Class Summary F S 09:00:00 AM 12:00:00 PM
Faculty Contact John Rose John.Rose@faculty.umuc.edu
Course Description (For students majoring in both science and nonscience disciplines.) A survey of the mechanisms of disease and their expression in major organ systems of the human body. The goal is to use scientific reasoning to make informed decisions about matters related to human biology and health. Topics include infections, cancer, heart disease, lung disease, diabetes, stroke, malnutrition, poisoning by environmental toxins, stress, inflammation, disorders of the immune system, and aging. Emphasis is on analysis of factors that cause disruption of healthy body functions, leading to disease, and on prevention of disease through control of risk factors and early detection. Students may receive credit for only one of the following courses: BIOL 301 or BIOL 398H.
Course Introduction Human Health and Disease is an upper-level science course. You will learn about the human body and its structural components and mechanisms that help the body maintain optimal working order. We will explore the relationship between the body’s structure (anatomy) and function (physiology), learning how the body works when it is healthy and what happens when it is affected by a disease.
We will learn to distinguish between healthy and diseased function of the various levels of organization in the body starting from the smallest living units?cells?and moving on to tissues, organs, and organ systems. We will discuss how the coordination of metabolic activities at each level benefits the body and explore how all parts of the body work together to maintain a stable internal environment that allows the body to function properly within set limits.
We will then discuss general categories of diseases caused by pathogens, genetic defects, and environmental factors, and learn how a single disease agent affects not just one organ, but ultimately causes disruption in the body’s homeostasis. We will also explore diagnostic procedures, treatment options, and potential outcomes of various diseases as they pertain to specific organ systems. We will learn to recognize the risk factors leading to diseases and identify preventive measures.
Knowledge about human diseases will be gathered from a variety of sources, including textbooks, course modules, articles, and information from papers and group presentations.
Course Outcomes After completing this course, you should be able to
use knowledge of biological principles and the scientific method to ask and answer relevant questions about human health and disease analyze information to distinguish between diseased and healthy structure and functioning analyze how internal and external factors cause disruption of healthy body function, leading to disease and disorders recognize risk factors leading to disease and identify preventive measures and treatments
Course Materials
Europe · Syllabus ·
BIOL 301 E621 Human Health and Disease (2192) BIOL-301 Spring 2018 Section E621 3 Credits 12/17/2018 to 01/13/2019
Click to access your course materials information (https://webtext.europe.umuc.edu/)
Grading Information Grading Information and Criteria
This course consists of the following graded items:
Conference participation (week 1 through week 7 at 3% per week)
21%
Quizzes (two quizzes at 10% each) 20%
Patient Scenario 15%
Pamphlet addressing nonscientific community and presentation
Pre-pamphlet (5%)
Pamphlet (12%)
Pamphlet Presentation (week 8; 3%)
20%
Final examination 24%
Total 100%
Extra Credit Policy
There is no extra credit work in this course.
Late Submission Policy
1. Quizzes and written assignments: Ten percent (10%) of your grade will be subtracted for each day an assignment is late.
2. Discussions: If you do not participate in the discussions by the due date, you will earn 0% for participation in the missed week.
3. Final Exam: If you do not submit your final exam within the 48-hour window (note that you will have 5 hours to complete the exam once you open it within the 48-hour window), you will earn 0 (no exceptions!).
4. No work will be accepted after the official end of the class.
Additional Notes to Late Policy
Illness, death, family emergency situations, and TDYs (for military members) are part of life. It is your responsibility, when you think things are in danger of getting out of hand, to keep your instructor informed about what is going on, what the problem is, and how long it will interfere with your ability to concentrate and participate in the course. Do your best to inform your instructor of potential disruptive situations before deadlines are reached. You can always contact your instructor according to the contact information provided by your instructor. You may need to provide appropriate documentation that confirms an emergency or other disruption. Your instructor will use discretion in determining whether a late assignment may be accepted.
