Requirements:

Reading, writing, and mathematics proficiency as determined by the COMPASS or ASSET test, or by the statewide THEA test, or by providing an official transcript from another college.

Course Prerequisite:

High school biology with proof of competency through ACC department exam.

This class is online hybrid course.

Technical requirements:

Windows: 10, 8, 7 (note: Windows 10 S version is not compatible)
Mac: OS X 10.10 or higher
Web camera (internal or external) & microphone
A broadband internet connection 

REQUIRED TEXTS AND MATERIALS:

1)  Human Anatomy and Physiology, 11/e by Marieb and Hoehn.  2018.   with Modified mastring access code.

Ch.1 Students will learn to distinguish bwtween anatomy and physiology, the hierarchy of organization in the body, what is homeostasis and how it is achieved  and antomical terminology.

Ch.2 Students will learn about atoms, elements, isotopes, chemical bonding and reactions, the importance of water, and about biomolecules.

Ch. 3 Students will learn about the 3 components of the cell, the plasma membrane and membrane transport, the functions of organelles, how DNA is replicated, how proteins are synthesized and about the cells life cylce. 

Ch.4 Students will learn about the four types of tissues that compose the body, where they are located and how they function. They will also learn the classification system for tissue and glands and how to identify these tissue types on micrographs.

Ch.5 Students will learn about the integumentary system and its accessory structures

Ch.6 Students will learn about the skeletal system components and slkeletal tissue

Ch.7 Studeents will learn about the component the skeleton, the bone, important markings and articulations

Ch.8 Students will learn about the different types fibrous, synovial and cartilagenousoints and  the components of the knee joint

Ch. 9 Students will learn about muscles in general, muscle tissue and muscle physiology

Ch. 10 Students will study the superficial muscle of the body, noting their location, actions 

Ch.11 Students will learn about the Nervous Systems organization and about neural tissue and physiology

Ch.12 Students will learn about the central nervous system, the brain, brainstem and spinal cord 

Ch.13 Students will learn about the peripheral nervous sytstem and reflexes

Ch.15 Students will learn about the two divisions if the autonomic nervous system

Ch.16 Students will learn about the special senses, including the eye, ear, tastebuds, and olfactory system

Learning Outcomes for BIOL 2401 (A&P I) as per The Higher Education Coordinating Board (THECB):

A&P I Lecture

Upon successful completion of this course, students will:

Ø  Use anatomical terminology to identify and describe locations of major organs of each system covered.

Ø  Explain interrelationships among molecular, cellular, tissue, and organ functions in each system.

Ø  Describe the interdependency and interactions of the systems.

Ø  Explain contributions of organs and systems to the maintenance of homeostasis.

Ø  Identify causes and effects of homeostatic imbalances.

Ø  Describe modern technology and tools used to study anatomy and physiology.

A&P I Lab

Upon successful completion of this course, students will:

Ø  Apply appropriate safety and ethical standards.

Ø  Locate and identify anatomical structures.

Ø  Appropriately utilize laboratory equipment, such as microscopes, dissection tools, general lab ware, physiology data acquisition systems, and virtual simulations.

Ø  Work collaboratively to perform experiments.

Ø  Demonstrate the steps involved in the scientific method.

Ø  Communicate results of scientific investigations, analyze data and formulate conclusions.

Ø  Use critical thinking and scientific problem-solving skills, including, but not limited to, inferring, integrating, synthesizing, and summarizing, to make decisions, recommendations and predictions.

Introduction to Anatomy and Physiology

Assumptions concerning students’ existing knowledge:

• Students are familiar with the levels of organization in multicellular organisms and can relate the parts to each other and to the whole.
• Students are familiar with the levels of structural organization in the human body.
• Students are familiar with the names and overall functions of the twelve body systems.

Lecture Objectives:

1.       Compare the fields of anatomy and physiology.  Discuss the relationship b        between structure and function.

2.       Compare the subdisciplines of anatomy: gross anatomy and microscopic

          anatomy.

3.       Compare the major subdisciplines of physiology: general physiology and

          pathophysiology.

4.       Describe and identify the anatomical position, directional terms, sections and anatomical planes used in anatomy.

5.       Define “body cavity”.

          a. Name the principal cavities of the human body, along with their subdivisions.

          b. Identify structures that form the boundaries of these cavities and identify the   

                    major organs located within each cavity.

          c. Identify the serous membranes.

Homeostasis

6.       Define homeostasis and explain why it is referred to as a “dynamic steady state”.

          State several conditions that must be maintained by homeostatic mechanisms.

7.       Define “internal environment”. Compare each of the following: extracellular fluid

          (ECF), interstitial fluid (IF), plasma, intracellular fluid (ICF), cytosol and           cytoplasm.

8.       Diagram a general homeostatic control system. Describe the function of each  

          component of a general homeostatic control system and explain how they work

          together.

9.       Define and compare feedback and feed-forward mechanisms. 

10.     Explain what would happen in a feedback process if no feedback occurs. Explain

          the difference between negative and positive feedback in terms of their effect on

          the output from the system and on deviation from the set point. Give several

          examples of conditions that are controlled by negative or positive feedback

          mechanisms.

11.     Discuss the homeostatic regulation of at least one body function.

12.     Explain how problems in homeostatic mechanisms can lead to disease states. 

          Give specific examples.

