Department: Life Sciences (Biology)
Anatomy and Physiology 2
Fall 2010
Biol. 2402 Crn# 66536(MW), 68652(MW) & 62198(TTH)
Course location and
times:
Course semester
credit hours:
Course contact hours:
Course length:
Instruction type:
Alief Campus at Hayes Road & Stafford Campus At Cash Road.
MW 8:00am-11:00am; MW 2:00pm-5:00pm RM B121 & D104
TTH 2:00pm – 5:00 pm. Room S118 and W125
4 Semester Credit hours
96 total hours; 48 hrs lecture, 48 hrs laboratory
14 weeks
In-person, Lecture –lab; Web-enhanced
Instructor:
Chukwuemeka Opara, MD.
Phone:
713-718-7771
Email address:
Chukwuemeka.opara@hccs.edu
Office location and
hours:
Stafford campus, Rm. S121
Tuesday 11am-2pm
Course Description:
A course of study covering the structure and function of human cells, tissues and organ systems including the
endocrine,cardiovascular,circulatory,lymphatic,respiratory,urinary,digestive and reproductive-male and female. Core Curriculum
Course.
You are spending a good deal of time, energy and money on this course – please, make the most of your investment! It takes
approximately 2-3 hours of study time for each hour of class time to master the material. This class will have over 96 contact
hours (4 hr. credit).
The class and study time necessary to succeed in this class will be close to 300 hours (20 hours per week)!
Course Prerequisites:
College Level Reading as determined by SAT, ACT, TASP or successfully passing ENGL0305 with “C” or better. Biology 1406
(General Biology) and 2401 is strongly recommended.
Course Goals:
This course is a continuation of Biol.2401 and is intended for students majoring in one of the physical sciences or life sciences,
engineering, or for students who are pursuing pre-professional programs in medicine, dentistry, pharmacy, veterinary medicine, or
other health programs. The course is also beneficial to students who are preparing themselves for higher level science courses in
their respective curricula.
Program Learning Outcomes:
Program SLO #1 To recognize, identify, and describe the basic structures and functions associated with
most life forms.
Program SLO #2 To develop basic laboratory techniques appropriate to the field of Biology.
Program SLO #3 To develop study skills and habits appropriate for pre-professional students interested in
health-related fields.
The following Student Learning Outcomes with their associated assessment criteria are
not meant to be all-inclusive, and are meant to be used along with all other course
learning outcomes and assessment devices, listed under Course Objectives, in the
determination of the student's final course grade. Completion of the specific Student
Learning Outcomes listed below, at any assessment grading level, does NOT and will
NOT guarantee the student that final course grade at the end of the semester.
Course Student Learning Outcomes:
This course is intended to provide students with a strong foundation in Anatomy and
Physiology and is the continuation of Anatomy and Physiology I. In this course, we will
study the endocrine system, the cardiovascular system, including heart, blood vessels,
the respiratory system, the digestive system, the urinary system including electrolyte and
fluid balance, the reproductive system and finally the immune system. The course is
vigorous and many will find it very challenging.
1. Students will be able to analyze the circulatory system )including the lymphatic and
immune systems0 and their components. PSLO#1 and 2
2. Students will be able to understand hormonal control of body systems and
homeostasis. PSLO#1
3. Students will be able to analyze the histology, gross anatomy and the physiology
of the respiratory and urinary systems applying the structural and physiological
linkage of these systems with the cardiovascular system. PSLO#1
4. Students will be able to analyze, understand and explain the structure and function
of the digestive system correlating it with metabolism. PSLO#1
5. Students will be able to analyze and evaluate the structure, function and regulation
of the reproductive system. PSLO#1
6. Students will be able to apply the knowledge gained in lab utilizing anatomical
models and physiology experiments. PSLO#2
7. Students will utilize online interactive evaluation tools to gauge their understanding
of key anatomical and physiological concepts prior to
lecture/examinations/quizzes where applicable. PSLO#3
Learning Objectives:
1) Consistently able to demonstrate part to function relationship and the interaction of
the circulatory, lymphatic and immune systems without the instructor’s help.
2) Consistently able to demonstrate understanding and application of hormonal control
on homeostasis without the instructor’s help.
3) Consistently able to demonstrate part to function relationship and the interaction of
the respiratory/urinary systems with the cardiovascular system without the instructor’s
help.
4) Consistently able to demonstrate part to function relationship involving the digestive
system and its correlation with metabolism without the instructor’s help.
5) Consistently able to demonstrate interactions of parts to functions involving the
reproductive system without the instructor’s help.
6) Consistently prepared and always able to demonstrate skills using the body system
models and laboratory techniques at the classroom standard.
7) Consistently uses online tools to prepare for class, always ready for classroom
discussions and instructor’s Q&A sessions, completes all online quizzes prior to due
dates.
Anatomy and Physiology II objectives:
A combination of objectives from the Human Anatomy and Physiology Society and HESI study recommendations.