Project Descriptions Discussion conferences
By registering for a web-based course, you have made a commitment to participate in your course conferences as well as other online activities. Plan to participate regularly. Participation for this course is defined as proactive participation in weekly discussion topics. This requires you to actively reflect on weekly module and textbook readings and to develop original ideas in your responses. You are expected to demonstrate critical thinking and your understanding of the content in the assigned readings as they relate to the issues identified in the conference discussion. You are expected to make your own contribution as well as respond with value-added comments to your classmates. You are encouraged to respond to other students as well as to your instructor. Note that your online conference participation counts significantly toward your final grade.
To receive full credit for weekly participation, you must:
Participate individually with meaningful and original comments in the posted discussion topics. (See Academic Policies for information about plagiarism.) A minimum of 3 posts per week is required. Your posts should be written in your own words and should be about 100 to 150 words long. Proper citation of sources (APA style) used for your responses is expected. The due date for weekly conference(s) is every Sunday at 11:59 eastern time (ET).
Deadline for classroom participation is midnight US Eastern Time Zone of the due date unless stated otherwise. You must participate in the classroom discussions before the stated deadline to receive credit. You are expected to adhere to the general rules of online etiquette.
The grading rubric for individual participation in the weekly discussions is located under Project Grading Criteria and Rubrics.
Conference topics and questions will cover:
natural chemical elements (ions) in the human body the role of trace elements in illness blood pH and buffers the role of respiratory and excretory systems in maintenance of homeostasis enzymes and their function in different organ systems medical technology and its importance to diagnosis and treatment medical therapies the role of nutrition and lifestyle in health and illness case studies normative values and their use in the medical profession diseases and disorders affecting various organs and organ systems interdependent function of endocrine system and nervous system to regulate body function functions and composition of blood, hemostasis, blood types, and blood disorders relationships between lymphatic systems and cardiovascular system genetic inheritance and pedigree
Do not put off coursework until the end of the week. The deadline for classroom participation is midnight ET of the due date unless stated otherwise. You must participate in the classroom discussions before the stated deadline to receive credit.
What is “good” participation?
For discussion participation, what matters here is the quality of your responses, not quantity.
Here are some examples of good responses:
“Mary, you mentioned in your answer that human cloning is currently being investigated. In your research did you see any companies that were actually doing human cloning? I did not think that human cloning even a possibility in our lifetime. I think the government should regulate cloning practices of all animals to make sure that the science is not being used in a harmful or unethical way.”
Another example:
“Joe, I really enjoyed reading your paper. I like the way that you formatted it, using pictures and tables to support your facts. The table you included about the increase in Flu deaths was very interesting – I did not realize that so many people die in other countries from something as simple as the flu!”
Your responses may include an observation, a counterexample, a suggestion, a statement of respectful disagreement, a solution, a question about the material or the process, an insight, an admission, an assent, an example, an idea, a corroboration, or a speculation. Remember to include your sources of information (if applicable)!
Here are some examples of inadequate responses/participation:
“Good job, I liked your answers!” or, “Joe – I liked your paper very much!” or, “I agree!”
Any response that is intimidating, disrespectful, belittling and/or or demeaning will not be tolerated, and will be deleted.
Important: Responses that are copy/pasted from a source will earn no credit.
Quizzes
Two quizzes will be assigned during the course. They will be posted on Monday at 00:01 am and due on Sunday at 11:59 pm Eastern Time (US). See Course Schedule for dates. Each quiz is worth 10% of the final grade.
Final Examination (Timed)
Addresses Course Outcome #1, #2, #3, and #4
Use knowledge of biological principles and the scientific method to ask and answer relevant questions about the human body. Recognize and explain how external and internal factors influence the stability of human body processes. Use scientific findings to characterize structure and function of the healthy human body. Weigh and make health-related decisions based on an understanding of the value and limits of scientific knowledge and the scientific method.
The final examination will be an unproctored timed final exam. The final exam will be provided by your instructor on Friday 01/11 at 00:01 am US Eastern Time Zone. This final exam document will be made available to you for 48 hours. Once you open the exam you will have 5 (FIVE) hours to complete it. Keep in mind that the exam is due on Saturday 01/12 at 11:59 pm Eastern Time Zone. ONLY exams submitted through the online (D2L/LEO) classroom will be accepted. The final exam may consist of multiple choice, fill-in-the-blank, short answer, and essay questions.
