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Mission: To provide
affordable, accessible, and exceptional education that fosters student success
Term: Spring 2020
Course: ZOO 2114
Human Physiology
Delivery Format: Traditional
Instructor
Information:
Name: Brook Wiersig
Email: bwiersig@carlalbert.edu
Office Location: RC 304
Preferred Contact
Method: e-mail
Office Phone: 918-647-1417
Office Hours: As posted
Textbook Information: Required
1.
Fox, Stuart Ira; Human
Physiology 14th edition, McGraw Hill Publishing.
2.
Lab manual
3. Instructor Notes
Course Description:
Why should you want to study human
physiology? The course catalog explains that this course examines the
functions of the human body systems in maintaining the ultimate goal,
homeostasis. EVERYTHING you do, from sleeping to eating to thinking to moving
creates cause-and-effect sequences within your body. In this course, you will
get to explore how the human body (including your own!) accomplishes particular
tasks essential for life. Better understanding these processes and mechanisms can
really give you a sense of awe and appreciation for the complexity of life! In
addition, this course will lay an essential foundation for whatever health
career pathway you choose. I am super excited to learn more about human body
function and hope you develop an appreciation for learning more about this
subject, too!
Prerequisites: CHEM 1115, or CHEM 1025 for
nursing majors. 3 hours Theory, 2 hours Laboratory
Credit Hours: 4.00 Credits
General Education Outcomes:
Demonstrate knowledge-
• Demonstration of knowledge
results from the appraisal of knowledge and practice of core concepts through
analytical, practical, or creative means.
Students shall assemble evidence; identify, categorize, and distinguish
among ideas, concepts, and theories; and relate and analyze the significant
uses of the gathered knowledge.
Think Critically-
• Critical thinking
encompasses the abilities to identify, categorize, synthesize, and distinguish
ideas, concepts, theories, and approaches.
The presentation, explanation, and analysis of skills acquired in
academic settings allow examination of competing hypotheses and non-academic
events in light of acquired knowledge and relate the implications of cultural
and social perspectives.
Communicate Effectively-
• Effective communication
results from the presentation and expression of concepts encountered in an
academic setting in a clear, error-free manner both verbally and in written
explanation. Critical aspects are the
clear expression of competing hypotheses and perspectives in response to
material read, analyzed, or presented in both academic and non-academic
settings.
Practice Global and Civil Awareness-
• Practicing global and
civil awareness creates the ability to understand both the student’s own civic
and cultural background as well as that of others. This results from the evaluation of
historical and contemporary positions on values, practices, assumptions, and
predispositions. Encouraging active
community participation and cognizance provides insight and expands students’
perspectives and awareness.
STUDENT LEARNING OUTCOMES
SLO 1. Upon completion of the course will be able to discuss mechanisms of
homeostasis.
-Students will be able to define homeostasis.
-Students will be able to list the components of a feedback loop and
explain the function of each.
-Students will be able to compare and contrast positive and negative
feedback in terms of the relationship between stimulus and response.
-Students will be able to explain why negative feedback is the most commonly
used mechanism to maintain homeostasis in the body.
-Students will be able to provide an example of a negative feedback loop
that utilizes the nervous system to relay information.
-Students will be able to provide an example of a negative feedback loop
that utilizes the endocrine system to relay information.
-Students will be able to provide an example of a positive feedback loop
in the body.
SLO 2. Upon completion of the course students will be able to assess the
role of cellular respiration.
-Students will be able to describe the processes of glycolysis.
-Students will be able to describe the principal reactants and products of
each major step in glucose oxidation.
-Students will be able to describe the processes of protein catabolism and
anabolism.
-Students will be able to summarize the overall process of the beta
oxidation of fatty acids and explain how it relates to ketogenesis, and
ketoacidosis.
-Students will be able to state the overall reaction for glucose
catabolism.
-Students will be able to explain where and how cells produce ATP.
-Students will be able to predict the metabolic conditions that would
favor each of the following processes: glycogenesis, glycogenolysis, and
gluconeogenesis.
SLO 3. Upon completion of the course students will be able to evaluate
mechanisms for movement of materials across cell membranes.
-Students will be able to describe the structure of the plasma membrane.
-Students will be able to explain what is meant by a selectively permeable
membrane.