Endocrine system:
Students should be able to identify and describe the major gross and microscopic components of the endocrine system. They should
be able to detail the function of the major hormones.
 Primary functions of the endocrine system
 Define a hormone and their basic functions (alteration of cell growth, differentiation, or metabolic activity)
 Know the chemical classification of hormones and their actions at target cell receptors
 The control of hormone secretion:
o Hypothalamus, pituitary gland, other endocrine glands and target tissues/cells.
 Adenohypophysis vs. Neurohypophysis
o Hormones from the anterior pituitary-- GH/STH, ACTH, TSH, FSH, LH, PRL
o Hormones stored at posterior pituitary-- ADH, oxytocin
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Major endocrine organs- thyroid, parathyroids, adrenals, Pancreas, Gonads
(Ovaries, Testes), Pineal
o Their hormone functions, secretory control and disorders associated with abnormal levels of hormones.
Other hormone producing tissues and cells
Local hormones and growth factors
Hormonal response to stress
Clinical case correlations:
Pituitary gland disorders---hypopituitarism, gigantism, acromegaly, and SIADH.
Thyroid gland disorders---Grave’s dz, Hashimoto’s thyroiditis
Adrenal cortex disorders---Cushing syndrome, Cushing disease, Addison disease, hyperaldosteronism
Diabetes Mellitus- gestational, IDDM (insulin dependent or type I), NIDDM (non insulin dependent or type II).
Diabetic ketoacidosis
Circulatory System:
Students should be able to identify and describe the major gross and microscopic components of the circulatory system. They
should be able to detail the functioning of blood, the heart and major blood vessels. This includes a detailed understanding of
transport and hemodynamics.
 General functions of the cardiovascular system
 Components of blood---Cellular and non-cellular
 Blood cells—formation, microscopic anatomy, numbers and functional roles.
o erythrocytes- biconcave shape, hemoglobin
o leukocytes and their immune functions
o thrombocytes
 Composition of plasma
 Blood pH (normal), ABO and RH blood grouping
 Hematocrit
 Hemostasis, including coagulation of blood.
 Gross and microscopic anatomy of the heart
 Coronary circulation—coronary arteries and veins.
 Conduction system of the heart
 Physiology of cardiac muscle contraction
 Systemic and pulmonary circulation
o Pathway of blood through both systems
 Detail the flow of blood through the heart including chambers, valves and blood vessels.
 Cardiac cycle—correlating basic rhythm of heart beat (systole and diastole), pressure and volume changes, heart sounds and
electrocardiogram
 Electrocardiogram- identifying heart rate and rhythms, heart blocks, atrial fibrillation, ventricular tachycardia, ventricular
fibrillation and asystole.
 Cardiac output—regulation of stroke volume and heart rate
 Anatomy and function of blood vessels---arteries, arterioles, capillaries, venuoles, and veins.
o Identify the major arteries and veins of the body
 Blood pressure, peripheral resistance and hemodynamics.
 Respiratory and skeletal muscle pump
 Hepatic portal and fetal blood circulation
Clinical case correlations:
Bacterial vs. viral infection—looking at differential WBC count
Hemosiderosis
Iron deficiency anemia
Leukemia
Anemia, leukopenia and thrombocytopenia following chemotherapy.
Angina (stable vs. unstable)
cardiac ischemia vs. infarction---causes
Endocarditis
Orthostatic hypotension
CVA (cerebrovascular accident)- thrombotic vs. embolic vs. hemorrhagic stroke
Lymphatic and Immune Systems:
Students should be able to identify and describe the major gross and microscopic components of the lymphatic and immune
systems. They should be able to detail the movement of fluid throughout the lymphatic system and the specific functioning of the
immune system in providing immunity.
 General functions of the lymphatic system
 Anatomy of the lymphatic system
 The circulation of lymph in the lymphatic system
 Formation of lymph and its flow mechanism
 Non-specific immunity
 Specific immunity----antibody –mediated (humoral) vs. cell- mediated immunity
 Function of B cells and T cells in the immune system
Clinical case correlations:
Lymphomas
Infectious mononucleosis
Autoimmune disease—RA, scleroderma, Lupus
Immunodeficiency disorders---HIV/AIDS
Respiratory System:
Students should be able to identify and describe the major gross and microscopic components of the respiratory system. They
should be able to detail the physiology of internal and external respiration and breathing.
 Describe the general functions of the respiratory system
 Anatomy of the respiratory tract and associated organs and structures.
 Nose, nasal cavity, pharynx, larynx, trachea, bronchi, lungs.
 mechanisms of pulmonary ventilation
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Muscles used for inspiration and expiration (normal quiet breathing and forced)
pulmonary air volumes & capacities
gas exchange in lungs & tissues
gas transport in the blood
o hemoglobin disassociation curve
control of pulmonary ventilation
regulation of blood pH by the respiratory system
Clinical case correlations:
COPD
Diabetic ketoacidosis- respiratory attempt to correct acidosis
Tuberculosis
Altitude sickness
Asthma
Digestive System:
Students should be able to identify the gross and microscopic anatomy of the digestive system including organs and associated
organs/structures. They should be able to detail the processes of digestion, absorption, excretion and elimination.