If you do not complete (remember you have 5 hours) and submit your final exam within the 48-hour window, you will earn 0 (no exceptions!).
Patient Scenario
Addresses Learning Outcomes:
Use knowledge of biological principles and the Scientific Method to ask and answer relevant questions about human health and disease Analyze information to distinguish between diseased and healthy structure and functioning. Analyze how internal and external factors cause disruption of healthy body function, leading to disease and disorders.
Mr. Smith is 60 years old. He was diagnosed with a prostate cancer five years ago. Over the past few days, Mr. Smith has been feeling weak and increasingly tired and has also been suffering from a headache that did not respond to over-the-counter medications. He scheduled an appointment with his physician.
His physician performed a physical examination and recommended a battery of laboratory tests and imaging procedures.
The table below shows Reference values in the right-hand column. These values reflect the normal range of values for patients without disease or illness. The center column reflects the resulting values for medical test results obtained for Mr. Smith.
Take note whether Mr. Smith’s values are within normal limits.
Mr. Smith Reference Values
K+ 2.6 mmol/L 3.8-4.9mmol/L
Hb (Hemoglobin) 7.5 g/dL 13.8 to 18.2 g/dL
Hct (Hematocrit) 20.4% 45-52%
Platelet Count 49×10 /L 150-400×10 /L
After receiving Mr. Smith’s test results, his physician admits him to the hospital. Hospital staff treated him and discharged him.
The following week, Mr. Smith returns to his physician with the same complaint of weakness and a new complaint of shortness of breath. His blood pressure is 160/100 mmHg. MRI reveals metastasis of prostate cancer to osseous tissue. Abdominal CT shows obstruction of intestine due to nodular enlargement of adrenal glands.
Laboratory results from Mr. Smith’s second hospital admission and medical tests show following findings:
Mr. Smith Reference Values
K+ 2.6 mmol/L 3.8-4.9mmol/L
Hb 7.3 g/dl 13.8 to 18.2 g/dL
Hct 20.4% 45-52%
Platelet Count 20×10 /L 150-400×10 /L
HCO3 38 mmol/l 22-26 mmol/L
Urinary K+ 70 mmol/L/24 hr 25-120 mmol/L/24 hr
Blood Glucose 460 mg/dl 64.8-104.4 mg/dL
Serum Aldosterone 1 ng/dl
24 hour Urinary Aldosterone 8.4 mcg/24 hr 2.3-21.0 mcg/24 hr
Renin 2.1 ng/ml/hr 0.65-5.0 ng/ml/hr
9 9
9 9
ACTH (Adrenocorticotropic Hormone)
1082 pg/ml 9-46 pg/ml
Cortisol 155.5 microg/dL 0-25 microg/dL
CONCLUSION AND DIAGNOSIS
Laboratory findings, MRI and CT confirmed metastatic prostate adenocarcinoma, hypertension and refractory hypokalemia due to ectopic ACTH production. High levels of circulating cortisol caused continuous activation of mineralocorticoid receptors resulting in hypokalemia, metabolic alkalosis and hypertension.
After reading provided scenario, answer the following questions:
1. What are the components of physical examination? Describe each component. (See Module 1, Commentary, Topic 8. Disease Categories, Part B. Steps in Diagnosis)
2. Mr. Smith’s blood pressure was 160/100 mmHg. How does a medical provider take or measure blood pressure? What do the top (numerator) and bottom (denominator) numbers mean in the biological sense? What is the significance the size of these two numbers? Is Mr. Smith’s blood pressure within normal range? Explain how you concluded whether Mr. Smith’s blood pressure is/is not within normal range.
3. Based on the data provided, what laboratory tests were performed and what samples were taken from the patient? Select one of the laboratory tests ordered for Mr. Smith and discuss why Mr. Smith’s physician might have ordered the test and the information she might have expected to obtain from that particular test.
4. Compare Mr. Smith’s values with reference values and indicate whether MR. Smith’s values are below, above, or within normal range (compare Mr. Smith’s values with the Reference values) for each laboratory tests in the table above from the second set of tests.