Laboratory Objectives:

1.       Identify anatomical position, directional terms and anatomical planes, using

          anatomical models or diagrams:

                    Directional Terms:

                              superior, inferior

                              anterior; posterior

                              ventral; dorsal

                              medial; lateral

                              proximal; distal

                              superficial; deep

                              supine; prone

                    Anatomical Planes:

                              sagittal, parasagitall

                              midsagittal, median

                              frontal, coronal

                              transverse, horizontal

2.       Use anatomical models, preserved specimens or diagrams to identify the various         cavities of the body, along with their subdivisions and the major organs that are

          located in each cavity:

                    dorsal:  cranial, spinal

                    ventral:  thoracic, abdominopelvic

3.       Use anatomical models or diagrams to identify the locations of abdominopelvic

          regions and anatomical quadrants of the body:

                    Abdominopelvic Quadrants:

                              right upper quadrant

                              left upper quadrant

                              right lower quadrant

                              left lower quadrant

                    Abdominopelvic Regions:

                              right hypochondriac

                              epigastric

                              left hypochondriac

                              right lumbar

                              umbilical

                              left lumbar

                              right iliac

                              hypogastric

                              left iliac

4.       Demonstrate the ability to use body surface anatomy terms on anatomical

          models or diagrams:

                    oral                                                                

                    orbital                              

                    occipital                           

                    cervical                            

                    thoracic                           

                    axillary                             

                    brachial

                    antecubital

                    olecranon

                    abdominal

                    lumbar

                    pubic 

                    inguinal

                    gluteal

                    femoral

                    patellar

                    popliteal

                    calcaneal

                    digital

Chemistry

Assumptions concerning students’ existing knowledge:

• Students have a rudimentary knowledge of atoms, elements, isotopes, molecules and ions.
• Students can identify common chemical symbols and can read the periodic table, including atomic number, mass number and atomic weight.
• Students understand the basic structure of an atom, including protons, neutrons and electrons.
• Students understand the properties of water and how they benefit organisms.
• Students are familiar with kinetic energy and potential energy, including characteristics and examples.
• Students are familiar with chemical reactions, including decomposition reaction, synthesis reaction, hydrolysis reaction, dehydration synthesis, exchange reaction, reversible reaction.
• Students understand the purpose and function of enzymes including catalysts, substrates, products, activation energy, active sites, reaction rates, and factors that affect enzyme activity.
• Students understand organic compounds and biomolecules, including monomer, polymer, and the importance of carbon.
• Students are familiar with the structure and function of carbohydrates, including monosaccharides, disaccharides, polysaccharides, and examples of each.
• Students are familiar with the structure and function of lipids, including triglycerides, phospholipids, and steroids (especially cholesterol).
• Students are familiar with the levels of organization in multicellular organisms and can relate the parts to each other and to the whole.
• Students are familiar with the structure and function of proteins, including amino acids, polypeptides, proteins, four levels of protein structure, denaturation and its effects on protein function, and effects of pH and temperature on protein function.
• Students are familiar with the structure and function of nucleic acids, including nucleotides, ATP, DNA, RNA, genes, complementary DNA strands.
• Students can compare RNA and DNA, including nucleotides and structure.
• Students are familiar with DNA replication and can explain the relationship between genes, DNA, and chromosomes.
• Students have a rudimentary knowledge of transcription and translation in the making of proteins, including the role of mRNA, tRNA, and rRNA.

Lecture Objectives:

1.       Explain the role of electrons in chemical bonding.

2.       Compare how covalent and ionic bonds hold atoms together and how each type

          of bond is shown in a diagram.

3[SS1] .  Discuss the relative strengths of covalent and ionic bonds (how easily the bonds

          can be broken when placed into an aqueous solution).

4.       Compare polar and nonpolar bonds. Describe the polarity of water.

5.       Compare and contrast the characteristics of polar and nonpolar molecules.

6.       Define the term hydrogen bond. Describe the characteristics of hydrogen bonds.

          Identify how hydrogen bonds are shown in a diagram.

7.       Distinguish between hydrophilic & hydrophobic substances and describe their

          interactions.

8.       Distinguish among the terms solution, solute, solvent, colloid suspension, and

          emulsion.

9.       Explain the role of ATP (adenosine triphosphate) and ADP (adenosine

          diphosphate) in energy transfer.

Acids, Bases, Salts, pH and Buffers

10.     Define the terms acid, base and hydrogen ion (=proton).

11.     Define pH.  Relate pH to the concentration of hydrogen ions. Read a pH scale

          and determine whether the solution is acidic, basic or neutral.

12.     Compare the properties of salts, acids and bases.

13.     Define the term buffer. Describe how buffers work to keep the pH within a narrow

          range to maintain homeostasis.

14.     Define the term dissociation. Describe the effect of dissociation in producing

          anions and cations. Describe the effect of dissocation on the strength of an acid

          or base.

Core Physiology Labs (Required)                 

          Metric System

          pH

Optional Physiology Labs

          Quantitative (dimensional analysis, graphing, measurement, data analysis,

                    statistical analysis) 

          Scientific Method

          Learning how to identify authentic scientific websites

Cells

Assumptions concerning students’ existing knowledge:

• Students are familiar with the basic structure of eukaryotic cells, including plasma membrane, nucleus and cytoplasm.
• Students are familiar with the structure and function of the following: ribosomes, rough endoplasmic reticulum (RER), Golgi apparatus (=Golgi body or Golgi complex), smooth endoplasmic reticulum (SER), lysosomes, mitochondria, cilia, flagella, and cytoskeleton.
• Students can describe how ribosomes, rough ER and Golgi apparatus work together in protein synthesis and packaging.
• Students are familiar with the structure and function of the plasma membrane, including phospholipid bilayer, cholesterol, proteins and carbohydrates.
• Students are familiar with cellular respiration, glycolysis, citric acid cycle (=Krebs cycle), substrate-level phosphorylation, oxidative phosphorylation, and electron transport chain.
• Students are familiar with glycolysis, including the function, location in the cell where glycolysis occurs, reactants, and products.
• Students are familiar with the citric acid cycle, including the function, location in the cell where the citric acid cycle occurs, reactants and products.
• Students are familiar with oxidative phosphorylation, including the function, location in the cell where oxidative phosphorylation occurs, structure of electron transport chain, and role of oxygen.
• Students can compare the relative amount of ATP production in glycolysis, the citric acid cycle, and oxidative phosphorylation.
• Students are familiar with lactic acid fermentation that occurs after glycolysis whenever oxygen is not present in the cell’s environment.

Lecture Objectives

Plasma Membrane

1.       Describe the location of intracellular and extracellular fluids and the relationship

          between the two. [SS2]

2.       Explain the difference between permeable, impermeable, and selectively

          permeable membranes.

3.       Explain how protein receptors allow cells to communicate with each other.  

          Explain and compare receptor-channel, receptor-enzyme, second messenger,

          and intracellular (direct gene activation) signaling mechanisms. [SS3]

4.       Discuss how the size, electric charge, and polarity of molecules affect their

          movement across the plasma membrane.