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Gross and microscopic anatomy of the digestive system and associated organs and their functions.
o Oral cavity, tongue, pharynx, salivary glands, esophagus, stomach, small intestines (duodenum, jejunum, ileum), large
intestines, rectum and anus, liver, gallbladder, appendix, pancreas.
HCL production by the stomach
General functions of the digestive system- ingestion, propulsion, mechanical and chemical digestion, absorption, secretion,
elimination
Layers of the digestive system—mucosa, submucosa, muscularis, serosa
Small intestine structures for absorption
Hormonal regulation of digestion
Neural regulation of digestion
Trace the pathway of a lipid, carbohydrate or protein from the oral cavity to the large intestines, detail enzyme functions along
the way.
Absorption of fats via the lacteals of the lymphatic system.
Clinical case correlations:
Liver disorders—hepatitis and cirrhosis
Inflammatory bowel disease—ulcerative colitis, chron disease, diverticulitis
Appendicitis
Colorectal cancer
Gastric ulcers
Nutrition and Metabolism:
Students should be able to detail metabolism in the body and the role that nutrition plays in metabolism. Stuents should understand
how metabolism is regulated in the body.
 Cellular respiration
 Catabolism and anabolism of lipids, carbohydrates and proteins
 Nutrition and metabolism
 Metabolic roles of liver, skeletal muscle, adipose tissue
 Hormone and nervous system regulation of metabolism
 Thermoregulation
 Metabolic rate
 Energy balance
Clinical case correlations:
Anorexia nervosa
Bulimia nervosa
Urinary System:
Students should be able to identify the gross and microscopic anatomy of the urinary system. They should be able to detail the
physiological processes carried out by the urinary system.
 General functions of the urinary system
 Anatomy of the kidneys, ureters, urinary bladder, and urethra
 Describe the layers making up the organs of the urinary system
 Describe the structure and function of the nephron
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Detail the processes of filtration, reabsorption, and secretion.
Trace the movement of blood into the kidneys via the renal arteries to the level of the nephron and then back via the venous
system
Detail the processing of filtered blood through the nephron segments to the level of the collecting duct, including where active
and passive movement occurs.
Trace the pathway of urine from the renal pelvis to the urethra.
Detail the production of concentrated vs. dilute urine
Describe the role of the hormones ADH, aldosterone, ANP in renal function.
Describe the renin-angiotensin system and the role it plays in regulating blood volume and pressure.
Activation and production of EPO
The activation of vitamin D
Describe the regulation of blood pH via the urinary system.
Clinical case correlations:
Transitional cell carcinoma
Renal calculi
Goodpasture’s syndrome
Acute tubular necrosis
Polycystic kidney disease
Renal artery stenosis and hypertension
UTI’s- cystitis and pyelonephritis
Use of diuretics
Fluid/Electrolyte and Acid/Base Balance:
Students should be able to detail the physiological processes that maintain fluid/electrolyte and acid/base balance.
 Regulation of fluid input and output
 ICF, ECF (interstital fluid and plasma); their volumes and components
 Movement of fluids between the major body compartments.
 Buffer systems and their function in acid/base balance
 Role of the urinary and respiratory systems in maintaining acid/base balance.
Clinical case correlations:
Diabetes mellitus
Diabetes insipidus
Diuretics---abnormalities in potassium
Reproductive Systems:
Students should be able to identify the gross and microscopic anatomy of the male and female reproductive systems. They should
be able to detail the specific functions of the reproductive organs and associated structures, the production of gametes and
inheritance.
 Functions of the reproductive systems—hormones and gamete production
 Identify the gross and microscopic anatomy of the male and female reproductive organs
 Detail the hormonal control provided by the pituitary gland
 Sexual characteristics of males and females
 Anatomy of the uterus including layers and structural changes during the reproductive cycle
 Hormones involved in regulating the production of male and female gametes
 Review meiosis
 The pathway of sperm cells from the testes through the reproductive tract
 The components of semen and their function
 The development of the ovum in the ovaries, their pathway in the female reproductive tract after fertilization has occurred.
 The development of the embryo during pregnancy, placenta formation and the formation of embryonic tissues
 Hormonal changes in the female during pregnancy
 Mammary glands
 Role of prolactin and oxytocin
 Sex determination and introduction to human genetics.
Clinical case correlations:
Polycystic ovary disease
Endometriosis
Cervical and ovarian cancer
BPH
Prostate cancer
Testicular cancer
Course Calendar:
Week
1
Lecture Schedule
THE ENDOCRINE SYSTEM: HORMONES AND
Lab Schedule
Microscopic study of
slides.(Pituitary,adrenal,
ENDOCRINE GLANDS.