5. What imaging procedures did Mr. Smith undergo? Discuss the distinctions and similarities between the two different imaging approaches. What were the results of imaging procedures in Mr. Smith’s case?
6. Select one of the medical terms from the CONCLUSION and DIAGNOSIS section above and define what it means. Also, discuss, in your own words and based on what you can gather about Mr. Smith’s condition, how the laboratory or imaging tests helped with drawing a conclusion or making the diagnosis. In your own words, discuss how medical providers use the scientific method to come to work through the examination and diagnosis of a patient.
You should write a short paper addressing all six questions and submit it into the assignment folder. Your grade will depend upon the content, clarity and originality of responses written in your own words. Good writing practices, including the use of correct grammar, sentence and paragraph structure, and punctuation, and presence of logical reasoning, will account for a portion of your grade.
Cite all sources in APA format within your answer text as well as full citations in APA format at the end of the assignment.
Pamphlet addressing non-scientific community and presentation
Addresses Learning Outcome:
Recognize risk factors leading to disease and identify preventive measures and treatments.
This assignment is designed for you to demonstrate your ability to communicate your knowledge of a disease to the lay (non-scientific and non-medical) public.
The disease or disorder should not be a common disease that has already addressed in our course. Common diseases include coronary artery disease, Alzheimer disease, arthritis, diabetes, AIDS, hypo- and hyper-thyroidism, hypertension, psoriasis, sleep apnea, Lyme’s Disease, sinusitis, allergic rhinitis, mononucleosis, asthma, urinary tract infections, many STDs (check with your instructor), irritable bowel disease, strep throat, MRSA, polio, tuberculosis, Lockjaw, anorexia nervosa, autism, Down syndrome, and many cancers (check with your instructor). For any additions to this list, check with your instructor.
In this assignment, you will develop good working knowledge of unique (uncommon) chronic disease or a unique preventable disease. Check with your instructor for approval of your topic selection.
Process
You will choose a unique chronic or preventable disease during the first two weeks of the course. Seek approval for your topic from your instructor. Create an informative pamphlet about the chosen chronic or preventable disease for a non-scientific community. Ideally, the pamphlet should be in the form of a six-page pamphlet.
Content
The pamphlet should contain the following: Content and language that targets a lay audience. All terms should be explained and diagrams and graphics should be provided to clarify concepts and ideas. A brief description of the disease, including its symptoms and signs Explanation of the effects of the disease on healthy body function including cellular, tissue, organ and organ system levels Risk factors contributing to the onset of the disease Description of preventive steps to avoid the disease (if avoidable) Available diagnostic and therapeutic tools Outcomes of the disease (such as prognosis or recovery potential) Information about how a person suffering from the disease can maintain a desirable quality of life, minimize or slow the progress of the disease
Format of the pamhlet
Single-spaced Tri-fold All content written in your own words Reference citations included in APA format (not part of the tri-fold; should be provided on a separate page)
Submission
Discussion Conference 01/04 and to the Assignment Folder You will post your pamphlet in a designated discussion conference by Friday 01/04. As a presenter and topic expert you will be responsible for answering classmates’ questions and reacting to their comments. You will also read classmates’ pamphlets and will have a chance to discuss them during the last week of the class.
Grading Rubric
This project has three phases:
1. Select a Topic. By the end of the second week of the course (see Course Schedule for due date), you will be required to post your chosen topic and information about why you chose it in a designated area in the Conferences. The information you present should include sufficient detail to demonstrate that you have completed some preliminary research and should present a clear rationale for your choice.
2. Develop a reference list and outline. By the end of the fifth week of the course (see Course Schedule for due date), you will be required to submit a list of references and an outline for your pamphlet in the Conferences. The outline should go beyond the list of required elements to sketch out some of the facts you have learned about the disease – for example, it might include a bullet list of the symptoms. The reference list and outline should demonstrate that you have conducted at least preliminary research into the topic and that you have a grasp of the facts related to the disease. Note that the reference list and outline that you present in week five could still be subject to change as you complete the research and writing of your final paper.
