BIO 1113 ANATOMY AND PHYSIOLOGY I; WINTER QUARTER, 2009

COURSE SYLLABUS

INSTRUCTOR:                                Dr. Matthews

Office:              B320  

                                    Phone:              706-646-6183

                                    Office Hours:  4:20 - 5:30 Monday - Wednesday  and 1:45 - 5:30 Thursday

                                                          I am very available to students before and after class as well.

                                    E-mail:              cmatthews@flintrivertech.edu

CLASS TIME:  Tuesday and Thursday  5:30 - 9:00          

Location: B 410

MATERIALS OF INSTRUCTION

Marieb, E. Human Anatomy and Physiology (7th Edition). Benjamin Cummings Publishing Company Inc. ISBN  0-8053-5909-5

COURSE DESCRIPTION

Biology 1113 introduces the anatomy and physiology of the human body. Emphasis is placed on the development o a systemic perspective of anatomical structures and physiological processes. Topics include: body organization; cell structure and functions; tissue classifications, the integumentary system; the skeletal system; the nervous and sensory systems. Laboratory experience supports classroom learning.

Credit Hours:   5 

Class Hours:     4  

Lab Hours:      3

COMPETENCY AREAS

PREREQUISITES  Meet requirements for program admission

COURSE OBJECTIVES

Body Organization

·          Define the terms anatomy and physiology.

·          Identify body terms, planes, regions, cavities, and directional terms.

·          Describe the body types.

·           Describe the various organizational levels of the human body.

·          Define homeostasis.

Chemical basis of life

·          Define the terms atom and atomic number and identify the major sub-atomic particles.

·          Define the terms molecule, element, compound, and mixture and give examples of each.

·          List the four major elements of the body and the major minerals and trace elements.

·          Discuss and give examples of the most important carbohydrates, proteins, and lipids found in the body and relate these substances to specific body structures or functions.

·           Give examples of the four basic types of chemical reactions that occur in living material and discuss the concepts of radioactivity and bioenergy.

·          Scientific method

Cell Structure and Functions

·          Describe the structure of a typical cell.

·          List the organelles and discuss the functions of each.

·          Describe the types of movement of materials across cell membranes and relate these to functions of the cells of the body.

·          Discuss the molecular structure of DNA in relation to hereditary characteristics.

·          Discuss mitosis and meiosis.

Tissue Classifications

·          Define the term tissue and list the four principle categories with their subtypes and examples of each.

·          Describe endocrine and exocrine glands and classify the latter.

·          List the major types of connective and muscle tissues and contrast important structural and functional differences of specific tissue types in each category.

·          Classify the membranes of the body with examples of each.

·          Discuss the four cardinal signs of inflammation.

Integumentary System

• Discuss the functions of the skin as an organ system.
• Describe the layers, structural components, and functions of the epidermis and dermis.

·          Describe the formation, structure, and growth of hair and nails and compare the structure of sweat, sebaceous, and ceruminous glands.

• Discuss the function of the skin in homeostasis of body temperature.

·          Discuss the classification of burns by degree and surface areas involved.

• Discuss the three principal types of skin cancer and differentiate among them.

Skeletal System

• Discuss the components and functions of the skeletal system.
• Describe the histological features of compact and spongy bone tissue.
• Describe the processes of bone construction and destruction involved in the homeostasis of bone remodeling.
• Explain the effects of exercise and aging on the skeletal system.
• Classify the principle types of bones on the basis of shape and location.
• Describe the various markings on the surface of bones.
• Identify the bones and principal markings of the bones of the axial skeleton.
• Identify the bones and principal markings of the bones of the appendicular skeleton.
• Define an articulation and identify the factors that determine the types and degree of movement at a joint.
• Discuss the structure of the three principal types of joints.
• Describe selected articulations of the body with respect to the bones that enter into their formation, structural classification, and anatomical components.
• Contrast the causes and clinical symptoms associated with osteoporosis, rickets, osteomalacia, Paget's disease, and osteomyelitis.
• Define a fracture, describe several common kinds of fractures, and describe the sequence of events involved in fracture repair.
• Describe the causes and symptoms of some common bone and joint disorders.