Hypothalamus,thymus,thyroid,
Parathyroid,gonads)
Due: Month, Day, Time
2
THE CARDIOVASCULAR SYSTEM: BLOOD
Composition and functions of blood; Hemopoiesis;
Hemostasis; disorders of blood; Transfusion, ABO and
Rh blood groups and blood replacement; Diagnostic
blood test.
Ex. 2 Blood cells identification
and Blood typing.
Quizzes for Chapters 17 and 18
Due: Month, Day, Time
THE CARDIOVASCULAR SYSTEM: THE HEART
Anatomical structure of the heart, electrical and
mechanical activities; pathway of blood throughout the
heart; cardiac valves; coronary circulation, cardiac
muscle specialization; ECG; events of cardiac cycle;
heart sounds; control of cardiac cycle; fetal vs. adult
heart.
Quiz for Chapter 19
Due: Month, Day, Time
3
THE CARDIOVASCULAR SYSTEM: PERIPHERAL
CIRCULATION AND REGULATION
Structure of blood vessel types; physiology of circulation:
blood flow; blood pressure and resistance; systemic
blood pressure: arterial pressure, capillary blood
pressure, venous pressure; maintaining blood pressure:
short-term and long-term mechanisms; blood flow
through body tissues; pulmonary circulation, hepatic
portal circulation, fetal circulation, Circle of Willis.
Ex 3 Heart anatomy (Human
heart models)
Sheep heart dissection
Ex. 3.1 Conduction system of
the heart & EKG
Ex. 3.2 Anatomy of blood
vessels
Lab exam 1
Ex 4.1 Blood pressure and
Pulse measurements
Ex 4.2 Cardiovascular dynamics
(Computer simulation)
Objective: Identify and label anatomical structures;
Ex. 4.3 Microscope images of
describe the physiological processes in paragraph writing the cardiac muscle, and the
and be able to associate and explain physiological
blood vessel walls.
principle in a given condition /case study. Be able to
select from a given list of terms related to structure and
functions and diseased conditions with 100% accuracy.
Be able to explain in your own words physiological
interrelationship and the principle of homeostasis
between the systems and within each system. Be able to
match a list of biomedical terms with the definition
provided.
Lecture Exam #1 Ch. 17, 18 and 19.
Month, Day, Time
4
THE LYMPHATIC SYSTEM
Lymph its source and transport, lymphatic vessels;
lymphatic circulation; anatomical characteristics of lymph
nodes and lymphoid organs (spleen, thymus gland,
tonsils, Peyer’s Patches.
Ex. 5 Microscope images of
the lymphatic tissues and
organs.
Quiz for Chapter 21
Due: Month, Day, Time
5
THE IMMUNE SYSTEM: INNATE AND ADAPTIVE
RESPONSES
Non-specific body defenses, cellular and chemical,
inflammation response; specific body defenses: B and T
lymphocytes, immuno-competence, antigens, humoral
immunity, antibodies, complement, monoclonal
antibodies, cell-mediated immunity; immune deficiency
diseases; immune hypersensitivities; autoimmune
diseases.
Objective: Identify and label anatomical structures;
describe/explain with illustrations antibody-mediated and
cell-mediated immune processes in paragraph writing
and be able to associate and explain physiological
principle in a given condition /case study; Be able to
select from a given list of terms related to structure and
functions and diseased conditions with 100% accuracy.
Be able to explain in your own words physiological
Ex. 6 Lymph vessel with valve
under the microscope.
interrelationship and the principle of homeostasis
between the systems and within each system. Be able to
match a list of biomedical terms with the definition
provided.
6
THE RESPIRATORY SYSTEM
Functional anatomy of the Respiratory System;
mechanics of breathing: pressure-volume relationship of
intrapleural and thoracic spaces; respiratory muscles;
lung elasticity and compliance; respiratory volumes and
function tests; gas exchanges in the body between blood,
lungs and tissues; properties of gas governing the
process of exchange; transport of respiratory gases;
oxygen-hemoglobin dissociation curve and factors
affecting it; effect of exercise and high altitude; neural
control of respiration; diseases of the respiratory system.
Objective: Identify and label anatomical structures;
Ex. 7. Respiratory System
describe the physiological processes in paragraph writing
and be able to associate and explain physiological
principle in a given condition /case study. Be able to
select from a given list of terms related to structure and
functions and diseased conditions with 100% accuracy.
