.
If you complete the course requirements in the time allotted, the instructor must
submit the final grade by the deadline. Extensions to the due date originally
agreed to by you and your instructor must be approved by the appropriate
academic dean.
7
STUDENT ATTENDANCE EXPECTATIONS: (from Educational Policies
Committee, St. Catherine University)
St. Catherine University defines attendance as participating in the faculty and
student interaction required by the course. The manner of participation used for
attendance is defined by the format of the course. For in-class learning,
attendance means that (1) students are expected to arrive at class on time and stay
for the duration of the class; and (2) students, whether present or not, are
responsible for in-class content. For online courses, attendance means following
the communication requirements and due dates on the syllabus. For hybrid
courses, students must follow both the in-class and online attendance
requirements. For individualized study (e.g. independent study, directed study,
research credits), communication during the first week is required to establish
attendance. Failure to attend, for any reason, may be taken into account in the
evaluation of the student's work. Each instructor will include the
attendance/participation policy in the course syllabus.
It is not required that attendance be reported throughout the semester. However,
it is required that registered BIOL 2520 students attend the first day of class,
or first week for online/individualized study/off campus courses that do not meet
on a specific day. Regular class attendance (for in-class), or online
communication (for online learning) is expected of all students.
Students who do not attend the first day/first week of class will be withdrawn
from the course by the Registrar’s Office. Faculty members who elect to take
attendance have the option to request course withdrawal for students who do not
attend the class for 14 consecutive calendar days. Under all other circumstances,
the student must initiate withdrawal from a course. Even if a student does not
attend class meetings or does not log into the online course, the student remains
financially responsible for paying tuition for the course, up to the date of formal
withdrawal. The academic calendars on the University's website contain the add,
drop and withdrawal deadlines.
ACCOMMODATIONS:
For St. Paul campus:
St. Catherine University is committed to equal access for all and recognizes that
disability is an aspect of diversity. The University’s goal is to create learning
environments that are usable, equitable, inclusive and welcoming. If there are
aspects of the instruction or design of this course that result in barriers to the
learning environment, accurate assessment or your achievement, please contact
the Resources for Disabilities office as soon as possible. Access Consultants can
be reached in the O’Neill Center at 651-690-6563 to discuss academic
adjustments or accommodations.
8
LIBERAL ARTS GOALS:
The BIOL 2520: Human Physiology course advances the attainment the
University’s “Goals of a Liberal Arts Education”, specifically as this course
prepares students to explore the nature of critical thinking in Biology. Specific
liberal arts goals addressed in this course include Critical and Creative Inquiry,
Discipline-Based Competence, Effective Communication and Lifelong Learning
and Leadership and Collaboration.
ST. CATHERINE UNIVERSITY BIOLOGY DEPARTMENT’S COMMITMENT
TO CATHOLIC IDENTITY:
The Biology Department Education Program at St. Catherine University is
committed to the traditions of Catholic heritage and identity. These include the
intellectual tradition, which places value on critical inquiry; the social tradition,
which demonstrates commitment to the poor and outcast; and the sacramental
tradition, which emphasizes the integration of the material and spiritual. In
particular, emphasis is placed on the following principles of providing hospitality
and a caring community, demonstrating concern for the dear neighbor without
distinction, addressing the needs of the time, striving for excellence in all
endeavors, and making a difference in both the local and world community. By
drawing on these principles, faculty members seek to promote a common search
for wisdom and an integration of these traditions into the educational experience.
In the spirit of hospitality so central to the Sisters of St. Joseph in the founding of
the university, the faculty members refrain from excluding other religious and
spiritual traditions in their attempt to discover how the Catholic heritage enhances
the work that we do and the people we serve.
PHILOSOPHY ON LEARNING ENVIRONMENTS:
All members of the campus community are entitled to live, learn and work in an
environment in which the dignity and worth of each individual is acknowledged
and appreciated. As such, the faculty members are committed to maintaining an
educational environment that promotes respect for cultural values and racial
differences, and will not knowingly discriminate on the basis of race, color,
national or ethnic origin, sexual orientation, age, religion, creed, disability, body
size, or gender. It is expected that students will join in this endeavor.