5.       Diffusion:
          a. Define diffusion and explain the relationship between kinetic energy, the    

                    random movement of molecules, and diffusion.
          b. Explain the concept of a concentration gradient and an electrical           gradient.

          c. Define osmosis.
          d. Define osmolarity and explain how osmolarity affects osmosis.
          e. Define osmotic pressure and explain how it affects osmosis.

6.       Define tonicity and describe its relationship to osmotic pressure.  

7.       Describe isotonic, hypotonic and hypertonic solutions. Discuss the effect of these

          solutions on cells that are exposed to them.

          a. Determine whether a cell's environment is hypotonic, hypertonic, or isotonic

                    with respect to the cell when given the concentration of solutes in the

                    environment and in the cell.

          b. Determine which way water will move by osmosis and whether the cell will

                    shrink, stay the same shape, or swell, when given the           concentration of

                    solutes in the cell and in the environment.

8.       Explain the difference between osmolarity and tonicity. Distinguish between

          penetrating and non-penetrating solutes.

9.       Describe filtration.[SS4]

10.     Describe the general mechanism of carrier-mediated transport and the types of

          molecules that require carriers to move across the plasma membrane.

11.     Define facilitated diffusion and describe how it differs from simple diffusion.

12.     Discuss the different types of channels: leak, gated channels (chemically-gated,

          voltage-gated, mechanically-gated).[SS5]

13.     Describe active transport and the conditions that require its use:
          a. Describe the process of primary active transport.
          b. Describe the sodium-potassium pump as an example of primary active          

                    transport.

          c. Describe the process of secondary active transport.
          d. Describe sodium-dependent glucose transport as an example of secondary

                    active transport.

14.     Describe vesicular transport (endocytosis, exocytosis, phagocytosis).

Membrane Potential

15.     Membrane potentials:

          a. Define membrane potential, voltage and current.
          b. Explain how the resting membrane potential is maintained.
          c. Describe the functions of membrane potentials in nerve and muscle cells.

Laboratory Objectives:

1.       Identify the parts of a compound light microscope.

2.       Demonstrate correct care and usage of microscopes and slides.

Core Physiology Labs (Required)                 

          Passive Transport Lab       (Ex: sheep blood, egg osmosis, diffusion/osmosis)

Optional Physiology Labs

          Active transport lab

Tissues

Lecture Objectives:

1.       Define “tissue.”

2.       Identify the different major tissue types found in the human body and describe

          the general functions and characteristics of each type.

3.       Describe the naming criteria (cell shape and number of layers) used for epithelial

          tissues.

4.       For each of the following types of epithelial and connective tissues, describe the

          specific structural characteristics, the general function, and examples of locations

          in the body:

          a. Epithelial tissue: simple squamous, simple columnar, simple cuboidal,

                    pseudostratified columnar, stratified squamous (keratinized and non-

                    keratinized) and transitional.

          b. Connective tissue: areolar, adipose, reticular, dense regular, dense irregular,      

                    elastic, hyaline cartilage, elastic cartilage, fibrocartilage, compact bone,

                    blood.  

5.       Compare endocrine and exocrine glands.

6.       Describe the structure, basic function and location for cutaneous, mucous and

           serous membranes.        

Laboratory Objectives:

1.       Students will use microscopes to identify the following on microscope slides:

                    Epithelial tissue

                              simple squamous

                              simple cuboidal

                              simple columnar

                              pseudostratified ciliated columnar

                              stratified squamous (keratinized and nonkeratinized)

                              transitional

                    Connective tissue

                              areolar 

                              adipose 

                              reticular  

                              dense irregular

                              dense regular

                              elastic

                              hyaline cartilage 

                              elastic cartilage 

                              fibrocartilage

                              compact bone

                              blood

Move to Tissues

1.       Identify the histological features of hyaline cartilage and fibrocartilage:                                        chondrocytes

                    lacunae

                    matrix

4.       Locate and identify the tissue types and microscopic structures in slides of bone:

                    compact bone tissue

                              osteons

                              central (=Haversian) canals

                              perforating (=Volkmann’s) canals

                              lamellae

                              lacunae

                              osteocytes

                              canaliculi

                    cancellous (=spongy) bone tissue

                              trabeculae

                              osteocytes

                              lacunae

                              bone marrow

1.       Identify each of the specific muscle tissue types on microscope slides:

                    skeletal muscle tissue

                    cardiac muscle tissue: intercalated discs

                    smooth muscle tissue

2.       Identify a motor unit on a microscope slide.

2.       Identify the following on anatomical models, preserved specimens or diagrams:

                    cutaneous

                    mucous                           

                    serous

3.       Identify the following on anatomical models, preserved specimens or diagrams:

                    parietal and visceral pleura

                    parietal and visceral pericardium

                    parietal and visceral peritoneum

Recommended Dissection:                                                                  

1.       Identify these structures through dissection of a whole animal (cat, fetal pig, rat):

·       thoracic cavity

·       abdominopelvic cavity

·       parietal pericardium

·       visceral pericardium

·       parietal pleura

·       visceral pleura

·       parietal peritoneum

·       visceral peritoneum

The Integumentary System

Assumptions concerning students’ existing knowledge:

• Students are familiar with the basic structure of eukaryotic cells, including plasma membrane, nucleus and cytoplasm.
• Students are familiar with the basic concepts of mitosis and meiosis.

Lecture Objectives
1.       Discuss the functions of the integumentary system.

2.       Describe the structures of the skin.

3.       Identify and describe the structure and function of the accessory structures of the

          skin: hair, hair follicle, sebaceous glands, sudoriferous glands.

4.       Identify the pigments that affect skin color (melanin, carotene, hemoglobin).

Optional Lecture Objectives

1.       Name and describe the cellular components and histological structure of each

          layer of the skin. Identify the tissues found in each layer.

2.       Describe the process of normal replacement of surface cells through mitosis in

          the basal layer.

3.       Discuss the distribution of sudoriferous glands (eccrine and apocrine) and

          sebaceous glands.

