ANIMAL PHYSIOLOGY:  Biology 21400
Fall 2011


Instructor: Jean Hardwick Office Hours:
  • Tuesday 11-noon,
  • Wednesday 9-10 a.m., or
  • e-mail for an appointment
Office: CNS 168
phone: 274-3213
email: jhardwick@ithaca.edu

Animal physiology is the study of how animals maintain internal homeostasis under a variety of environmental stressors.  Thus, it includes the study of how different systems function, such as the nervous system, muscles, cardiovascular, endocrine, respiratory, digestive, etc.  There are many common principles that underlie physiology.  However, different animals have had to develop unique strategies to compensate for specific environmental constraints.  We will look at basic physiological systems and then examine how different organisms have adapted to achieve the same overall goals.  


To understand physiology, it is essential to develop your ability to think analytically, critically and integratively. It is not enough to memorize facts about physiological systems.  You must be able to see general principles, and understand variation and how that variation impacts performance.  Furthermore, the function of each physiological system depends on the others – they are integrated. Thus, you must be able to see connections and integrate and apply what you learn.


Lectures are meant to introduce specific topics and provide examples that will help to illustrate the principles we are examining.  Laboratories will provide an opportunity for hands-on manipulation of these principles and will reinforce what we cover in class.


Lectures:

Monday, Wednesday, Friday
11-11:50 a.m.
CNS 115

Lecture Schedule

Laboratories:
  • Monday: 1-3:50 p.m., CNS 107
  • Tuesday: 1-3:50, CNS 107

Laboratory Schedule
Textbook:
  • Hill, Wyse, and Anderson
    Animal Physiology
    , 2nd edition (2008)

How to get an “A” in this class


Course goals and learning outcomes:

   1. To gain an understanding of the following:
        a. how the major physiological systems operate

        b. the general principles underlying these processes

    2.  To develop your ability to do the following:
        a. interpret factors that affect performance of the systems in different situations
        b.
identify connections between systems, and infer when connections are likely to exist
        c.
interpret physiological data and present reasonable explanations for any observations
        d.
analyze complex problems, either experimentally or logically

Grading: The final course grade will be determined from the following:

Quizzes:          15% of total (5 quizzes) Quizzes will be given at the beginning of the lecture hour as indicated on the syllabus.  The quizzes will cover the preceding lectures only and are expected to take approximately 10 min to complete.  I will drop the lowest quiz grade at the end of the semester.  However, if you miss a quiz, you will receive a zero and that grade will NOT be dropped.

Problem set:     25% of total (7 problem sets) There will be several problem sets assigned during the semester.  These are open book and working together is highly encouraged.  However, each individual must hand in their own set of answers.  Exact duplication of answers between individuals will be considered plagiarism and all students involved will receive a zero for that assignment. .

Exams:            35% of total (2 hour exams [10% each] + final exam [15%]) Exams will be given in the evenings from 7-9 pm on the dates indicated on the syllabus. If you are unable to make the evening exam time, you must arrange an alternate time at least a week prior to the exam. If you are ill or miss an exam, you must contact me before the exam begins.  Email alone is not sufficient. My office phone has voice mail and all messages are time-stamped, so you can call at any time. Exams are normally a combination of multiple choice and short answer.   The final exam will be cumulative, but the majority of the emphasis will be on the last section of the course.

Laboratories:   25% of total Labs grades are determined from quizzes, laboratory reports, presentations and lab notebooks

There is NO extra credit!!!

Attendance:   

                        I do not take attendance in lecture. However, there is a direct correlation between how well students perform in this class and their attendance.  This is primarily due to the fact that my exams are based on the material covered in lecture. In addition, some of this material is complicated and difficult to grasp just from reading a textbook. Therefore, although lecture attendance is not required, it is highly recommended!!

            Attendance to laboratories, however, is mandatory. It is not possible to make up a missed lab.  Missing lab will result in a loss of points towards your lab grade. .

Blackboard:    
I will use Blackboard extensively for this class.   Figures from lectures, extra reading assignments, exam reviews, etc. will all be posted on Blackboard.  Grades will also be posted there.  Do not ask me for your grades!  If the quiz/exam is done, the grade will be on Blackboard.

Academic Honesty:
All the work in this class must be your own, unless stated otherwise. Confirmed instances of academic misconduct will result in a zero for that assignment or test, and referral to the school judiciary system.  Please refer to the Student Handbook for a detailed description of the policies regarding student academic conduct

Students with Disabilities:

                        In compliance with Section 504 of the Rehabilitation Act of 1973 and The Americans with Disabilities Act, reasonable accommodation will be provided to students with documented disabilities on a case-by-case basis. Students must register with the Office of Academic Support Services for Students with Disabilities and provide the appropriate documentation to the College before any academic adjustment will be provided.