-Students will be able to describe how proteins are distributed in a cell
membrane, and explain their functions.
-Students will be able to explain the composition and functions of the
glycocalyx that coats cell surfaces.
-Students will be able to define osmolarity and tonicity and explain their
importance.
-Students will be able to describe the effects of hypertonic, isotonic,
and hypotonic conditions on cells.
-Students will be able to give examples of membrane transport processes in
the human body.
-Students will be able to discuss the energy requirements and, if
applicable, the sources of energy for membrane transport processes.
SLO 4. Upon completion of the course students will be able to compare and
contrast neurotransmitters and their roles in synaptic transmission.
-Students will be able to define excitatory postsynaptic potential (EPSP)
and inhibitory postsynaptic potential (IPSP).
-Students will be able to give examples of neurotransmitters and
neuromodulators and describe their actions.
-Students will be able to explain how stimulation of a neuron causes a
local electrical response in its membrane.
-Students will be able to discuss the relationship between a
neurotransmitter and its receptor.
-Students will be able to describe the events of synaptic transmission in
proper chronological order.
-Students will be able to explain how a neuron "decides" whether
or not to generate action potentials.
-Students will be able to interpret graphs showing the voltage vs. time
relationship of an action potential.
SLO 5. Upon completion of the course students will be able to explain
mechanisms of the CNS and ANS.
-Students will be able to describe reflex responses in terms of the major
structural and functional components of a reflex arc.
-Students will be able to propose how specific reflexes would be used in
clinical assessment of nervous system function.
-Students will be able to explain the significance of the brain barrier
system.
-Students will be able to discuss the functional differences between the
right and left cerebral hemispheres.
-Students will be able to explain how the two divisions of the autonomic
nervous system differ in general function.
-Students will be able to discuss the relationship of the adrenal glands
to the sympathetic nervous system.
-Students will be able to differentiate between cholinergic and adrenergic
nerve fibers and discuss the physiological interactions of transmitters
released by these neurons with specific cholinergic and adrenergic receptor
subtypes.
-Students will be able to describe major parasympathetic and/or
sympathetic physiological effects on target organs.
SLO 6. Upon completion of the course students will be able to identify
functional roles of the major hormones produced by the body.
-Students will be able to compare and contrast how the nervous and
endocrine systems control body function, with emphasis on the mechanisms by
which the controlling signals are transferred through the body and the time
course of the response(s) and action(s).
-Students will be able to describe the roles of negative and positive
feedback in controlling hormone release.
-Students will be able to list the hormones released during short-term
stress and describe the hormonal action.
-Students will be able to predict factors or situations affecting the
endocrine organs that could disrupt homeostasis.
-Students will be able to briefly describe some common disorders of
pituitary, thyroid, parathyroid, and adrenal function.
-Students will be able to describe how hormones are synthesized and
transported to their target organs.
-Students will be able to explain how the pituitary is controlled by the
hypothalamus and its target organs.
SLO 7. Upon completion of the course students will be able to compare and
contrast the functions of skeletal, cardiac, and smooth muscle.
-Students will be able to describe the major functions of muscle tissue.
-Students will be able to describe the ways that muscles work in groups to
aid, oppose, or moderate each other's actions.
-Students will be able to explain the sliding filament theory of muscle
contraction.
-Students will be able to describe the function of each of the
contractile, regulatory, and structural protein components of a sarcomere.
-Students will be able to distinguish between two physiological types of
muscle fibers, and explain their functional roles.
-Students will be able to describe the physiological properties that all
muscle types have in common.
-Students will be able to relate the unique properties of smooth muscle to
its locations and functions.
-Students will be able to describe the structural and physiological
differences between cardiac muscle and skeletal muscle.
SLO 8. Upon completion of the course students will be able to predict
homeostatic imbalance related to the cardiovascular system.
-Students will be able to describe the functions and major components of
the circulatory system.
-Students will be able to name and describe the types, causes, and effects
of RBC excesses and deficiencies.
-Students will be able to discuss the types, causes, and effects of leukocyte
excesses and deficiencies.
-Students will be able to describe some disorders of blood clotting.
-Students will be able to describe the body’s mechanisms for controlling
bleeding.
-Students will be able to explain what happens to blood clots when they
are no longer needed.
SLO 9. Upon completion of the course students will be able to identify
functions of the respiratory system.