Be able to explain in your own words physiological
interrelationship and the principle of homeostasis
between the systems and within each system. Be able to
match a list of biomedical terms with the definition
provided
7
Lecture Exam #2 Ch. 20,21 and 22
Month, Day, Time
Ex 7.A Spirometry
THE URINARY SYSTEM
Ex 8 Urinary System, Kidney
Renal anatomy; mechanism of urine formation:
glomerular filtration, tubular reabsorption, tubular
secretion, regulation of urine concentration – concurrent
mechanism, effect of hormones; normal and abnormal
urine concentration; micturition reflex and elimination of
urine.
dissection
Ex 8.1 Urinalysis
Quiz for chapter 23
Due: Month, Day, Time
8
FLUID, ELECTROLYTES AND ACID-BASE BALANCE
Fluid compartments, fluid shifts, water balance,
electrolyte balance, acid-base balance, buffers, acidosis
vs. alkalosis.
Objective: Identify and label anatomical structures;
describe the physiological processes in paragraph writing
and be able to associate and explain physiological
principle in a given condition /case study. Be able to
Ex. 8.2B Renal Physiology
select from a given list of terms related to structure and
Ex 8.3 Acid-Base balance
functions and diseased conditions with 100% accuracy.
Be able to explain in your own words physiological
interrelationship and the principle of homeostasis
between the systems and within each system. Be able to
match a list of biomedical terms with the definition
provided.
Quiz for Chapter 24
Due: Month, Day, Time
9
DIGESTIVE SYSTEM
Functional anatomy of the digestive system, gross and
microscopic anatomy of the digestive system organs;
composition of gastric juice, regulation of the digestive
juice secretions; mechanical and chemical digestive
processes; absorption; neural, mechanical and hormonal
Ex. 9 Digestive System
control of gastrointestinal processes.
10
Exam #3 Ch. 23, 24 and 25
Month, Day, Time
Chemical Digestion of food
Quiz for Chapter 25
Due: Month, Day, Time
11
NUTRITION AND METABOLISM
Classes of nutrients; complete versus incomplete
proteins, outline of metabolic processes-carbohydrate,
lipid, protein; absorptive and post-absorptive states;
basal metabolic rate.
Ex. 10 Reproductive System
Cat dissection (optional)
Objective: Identify and label anatomical structures;
describe the physiological processes in paragraph writing
and be able to associate and explain physiological
principle in a given condition /case study. Be able to
select from a given list of terms related to structure and
functions and diseased conditions with 100% accuracy.
Be able to explain in your own words physiological
interrelationship and the principle of homeostasis
between the systems and within each system. Be able to
match a list of biomedical terms with the definition
provided.
Quiz for Chapter 26
Due: Month, Day, Time
12
THE REPRODUCTIVE SYSTEM
Male and female anatomical structures;
spermatogenesis; hormonal regulation of male
reproductive function; oogenesis, uterine cycle, hormonal
regulation of the ovarian cycle.
Quiz for Chapter 27 and 28
Due: Month, Day, Time
Pre-lab final practice practical
13
14
PREGNANCY, HUMAN DEVELOPMENT AND
HEREDITY
Placenta and its formation; fertilization; cleavage;
gastrulation; embryogenesis and fetogenesis;
genes/chromosomes; alleles; sex chromosomes;
chromosome disorders.
Lab final (comprehensive)
Month, Day, Time
Quiz for Chapter 29
Due: Month, Day, Time
Final Lecture Examination (comprehensive)
Exit Exam
Month, Day, Time
* These chapters are a review of General Biology Information. Students attempting
Biology 2401 should already be well versed in this information.
Note that your instructor reserves the right to change the schedule as needed at any point during the course.
Class Calendar by Date:
Week 1--------------------1/18-21
Week 2--------------------1/24-28
Week 3--------------------1/31-2/4
Week 4--------------------2/7-11
Week 5--------------------2/14-18
Week 6--------------------2/21-25
Week 7--------------------2/28-3/4
Week 8--------------------3/7-11
Week 9--------------------3/21-25
Week 11------------------3/28-4/1
Week 12------------------4/4-8
Week 13------------------4/11-15
Week 14------------------4/18-22
Week 15------------------4/25-29
Week 16------------------5/1-5
IMPORTANT DATES:
January 14, Thursday ------------- Last Day for 100% Refund.
January 18-February 3 ------------ 70% Refund.
January 19, Wednesday ---------- Registration ends.
January 19, Wednesday ---------- Last day to drop/add/swap
January 31, Monday --------------- Official date of record.
February 4-9 ------------------------- 25% Refund.
February 21, Monday ------------- Office closed- President's day holiday.
March 14-20, Mon-Sun ----------- Office closed - Spring break.
April 21, Thursday ----------------- Last day for administrative/Student withdrawals - 4:30 pm
April 22-24, Fri-Sun --------------- Office closed - Easter Holiday.
May 8, Sunday --------------------- Instruction ends.
May 9-15, Mon-Sun --------------- Final Examinations.
Instruction Methods:
Blackboard will be utilized for General Biology proficiency quiz at the beginning of the semester and for exit exam at the end of the
semester. McGraw-Hill’s course software Connect will be utilized for chapter quizzes, Learnsmart review modules, Links, and for
some students, Tegrity for recorded lecture review.