ACADEMIC INTEGRITY:
Please refer to the “Academic Integrity Policy” in the Undergraduate or Graduate
Academic Catalog. Students are expected to exhibit academic integrity in BIOL
2520. A student found cheating on an exam or other course activities will receive
a failing grade on the exam (or other course activity). Further action will be
determined by the Associate Academic Dean.
9
CONDUCT AND ACADEMIC INTEGRITY PLEDGE:
Each student is expected to adhere to all Biology Department Student
Policies and Procedures including the following Biology Department
Conduct and Academic Integrity Pledge.
I, __________________________, pledge to uphold the ideals of St.
Catherine University that learning be pursued in a spirit of excellence, life
be lived with a commitment to values of justice and caring, and leadership
be carried out appropriately, actively and positively. Having read the
Biology Department Policies and Procedures, which includes the Policy
on Academic Integrity, I hold myself bound to respect and obey it in all
matters of personal conduct and academic integrity. (Students may be
asked to sign this learning contract at the beginning of the semester to
indicate their acceptance of these expectations.)
Reaffirmation of Conduct and Academic Integrity Pledge
I re-affirm the St. Catherine University Biology Department Conduct and
Academic Integrity Pledge for this evaluation activity.
Student signature ________________
Date ______________
(Students may be required to re-sign this Reaffirmation of Conduct and Academic
Integrity Pledge on all exams, tests and written assignments indicating their
adherence to this pledge.)
THOUGHTS AND SUGGESTIONS FOR SUCCESS IN BIOL 2520:
For those of you who took BIOL 2510: Human Anatomy with Lab in the fall,
please keep in mind is that the study of human physiology involves a different
set of intellectual skills than anatomy. Anatomy involves memorization and
recitation of large amounts of relatively discreet factual information
describing the body's structure. Physiology involves the integration and
application of conceptual information describing the body's function. Some
students find physiology easier than anatomy, while others find it more
difficult. Either way, I think you will find physiology fascinating. Here are
some helpful hints:
1. Work with your classmates in study groups. Review your notes with one
another and fill in gaps. Make up challenging test questions for each other
from the notes.
2. We learn best when we are active, so SPEAK UP! Ask me questions.
Work with the teaching assistants. Use the resources available at St.
Catherine University such as the Supplemental Instructors. I can also be
reached by e-mail.
10
3. Take practice tests, especially ones with multiple choice questions. Review
the chapter summaries at the end of the chapters. Test yourself by
answering the questions at the end of the chapter. Access the textbook
website and the CD that came with your book.
4. Read and study the relevant section of the lecture notes before lecture.
Skim the lab exercise in the manual before coming to lab. In addition to
the lab manual, bring a textbook with you to lab (at least one per lab
group).
5. When studying for tests, emphasize the lecture notes, PowerPoint
presentations, and whatever I write on the board. When studying for
lab quizzes, study from the lab manual.
11
BIOL 2520: HUMAN PHYSIOLOGY COURSE SCHEDULE, SUMMER 2012
(SUBJECT TO CHANGE)
DATE
LECTURE TOPIC, ASSIGNMENTS,
EXAMS
READING ASSIGNMENTS
Course Introduction, Homeostasis,
Molecules, Chemical Bonds
Chapter 1: 1-11. Chapter 2
July 10
Cell Physiology
Cell Physiology – Chapter 3: 5475
July 11
Skeletal Muscle
Lab One: Transport Mechanisms and
Cell Permeability
Skeletal Muscle – Chapter 9: 241262, 266-271
July 12
Skeletal Muscle
EXAM ONE: Homeostasis, Chemistry,
Cell Physiology
Week
One
July 9
Week
Two
July 16
Nervous System
Lab Two: Biopac Tutorial, Skeletal
Muscle Physiology, Part 1
Eye and Ear Physiology Homework
Assignment due.