-Students will be able to explain how each of the following affect
pulmonary ventilation - bronchiolar smooth muscle contractions, lung and
thoracic wall compliance and recoil, and pulmonary surfactant and alveolar
surface tension.
-Students will be able to describe the factors that govern gas exchange in
the lungs and systemic capillaries.
-Students will be able to explain how the respiratory system relates to
other body systems to maintain homeostasis.
-Students will be able to describe the mechanisms of transporting O2 and
CO2.
-Students will be able to contrast the composition of inspired and
alveolar air.
-Students will be able to discuss how partial pressure affects gas
transport by the blood.
-Students will be able to discuss the effect of blood gases and pH on the
respiratory rhythm.
SLO 10. Upon completion of the course students will be able to discuss
factors regulating and altering mechanisms of the urinary system.
-Students will be able to name the major nitrogenous wastes and identify
their sources.
-Students will be able to describe how the renal tubules reabsorb useful
solutes from the glomerular filtrate and return them to the blood.
-Students will be able to describe the process by which the kidney filters
the blood plasma, including the relevant cellular structure of the glomerulus.
-Students will be able to describe how the nervous system, hormones, and
the nephron itself regulate filtration.
-Students will be able to describe how the tubules secrete solutes from
the blood into the tubular fluid.
-Students will be able to explain how the collecting duct and antidiuretic
hormone regulate the volume and concentration of urine.
-Students will be able to describe the composition and volume of urine.
SLO 11. Upon completion of the course students will be able to evaluate
the metabolic role of the digestive system.
-Students will be able to distinguish between mechanical and chemical
digestion.
-Students will be able to describe how each major class of nutrients is
chemically digested, name the enzymes involved, and discuss the functional
differences among these enzymes.
-Students will be able to explain how the stomach produces hydrochloric
acid and pepsin.
-Students will be able to describe the three phases of gastric function
and how gastric activity is activated and inhibited.
-Students will be able to describe the digestive secretions and functions
of the liver, gallbladder, and pancreas.
-Students will be able to describe how each type of nutrient is absorbed
by the small intestine.
-Students will be able to explain the neurological control of defecation.
Evaluation/Assessment
Practices:
Assignments and Course Format:
1. Exams: A total of six (6)
major examinations will be given during the semester for the lecture section of
the class. Exams may include multiple choice, matching and possibly labeling
sections. Each exam will be a sectional test covering material that has been
lectured over since the previous exam, and the final may be comprehensive.
2. Assignments and class
participation may count as one overall grade that will be equal to a test
grade.
3. Lab
During class, we will generally have lecture and discussion as well as
occasional group activities. You will also participate in group activities in
lab.
Grade Scale:
Average Letter
Grade To Figure
Overall Average:
90% and above A (Exam
Average)(0.75) + (Lab Average)(0.25) = Final Average
80%-89% B
70%-79% C
60%-69% D
59% and below F
Grading Policies:
The lowest of the regular lecture exam grades may be dropped (this
includes the assignment grade but excludes the final). Lecture tests (including
the participation/assignment grade) will make up 75% of the total grade.
The lowest of the lab grades may be dropped. Lab will make up 25% of the
total grade.
Bonus work will NOT be given on an individual basis.
Students are expected to take tests at the time they are scheduled. A student that cannot make the exam at the
time it is scheduled must contact the instructor prior to missing the test to
be able to make that exam up. Arrangements
can be made for "special" occasions which are under the discretion of
the instructor. All tests must be made up within one week of when the test was
given. No curve or bonus will be given
on any make-up exam. Lab tests or lab
assignments will not be made up.
Expectations:The student will be responsible for reading the assigned
topics before class and for participation in class discussion and
activities. Students are responsible for
all outside assignments made! DO NOT work on your review questions during
class!! Review questions are most useful and helpful when used outside of class
to begin learning and assessing your understanding of the material.
Attendance:Responsibility for attending class rests upon the student.
Attendance in class is expected and will be recorded. Each faculty member will
determine his or her attendance policy which may require between 75 - 90
percent attendance for credit in the course.
Punctual and regular class attendance is expected of all students enrolled
at Carl Albert State College. A student is expected to attend every class and
laboratory for which he or she has registered. Each instructor will make known
to the student his or her policy with respect to absences in the course. It is
the student’s responsibility to be aware of this policy. Being prepared for
class in advance and participating on a regular basis is a vitally important
ingredient for academic success.