The primary focus of the course will be on instructor lectures including illustrations, animations, group activities and assigned
textbook readings. Lecture material will correspond to the topics covered in the required textbook, but your instructor may include
more detail on certain topics. Topics and concepts covered during lecture or included in the assigned reading will be included in
exams.
Laboratory sessions will include exercises from our department online lab manual website or required laboratory manual. Lecture
may be included during lab sessions to clarify or detail concepts.
Student Assignments:
Student Assessments:
Students are required to read assigned chapters and to
complete chapter and atlas Quizzes. Assignments will be on
CONNECT.COM.
Additional announced and unannounced quizzes during
lecture or lab may be conducted throughout the semester.
Students will be assessed via lecture and laboratory
examinations, chapter quizzes, and comprehensive final
lecture and lab examinations. Additionally, there is a required
Faculty/Departmental Final/Exit examination at the end of the
semester. The final exam is comprehensive and compulsory.
Instructional Materials:
Textbook:
Anatomy & Physiology: The Unity of Form and Function, Fifth
Edition, Kenneth Saladin, McGraw Hill Companies, Inc.: New
York, NY, 2008.
ISBN# 0078002834
Lab book:
Online lab Manual or Anatomy and Physiology I by Keating
and Wiersema.
Web resources:
Blackboard learning system
Connect (free with purchase of new required textbook; used
books will require you to purchase a Connect account)
HCC Policy Statement:
ADA
HCC Policy Statement:
Academic Honesty
Any student with a documented disability (e.g. physical,
learning, psychiatric, vision, hearing, etc.) who needs to
arrange reasonable accommodations must contact the
Disability Services Office at the respective college at the
beginning of each semester. Instructors are authorized to
provide only the accommodations requested by the Disability
Support Services Office. If you have any special needs or
disabilities that may affect your ability to succeed in college
classes or participate in any college programs or activities,
please contact the DSS office for assistance. At Southwest
College, contact:
Dr. Becky Hauri
5407 Gulfton
Houston, Texas 77081
Phone: 713-718-7909
Fax: 713-718-7781
TTY: 713-718-7909
Students are responsible for conducting themselves with
honor and integrity in fulfilling course requirements.
Disciplinary proceedings may be initiated by the college
system against a student accused of scholastic dishonesty.
Penalties can include a grade of "0" or "F" on the particular
assignment, failure in the course, academic probation, or even
dismissal from the college. Scholastic dishonesty includes, but
is not limited to, cheating on a test, plagiarism, and collusion.
HCC Policy Statement:
Student attendance, 3peaters, withdrawal
deadline
Attendance
Students are expected to attend classes regularly. Students
are responsible for materials covered during their absences,
and it is the student's responsibility to consult with instructors
for make-up assignments.
Instructors check class attendance daily. A student may be
dropped from a course for excessive absences after the
student has accumulated absences in excess of 12.5% of the
hours of instruction (including lecture and laboratory time).
Note that 12.5% is approximately 4 classes or labs for a 4semester hour course.
Habitual tardiness will not be tolerated. Students are
expected to be in attendance for the entirety of the scheduled
class and are responsible for completing assignments
scheduled during their absence/s. It is the responsibility of
each student to amend their professional/personal schedule to
meet the class schedule
Repeaters
Students who repeat a course for a third or more times may
soon face significant tuition/fee increases at HCC and other
Texas public colleges and universities. Please ask your
instructor / counselor about opportunities for tutoring / other
assistance prior to considering course withdrawal or if you are
not receiving passing grades.
Withdrawals
Withdrawal from the course after the official day of record (see
current catalog) will result in a final grade of “W” on the
student transcript and no credit will be awarded. It is the
student’s responsibility to initiate and complete a request for
withdrawal from any course. Students will be required to
formally request a drop from their instructors prior to the
administrative drop date deadline. Abandoning the course or
failing to formally drop, will result in a grade being given based
on the work completed for the entire course (including missed
exams).REMEMBER: IT IS YOUR RESPONSIBILITY TO
DROP THE CLASS IF YOU HAVE TO. IF NOT THE
INSTRUCTOR WILL GIVE YOU AN "F" AT THE END OF THE
SEMESTER BECAUSE HE/SHE DOES NOT HAVE TO
DROP YOU FROM THE CLASS.
The State of Texas has begun to impose penalties on
students who drop courses excessively. For example, if you
repeat the same course more than twice, you have to pay
extra tuition. Beginning in fall 2007, the Texas Legislature
passed a law limiting first time entering freshmen to no more
than SIX total course withdrawals throughout their educational
career in obtaining a certificate and/or degree.
Receiving a "W" in a course may affect the status of your
student Visa. Once a W is given for the course, it will not be
changed to an F because of the visa consideration. Please
contact the International Student Office at 713-718-8520 if you
have any questions about your visa status and other transfer
issues
Instructor Requirements:
Basic requirements
Students should be on time for class and be prepared with required materials including textbook and lab manual. Full class
attendance is required including lecture and lab portions. Full attention during lecture and lab is required.