Nervous System – Chapter 11
July 17
Nervous System, Peripheral Nervous
System
Peripheral Nervous System –
Chapter 13: 431-437, 471-473,
492-499
July 18
Peripheral Nervous System – Autonomic Autonomic System – Chapter 14
Division
Lab Three: Skeletal Muscle Physiology,
Part 2
July 19
Endocrine System
EXAM TWO: Skeletal Muscle,
Nervous System
12
Endocrine System – Chapter 15
Week
Three
July 23
Endocrine System
Lab Four: Sensory Physiology, EEG
Respiratory System – Part One
Homework Assignment due.
Heart – Chapter 17: 591-603
July 24
Heart
July 25
Heart
Lab Five: Reflex Physiology and
Reaction Time
July 26
Heart
EXAM THREE: Nervous System,
Endocrine System
Week
Four
July 30
Blood Vessels
Lab Six: Special Sensory Physiology:
Vision, Hearing, and Balance
Cardiovascular System – Part Two
Homework Assignment due.
July 31
Blood Vessels
August 1
Respiratory System
Labs Eight and Nine: Cardiovascular
Lab, Parts 1 and 2
August 2
Respiratory System
EXAM FOUR: Heart Blood Vessels,
Blood
Week
Five
August 6
August 7
Urinary System
Lab Ten: Respiratory System
Reproductive System Physiology
Homework Assignment due.
Urinary System
13
Blood Vessels – Chapter 18: 604605, 608-629
Respiratory System – Chapter 21:
715-735
Urinary System – Chapter 24:
845-861
August 8
Male and Female Reproductive Systems
Lab Seven: Renal Physiology
August 9
EXAM FIVE: Respiratory, Urinary,
and Reproductive Systems
Please do not ask to take the exam
earlier. Plan accordingly!
14
Reproductive System – chapter
26: 896-904, 913-922
BIOL 2520: Human Physiology with Lab
Jean R. Omodt, PT, MHS, DPT
Eye and Ear Physiology Homework Assignment
As I mentioned at the beginning of the course, there will likely be two homework
assignments in the course related to material that we cover in lab but not in lecture. This
is one of them.
Use your Marieb textbook (chapter 15) to answer the following questions about the eye
and ear. This information WILL be on an exam.
Eye Physiology
1. Review the anatomy of the eye (pages 548-556 in Marieb) as needed.
2. To understand the function of the eye as a photoreceptor, it is necessary to
understand the properties of light. Be able to define the following words as they
relate to light and optics.
a. Electromagnetic radiation
b. Visible light. Name the rods and types of cones that are found in visible
light.
c. Photons (quanta)
d. Visible spectrum
e. Reflection
f. Refraction
3. A lens is a transparent object that is curved on one or both surfaces. If the lens
surface is convex, light rays are bent so they converge or intersect at a single point
called the focal point. This real image formed by a convex lens is inverted
(upside down and reversed from right to left).
4. As light passes from air into the eye, it moves sequentially through the cornea,
aqueous humor, lens, vitreous humor, and then passes through the entire thickness
of the neural layer of the retina to excite the photoreceptors that lay against the
pigmented layer. How is light bent during this process?
5. Remember that three things occur when the eye focuses on a distant object. The
pupil dilates, the lens flattens, and the eyes diverge. What is the far point of
vision?
6. Remember that three things occur when the eye focuses on a close object. The
pupil constricts, the lens becomes shorter/fatter, and the eyes converge. What is
the near point of vision?