4.       Describe modified sweat glands:  ceruminous, mammary.

Lab Objectives
1.       Locate and be able to identify these structures on skin models or diagrams:

                    epidermis

                              stratum basale

                              stratum spinosum

                              stratum granulosum

                              stratum lucidum

                              stratum corneum

                    dermis

                              papillary layer with dermal papillae

                              reticular layer

                    hypodermis

                    sebaceous glands

                    sudoriferous glands

                              apocrine

                              eccrine

                    hair    

                              hair root

                              hair shaft

                              hair bulb

                              hair papilla

                              hair matrix

                    hair follicle

                    arrector pili

                    Meissner’s corpuscle (=tactile corpsucles)

                    Pacinian corpuscle (=lamellar corpsucles) 

2.       Identify these structures on a microscope slide of human skin:

                    epidermis

                    dermis

                    hypodermis

                    sebaceous glands

                    eccrine sudoriferous glands

                    hair

                    hair follicle

                    arrector pili

The Skeletal System

Lecture Objectives:

1.       List the major functions of the skeletal system.

2.       Name and describe the organs of the skeletal system.

3.       Describe and give examples of the different shapes of bones.

4.       Describe the gross structure of a long bone.

5.       Describe the microscopic structure and chemical composition of bone tissue,          including cell types.

6.       Distinguish between compact (=lamellar, dense) and cancellous (=spongy) bone       tissue.

7.       Describe the stages of endochondral and intramembranous ossification. Give   examples of bones that form by each process.

8.       Describe the process of bone growth in thickness and in length.

9.       Describe the hormonal controls of bone growth and calcium homeostasis.          Include the roles of growth hormone, IGF, calcitonin, parathyroid hormone and

          vitamin D. 

10.     Differentiate between the axial and appendicular skeleton.

11.     Describe the structural features that distinguish the male from the female pelvis.

12.     Describe and give examples of the major structural and functional types of joints.

13.     Identify the types of movement that occur at synovial joints

Optional Lecture Objectives:

1.       Describe major differences in both structure and function between the pectoral

          and pelvic girdles and their appendages.

2.       Compare the two types of cartilage growth (appositional and interstitial).

3.       Describe how the skeleton develops and changes with age.

4,       Discuss bone fractures and repair.

5.       Name and describe specific bone markings and identify the general functions of   each.

6.       Identify the factors that determine the range of movement at synovial joints.

Recommended Integration:

1.       Describe the relationship of synovial membranes and bursae to skeletal           articulations.

Laboratory Objectives:

2.       Compare a sectioned long and a flat bone and locate:

                    compact (=lamellar, dense) bone tissue

                    cancellous (=spongy) bone tissue

3.       Identify the parts of a long bone:

                    diaphysis

                    epiphyses (proximal and distal)

                    epiphyseal line

                    medullary cavity

                    articular surface

5.       Be able to locate and identify the following bones and bone markings on

          articulated skeletons and disarticulated bones. Also, know how many of each

          bone are in the body.

                    frontal: sinus

                    parietal

                    temporal: zygomatic process, mastoid process, styloid process, petrous

                              portion, mandibular fossa, carotid canal, external auditory          

                              (=acoustic) meatus

                    occipital bone: foramen magnum, occipital condyles

                    sutures: sagittal, coronal, squamous, lambdoidal

                    sphenoid: sella turcica, sinus, optic foramen

                    ethmoid: crista galli, cribriform plate, olfactory foramina, perpendicular

                              plate, superior and middle nasal conchae, sinus

                    maxilla: alveoli, palatine process, sinus

                    mandible: body, ramus, condylar process, mandibular foramen, coronoid

                              process, alveoli, mental foramen, mandibular notch

                    palatine

                    zygomatic: temporal process

                    lacrimal

                    nasal

                    inferior nasal conchae

                    vomer

                    Skull Features:

                              orbits

                              zygomatic arch

                    hyoid bone

                    vertebrae

                              body, vertebral arch, vertebral foramen, transverse process,

                              spinous process, superior articular process, inferior articular

                              process

                              cervical vertebrae

                                        transverse foramen

                                        atlas

                                        axis:  dens (=odontoid process)

                              thoracic vertebrae

                                        rib facets

                              lumbar vertebrae

                              sacrum

                              coccyx

                              intervertebral foramina

                              intervertebral discs

                    sternum: manubrium, body, xiphoid process

                    ribs: costal cartilages, head, neck, body (=shaft), tubercle

                    clavicle: sternal extremity, acromial extremity

                    scapula: spine, acromion, coracoid process, glenoid cavity (=fossa),

                              medial border, lateral border, supraspinous fossa, infraspinous

                              fossa,           subscapular fossa

                    humerus: head, anatomical neck, surgical neck, body, deltoid tuberosity,

                              capitulum, trochlea,           coronoid fossa, olecranon fossa

                    radius: head, styloid process

                    ulna: olecranon process, coronoid process, trochlear notch,           head, styloid

                              process

                    carpals

                    metacarpals

                    phalanges

                    os coxa (=coxal) bone: 

                              ilium, iliac crest, anterior superior iliac spine, greater sciatic notch,                                         ischium, ischial tuberosity, obturator foramen, pubis, pubic

                              symphysis, acetabulum

                    femur: head, neck, greater trochanter, lesser trochanter, medial condyle,

                              lateral condyle, linea aspera

                    patella

                    tibia: medial condyle, lateral condyle, tibial tuberosity, medial malleolus

                    fibula: head, lateral malleolus

                    tarsals: talus, calcaneus

                    metatarsals

                    phalanges

7.       Locate and identify the fontanels on a model or diagram of the fetal skull:

                    frontal (=anterior)

                    occipital (=posterior)

8.       Identify the major structural features on models of selected diarthrotic joints:

                    Knee joint

                              bursae

                              medial and lateral menisci

                              anterior and posterior cruciate ligaments

                              tibial (=medial) and fibular (=lateral) collateral ligaments

                              patellar ligament

                              articular cartilages

                              tendon of quadriceps femoris

The Muscular System

Assumptions concerning students’ existing knowledge:

• Students are familiar with basic cell structures: plasma membrane, nucleus, cytoplasm, endoplasmic reticulum, mitochondria.

Lecture Objectives:

1.       List the major functions of the muscular system.

2.       Compare and contrast the three types of muscle tissue in terms of their           microscopic structure, their general locations, and their functional characteristics.