Phones/electronic devices
Absolutely NO phone or other personal electronic devices are to be used during class (lecture and lab). This includes making or
taking a call, reviewing messages, texting, playing games, checking email, surfing the web, anything that involves a phone or other
personal electronic device. If your work or family situation requires that you be available via phone, your phone can be on vibrate
mode and you can take the call during our regular scheduled breaks or you can exit the class to review the call. Notify your friends,
family, employers, and anyone else who regularly contacts you that you will be in class and that you should be contacted only when
necessary. The taking of calls during class is not only disruptive but it is also discourteous to classmates and the instructor.
Testing procedures
Be sure to arrive early for your examinations. There are time limits for exams. You will not be given extended time for testing if you
arrive late.
Entering and exiting the lecture room or lab room is not permitted once exams have begun. Please be sure to use bathroom before
or after.
Deportment
Students are expected to conduct themselves as adults. This includes courteous and respectful behavior towards instructor and
classmates. Disruptive behavior or any behavior that interferes with any educational activity being performed by the instructor will not
be allowed. Additionally, no student may interfere with his/her fellow students’ right to pursue their academic goals to the fullest in an
atmosphere appropriate to a community of scholars. Disruptive behavior may result in removal from the class.
Lab policy
Lab safety is stated in lab manual. Lab rules and regulations will be discussed during the first lab and will be adhered to at all times.
Each student is responsible for cleaning up after labs, this includes glassware, utensils, specimens/models and other material used
during lab time (no, clean up is not covered by your lab fees).
Program/Discipline
Requirements
HCC Grading
Scale:
Proficiency Exam
2402 Exit Exam
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = less than 60%
Instructor Grading Criteria:
Students must adhere to testing schedule. Failure to take a test (lab or lecture) will result in a “0” for the missed exam. Exceptions
include work, family, or personal (health) emergency, and must be documented.
Only one make-up exam per semester is allowed (with proper documentation) and must be arranged with instructor ASAP. Instructor
must be informed of intended absence prior to the day by email. There is no repeating of examinations or “dropping” of lowest
grade/s.
Examination format
Lecture exams will include multiple choice questions and essay/short answer questions.
Lab exams will include identification, labeling and short answers reviewing anatomical models and specimens.
GRADE DETERMINATION:
Your grade will be
Details
determined by the
following
Lecture Exams (minimum 3 lecture exams scheduled in the
of four)
syllables.
Final
Lab Exams
(3 lab exams)
Will be comprehensive
3 lab exams scheduled in the
syllables.
Lab Book Completion
All lab work must be done.
Assignments/Quizzes
5 graded quizzes & 5
assignments.
To be announced later.
Project
Complete Attendance
Points
(if applicable)
Percent of Final
Average
11.66% of the final
grade for each
exam.
20%
6.66% of the final
grade for each
exam.
5% of the final
grade
35%
1% each of the
final grade.
5% of the final
grade
5% of the final
grade.
Total:
100%
ADDENDUM TO STUDENT LEARNING OUTCOMES AND RUBRICS.
20%
20%
5%
10%
5%
5%
100%
"The following Student Learning Outcomes with their associated assessment
criteria are not meant to be all inclusive, and are meant to be used along
with all other course learning outcomes and assessment devices, listed
under Course Objectives, in the determination of the student's final
course grade. Completion of the specific Student Learning Outcomes listed
below, at any assessment grading level, does NOT and will NOT guarantee
the student that final course grade at the end of the semester!"
ASSESSMENT RUBRICS
ANATOMY & PHYSIOLOGY II - BIOLOGY 2402
Performance Factors
1) Students will be able to
analyze the circulatory
systems (including
lymphatic and immune
systems) and their
components.
PSLO*#1 and 2
Rating Scale
F
Never able to demonstrate
the relationship between
structure and function as
well as the interactions of
the circulatory, lymphatic
and immune systems
without the instructor’s
help.
D
Seldom able to demonstrate
the relationship between
structure and function as
well as the interactions of
the circulatory, lymphatic
and immune systems
without the instructor’s
help.
C
Occasionally able to
demonstrate the
relationship between
structure and function as
well as the interactions of
the circulatory, lymphatic
and immune systems
without the instructor’s
help.
B
In most instances able to
demonstrate the
relationship between
structure and function as
well as the interactions of
the circulatory, lymphatic
and immune systems
without the instructor’s
help.
A
Consistently able to
demonstrate the
relationship between
structure and function as
well as the interactions of
the circulatory, lymphatic
and immune systems
without the instructor’s
help.
2] Students will be able to
understand hormonal
control of body systems
and homeostasis.
PSLO#1
Never able to demonstrate
understanding and
application of hormonal
control of homeostasis
without the instructor’s
help.
