Presentation on theme: "Bio 342 Human Physiology. A physiologist asks… How do things work in the human body? – How is stability achieved? – What are the causes and consequences."— Presentation transcript:
Bio 342 Human Physiology
A physiologist asks… How do things work in the human body? – How is stability achieved? – What are the causes and consequences of disruptions of stability? – Physicians ask “How can stability be restored?” How do we know what’s going on inside the body?
Theme of this course: Homeostasis Aging, infection, injuryDisturbed homeostasis
Group advising for premed students Monday, Sept 3 Evening 1 st day of classes For those interested in medical school, an advisor will present and answer questions at the following times and locations: – Freshmen: two sessions either from 8-8:30 pm or 8:30-9:00 Advisor Dr. Spivey, meet in RMSC 122 (The Pit) and bring your course schedules. – Sophomores: 9:00-9:30 pm Advisor Dr. Moss, meet in RMSC 122. – Juniors: 8:30-9:00 pm Advisor Dr. Moeller, meet in RMSC 121. – Seniors: 9:00-9:30 pm Advisor Dr. Moeller, meet in RMSC 121. For those interested in Physician Assistant (PA) programs you can meet with your PA advisor Dr. Moss in RMSC 121 at 8:00-8:30 pm (all years) For those students interested in graduate programs in biology and allied fields we will have an interest/advising meeting in the near future.
BIO 342 HUMAN PHYSIOLOGY PHYSIOLOGY: The study of the function of cells, tissues, organs, and organ systems. THE TEXT: Widmaier et al (12 th ed.) – Chapter 2-5 review of other courses – Using your textbook – Using chapter questions from Website
The Syllabus The Syllabus (on the course website and Moodle Site for Grades and Electronic Assignments Office & cell phone numbers Lecture topics by week – Text chapters in parentheses – Read in advance of lectures
LABORATORIES May shift topics due to availability of animals One Lab Report in the form of abstracts – very concise, based on lab data – Incorporate statistics – With revision and resubmission No separate lab tests; lab material included on lecture tests
GRADING 3 lecture tests = 60% – multiple multiple choice (choose all correct answers) – Some short answer in the space provided – Rarely fill in the blank – Sometime create or complete graph or diagram – discussion question(s) from a list Cumulative final exam = 20% Other work = 20% – Abstract = 10% – 1 Question Quizzes (1QQs) = 10%
Honor Code All worked is “pledged.” Issues of plagiarism to be handled by the Honor Court. Work together, but submit your own work.
ODDS AND ENDS Limited use of electronics in classroom & lab – Only for class/lab-related activities NO FOOD or DRINKS in Lab BE ON TIME, READY TO GET TO WORK DON’T ASK ABOUT LENGTH OF LAB BE READY TO START ON TIME
Study Questions & Quizzes Questions provided for each chapter (On the website!) Read the book and answer the questions PRIOR to class meeting Class time is used to deal with problematical topics and reinforce the major concepts Be ready for 1QQs
Study Questions & Quizzes Rationale for this format: – See what Dr. Davis thinks you ought to emphasize – Writing helps to consolidate memory and recall – Greater effort results in better retention and understanding – Students are engaged learners – Able to cover more information Improve MCAT, DCAT and GRE scores
1QQ # 1 Name on top edge, back side of paper Answer on blank side of paper. Answer one of the following: 1.The 200+ cell types in the human body can be classified into one of 4 cell types or tissue types. List the 4 types and their distinguishing characteristics. 2.List the 4 modes of heat exchange. 3.What is the difference between an organ and a tissue?
Cognitive Domain (Revised Bloom) Description Action verbs Original Bloom’s term 1.Remember (LOCS)** Retrieve relevant knowledge Recognize, identify, recall, list, label Knowledge 2. Understand (LOCS) Describe meaning Interpret, exemplify, classify, summarize/ explain/describe in own words Comprehension 3. Apply (LOCS/HOCS) Use/apply procedures or info in novel context Execute, predict Application 4. Analyze (HOCS) Infer relationships between components or parts and bigger picture Differentiate, organize, link, attribute, infer, interpret, diagnose, compare/contrast, conclude, speculate Analysis 5. Evaluate (HOCS) Make judgments based on evidence, criteria, and standards Verify, critique, assess merit Evaluation 6. Create (HOCS) Piece together info to form novel whole; create original product Generate, plan, build, produce, design, model Synthesis A Taxonomy of Cognitive Skills for Developing Student Assignments and Assessments* *SC SDE (Pat Mohr). Adapted from Lorin W. Anderson, David R. Krathwohl et al (Eds.) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives 2001; modified by Ellen Goldey, Wofford College, to incorporate “Biology in Bloom,” Crowe et al., 2008, CBE – Life Sci Edu., 7: **HOCS = higher order cognitive skills, LOCS = lower order cognitive skills.
More stuff Arrive early for lecture and lab Pay attention (no cell phones, , Facebook, etc. during lecture or lab) Take notes on what is said….don’t wait for boardwork. Powerpoints usually posted AFTER lecture Drop by the office for a visit!
Chapter 1 and parts of 16 Tissues Organs Organ Systems Homeostasis Negative & positive feedback, acclimation Two detailed examples: Thermoregulation and Glucose Homeostasis
Genetics & Development Cell & Molecular 200
Histology Name and organ and verify it has all 4 tissue types.
Figure 01.01c Anatomy
Cell types (1) Hepatocyte Cardiac myofiber Type II pneumocyte Purkinje fiber (heart) Erythrocyte Enteroendocrine cell Simple cuboidal cell of the proximal renal tubule Principal cell of the thyroid gland Endothelial cell Fibroblast Osteocyte Lactotroph Acinar cell of pancreas Beta cell of Islet of Langerhans Schwann cell
More cell types (2) Rod cell of the retina Leydig cell Hair cell of cochlea Smooth myofiber of arteriole Mast cell Unilocular adipocyte Alpha motoneuron Gamma motoneuron Retinal ganglion cell Megakaryocyte Satellite cell (ganglion) Astrocyte Dorsal root ganglion cell Merkel cell Myoepithelial cell of salivary gland
Even More Cell Types (3) Parietal cell of stomach Chief cell of stomach Paneth cell Podocyte Juxtaglomerular cell Cell of the macula densa Chromaffin cell of the adrenal medulla Parafollicular cell of the thyroid Cell of the collecting duct in the kidney Secretory cell of the zona glomerulosa in adrenal cortex Secretory cell of the zonal fasciculata in adrenal cortex
The Human Body: A Society of Cells Imagine you are a cell. Ask yourself: Which type of cell am I? (Epithelial, Connective, Nervous, or Muscle) What do I do for myself? (What are my special characteristics and functions?) What do I do for the person in whom I reside? (What are my contributions to the whole organism? To homeostasis?) What do I need simply to survive? In what ways to I depend on other cells? What governs my actions? How long will I live? What would happen to the organism if I along with all the other cells of my type were to fail to function properly? Check Moodle Site to find which cell type you are. Submit your answers to the Moodle Site by Wednesday 9 am. Bring a printout to class on Wednesday.