3. Write the pamphlet and be prepared to discuss it. You will post the pamphlet in a designated discussion conference by the end of week 7 (see Course Schedule for exact due date). As a presenter and topic expert, you will be responsible for answering classmates’ questions and reacting to their comments. You will also read classmates’ pamphlets and will have a chance to discuss them during the last week of the class.
At a minimum, your pamphlet should contain the following required elements:
Introductory paragraph describing your subject and its importance Body of the pamphlet
Addresses signs, symptoms Explains effects of the disease on healthy body functions, and relates this to signs and symptoms Analyzes risk factors and preventive steps Describes maintenance of quality of life Discusses diagnostic and therapeutic tools Explains expected outcomes and prognosis Describes current areas of research into prevention, treatment or cure Describes possible future areas of research into prevention, treatment or cure
References Conclusion – summary of your findings
List all references at the end of your pamphlet. You must use at least five references from credible, scientifically rigorous sources and cite them using American Psychological Association (APA) style. Two or more references should be from the UMUC Library. The references cited should be no older than seven years (published 2004 – 2011). References should be listed on a separate page that does not count toward the required length of the paper.
Helpful resources include the following:
Research skills tutorial—http://www.umuc.edu/library/tutor/intro.html (http://www.umuc.edu/library/tutor/intro.html) Online databases, websites, e-books, and other resources identified by UMUC librarians as helpful for science students —http://libguides.umuc.edu/BIOL301 (http://libguides.umuc.edu/BIOL301) Criteria for evaluating websites— http://www.umuc.edu/library/guides/evaluate.html (http://www.umuc.edu/library/guides/evaluate.html) Guidance on citing websites, articles, and books—APA citation examples and the APA tutorial in the Course Content area in our WebTycho classroom UMUC’s Guide to Writing and Research—http://tychousa4.umuc.edu/writinggde/ (http://tychousa4.umuc.edu/writinggde/) Online access to writing advisors—http://www.umuc.edu/writingcenter/ (http://www.umuc.edu/writingcenter/)
Your grade will depend upon the content and clarity of your presentation as well as your ability to answer questions from classmates and the instructor. Keep in mind that longer does not always mean better. Good writing practices, including the use of correct grammar, punctuation, sentence and paragraph structure, and a clear flow of thought, will account for a portion of your grade.
The entire Pamphlet project is worth 15% of final grade.
There are three parts to the Pamphlet project:
Prepamphlet is worth 5%.
Selection of topic and explanation (class 2) List of References (class 5) Pamphlet Outline (class 5)
Pamphlet (final product) is worth 12% (class 7)
Introduction Addresses signs, symptom Explains effects of the disease on healthy body functions, and relates this to signs and symptoms
Explains effects of the disease on healthy body functions, and relates this to signs and symptoms Analyzes risk factors and preventive steps Describes maintenance of quality of life Explains outcomes and prognosis Describes current areas of research into prevention, treatment or cure Describes possible future areas of research into prevention, treatment or cure Conclusion Final list of references included in pamphlet Clarity, proper grammar, punctuation, spelling
Conference Discussion will be a discussion of your pamphlet and is worth 3% (standard conference discussion percentage)
Discussion Conference presentation of pamphlet (discussion during week 8) Conference reaction to classmates’ pamphlets (discussion during week 8)
Academic Policies Academic Policies and Guidelines
ACADEMIC INTEGRITY
As a member of the University of Maryland University College (UMUC) academic community that honors integrity and respect for others you are expected to maintain a high level of personal integrity in your academic work at all times. Your work should be original and must not be reused in other courses.
CLASSROOM CIVILITY
Students are expected to work together cooperatively, and treat fellow students and faculty with respect, showing professionalism and courtesy in all interactions. Please review the Code of Civility for more guidance on interacting in UMUC classrooms: https://www.umuc.edu/students/support/studentlife/conduct/code.cfm (https://www.umuc.edu/students/support/studentlife/conduct/code.cfm).
