-2-
ABILITIES/OUTCOMES
Anatomy and physiology are integrative. They draw and unite ideas from several
sciences: physics, chemistry, and
general biology. Because of this
integration, they demand the development of strong analytical skills if the
student is to grasp the subject. In
addition, any laboratory science, particularly an instrument-intensive science
like physiology, demands social interaction skills. A laboratory is not set up for one worker to
use alone; and because physiology integrates so many areas and the body systems
are interrelated, no one scientist will completely understand the system being
studied. It is essential for someone
studying physiology to be able to seek and give advice and help.
Anatomy and physiology, therefore, have the following
skill goals.
COMMUNICATIONS
- Quantitative Literacy
At this level of quantitative literacy, you will learn
how to use models and conversion factors to make quantitative predictions about
a system. To achieve Quantitative Literacy, you must demonstrate 7 of the
following skills:
Use estimation, scientific notation, and simplification to
get answers in the right decimal range without a calculator
|
Demonstrated
in your work on quant problems in the assessments
|
Design experiments and gather quantitative
data ; record the data in data tables
|
Demonstrated
in your lab project
|
Use Excel to calculate averages and graph them
|
Demonstrated
in your lab project
|
Use Excel to do a T-test on data, and
interpret the results
|
Demonstrated
in the lab project
|
Use conversion factors to solve problems
|
Demonstrated
in your work on quant problems in the assessments
|
Calculate heart rate from finger pulse
transducer and EKG traces
|
Demonstrated
in your work on quant problems in the assessments and by handing in traces
from your lab experiments
|
Use a simple deductive model to predict
systolic blood pressure: Create Excel spreadsheets to do your calculations
for you, and graph your results using Excel
|
Demonstrated
by handing in a worksheet problem
|
Create Excel spreadsheet to calculate
metabolic rates
|
Demonstrated
by handing in the spreadsheet constructed for Lab
|
Calculate renal clearance rates and make
inferences about kidney function based on them
|
Demonstrated
in your work on quant problems in the assessments
|
ANALYSIS
Level 3: "The student learns to perceive and make
relationships between and among physiological
observations and inferences."
1. Laboratories
will provide some raw observations; in discussions and written reports,
inferences will be drawn from these.
2. Assessments
will have specific questions requiring you to draw inferences from reported
observations.
3. The
criteria for validation require that:
a. You show
how and why a certain inference came from a set of observations.
b. You clearly present the inferences and their
implications for further study. E.g.,
when body temperature rises the person begins to sweat. The inference is that sweating is a response
to increased body temperature. The
implication is that some mechanism detecting body temperature controls
sweating, and/or that sweating has some function with regard to body
temperature. How would you pursue the
study?
Level
4:
At this level, you must be able to apply different
frameworks to the same problem and reach an understanding of the relationships
between them and how they fit together.
A good example of this is the type of analysis which occurs when a
physiological problem is approached from the point of view of its effect on
different organ systems and an attempt is made to discover the underlying
mechanism which gives rise to all these different effects.
This level of analysis may be exhibited both in
written assessments and laboratory reports.
III. Social Interaction, Level 4
At this level, you are expected to be working on
improving your social interaction skills after having noted your weaker areas
in the level 3 self-assessment. The
social interaction model used in this course is the task-oriented model -
however, you will only achieve your goals of both completing the task and
increasing your own skills if you remember the interpersonal aspect of any
interaction, even the most businesslike and task-oriented.
As scientists, you will work in long-term
collaboration with other professionals who are sharing the same
facilities. One of the major causes of
friction among professional scientists can be the need to share equipment and
to share information about the equipment.
A major goal for this course is for you to learn to apply social
interaction strategies to the laboratory world.
You will demonstrate Social Interaction through the
laboratory project. To demonstrate it, you must do the following:
1. Create a plan for which area of social interaction
you wish to improve
2. Carry out your plan in a taped interaction
3. Participate actively and appropriately in your
group’s laboratory project
4. Accurately
self-assess your performance in the taped interaction and the laboratory
project
LECTURE
ASSESSMENTS AND COURSE COMPLETION
There will be three scheduled in-class assessments and
a non-cumulative final. There will also be four in-class quizzes.
·
The four
assessments each count 100 points. To pass the class, you must achieve an
average of at least 70% on the four assessments, or a total of 280 points.
·
The quizzes are a
chance to earn bonus points. Each quiz can add up to 10 points to your total.
·
You may make up
ONE of the first three assessments.
There is no makeup for the final.
·
Makeups for the
first two assessments will be held during midterm assessment time.
·
Makeups for the
third assessment will be held before finals week.
LABORATORY
Attendance
Attendance
is mandatory. If you are unable to
attend a lab you can either make arrangements to attend one of the other
sections or make arrangements to make it up on your own time. However, there are certain labs you should
try not to miss, such as the dissection labs, and the blood lab. These cannot be done independently.
Quizzes
There
are a total of 10 weekly quizzes scheduled throughout the semester. You must be successful on 8 of the 10 quizzes
to be successful in the laboratory portion of this course. If you receive a third unsuccessful quiz, you
will have an opportunity to reassess.