Muscular System

• List the characteristics and functions of muscle tissue.
• Compare the location, nervous control, functions, and regenerative capabilities of the three kinds of muscle tissue.
• Compare oxygen debt, fatigue, and heat production as examples of muscle homeostasis.
• Explain the effects of aging on the muscular system.
• Describe the relationship between bones and skeletal muscles in producing body movements.
• Describe a lever and fulcrum and compare the three classes of levers on the basis of placement of the fulcrum, effort, and resistance.
• Discuss most body movements as activities of groups of muscles by explaining the roles of the prime movers, synergist, and fixator.
• Define the criteria employed in naming skeletal muscles.
• Identify the principal skeletal muscles in selected regions of the body.
• Define such common muscular disorders as fibrosis, fibromyalgia, muscular dystrophies, myasthenia gravis, spasm, tremor, fasciculation, fibrillation, and tic.
• Describe several injuries related to running.

Nervous and Sensory Systems

·          Identify the three basic functions of the nervous systems in maintaining homeostasis.

·          Classify the organs of the nervous system into central and peripheral divisions.

·          Contrast the histological characteristics and functions of neuroglia and neurons.

·          Define a synapse.

·          List the factors involved in the conduction of a nerve impulse across a synapse.

·          List the necessary conditions for the regeneration of nervous tissue.

·          Define the structural groupings of the neural tissues.

·          Describe the protection, gross anatomical features, and the cross-sectional structure of the spinal cord

·          Describe the principal functions of the spinal cord.

·          Discuss the names, composition and coverings, and distribution of the spinal nerves.

·          Describe spinal cord injury.

·          List the immediate and long-range effects of spinal cord injury.

·          Identify the principal parts of the brain.

·          Describe how the brain is protected.

·          Explain the function of the cerebrospinal fluid.

·          Describe the blood supply to the brain and the blood-brain barrier.

·          Compare the structure and functions of the brain stem, diencephalon, cerebrum, and the cerebellum.

·          Define a cranial nerve.

·          Identify the twelve pairs of cranial nerves by name and number and function.

·          List the major clinical symptoms of each of the following disorders of the nervous system: cerebrovascular accident, epilepsy, transient ischemic attack, brain tumors, poliomyelitis, cerebral palsy, Parkinson's disease, multiple sclerosis, dyslexia, Tay-Sachs disease, headache, Reye's syndrome, Alzheimer's disease, and delirium.

·          Define a sensation.

·          List the characteristics of a sensation.

·          Define the general sensations.

·          Trace the sensory and motor pathways of impulses received from selected receptors.

·          Compare integrative functions such as memory, wakefulness, and sleep.

·          Compare the structural and functional differences between the somatic efferent and autonomic portions of the nervous system.

·          Explain the relationship between biofeedback and meditation and the autonomic nervous system.

·          Discuss olfactory sensations and receptors.

·          Discuss Gustatory sensations and receptors.

·          List the accessory structures of the eye.

·          Explain the structure of the eyeball.

·          List the major structures of the auditory and equilibrium system.

·          List a major disorder for each of the above structural systems.

COURSE COMPLETION REQUIREMENTS

• Attend each class session.
• Review the assigned chapters prior to class.
• Complete and submit all required assignments, proofreading thoroughly
• Passing course with a minimum of 70%.

GRADING SCALE/COURSE EVALUATION

A =      90-100

B =      80-89

C =      70-79

D =      60-69

F =       59—below

WF=    0

Final Grades will be calculated as follows:

WRITING ASSIGNMENTS: Writing assignments are required in all classes to help the student improve skills and also improve learning outcome. Writing and composition exercises are incorporated into activities in this course.

STATEMENT OF ACADEMIC INTEGRITY

Each student is responsible for producing his or her own work for this class.  Plagiarism (or     submitting the work of others without proper reference to the source) and cheating will not           be tolerated in this course.

        Students shall not attempt to defraud, deceive, or mislead an instructor in arriving at an          honest grade assessment.  Initial violations of this policy may result in a lowered grade.  All       forms of academic dishonesty, including, but not limited to, cheating on tests, labs,             plagiarism, collusion and falsification of information will call for discipline.

SAFETY/EMERGENCY PROCEDURES

Safety at the College is very important. Students are familiarized with safety issues at new student orientation (New Student Orientation Handouts).  Safety topics discussed during new student orientation include fire alarms, fire prevention, building evacuation, and outside assembly areas.   First day lesson plans cover safety and fire-prevention. To maintain a safe environment for students, faculty and staff, the college has developed and implemented an Emergency Operations Plan.  Relevant portions of the emergency plan are posted in each classroom or lab.

Safety drills are practiced campus-wide quarterly.  When the alarm for a drill sounds, please follow the instructor’s directions closely.   Be sure to stay together and move quickly to the designated safe area.  The instructor will call roll when students are in the safe area.  All alarms should be taken seriously and treated as an actual emergency situation.   The instructor is responsible for making each student aware of the established guidelines and procedures for such emergencies as fire, severe weather, and loss of electrical power.  In addition, the location of the nearest fire extinguisher and first aid kit should be noted.