15
7. How does accommodation of the lens occur? What occurs anatomically?
8. How does constriction/dilation of the pupil occur? What occurs anatomically?
9. How does convergence/divergence of the eye occur? What occurs anatomically?
10. Define or describe the following terms. Note whether the eyeball is too long or
too short. Note what type of lens is used for correction.
a. Emmetropia
b. Myopia
c. Hyperopia
d. Presbyopia
11. Define the word phototransduction.
12. Briefly describe the functional anatomy of the photoreceptor.
13. What is color blindness?
14. Define light adaptation. Define dark adaptation.
15. Visual Pathway to the Brain (pages 566-567 in Marieb)
a. Light entering the eye is converted to action potentials in the retina.
b. These action potentials travel via the optic nerve to
c. The optic chiasma, and then to
d. The optic tract, and then to
e. Lateral geniculate nucleus of the thalamus (some branches to the superior
colliculus and pretectal nucleus), and then to the
f. Occipital lobe via optic radiation
16. The LEFT visual field is derived from activation of photoreceptors located in the
postero-medial left eye and the postero-lateral right eye. See page 567 in Marieb.
17. The RIGHT visual field is derived from activation of the photoreceptors located
in the postero-medial right eye and the poster-lateral left eye. See page 567 in
Marieb.
18. Depth perception depends on the two eyes working together. What is depth
perception?
Ear Physiology
19. Review the anatomy of the ear (pages 574-577 in Marieb) as needed.
16
20. Define the following words as they relate to sound.
a. Sound
b. Frequency
c. Wavelength
d. Quality
e. Amplitude
f. Loudness
21. Transmission of Sound to the Inner Ear
a. Sound waves enter the auditory canal and cause the tympanic membrane
to vibrate.
b. The membrane causes the malleus, incus, and stapes to vibrate. The
stapes rests against the oval window which then begins to vibrate.
c. Vibration of the oval window causes the perilymph in the scala vestibuli to
form pressure waves in the fluid. This pressure waves are transmitted to
the perilymph in the scala tympani and then to the round window.
d. The pressure waves of the perilymph in the scala vestibuli also cause the
basilar membrane in the Organ of Corti (found in the scala media) to move
up and down.
e. While the basilar membrane is moving up and down, the tectorial
membrane remains still.
f. This causes the hair cells sticking up from the basilar membrane to bend
against the tectorial membrane.
g. This opens mechanically gated channel proteins that allow an influx of
ions into the hair cell. This initiates the action potentials.
22. Auditory Pathway to the Brain (page582 in Marieb)
a. Action potentials travel via the vestibulocochlea nerve (CN VIII) to the
medulla oblongata.
b. To the midbrain and inferior colliculus
c. To the medial geniculate nucleus of the thalamus
d. To the primary auditory cortex in the temporal lobe
23. Describe how we perceive pitch.
24. Describe how we detect loudness.
25. Describe how we localize sound.
26. Define deafness as well as conduction deafness and sensorineural deafness.
17
BIOL 2520: Human Physiology with Lab
Jean R. Omodt, PT, MHS, DPT
Respiratory System – Part One Homework Assignment
Use the handout entitled Respiratory System Physiology – Part One to answer the
questions in this assignment. Be sure to review the Respiratory System Physiology – Part
One power point presentation also.
We will not be going over the Respiratory System Physiology – Part One handout in
class. I have developed several questions that touch on the main points of the
information. You are still responsible for all the information in the handout and power
point presentation, even if there are no questions on it.
1. List the functions of the respiratory system.
2. Define bulk flow of air and the factors that influence it.
3. Define cellular respiration and the four steps of external respiration.
4. List the structures that comprise the upper respiratory tract and the lower
respiratory tract.
5. List the muscles of quiet and active inspiration, and the muscles of quiet and
active expiration.
6. Describe the anatomy of the pleural sac. List two functions of the pleural fluid.
7. Know that the conducting division of the respiratory system includes the nose,
pharynx, larynx, trachea, primary bronchi, secondary, bronchi, tertiary bronchi,
bronchioles, and terminal bronchioles. The respiratory division includes the
respiratory bronchioles, alveolar ducts, and alveoli.
8. Describe the two types of cells found in the alveoli.
9. Describe why the pulmonary blood circulation has a high flow rate and why it is a
low pressure system.