At the beginning of each semester, every instructor will distribute a
course syllabus and clearly state his or her attendance policy. It is the
student's responsibility to inquire of the instructor if there are questions.
It is also the responsibility of the student to consult with his/her
instructors when an absence must be excused. Instructors are given the
prerogative of determining the excusableness of student absences except
absences for school-sponsored activities and legally required jury duty, which
shall be deemed excusable.
A student is also
responsible for all class work covered during his/her absence from class, even
in classes in which he/she is able to satisfy the instructor that the absence
was unavoidable.
Failure to attend class regularly may result in a recommendation for the
student to withdraw from class or from College. Students who cease attending a
class but do not withdraw from that class will receive a grade of F for the
course. Attendance will be taken in each class at Carl Albert State College
each time that class meets
Additional Course Information:
SUPPLIES: Scantrons, #2 lead pencils, colored pencils or pens, paper
STUDENT CONDUCT:
1. Tardiness: Tardiness
(being late for the beginning of class) is severely frowned upon. Class officially begins at the posted time
(and according to instructor's clock).
If a student is not present at roll (which is taken at every class
meeting), that student is counted as late, which can affect participation
points if given. Students are expected to arrive in class on time.
2. Class Materials: Students
are responsible for bringing necessary materials to class. Do not ask me to
provide you with notes if you forget them. You are also responsible for
bringing something to write with, extra paper, etc., and scantrons and pencils
on test days.
3. Cell Phones: Phones will not need to be out during class
unless otherwise indicated by the instructor. Silence phones before class and
put them away or at the edge or your desk. If
you check your phone during a test, I will assume you are using it to cheat and
you will receive a zero for that test.
4. Laptops, Ipads, Headphones,
Ipods, etc: Should not be used or out during class.
5. RESPECT!! Please show respect
for your instructor, fellow students and your college.
a. Do not talk while the instructor or another student is speaking.
b. Do not distract other students while they are trying to listen
and learn.
c. Put trash in the trash can. DO NOT put trash in the sinks,
drawers, or cabinets of the desks.
d. Do not write on or vandalize desks, chairs or any other school
property.
Spring 2020 TENTATIVE schedule:
Date
|
Lecture (Chapters)
|
Labs
|
1/13-17
|
1. Study of Body Functions
|
|
1/20-24*
|
2. Chemical Composition of the body
3. Cell Structure and Genetic Control
|
Microscopy and The Major
Families of Tissues
|
1/27-31
|
3. Cell Structure and Genetic Control
|
BIOPAC Intro and EMG I
|
2/3-7
|
Test 1 (Ch. 1-3)
4. Enzymes and Energy
|
|
2/10-14
|
5. Cell Respiration and Metabolism
6. Cells and their environment
|
Electroencephalography
|
2/17-21
|
Test 2 (Ch. 4-6)
7. The nervous system
|
|
2/24-28
|
8. The Central Nervous system
9. The Autonomic Nervous system
|
Electrooculography
|
3/2-6
|
10. Sensory Physiology
Test 3 (Ch. 7-10)
|
|
3/9-13
|
11. Endocrine Glands
|
The Endocrine Glands
|
3/16-20*
|
Spring Break
|
No Labs
|
3/23-27
|
12. Muscle
? Test 4 Ch.11-12?
|
Electromyography II
|
3/30-4/3
|
13. Blood, heart and Circulation
14. Cardiac Output, Blood flow, Blood pressure
|
Blood Pressure
|
4/6-10*
|
Test 4 (? Ch.13-14)
15. Immune System
Easter Break
|
|
4/13-17
|
16. Respiratory Physiology
17. Kidneys
18. Digestive System
|
Electrocardiography
|
4/20-24
|
Test 5 (Ch. 16-18)
15. Immune System
|
|
4/27-5/1
|
19. Regulation of Metabolism
|
Pulmonary Function
|
5/4-8
|
20. Reproduction
|
The Kidney
|
5/11-15
|
Final, Test 6 (Ch. 15,
19, 20)
|
|
*Holidays
and Breaks: MLK 1/20; Spring Break
3/16-20; Easter Break 4/9-10
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