POLICIES AND PROCEDURES
UMUC is committed to ensuring that all individuals are treated equally according to Policy 040.30 Affirmative Action, Equal Opportunity, and Sexual Harassment (https://www.umuc.edu/policies/adminpolicies/admin04030.cfm).
Students with disabilities who need accommodations in a course are encouraged to contact the Office of Accessibility Services (OAS) at accessibilityservices@umuc.edu, or call 800-888-UMUC (8682) or 240-684-2287.
The following academic policies and procedures apply to this course and your studies at UMUC.
150.25 Academic Dishonesty and Plagiarism (https://www.umuc.edu/policies/academicpolicies/aa15025.cfm) – UMUC defines academic dishonesty as the failure to maintain academic integrity. All charges of academic dishonesty will be brought in accordance with this Policy.
Note: In this course, your instructor has access to use Turnitin.com, a tool that helps to evaluate the originality of student work. Your instructor may use Turnitin or other resources to check the authenticity of your work and the accuracy of your use of sources. To learn more about Turnitin, the feedback it provides, and your options regarding the storage of your work in the Turnitin database go to the UMUC guides at umuc.edu/library/libresources/turnitin-students.cfm (https://www.umuc.edu/library/libresources/turnitin.cfm) and http://sites.umuc.edu/library/libresources/turnitin.cfm#studentcopyright (http://sites.umuc.edu/library/libresources/turnitin.cfm). If you have questions about academic integrity or how to cite your sources go to the UMUC Academic Integrity Resources page at http://www.umuc.edu/current-students/learning-resources/academic-integrity/resources.cfm (http://www.umuc.edu/current- %20students/learning-resources/academic-integrity/resources.cfm).
151.00 Code of Student Conduct (https://www.umuc.edu/policies/studentpolicies/stud15100.cfm)
170.40
170.41
170.42
The following policies describe the requirements for the award of each degree:
Degree Completion Requirements for the Graduate School (https://www.umuc.edu/policies/academicpolicies/aa17040.cfm)
Degree Completion Requirements for a Bachelor’s Degree (https://www.umuc.edu/policies/academicpolicies/aa17041.cfm)
Degree Completion Requirements for an Associate’s Degree (https://www.umuc.edu/policies/academicpolicies/aa17042.cfm)
170.71 Policy on Grade of Incomplete (https://www.umuc.edu/policies/academicpolicies/aa17071.cfm) – The mark of I is exceptional and considered only for certain courses. Students who have completed 60% of their coursework with a grade of B or better for graduate courses or C or better for undergraduate courses and request an I before the end of the term. The mark of I is not available for noncredit courses.
170.72 Course Withdrawal Policy (https://www.umuc.edu/policies/academicpolicies/aa17072.cfm) – Students must follow drop and withdrawal procedures and deadlines available at https://www.umuc.edu/ (https://www.umuc.edu/) under Academic Calendar.
130.80 Procedures for Review of Alleged Arbitrary and Capricious Grading (https://www.umuc.edu/policies/academicpolicies/aa13080.cfm) – appeals may be made on final course grades as described herein.
205.06 Calculation Of Grade-Point Average (GPA) for Inclusion on Transcripts and Transcript Requests (https://www.umuc.edu/policies/academicpolicies/aa20506.cfm) – Note: Undergraduate and Graduate Schools have different Grading Policies (i.e. The Graduate School does not award the grade of D). See Course Syllabus for Grading Policies.
GRADING
According to UMUC’s grading policy, the following marks are used:
Undergraduate Graduate
A 90-100 90-100
B 80-89 80-89
C 70-79 70-79*
D 60-69 N/A**
F 59 or below 69 or below
FN Failure-Non attendance Failure-Non attendance
G Grade Pending Grade Pending
P Passing Passing
S Satisfactory Satisfactory
U Unsatisfactory Unsatisfactory
I Incomplete Incomplete
AU Audit Audit
W Withdrew Withdrew
* The grade of “B” represents the benchmark for The Graduate School. Students must maintain a Grade Point Average (GPA) of 3.0 or higher. Classes where final grade of C or F places a student on Academic Probation must be repeated. ** The Graduate School does not award the grade of D.