3.       Describe the major molecular components of skeletal muscle cells, particularly    the contractile proteins.

4.       Describe the cytological structure of skeletal muscle cells and its relationship to         muscle cell contraction.

5.       Describe the structure of a skeletal muscle at the organ level, including the     connective tissue components.

6.       Define sarcomere and identify its major components.

7.       Describe the structure of the neuromuscular junction, including the structure of   the motor end plate. 

8.       Describe the events that occur at a neuromuscular junction that lead to the     release of acetylcholine (ACh). Discuss the release, action and destruction of

          ACh, the end plate potential (EPP), and the function of the transverse tubules         and sarcoplasmic reticulum (SR).

9.       Explain the sliding-filament mechanism of muscle contraction (cross bridge cycle) and how it is controlled.

10.     Explain the role of ICF calcium in skeletal muscle contraction, the control of its   release and re-sequestration (excitation-contraction coupling).

11.     Describe the events that happen at the neuromuscular junction and in the     skeletal muscle cell that allow relaxation to occur.

12.     Describe the contractile response to a single end plate potential (a muscle          twitch). Diagram this response and label its phases. Correlate events that occur    during excitation-contraction coupling and the cross-bridge cycle to the phases of        this response.

13.     Discuss the factors that affect the length-tension relationship in a skeletal

          muscle.

14.     Define motor unit.  Describe the organization of skeletal muscles into motor units.

15.     Explain the physiological mechanisms that lead to summation (recruitment, twitch summation = wave summation, and tetanus) in skeletal muscle.

16.     List and give examples of each of the major criteria for naming skeletal muscles.

17.     Discuss the relationship among prime mover, synergist, and antagonist muscles,       using specific examples.

Optional Lecture Objectives

1.       Distinguish among the three major types of skeletal muscle fibers.

2.       Discuss the factors that affect the velocity of shortening.

3.       Discuss the energy sources used by skeletal muscles. Correlate energy           production with muscle fatigue and oxygen debt.

4.       Describe nervous system control of skeletal muscle.

Recommended Integration:

1.       Describe the relationship of the fibrous connective tissue of the muscular system         with the periosteum of bone in the skeletal system.

2.       Describe the relationship between the kind of articulation and the kind of skeletal 

          muscle movements that occur at each.

Laboratory Objectives:

3.       Name and locate the major muscles of the human body on anatomical models         and diagrams:

                    epicranius (frontalis belly; occipitalis belly)        

                    orbicularis oculi                

                    orbicularis oris                  

                    masseter

                    temporalis

                    sternocleidomastoid          

                    pectoralis major

                    serratus anterior               

                    trapezius      

                    rhomboids

                    deltoid                             

                    latissimus dorsi                

                    biceps brachii         

                    brachialis

                    triceps brachii         

                    diaphragm                                 

                    external intercostals         

                    internal intercostals          

                    rectus abdominis    

                    external oblique                

                    internal oblique                 

                    transversus abdominis      

                    gluteus maximus

                    gluteus medius

                    psoas major

                    iliacus

                    sartorius

                    tensor fasciae latae

                    adductor longus               

                    adductor magnus             

                    pectineus

                    gracilis

                    rectus femoris                  

                    vastus lateralis                 

                    vastus medialis                

                    vastus  intermedius

                    biceps femoris                            

                    semitendinosus                

                    semimembranosus 

                    tibialis anterior        

                    gastrocnemius

                    soleus                              

4.       Identify the origin, insertion and action of the following muscles:

                    deltoid

                    biceps brachii

                    triceps brachii

                    sternocleidomastoid

                    rectus femoris

                    biceps femoris

                    gastrocnemius

          Comment from the committee: The goal was to select specific muscles to

          illustrate origin, insertion and action without asking students to learn these on

          40+ muscles.

5.       Identify these structures on anatomical models or diagrams:

                    tendons

                    epicranial aponeurosis (=galea aponeurotica)

                    linea alba

                    iliotibial tract

                    calcaneal tendon

6.       Identify these structures on the muscle cell model:

                    endomysium

                    sarcolemma

                    nuclei

                    sarcoplasm

                    myofibril

                    sarcomeres

                    motor end plate

                    motor neuron

                    t tubules

                    sarcoplasmic reticulum

                    terminal cisternae

 Recommended Dissection:

1.       Dissect and identify the major superficial skeletal muscles of a mammal.

2.       Dissect and identify the major superficial muscles and associated tendons of a

          chicken wing.

Core Physiology Labs (Required)                 

          Muscle Physiology

                    Using dynamometer to measure grip strength and recruitment

                    Frog muscle lab

The Nervous System

Assumptions concerning students’ existing knowledge:

• Students are familiar with basic chemistry, including ions, cations, anions, electrical gradient, chemical gradient, electrochemical gradient.
• Students are familiar with cell transport mechanisms, including diffusion, osmosis, facilitated diffusion, active transport (primary and secondary), vesicular transport.
• Students are familiar with cell signaling mechanisms, including receptor-channel, receptor-enzyme, second messenger, and direct gene activation mechanisms.
• Students are familiar with membrane potentials.

Lecture Objectives:

1.       Describe the major functions of the nervous system.

2.       Describe the overall organization of the nervous system.

3.       Describe a typical neuron and describe the general functions of each component.

4.       Describe the structural and functional classifications of neurons.

5.       Identify the types of glial cells (=supporting) found in the central nervous system

          (CNS) and peripheral nervous system (PNS). Describe the structure and general

          functions of each cell type.

6.       Describe and compare the structure, formation and general function of myelin

          sheaths in the CNS and PNS.

7.       Describe and compare white matter and gray matter and their distribution in the

          CNS and PNS.

8.       Describe the structure of a nerve.

Neurophysiology

9.       Define and describe a chemical synapse. Describe the events that occur at a

          chemical synapse that lead to the release of a neurotransmitter from the

          presynaptic neuron and the response of the postsynaptic neuron.

10.     Explain the difference between excitatory and inhibitory synapses.

11.     Define and describe:

          a. polarization

          b. depolarization

          c. repolarization

          d. hyperpolarization

12.     Compare the mechanisms, functions and characteristics of graded and action potentials.

13.     Define and diagram a typical action potential and label the specific phases on the         diagram.

14.     Describe the ionic mechanisms responsible for depolarization, repolarization and    hyperpolarization in an action potential. Describe the specific conformations of   the ion channels during these events and the triggers that open or close them.