Course Evaluations:
Student input is highly valued and is important to maintain high quality instruction. Course evaluations are mandatory and must be completed by the last day of class.  The evaluation will be submitted to the Department Assistant, Nancy Pierce. She will verify that you have submitted the form.  Further instructions will be given at the end of the semester.  


Lecture Schedule:

Date

Lecture Topic

Reading

Lab

W 8/31

Introduction, homeostasis, RMP

Ch 1, skim Ch 4

 

F 9/2

Resting Membrane Potential, Graded Potentials

 

 

M 9/5

NO CLASSES – Labor Day

Ch 11 pg 271-284

No Labs

W 9/7

Action Potentials I

Ch 11 pg 285-288

 

F 9/9

Action Potentials II

Ch 11 pg291-302

 

M 9/12

Synaptic Potentials; Problem Set #1 due

Ch 12 pg303-316

Nerve Function

W 9/14

Quiz #1; Neuromuscular Junction

 

 

F 9/16

Muscle Anatomy & Histology

Ch 19 pg489-496

 

M 9/19

Cross Bridge Cycle

 

Skeletal Muscle

W 9/21

Muscle Mechanics

Ch 19 pg 497-508

 

F 9/23

Muscle Control, Smooth Muscle; Problem Set #2 due

Ch 19 pg 509-512

 

M 9/26

Autonomic Nervous System

Ch 14 pg 380-383

Project 1

W 9/28

Quiz #2; Properties of Air; Respiration

Ch 21 pg 533-545; Ch22 pg 547-552

 

F 9/30

Mammalian Respiration

Ch 22 pg 561-568

 

M 10/3

Respiration in Birds and Insects; 

Ch 22 pg 569-579

Respiration; Lab report on Project 1 due

W 10/5

Respiration in Fish; Problem Set #3 due

Ch 22pg 554-558

 

F 10/7

Respiratory Pigments

Ch 23 pg 581-596

 

M 10/10

Metabolism; EXAM #1 – covers Intro to Fish Respiration

Ch 6 pg 143-157

Respiratory Pigments

W 10/12

Circulatory Systems

Ch 24 pg 611-618

 

F 10/14

Cardiac Cycle

 

 

M 10/17

Blood Vessels

 

Metabolism

W 10/19

Regulation of Heart Rate, BP, and Cardiac Output; Problem Set #4 due

Ch 24 pg 619-627

 

F 10/21

NO CLASSES – Fall break

 

 

M 10/24

Quiz #3; Osmoregulation

Ch 27 pg 681-685

Project 2

W 10/26

Renal Anatomy

Ch28 pg 715-734

 

F 10/28

Regulation of Urine Composition;

 

 

M 10/31

Hormonal Control of Fluid and Ion Balance;

Ch 15 pg 412-414

Cardiac Function; Lab report on Project 2 due

W 11/2

Renal control of BP; Insect fluid balance;

Ch 28 pg 740-744

 

F 11/4

Immune Systems I; Problem Set #5 due

Supplemental reading (Bb)

 

M 11/7

Immune Systems II;

Supplemental reading (Bb)

ECG

W 11/9

Digestive systems; EXAM #2 -Respiratory pigments to Insect fluid balance

 

Ch 5 pg 129-137

F 11/11

Chemical Breakdown of Food

Ch 5 pg137-141

 

M 11/14

No class

 

No labs

W 11/16

No class

 

 

F 11/18

Hormonal Control of Digestion

 

 

11/21-25

NO CLASSES – Thanksgiving Break

 

 

M 11/28

Ruminants and Rodent digestion Problem Set #6 due

Ch 5 pg125-129

Final Project

W 11/30

Quiz #4; Temperature Regulation I

Ch 9 pg 205-215

 

F 12/2

Temperature Regulation II

Ch 9 pg 229-248

 

M 12/5

Endocrine Systems I

Ch 15 pg 391-406

Final Project

W 12/7

Endocrine systems II

Ch 15 pg 391-406

 

F 12/8

Hormonal Control of Stress Problem Set #7 due

Ch 15 pg 406-409

 

M 12/12

Quiz #5; Male Reproduction

Ch 16 pg 443-445

Presentations

W 12/14

Female Reproduction

Ch 16 pg 437-443

 