COURSE EVALUATION SURVEY
UMUC values its students’ feedback. You will be asked to complete an online evaluation toward the end of the term. The primary purpose of this evaluation process is to assess the effectiveness of classroom instruction in order to provide the best learning experience possible and make continuous improvements to every class. Responses are kept confidential. Please take full advantage of this opportunity to provide your feedback.
LIBRARY SUPPORT
Extensive library resources and services are available online, 24 hours a day, seven days a week at https://www.umuc.edu/library/index.cfm (https://www.umuc.edu/library/index.cfm) to support you in your studies. The UMUC Library provides research assistance in creating search strategies, selecting relevant databases, and evaluating and citing resources in a variety of formats via its Ask a Librarian service at https://www.umuc.edu/library/libask/index.cfm (https://www.umuc.edu/library/libask/index.cfm).
EXTERNAL LINK DISCLAIMER
This course may contain links to external sites neither owned nor maintained by UMUC. UMUC bears no responsibility for the accuracy, legality, or content of external sites or for that of subsequent links. In addition, the terms of use, security policies, and privacy policies may differ from those of UMUC. Contact the external site for answers to questions regarding its content, terms of use, and policies.
LEARNING MANAGEMENT SYSTEM SUPPORT
To successfully navigate the online classroom new students are encouraged to view the Classroom Walkthrough under Help in the upper right menu of the LEO classroom. Those requiring technical assistance can access Help@UMUC Support directly in LEO under the Help menu. Additional technical support is available 24 hours a day, seven days a week via self-help and live chat at https://www.umuc.edu/help (https://www.umuc.edu/help) or by phone toll-free at 888-360-UMUC (8682).
SYLLABUS CHANGES
All items on this syllabus are subject to change at the discretion of the Instructor and the Office of Academic Affairs.
Class & Assignment Schedule
Date of
class
Assignments Due Date
0 Your course has two required electronic resources:
OPEN STAX Anatomy and Physiology ebook (Rice University) – https://openstax.org/details/books/anatomy-and-physiology?Book%20details BIOL 301 Course Modules
I am available if you need additional assistance outside of class meeting times. Please contact me by email to set up an appointment.
To find your ebooks chapters, go to the Table of Contents (can be accessed from the Content heading) > Course Resources > eReadings
To find your Course Modules, go to the Table of Contents (can be accessed from the Content heading) > Course Resources > BIOL 301 Course Modules
Please note: all assignments must be turned in using Word or Google Docs. I cannot open any other program.
12/21
class 1
Read
Anatomy & Physiology (Open Stax) Chapter 1 – An Introduction to the Human Body Chapter 2 – The Chemical Level of Organization Chapter 3 – The Cellular Level of Organization Chapter 4 – The Tissue Level of Organization Chapter 5 – Integumentary System
Course Module 1
Do
Participate in discussions Introduction Weekly discussion topics Complete APA Tutorial and submit completion certificate Acknowledge Final Examination times and dates
Concepts:
scientific method health disease disorder metabolism homeostasis chemistry cell tissues acids, bases, buffers osmosis
Skills:
outline scientific method (all stages) critical thinking communicate facts articulate and ask relevant questions use appropriate terminology research citation
12/22
class 2
Read
Anatomy & Physiology (Open Stax) Chapter 6 – Bone Tissue and Skeletal System Chapter 9 – Joints Chapter 10 – Muscular Tissue Chapter 11 – Muscular System
Course Module 2: Topics 1, 2, 5
Do
Participate in discussions Weekly discussion topics Conduct initial research for pamphlet project Post selected pamphlet topic and rationale for the selection in the designated discussion conference
Concepts:
organ systems structure and function patient complaints symptoms (presentation of symptoms) patient data reference data treatment morphology—healthy vs. diseased structure and function —healthy vs. diseased disease progression cause and effect risk factors trauma physical and chemical environmental factors microbiology
Skills:
use data to make distinctions—healthy vs. diseased quantitative analysis comparative analysis data analysis critical thinking communicate facts articulate and ask relevant questions use appropriate terminology research citation
Issues:
socioeconomic factors