          Relate the ion channels to the specific phases of an action potential.

15.     Define threshold for an action potential. Explain what happens at the threshold.

16.     Compare subthreshold and threshold stimuli.

17.     Define, differentiate and explain the function of the absolute and relative           refractory periods.

18.     Describe how an action potential is propagated. Compare action potential

          propagation in unmyelinated and myelinated fibers. 

19.     Discuss the factors affecting conduction velocity in a neuron.

20.     Define neurotransmitters. Describe how neurotransmitters are released, the     mechanisms by which they can act on the postsynaptic membrane, and their    inactivation or removal, using Ach, NE, glutamate and GABA as examples.

21.     Define post synaptic potential.  Define and compare EPSPs and IPSPs.  Explain         how EPSPs and IPSPs can interact.  Explain the significance of spatial           summation, temporal summation, and integration (GPSP).

Central Nervous System

22.     Describe the anatomy and general functions of the:

                    cerebrum

                              cerebral cortex

                              cerebral white matter

                              basal nuclei (=cerebral nuclei)

                    diencephalon

                              epithalamus 

                              thalamus

                              hypothalamus

                    brain stem

                              midbrain

                              pons

                              medulla oblongata

                    cerebellum

                    spinal cord

23.     Describe the functions of individual functional regions of the cerebral cortex.

          Describe spatial representation and explain its significance in sensory and motor     areas. Explain how these functional regions are integrated.

24.     Describe the limbic system, its general functions, and its interactions with the

          cerebral cortex, especially those that modify emotional behavior.

25.     Describe the basic neural mechanisms underlying learning and memory.

26.     Describe the general role of the cerebellum in voluntary muscle activity.

27.     Describe the location, structure, and functions of the reticular formation.

28.     Describe the physiological mechanisms associated with sleep and other stages          of consciousness.

29.     Diagram and define reflex. Differentiate reflexes based on effector type (somatic       vs. autonomic) and integration center (cranial vs. spinal). Describe the pathways

          and functions of simple spinal reflexes (example:  stretch reflex, withdrawal or

          flexor reflex). Explain reciprocal innervation and its role in somatic reflexes. 

30.     Describe the ventricle system of the brain.

31.     Describe the meninges and associated spaces of the brain and spinal cord.

32.     Describe cerebrospinal fluid, including its general function, location, formation,     circulation, and reabsorption.

33.     Describe the structure and basic function of the blood-brain barrier.

34.     Describe the location and structure of the spinal cord, including the arrangement           of white and gray matter within the cord.

35.     Describe the concept of ascending and descending spinal tracts in terms of       location, origin and termination.  

PNS: Motor Division

36.     Identify the cranial nerves and describe the location and general function of each.

37.     Describe the origin of a spinal nerve (dorsal and ventral roots) and its branches      (rami).

38.     Identify the spinal nerves by region and number.

39.     Identify the spinal nerve plexuses, the spinal nerves that contribute to the     formation of each plexus, and at least one of the major nerves that originate in    each plexus.

40.     Describe and compare the autonomic nervous system (ANS) and the somatic         motor division of the PNS in terms of effector organs and the organization of        efferent pathways. Include neurotransmitters, adrenergic neurons and receptors,      cholinergic neurons and receptors.

41.     Describe and compare the sympathetic and parasympathetic divisions of the

          ANS in terms of structure, general function, and specific effects on selected        organs.

42.     Explain dual innervation and its function. Give at least one example of an organ that has dual innervation. Give at least one example of an organ that is not dually      innervated.

43.     Describe specific instances of tonic activity in the ANS (example: effect of       parasympathetic suppression of intrinsic SA node depolarization rate).

44.     Describe the actions of autonomic agonists and antagonists.

45.     Describe the role of the adrenal medulla in the sympathetic response.

46.     Explain how the brain is involved in regulating and coordinating ANS activity.

Optional Lecture Objectives

1.       Diagram and explain the structure and function of these basic neural circuits:

          a. diverging

          b. converging

2.       Describe integration of input from multiple sources by the somatic motor neuron.

3.       Compare the anatomy and general function of the language centers of the

          cerebral cortex.

Recommended Integration:

1.       Review the anatomy of the skull and vertebral column as related to the nervous        system.

2.       Review the intervertebral foramen and its relationship to spinal nerves.

3.       Review the neuromuscular junction.

4.       Review cutaneous receptors as related to the integumentary system.

Laboratory Objectives:

1.       Identify the following on nervous tissue slides or diagrams:
                    neurons

                    glial cells

                    cell body (=soma)

                    processes (=axons and dendrites collectively)

2.       Identify the parts of a neuron on anatomical models or diagrams:

                    cell body

                    nucleus

                    dendrites

                    axon

                    axon terminals (= synaptic knobs, terminal boutons, synaptic terminals )

                    Schwann cells (=neurolemmocytes)

                    myelin sheath

                    neurilemma

                    nodes of Ranvier (=neurofibril nodes)

                    axon hillock

                    synapses

                    endoneurium

3.       Identify the parts of a nerve on microscope slides:

                    epineurium

                    fasciculi (=neurofascicles),

                    perineurium

                    axons

4.       Identify the parts of the brain on anatomical models or diagrams:

                    cerebrum 

                              right and left cerebral hemispheres

                              transverse fissure

                              longitudinal fissure

                              lateral sulcus

                              central sulcus

                              parieto-occipital sulcus

                              precentral gyrus

                              postcentral gyrus

                              frontal lobe

                              parietal lobe

                              temporal lobe

                              occipital lobe

                              insula

                              cerebral cortex

                              cerebral white matter

                              basal nuclei (=cerebral nuclei or old name of basal ganglia)

                              corpus callosum

                              septum pellucidum

                              fornix

                              internal capsule

                    diencephalon 

                              pineal body (=pineal gland)

                              thalamus

                              hypothalamus

                    infundibulum

                    pituitary gland

                    mammillary bodies)

                    brain stem 

                              midbrain (=mesencephalon)