10. What system is responsible for picking up excess fluid between the alveoli and
blood capillaries in lungs? Why is it important that the respiratory membrane
(simple squamous cells of the alveoli, simple squamous cells of the blood
capillaries, basement membrane) be as short as possible?
18
11. Define atmospheric pressure. Define partial pressure.
12. Explain Dalton’s Law as it pertains to the respiratory system.
13. Explain Boyle’s Law as it pertains to the respiratory system.
14. Explain how movement of the thorax during breathing creates alternating
conditions of high and low pressure within the lungs.
15. How is the air conditioned by the conducting system of airways?
16. Describe how the mucociliary escalator works.
17. Describe the role of the diaphragm and external intercostals in expanding the
lungs during quiet or active inhalation. What causes the lungs to deflate during
quiet exhalation? During active exhalation?
18. Define respiratory cycle.
19. Describe how the diaphragm increases the volume of the thoracic cavity, and
creates a decrease in pressure in the lungs. Describe how the external
intercostals increase the volume of the thoracic cavity, and create a decrease in
pressure in the lungs. Describe how the scalenes and sternocleidomastoid
muscles increase the volume of the thoracic cavity, and create a decrease in
pressure in the lungs.
20. Describe how alveolar pressure changes during a single inspiration.
21. Describe passive expiration.
22. Explain how the volume of the thoracic cavity decreases during exhalation, and
creates an increase in pressure in the lungs – so air moves out of the lungs.
23. Describe active expiration.
24. Describe the intrapleural pressure changes during a respiration cycle.
25. Define pneumothorax. How does it cause a collapsed lung?
26. Be sure to answer the Self Study Questions on pages 239-241 in the handout.
Some of this we will be doing in lab.
19
BIOL 2520: Human Physiology with Lab
Jean R. Omodt, PT, MHS, DPT
Cardiovascular System – Part Two Homework Assignment
Use your lecture notes (Cardiovascular Physiology - Part One) and lab notes
(Cardiovascular Lab - Part Two) to complete this assignment. This content WILL be on
a lecture exam. I will post the correct answers to this assignment later so you can have
them to study for the exam. This assignment can be typed or handwritten.
1. Explain what occurs to blood pressure initially when a patient loses a lot of
blood in surgery. Use the three relationships below that we discussed in
lecture and lab.
EDV minus ESV equals SV
SV multiplied by HR equals CO
CO multiplied by TPR equals BP
2. Now explain how the body tries to increase blood pressure. Use the same
relationships.
EDV minus ESV equals SV
SV multiplied by HR equals CO
CO multiplied by TPR equals BP
20
3. Explain what happens to a patient’s blood pressure who is scared about an
upcoming surgery. Use the three relationships below that we discussed in
lecture and lab.
EDV minus ESV equals SV
SV multiplied by HR equals CO
CO multiplied by TPR equals BP
4. Now explain how the body tries to decrease blood pressure. Draw the reflex
pathway. In addition, use the three relationships below.
EDV minus ESV equals SV
SV multiplied by HR equals CO
CO multiplied by TPR equals BP
21
BIOL 2520: Human Physiology with Lab
Jean R. Omodt, PT, MHS, DPT
Reproductive System Physiology Homework Assignment
Use your Reproductive System Physiology lecture study guide notes, Reproductive
System Power Point presentation, and your Reproductive Physiology lab notes to answer
these questions. I purposefully did not leave any blanks in the Reproductive System
Physiology lecture study guide notes so all the answers are in the notes. This assignment
can be handwritten or typed.
1. Define the following terms: Genitalia, gametes, gametogenesis, gonads, germ
cells, 2n or diploid, 1n or haploid, homologous chromosomes (autosomes),
bipotential.
2. How are sex chromosomes inherited? Does the male or female determine the sex
of the child?
Basic Patterns of Reproduction
3. Define mitosis and describe its 4 phases.
4. Define meosis and describe its 8 phases.
5. In reproductive physiology, what is the biological importance of synapsis and
crossovers AND when does this occur? What is the importance of independent
assortment AND when does this occur?