12/28
class 3
Read
Anatomy & Physiology (Open Stax) Chapter 12 – The Nervous System and Nervous Tissue Chapter 13 – Anatomy of the Nervous System Chapter 14 – The Somatic Nervous System Chapter 15 – The Autonomic Nervous System Chapter 17 – Endocrine System
Module 2: Topics 3, 4
Do
Participate in discussions Weekly discussion topics Complete and submit GRADED Quiz 1 Work on pamphlet outline with references due class 5
Concepts:
structure and function of nerves and the nervous system structure and function of the sensory system stress and hormones communicating systems within the body coordination of different systems within the body signaling from one body part to another
Skills:
communication observation and explanation critical thinking communicate facts articulate and ask relevant questions use appropriate terminology research citation
Issues:
lifestyle choices level of physical activity environmental factors
12/29
class 4
Read
Anatomy & Physiology (Open Stax) Chapter 18 – The Cardiovascular System: Blood Chapter 19 – The Cardiovascular System: The Heart Chapter 20 – The Cardiovascular System: Blood Vessels and Circulation
Course Module 3: Topics 1, 2, 3
Do
Participate in discussions Weekly discussion topics Complete and submit short paper analyzing data provided in assignment “Patient Scenario” Work on pamphlet outline with references due class 5
Concepts:
skeletal system functions muscular system functions posture and movement lymphatic system functions immunity and other body defenses
Skills:
communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation
Issues:
research ethics
01/04
class 5
Read
Anatomy & Physiology (Open Stax) Chapter 21 – Lymphatics and the Immune System Chapter 22 – The Respiratory System
Course Module 3: Topic 4 Course Module 4: Topic 3
Do
Participate in discussions Weekly discussion topics Submit detailed pamphlet outline with relevant references
Concepts:
components of blood and their functions functions of the cardiovascular system cardiac cycle blood pressure blood volume respiratory system function acid-base balance
Skills:
communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation
Issues:
hereditary factors lifestyle choices
01/05
class 6
Read
Anatomy & Physiology (Open Stax) Chapter 23 – The Digestive System Chapter 24 – Metabolism and Nutrition Chapter 25 – The Urinary System Chapter 26 – Fluid, Electrolyte and Acid Balance
Course Module 4: Topics 1, 2, 4
Do
Participate in discussions Weekly discussion topics Complete and submit GRADED Quiz 2
Concepts:
digestive system function nutrition energy and metabolism malnutrition fluid balance fluid volume acid-base balance fluid osmolarity urinary system function
Skills:
communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation
Issues:
ethics of research and treatment socioeconomic factors lifestyle choices physical activity
01/11
class 7
Read
Anatomy & Physiology (Open Stax) Chapter 27 – The Reproductive Systems Chapter 28 – Development and Inheritance
Course Module 5: Topics 1, 2, 3
Do
Participate in discussions Weekly discussion topics Complete and submit pamphlet into a designated discussion conference and an assignment folder
Concepts:
male and female reproductive system functions conception, pregnancy and fetal development, and birth heredity and hereditary diseases
Skills:
communication observation and explanation critical thinking analyze and compare communicate facts articulate and ask relevant questions use appropriate terminology research citation
Issues:
gender hereditary factors ethics of research and treatment socioeconomic factors
01/12
class 8
Do
Participate in pamphlet discussions (comment, ask questions and respond to questions about your pamphlet topic) Complete and submit final examination The final examination will be an unproctored timed final exam. The final exam will be provided by your instructor on Friday 01/11 at 00:01 am US Eastern Time Zone. This final exam document will be made available to you for 48 hours. Once you open the exam you will have 5 (FIVE) hours to complete it. Keep in mind that the exam is due on Saturday 01/12 at 11:59 pm Eastern Time Zone. ONLY exams submitted via online classroom “Exam Tool” will be accepted. The final exam may consist of multiple choice, fill-in-the-blank, short answer, and essay questions.
If you do not complete (remember you have 5 hours) and submit your final exam within the 48-hour window, you will earn 0 (no exceptions!).
- BIOL 301 E621 Human Health and Disease (2192)BIOL-301
- Class Summary
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