                                        corpora quadrigemina

                                        superior colliculi

                                        inferior colliculi

                                        cerebral peduncles

                                        superior cerebellar peduncles

                              pons

                                        middle cerebellar peduncles

                              medulla oblongata

                                        pyramids

                                        inferior cerebellar peduncles

                    cerebellum 

                              right and left cerebellar hemispheres

                              vermis

                              cerebellar cortex

                              arbor vitae

5.       Identify the parts of the brain on preserved brains:

                    cerebrum

                              right and left cerebral hemispheres

                              transverse fissure

                              longitudinal fissure

                              cerebral cortex

                              corpus callosum

                              septum pellucidum

                              fornix

                    diencephalon

                              pineal body (=pineal gland)

                              thalamus

                              hypothalamus,

                    brain stem

                              midbrain

                                        corpora quadrigemina

                                        superior colliculi

                                        inferior colliculi

                              pons

                              medulla oblongata

                    cerebellum

                              right and left cerebellar hemispheres

                              vermis

                              cerebellar cortex

                              arbor vitae

                    olfactory bulbs

                    olfactory tracts

                    optic nerves

                    optic chiasma

                    optic tracts

6.       Identify the parts of the ventricle system of the brain on anatomical models or

          diagrams:

                    lateral ventricles

                    third ventricle

                    fourth ventricle

                    median and lateral aperatures

                    cerebral aqueduct (=mesencephalic aqueduct)

                    interventricular foramen

                    choroid plexuses

7.       Identify the meninges and associated spaces of the brain cord on anatomical

          models or diagrams:

                    dura mater: periosteal layer, meningeal layer

                    arachnoid mater: subarachnoid space

                    pia mater

                    tentorium cerebelli

                    falx cerebri

8.       Identify the parts of the spinal cord on microscope slides and anatomical models:

                    Microscope slides

                              gray horns

                              white columns (=funiculi)   

                              central canal

                    Spinal cord models

                              gray horns: anterior, lateral, posterior

                              white columns (=funiculi): anterior, lateral, posterior

                              central canal

                              gray and white commissures

                              anterior median fissure

                              posterior median sulcus

                              meninges: dura mater, arachnoid mater, pia mater

                              subarachnoid space

                              epidural space

9.       Identify the origins of a spinal nerve on spinal cord models:

                    dorsal root

                              dorsal root ganglion

                    ventral root

                    spinal nerve

                    rami: dorsal ramus, ventral ramus, gray ramus communicantes

                    sympathetic ganglia

10.     Identify the cranial nerves on anatomical models or diagrams:

                    branches of olfactory nerve

                    olfactory bulbs

                    olfactory tracts

                    optic nerves

                    optic chiasma (=chiasm)

                    optic tracts

                    roots of nerves III-XII

11.     Identify the spinal nerves and nerve plexuses on anatomical models or diagrams.

Required Dissection:                                                                  

1.       Dissect and identify the parts of the brain of a mammal.

Core Physiology Labs (Required)                 

          Human Reflexes

Optional Physiology Labs

          Nerve Physiology

Sensory Lecture Objectives

Assumptions concerning students’ existing knowledge:

o       Students are familiar with graded potentials and action potentials.

o       Students are familiar with depolarization, repolarization, hyperpolarization.

o       Students are familiar with the cranial nerves and their function.

PNS: Sensory Division

Sensory Receptors and General Senses

1.       Define sensory receptors.

2.       Compare general senses to the special senses.

3.       Classify sensory receptors on the basis of structure, function and stimulus.

4.       Discuss the mechanisms involved in receptor potentials and how they may result     in the formation of action potentials.

5.       Explain how information concerning stimulus intensity is conveyed to the CNS via        the frequency of afferent signals and the number of receptors activated.

6.       Differentiate between tonic and phasic receptors. Define adaptation.

7.       Describe a typical general somatic afferent pathway for sensation. Explain how it          allows the CNS to localize sensory input to specific body regions.

8.       Compare afferent pathways that do and do not terminate in the cerebral cortex.

9.       Describe the receptors and afferent pathway for the sensation of pain.

10.     Explain how the size of receptive fields, convergence in the afferent pathway,

          and lateral inhibition affects acuity and sensitivity.

Special Senses

11.     For all of the special senses, describe the location and structure of receptor cells,

          accessory structures, and afferent pathways.

Vision

12.     Describe the accessory structures of the eye and their functions:

          a. palpebrae

          b. levator palpebrae superioris

          c. conjunctiva

          d. lacrimal apparatus

          e. extrinsic eye muscles

13.     Describe the three layers of the eye, including structure and function of each

          part.

14.     Describe the structure and function of the lens of the eye.

15.     Describe the structure and function of the two cavities of the eye and the fluid

          found in each cavity.

16.     Define and describe the processes involved in vision:

          a. refraction

          b. accommodation

          c. phototransduction at the molecular level

17.     Describe the pupillary reflex.

18.     Compare the roles of rods and cones in producing a visual image.

          Comment from the committee: You may cover on-center and off-center bipolar

          and ganglion cells but are not required to; just focus on the cells that are actually

          sending information to the brain.

19.     Describe the afferent pathway for vision.

Auditory (Hearing) and Equilibrium

20.     Describe the structures and functions of the outer, middle, and inner ear.

21.     Compare the bony labyrinth and membranous labyrinth of the inner ear. 

          Distinguish between perilymph and endolymph.

22.     Describe how sound waves are collected and amplified by the outer, middle, and

          inner ear structures.

23.     Explain how transduction of sound waves occurs in the organ of Corti, including

          how the ear transmits information about the intensity and pitch of sounds to the

          brain.