F 12/16

Physiological Changes with Pregnancy; Final lab report due

Ch 16 pg 447-451

 

M 12/19

FINAL EXAM 10:30 – 1:00 pm

 

 


 

Laboratories

The schedule of laboratories is given below.  Be sure to read the lab handout prior to the laboratory.  Failure to read the labs ahead of time will result in a lower lab grade. You are required to maintain an organized and complete lab notebook. This must include the handouts, blank paper for notes and data collection, and all of your results. These will be checked during lab at random intervals. Please note:  BOTH laboratory sections begin at 1:00 pm, NOT 1:10!  If you are late, you will miss the lab intro for that day and I will not repeat myself just for your benefit! I will deduct points from your lab grade for tardiness.

LABORATORY SCHEDULE

Week of 9/5:
No labs – Labor Day
 Week of 9/12:
Nerve Function
Week of 9/19:
Skeletal Muscle
Week of 9/26:
Project 1
Week of 10/3:
Respiration
Week of 10/10:
Respiratory Pigments
Week of 10/17:
Metabolism
Week of 10/24:
Project 2
Week of 10/31:
Regulation of Cardiac Function
Week of 11/7:
ECG
Week of 11/14:
No labs – Away at a conference
Week of 11/21:
No labs – Thanksgiving Break
Week of 11/28:
Final Project
Week of 12/5:
Final Project
Week of 12/12:
Presentations

Lab Assignments: 


For each independent project, you will hand in a written report of the Results and an analysis of the data.  This will include Figures (with appropriate legends).  Lab reports for the first two projects are worth 50 pts each and the lab report for the final project is worth 100 pts.  For the final project, you will hand in a complete lab report – Introduction, Methods, Results, Figures, Discussion, and References. You will also present your results from the final project to the lab during the last week of classes as a short oral presentation.  The oral presentation is more of a P/F grade – as long as your group gives a coherent talk, you’ll pass. These assignments are all done in collaboration with your lab partner(s), so that the group turns in a single lab report for each project. For those labs that do not have a formal write up, you are required to answer the questions included in each lab handout before leaving lab. I will do unannounced lab notebook checks to see that these are being completed.  Notebooks will be worth an additional 50 pts towards the overall laboratory grade.

What do I need to do to get an “A” in this class?

"A" students

"A" students know most details and understand all basic physiological processes. They have a global understanding of the big picture and can apply what they know to solve problems. They see how the systems work together, and they can explain the consequences of changing one component in a system. They search for common themes and mechanisms among systems. They read and reread. They attempt to answer questions in class and ask for assistance or work to figure out those they cannot easily solve. They are willing to take chances and be wrong.

"B" students


"B" students know lots of details and most physiological processes. They have good understanding in most areas but often lack practice in problem solving or have gaps in their understanding of processes. They attempt to answer questions in class and try to figure out some (but not all) of the problems they cannot easily solve. They often lack confidence in their problem-solving abilities, and they may be reluctant to be wrong.

"C" students


"C" students are short on details and misunderstand some physiological processes. They usually memorize the material without really understanding it. They lack the ability to create cross-links between related bits of information, and they do not see how information fits into patterns. In one "C" student's words, "the light bulb hasn't come on yet." Consequently, they do not problem solve well. They can name the pieces but not explain how they work. They attempt to solve class problems but give up when they cannot find the answer easily.

"D" students


"D" students have incomplete factual knowledge and misunderstand basic physiological processes. They are also usually unwilling to admit this and to ask for help. They miss class or come to class without reading material in advance. They do not attempt to solve problems in class and depend primarily on knowledge they had coming into the course.

Suggested study techniques.

The following is a list of study techniques I recommend to students: 

  1. Read material and learn definitions before class. (Preload your mind.) Use class time to understand complex processes rather than as your first look at the basic facts. Lectures will be a "foreign language" if you do not at least review new terms before class.
  2. Study material after class.  Make pictures, lists, flow charts, concept maps, recopy your notes... whatever works.  Review the reading and class lectures after class and then bring questions to class the next time.
  3.  Make connections among material by flipping back and forth between resource materials as you study. Look up material from supplemental sources, especially any information that is background knowledge you need to review.  Although the internet is becoming powerful and more accurate as a source, be sure to limit yourself to reliable sources (such as textbooks, journal articles, etc.).
  4.  Ask yourself the global question of "How does this work?" Try explaining information to a friend. If you can explain processes, you have the facts, vocabulary, concepts, and overall understanding.



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Page maintained and updated by Jean Hardwick and Nancy Pierce.
Last udpated 8/11