Performance Factors
3] Students will be able to
analyze the histology; gross
anatomy and the
physiology of the
respiratory and urinary
systems applying the
structural and physiological
linkage of these systems
with the cardiovascular
system.
PSLO#1
4) Students will be able to
Seldom able to demonstrate
understanding and
application of hormonal
control of homeostasis
without the instructor’s
help.
Occasionally able to
demonstrate understanding
and application of
hormonal control of
homeostasis without the
instructor’s help.
In most instances able to
demonstrate understanding
and application of
hormonal control of
homeostasis without the
instructor’s help.
Consistently able to
demonstrate understanding
and application of
hormonal control of
homeostasis without the
instructor’s help.
Rating Scale
F
Never able to demonstrate
the relationship between
structure and function and
the interaction of the
respiratory/urinary systems
with the cardiovascular
system without the
instructor’s help.
D
Seldom able to demonstrate
the relationship between
structure and function and
the interaction of the
respiratory/urinary systems
with the cardiovascular
system without the
instructor’s help.
C
Occasionally able to
demonstrate the
relationship between
structure and function and
the interaction of the
respiratory/urinary systems
with the cardiovascular
system without the
instructor’s help.
B
In most instances able to
demonstrate the
relationship between
structure and function and
the interaction of the
respiratory/urinary systems
with the cardiovascular
system without the
instructor’s help.
A
Consistently able to
demonstrate the
relationship between
structure and function and
the interaction of the
respiratory/urinary systems
with the cardiovascular
system without the
instructor’s help.
Never able to demonstrate
Seldom able to demonstrate
Occasionally able to
In most instances able to
Consistently able to
analyze, understand and
explain the structure and
function of the digestive
system correlating it with
metabolism.
PSLO#1.
the relationship between
structure and function of
the digestive system and its
correlation with
metabolism without the
instructor’s help.
Performance Factors
the relationship between
structure and function of
the digestive system and its
correlation with
metabolism without the
instructor’s help.
demonstrate the
relationship between
structure and function of
the digestive system and its
correlation with
metabolism without the
instructor’s help.
demonstrate the
relationship between
structure and function of
the digestive system and its
correlation with
metabolism without the
instructor’s help.
demonstrate the
relationship between
structure and function of
the digestive system and its
correlation with
metabolism without the
instructor’s help.
C
Occasionally able to
demonstrate the
relationship between
structure and function of
the reproductive system
without the instructor’s
help
Occasionally prepared and
sometimes able to
demonstrate skills using the
anatomical models;
occasionally able to
understand or analyze
physiology experiments.
Occasionally uses online
tools to prepare for class,
sometimes ready for
classroom discussions and
instructor’s Q&A sessions,
completes some online
quizzes by the due date.
B
In most instances able to
demonstrate the
relationship between
structure and function of
the reproductive system
without the instructor’s
help.
In most instances prepared
and often able to
demonstrate skills using the
anatomical models; usually
able to understand and
analyze physiology
experiments..
In most instances uses
online tools to prepare for
class, often ready for
classroom discussions and
instructor’s Q&A sessions,
completes all online
quizzes by the due date.
A
Consistently able to
demonstrate the
relationship between
structure and function of
the reproductive system
without the instructor’s
help.
Consistently prepared and
always able to demonstrate
skills using the anatomical
models; able to understand
and analyze physiology
experiments.
Rating Scale
5] Students will be able to
analyze and evaluate the
structure, function and
regulation of the
reproductive system.
PSLO#1
F
Never able to demonstrate
the relationship between
structure and function of
the reproductive system
without the instructor’s
help.
D
Seldom able to demonstrate
the relationship between
structure and function of
the reproductive system
without the instructor’s
help.
6] Students will be able to
apply the knowledge
gained in lab utilizing
anatomical models and
physiology experiments.
PSLO#2
Never prepared and never
able to demonstrate skills
using the anatomical
models; unable to
understand or analyze
physiology experiments.
Seldom prepared and often
not able to demonstrate
skills using the anatomical
models and seldom able to
understand or analyze
physiology experiments.
7] Students will utilize
Never uses online tools to
online interactive
prepare for class, never
evaluation tools to gauge
ready for classroom
their understanding of key
discussions and instructor’s
anatomical and
Q&A sessions. Never takes
physiological concepts
online quizzes by the due
prior to
date and are always past
lecture/examinations/
due. Does not participate in
quizzes where applicable.
class discussions.
PSLO# 3
PSLO =Program Student Learner Outcomes
Seldom uses online tools to
prepare for class, often not
ready for classroom
discussions and instructor’s
Q&A sessions, completes
some online quizzes by the
due date and others are past
due. Often not interactive
with the class.
Consistently uses online
tools to prepare for class,
always ready for classroom
discussions and instructor’s
Q&A sessions, completes
all online quizzes prior to
due date.
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