24.     Describe the afferent pathway for hearing.

25.     Describe the role of these organs in the sense of equilibrium:

          a. cristae ampullaris in semicircular ducts

          b. otolith organs (=maculae) in saccule and utricle

26.     Briefly describe the afferent pathway for equilibrium.

Olfaction (Smell)

27.     Describe the location and receptors for the sense of olfaction.

28.     Explain how transduction occurs at the olfactory receptors.

29.     Describe the afferent pathway for olfaction.

Gustation (Taste)

30.     Describe the location and receptors for the sense of gustation.

31.     Explain how transduction occurs at the gustatory receptors

32.     Describe the afferent pathway for gustation.

Laboratory Objectives

1.       Locate and identify the accessory structures associated with vision on anatomical

          models or diagrams:

                    palpebrae 

                    conjunctiva  

                    lacrimal gland 

                    lacrimal puncta

2.       Locate and identify the extrinsic eye muscles on anatomical models or diagrams:

                    superior oblique muscles

                    inferior oblique muscles

                    superior rectus muscles

                    inferior rectus muscles

                    medial rectus muscles

                    lateral rectus muscles

3.       Locate and identify the structures of the eye on microscope slides:

                    nervous layer

                              ganglion cell layer

                              bipolar cell layer

                              photoreceptors (rods and cones)

                              pigmented layer

4.       Locate and identify the structures of the eyes on anatomical models or diagrams:

                    fibrous tunic

                              cornea

                              sclera

                              scleral venous sinus

                    vascular tunic

                              choroid

                              ciliary body

                              ciliary muscles

                              ciliary processes

                              suspensory ligaments

                              iris

                              pupil 

                    neural tunic

                              retina

                              ora serrata

                              macula lutea

                              fovea centralis

                              optic disc

                    lens  

                    anterior segment

                              anterior chamber

                              posterior chamber

                              aqueous humor

                    posterior segment

                              vitreous humor

                    optic nerves

5.       Identify the olfactory epithelium on anatomical models and diagrams.

6.       Identify the papillae and taste buds on a microscope slide of the tongue

7.       Locate and identify the structures of the ear on anatomical models or diagrams:

                    outer ear

                              pinna (=auricle)

                              external auditory canal

                              tympanic membrane

                    middle ear

                              ossicles (malleus, incus, stapes)

                              oval window

                              round window,

                              pharyngotympanic (=auditory, Eustachian) tube

                    inner ear: 

                              bony labyrinth

                                        semicircular canals

                                        vestibule

                                        cochlea

                              membranous labyrinth

                                        semicircular ducts with ampulla

                                        utricle,

                                        saccule

                                        cochlear duct

                              vestibulocochlear nerve

                                         vestibular branch

                                        cochlear branch

8.       Locate and identify the structures of the cochlea on microscope slides:

                    scala vestibule

                    vestibular membrane

                    cochlear duct

                    basilar membrane

                    scala tympani

                    organ of Corti

9.       Locate and identify the structures of the cochlea on the cochlear cross-section

          model:

                    scala vestibule

                    vestibular membrane

                    cochlear duct

                    organ of Corti with hair cells and supporting cells

                    tectorial membrane

                    basilar membrane

                    scala tympani

                    endolymph

                    perilymph     

Required Dissection:                                                                  

1.       Dissect and identify the parts of the mammalian eye:

·       cornea

·       sclera,

·       choroid

·       ciliary body

·       suspensory ligaments

·       iris

·       pupil 

·       retina

·       optic disc

·       lens  

·       aqueous humor

·       vitreous humor

·       optic nerve

Core Physiology Labs (Required)

          Sensory Physiology

 POLICIES AND PROCEDURES

General Instructions

One of the major advances in education research in the last 10 years is strong evidence that the retention of material covered in class is improved when you actually write out the information by hand.  For this reason, all of my classes have been set up so that students print a lecture outline and then fill it in while listening to a recorded lecture.  Retention is not improved by typing the notes.  If you are able to print your lecture outlines, or if you are willing to just write notes in a notebook while listening to a lecture, you will benefit by having increased retention.

This only works if you know how to take notes.  Writing down every word you hear is counterproductive.  You need to write only the important words, using abbreviations and symbols as much as possible.  If you “can’t keep up” with the lecture, you should consult the “How to take notes” document posted in the course skills section of the Bb menu.  You can also slow down the mp4 a little if you watch it on a media player (download to your computer first) and not in Bb.

1)  Before class (in order):

a.  Read the chapter assigned in the textbook using the guided notes to help pin point  important topics.

b. Watch the lecture videos taking notes as you proceed.

c.  Email your instructor if you have any questions from the video 

2)  Complete the chapter activities – such as  mastering homework assignments, quizzes and.or worksheets

Missed or late work – Any item submitted after the due date may be reviewed for feedback but will not usually receive credit. 

LAB POLICIES AND PROCEDURES

 I will try to make labs as realistic as possible using photos of models and histology slides, and online simulations (PhysioEx).  Y

General Instructions for Lab

1.  Download the lab activity and print it if you can

2.  Read the lab carefully before attempting to learn content

3. Complete lab as described. Many labs will use models located in the practice anatomy labs ( PAL) in the study area of Mastering and/or mastering physioEx assignments.

4. Turn in any lab assignments on the link provided in the lab folder or take the post lab quiz on mastering.

Tutors – there is a form posted in the announcements section of Bb for requesting online tutoring.

Lab Exams:  Lab practicums will require DE proctoring and prescheduling at least 3 days in advance of the due date. The sessions will be available for a full week.

Lab exams will include questions from each lab. 

• Anatomy questions require identification of anatomical structures on pictures of histology slides, models, and equipment.
• Lab exams are timed. 
• Physiology questions include procedures and results from labs. 
• Spelling must be correct for full credit but I give partial credit if you are close. 
• Abbreviations you may use on labs exams will be explained before the exam.
• There are no makeups for individual lab exams.  If at the end of the semester the points from a missed lab exam would affect your letter grade, I may be able to give you a comprehensive makeup exam after our last class meeting. 

GRADES AND GRADING

All grades will be posted in Bb.  HOWEVER, any total point or average information calculated by Bb will be invalid.  Bb’s gradebook is crude and does not have the ability to report extra credit, bonuses, or things like answering any 3 out of 4 questions on an exam.  I will report your average to you in Bb after calculating it manually.

Timely return of papers:  I will grade items within one week of submission.

Grading criteria:

• completeness of facts or components, appropriate level of detail
• correct inference from data
• correct spelling and legible writing
• correct sequence of events or components
• correctly explained relationships among facts or components
• answer is clearly organized and in a logical order

• Final Course Grade:  There is no curving of grades. Your final course average and letter grade will be posted in Bb as soon as possible after classes are over.  This can take up to a week.