Independent Project – YOUR LAB [PROJECT MUST BE APPROVED BY A LECTURE INSTRUCTOR
BEFORE YOU CAN GATHER DATA!!
You
must successfully complete all three sections (proposal, individual written
report, and the group oral poster presentation) of the Independent Laboratory
Research Project.
Assignments
You
must successfully complete all assignments in a timely manner.
TEXT
Seeley, Stephens & Tate, Anatomy &
Physiology, 7th edition, McGraw Hill Publisher.
CLASS MEETING TIME
Lecture Sec
1 - Tues 12:10 -1:00 pm; Thurs
11:10-1:00 pm
Sec 2 - Tues 8:10 – 10:00 am;
Thurs 9:10-10:00 am
Sec
3 - Weds 10:10 – 12:00 noon; Fri 11:10 –
12:00 noon
Laboratory
Sec 1 Mon - 8:10 am -11:00 am
Sec 2 Fri
- 8:10 am -11:00 am
Sec 3 Weds -
3:10 pm -6:00 pm
Sec 4 Tues -
8:10 am -11:00 am
Sec 5 Thurs -
8:10 am – 11:00 am
INSTRUCTORS:
Pat Bowne
Office: CO 203
Phone: 382-6207
Email:pat.bowne@alverno.edu; pbowne@execpc.com
Elaine
Gonya
Office:
AF 104
Phone:
382-6424
Email: Elaine.gonya@alverno.edu
SOME TIPS FOR SUCCESS IN BI @#! (that’s BI 231 but it seemed like an apt typo
so I left it in)
1. Memorization – Yeah, it’s Alverno, but still A&P is a memorization intensive
course. And all the words are in
latin. I’ve made up lists of the terms
you need to memorize for each topic, and they‘re on my web page at http://faculty.alverno.edu/bowneps/index.html
. They’re even conveniently formatted in
tables so you can cover up one side and test yourself… when it’s possible,
break a word down and figure out its meaning that way, from word roots you
already know. Your book has a glossary of latin word roots inside the back
cover.
The words that trip people up the most are the ones
you think you already know, like ‘resistance,’ ‘reabsorbtion,’ and
‘secretion.’ Pay special attention to
them.
2. Say it out loud!
"Aoccdrnig to rscheearch at an Elingsh
uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, olny
taht the frist and lsat ltteres are at the rghit pcleas. The rset can be a
toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we do
not raed ervey lteter by ilstef, but the wrod as a wlohe."
(retrieved May 12, 2004 from the World Wide Web at http://www.olin.wustl.edu/faculty/gordinier/The%20Brain%20Is%20Amazing.doc)
The good news: you can read the paragraph above. The bad news: that means you don’t look at
the middle of a word when you’re reading it, so you won’t be able to tell
‘angiotensinogen’ from ‘angiotensin’ from ‘aldosterone’ from
‘adrenocorticotropin’ unless you say them out loud. That’s a way to make your brain read the
whole word and not just the first and last letters. Try to work the terms into
lunchtime conversations with your friends. ;-)
3. Organizing your notes – The first criterion for every A&P assessment is
‘Choose the concepts relevant to the question.’
One way to make it easier is to have a list of the concepts in your mind
before the assessment. I suggest
labeling your lecture notes with the concepts they focus on. That way when you go over your notes while
studying, you can cover up the notes and just look at the concept labels on the
top of the page. Then try to say
everything you know about the concept out loud and check yourself against your
notes.
4. Use the book
– Use the book to review areas
beforehand, to check anything that isn’t clear in your notes, and to get
graphic presentations of topics I went over in class. This book has good
pictures and diagrams, for those of you who are visual learners. In many
chapters, almost all the information can be gleaned just from the diagrams, so
I suggest going through them before you read the text.
5. Practice problem-solving – Some students who are good at memorizing A&P
freeze when they’re asked to solve problems using it. But the essence of an
A&P problem is this: either one part of a normal pathway is underactive, or
one part of a normal pathway is overactive.
After you’ve learned a normal pathway like nerve
firing, play with it. Pick a step at
random and ask yourself, ‘What would happen if this were blocked?’ ‘What would happen if it were hyperactive?’ If it’s a step in a flow chart, the answer is
easy. Whatever happens to that step will
happen to the steps below it.
Now the last step – make an inference about what would
happen to the client with this problem.
Nobody comes in to the doctor saying “My Sodium gates are blocked.” What will somebody complain of if his
Sodium gates are blocked?
The
book contains problem-solving questions, and they all have answers in the back
of the book.
4.
Use the available resources – If you learn best from listening, feel free to
tape the lectures. If you’re happier
listening to class and not trying to take notes at the same time, I’ll be glad
to give you the overheads or note pages after class. If you learn from interactive tutorials,
WebAnatomy and the tutorials written for this class will help you. There are
loads of helpful options out there for A&P, far more than you could
use. Your job is to figure out which
ones will help you most and then use them.
Your
biggest resources are here at Alverno.
You’re paying for our time, so use it!
The people who get to class a little early and are there for the review
questions do better than the people who get there late. We also always have a free study group for
this class. Start using these resources
at the beginning of the semester – don’t wait until you’ve stressed yourself
out by getting a poor score
