Instructor: Jean Hardwick	Office Hours: Monday: 9-10 a.m., Tuesday: 11-noon., or by appointment
	Office: CNS 168
	phone: 274-3213
	email: jhardwick@ithaca.edu

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.

Course goals and learning outcomes:

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 (6 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 notebook.

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. .

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

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.  All lab reports will be screened by Turnitin, so you are advised to run them through yourselves prior to submitting to insure that there are no problems

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.  

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

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.
   
   
5. Study groups are extremely useful for this class.

• Major arteries of a rat
• Viseral structures in rats
• Female urogenital system
• Male urogenital system
• Heart
• Digestive system
• Male urogenital organs
• Female urogenital organs

• Neuroscience for Kids
• Virtual Body
• Nobel Prize Winners
• St. Michael's College Animal Physiology Study Guide
• American Heart Association
• Neurosciences on the Internet (collection of websites related to all aspects of Neuroscience, including diseases)