6. Diagram the meosis components (first and second divisions) of spermatogenesis.
Begin with the primary spermatocyte. Label the number of chromosomes (2n or
1n) for each cell.
7. Diagram the meosis components (first and second divisions) of oogenesis. Begin
with the primary oocyte. Label the number of chromosomes (2n or 1n) for each
cell.
8. Gonadotropin releasing hormone (GnRH) from the hypothalamus controls
secretion of two gonadotropins from the anterior pituitary gland. These are
luteinizing hormone (LH) and follicle stimulating hormone (FSH). Describe what
effects LH and FSH have on the testes and the ovaries.
9. Androgens (testosterone, androgen binding protein), estrogens, and progesterone
are steroid hormones. Both sexes produce androgens and estrogens, but
androgens predominate in males and estrogens predominate in females.
22
10. Although primary control of gonad function comes from the hypothalamus and
anterior pituitary gland, the gonads also influence their function. Ovaries and
testes secrete peptide hormones (inhibins, activins) that act directly on the anterior
pituitary. Describe what inhibins and activins hormones do.
11. What is dihydrotestosterone (DHT) and what does it do? . What is aromatase and
what does it do?
Male Reproduction
12. Review the anatomy of the male external genitalia, accessory glands and ducts,
and testes.
13. Be able to trace the path of spermatozoa beginning with the seminiferous tubules
and ending with its exit out the body as part of semen.
14. Describe the barriers between the interstitial fluid and the lumen of the
seminiferous tubule. What is the blood-testes barrier and why is it necessary?
15. As the spermatocytes differentiate into spermatozoa, they move inward toward
the tubule lumen, continuously surrounded by the sustentacular cells. Tight
junctions between these cells break and reform around the migrating cells,
insuring that the barrier remains intact.
16. Spermatozoa released from the sustentacular cells are not mature or capable of
swimming. Pushed through the lumen of the seminiferous tubule by other
spermatozoa and by the bulk flow of fluid secreted by the sustentacular cells.
17. Describe the functions of the sustentacular (Sertoli) cells and Leydig cells.
18. Regarding hormonal control of spermatogenesis, the primary target of FSH are
the sustentacular cells. What are the effects of FSH on the sustentacular cells?
19. Regarding hormonal control of spermatogenesis, the primary target of LH are the
Leydig cells. What are the effects of LH on the Leydig cells?
20. List the accessory gland secretions found in semen, and describe their functions.
21. Define primary versus secondary male sex characteristics.
22. Name the side-effects of synthetic androgens.
23
Female Reproduction
23. Review the anatomy of the female external genitalia, vagina, uterus and uterine
tubes, and ovaries. Where are the granulose cells, theca, and basal lamina located
in the ovary?
24. Describe the path of sperm deposited in the vagina during intercourse.
25. Describe the three phases of the ovarian cycle.
26. Describe the three phases of the uterine cycle.
27. Spend extra time studying the hormonal control of the ovarian and uterine cycles.
See pages 309-313 in your lecture notes. Hormones exerting primary control are:
a. Gonadotropin releasing hormones (GnRH) from the hypothalamus
b. Follicle stimulating hormone (FSH) and luteinizing hormone (LH) from
the anterior pituitary gland
c. Estrogen, progesterone, and inhibin from the ovary
28. Sample Question from Pages 309-313: During the early follicular phase, estrogen
released by the thecal cells in the ovary exerts a ______________________
(negative, positive) feedback effect on the secretion of follicle stimulating
hormone (FSH) and luteinizing hormone (LH) from the anterior pituitary gland.
This feedback __________________________ (increases, decreases) the
development of additional follicles.
At the same time, estrogen from the thecal stimulates estrogen production by the
granulosa cells. This _____________________________ (negative, positive)
feedback loop allows the follicles to continue estrogen production.
29. Which hormone is dominant during the follicular phase of the ovarian cycle?
During the luteal phase?
30. Define primary versus secondary female sex characteristics.
24
25