Students and faculty are expected to abide by these guidelines and to make suggestions and recommendations for improvement to the appropriate authorities.

LIBRARY SERVICES

 Flint River Technical College Library services are available to all students including online students.  Online catalog and GALILEO resources are available through links on the FRTC webpage. Information on all services available to students can be found in the Student Library Handbook available on the library webpage. Students can contact the librarian at:  tsebright@flintrivertech.edu. Library hours are: Monday-Thursday, 8:00 a.m. – 9:00 p.m.

REMEDIAL ACTIVITIES

 A student who is experiencing academic difficulties in this course due to reading, math or English prerequisites can request guidance from the instructor.  The instructor will assess the academic deficiency and the student may be referred to the Developmental program for remediation.  If the instructor determines that the student is deficient in one of the competencies of the course the instructor will provide an individualized plan for remediation of the student.  This plan can include assistance in the theory and/or laboratory instruction provided in the course.

ENRICHMENT ACTIVITIES

 A student who wishes to expand their knowledge and/or skill in a particular competency during the course can request enrichment activities from the instructor.  These enrichment activities may be in the form of a project, laboratory and/or advanced topic.

WORK ETHICS PROGRAM

 In order for students to be successful in their chosen career field, they must possess not only strong occupational skills, but good work habits as well.  These are incorporated into every program at Flint River Technical College.  The following ten areas of work ethics traits and performance standards will be presented in class and should be exhibited by the student:

Appearance                            Cooperation

Attendance                              Organization

Attitude                                   Productivity

Character                                Respect

Communication                      Teamwork

A work ethics sheet is given to each student detailing each of the above areas. Students are expected to attend all classes and to participate in all class discussions. 

The work ethics grade is a separate grade that will document his or her adherence to these ten performance measures.  This work ethics grade is NOT averaged with the overall academic grade for the course.

 ATTENDANCE POLICY

The educational programs at Flint River Technical College reflect those requirements and standards that are necessary for future successful employment in business and industry. Employers expect their employees to be present and to be on time for work each day. 

Likewise, Flint River Technical College expects each student to be present and to be on time for every class.

 A student is considered to have an unsatisfactory attendance record if absent more than ten percent (10%) of the scheduled contact hours for a class.  If absences exceed 10%, the student will be notified by the instructor that further absences jeopardize continued enrollment in the class.

 An absence rate of twenty percent (20%) or more of scheduled contact hours for a class REGARDLESS OF THE REASON will result in dismissal of the student from the class(es) unless the average of all grades received in the course is 80 or above.  With each additional tardy or absence, the student’s average will be re-evaluated.  If at any point of evaluation, the average falls below 80, the student will be dismissed from the class with a grade of WF.  Readmission will follow the general admission policy.  A tardy is being out of the class for ten minutes or less in a scheduled contact hour.  An absence is any time out of class in excess of ten minutes.  Four tardies equate to one absence.

 Students who are dismissed for excessive absences will automatically receive a grade of WF for the course from which they are dismissed.

WITHDRAWAL FROM CLASS

 To withdraw from a class, a student should notify the instructor and advisor so that necessary records can be prepared and distributed.

A student who withdraws will be assigned a grade of “W” if the withdrawal is completed during the first 7 class days of the quarter.  The instructor will assign a grade of “WP” or “WF” if the withdrawal is completed after that period.

Students who stop attending a class but do not request to be withdrawn may be assigned a grade of “F” by the instructor of the class.  It is the student’s responsibility to notify the instructor of a withdrawal request.

GRADUATE WARRANTY POLICY

 Curriculum standards have been developed with direct involvement of business and industry.  These standards serve as the industry-validated specifications for each occupational program.  These standards allow the Georgia system of technical colleges to offer their business partners this guarantee:

              “If one of our graduates educated under a standard program or his/her employer finds that the graduate is deficient in one or more competencies as defined in the standards, the technical college will retrain the employee at no instructional cost to the employee or the employer.”

IDENTIFICATION BADGES

 Students are required to wear a valid ID badge at all times while in the classroom, lab or any location while on the college campus. The badges should be in plain view on the upper body.

THIS SYLLABUS IS PROVIDED ONLY AS A GUIDE FOR THE COURSE.  THE INSTRUCTOR RETAINS THE RIGHT TO ALTER REQUIREMENTS AND/OR GRADING PROCEDURES BY NOTIFYING THE CLASS OF SUCH.

I have read the syllabus for Biology 1113, Anatomy and Physiology I, and I understand the policies of this course including attendance policies.

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