Physiology 335 Syllabus PDF

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Term: Spring 2020 Course Subject and Number: ANAT&PHY 335 Course Title: Physiology Canvas URL: https://canvas.wisc.edu/courses/187394 Designation: Meets B – Biological Science breadth requirements Meeting Times/Locations: Lectures 8:50-9:40 am M-W-F; 3650 Humanities Labs: One per week, multiple sections (Th & Fr in 2395 MSC) Discussions: One per week, multiple sections (M-T-W, rooms TBA) Instruction Mode: Live and online lectures, discussions, and laboratories Credit Hours (5): Three 50-minute lectures, one 2-hr lab, and one 50-minute discussion per week for 14 weeks. Some of the 50-minute lectures will be replaced with online learning modules. For each instructional hour, students are expected to spend 2 hours outside of class reading, doing homework problems, and studying. Instructors: Kevin T. Strang, PhD Room 2385C MSC Phone: 262-8298 [email protected]

Teaching Assistants: Ana Bormann Callyn Kozitza Carly Mickelson Lauren Sheahan Rachel Sobiesk

Grace Lee, PhD Room 2385B MSC Phone: 265-3362 [email protected]

Beth Altschafl, PhD Room 2385A MSC Phone: 890-1865 [email protected]

[email protected] [email protected] [email protected] [email protected] [email protected]

Office Hours: Lecturers—2 hours/week (recorded) Check Canvas for day/time/room. Teaching Assistants—1 hour/week, Check Canvas for day/time/room.

Course Description: Comprehensive coverage of human physiology from cellular to organ-system level. Topics include homeostasis, membrane transport, cellular neurophysiology, regulation of metabolism, and functions of the nervous, endocrine, muscular, cardiovascular, respiratory, renal, and gastrointestinal systems. Requisites: Sophomore standing; (Biology/Zoology 101, 102, 151, or 152), or Biology/Botany 130 or Biocore; CHEM 103, 104, 108, 109, 115, or 116; or graduate or professional standing. Not open to students with credit for ANAT&PHY 435. Course Learning Outcomes: After taking this course, students will be able to:  describe the basic physiological functioning of the major organ systems of the body, from the cellular to the organ-system level.  integrate and apply this information with regard to interactions between organ systems and with the environment.  explain the concept of homeostasis, and relate it to the functioning of individual organ systems in health and disease. Notes: Course notes will be made available electronically on our Canvas page for you to print yourself or you can buy a set of printed notes from Student Print Services at 333 East Campus Mall Room 3301. It is STRONGLY recommended that you bring printed notes to lecture every day to help you keep up. (Electronic note-taking is not allowed in class.) Textbook: Vander’s Human Physiology, 15 th edition. There will be mandatory reading assignments for quizzes, so access to a textbook is required. Rental, ebook, library reserves, and options to use older editions of the book are explained in the document called “Textbook Info” in the first module of our Canvas page. Labs: Lab exercises provide active hands-on learning. You will be required to have a copy of the Laboratory Manual for Physiology 335, prepared by our staff. It will be available in Canvas for you to print, or you can purchase a copy from Student Print Services at 333 East Campus Mall Room 3301. Discussions: Weekly TA-led discussions give students an opportunity to ask questions about lab and lecture content in a small-group setting. TAs will help students master course learning objectives and laboratory concepts during these sessions. Canvas and Online Lecture Quizzes:

Online quizzes from textbook reading assignments taken in our Canvas course site cumulatively count for 12% of the final grade. There will also be one or more quizzes per unit from recorded lectures, cumulatively worth 11%. All quizzes become available the first day of each unit, but due dates will vary, and will be announced in after-class email messages. If you complete all quizzes within a unit before their due dates, you will be eligible for a 0.1% boost over a grade borderline at the end of the course. The borderline boosts are additive, giving you a potential 0.4% boost if all quizzes are completed on time. If you miss a due date, you can still receive full points for that quiz if you complete it before the final deadline, which is at 11:59 pm, two days before the exam. NO extensions will be granted beyond that final deadline. Quizzes are openbook, but you are NOT allowed to work together. Canvas quizzes have a 60-minute time limit, and the clock keeps running if you close the program. Online lecture quizzes do not have a time limit. The Canvas quiz grade is an assessment of textbook reading and also of time management skills. However, because the content overlaps with lecture content, doing them on time should also improve your exam grades. Exams: Four multiple-choice, electronically scored exams will be given: Exam 1: Wednesday, 2/12/20 from 7:15-9:15 pm Exam 2: Wednesday, 3/11/20 from 7:15-9:15 pm Exam 3: Tuesday, 4/14/20 from 7:15-9:15 pm Exam 4: Sun day, 5/3/20 from 7:45 am-9:45 am Final Grades: Final grades are based on the following: 72% - Four midterm exams covering lecture and lab material (18% each) 11% - Quizzes based on recorded lectures (exact number TBD) 12% - Canvas quizzes 3% - Lab quizzes 1% - Lab peer grading 1% - Discussion attendance The following absolute standards of achievement will guarantee these grades. These are strictly enforced with no exceptions and no mechanism for extra credit. A B C D F

91.00-100% 81.00-87.99% 70.00-77.99% 60.00-69.99% 59.99-And Below

AB BC

88.00-90.99% 78.00-80.99%

More detail about grading is outlined below under Policies and Procedures. About the Course: Physiology is one of the most fascinating and relevant of all subjects. In this

one-semester course you will study all of the major systems of the human body so that you can develop a broad, integrated understanding of function from the cellular to the organ-system level. This information is essential foundation for students from a wide variety of basic science and pre-clinical majors, including: Nursing, Pharmacy, Biology, Kinesiology, Biomedical Engineering, Dietetics, Biochemistry, Physician Assistant, Zoology, and many others. But Physiology is far more than just an academic prerequisite. It is an instruction manual for your body! Each one of us faces a lifetime of decisions about things affecting our health and happiness: food choices, dieting, dietary supplements, exercise, illness, accidents, surgery, over-thecounter medications, prescription medications, recreational drugs, aging, and dying. An understanding of physiology will help you make good, informed decisions, and protect you from the clamor of marketers who are focused more on your dollars than on your health. Regardless of whether you are taking Physiology to prepare for a healthcare career, to become an informed consumer, or simply to indulge your curiosity about the human body, if you apply yourself we’re certain you’ll learn something useful. Course Policies and Procedures: Although large class size helps keep a university education affordable, it has a major impact on instructor/student communication and testing/grading policies. It makes it difficult or sometimes impossible to accommodate individual student requests. We don’t want you to think that we don’t care about you as individuals (we do!!), or to make you feel like a “number” in Physiology. However, to maintain our priority of being fair to all students while ensuring that the course is manageable to teach, the following policies and procedures are necessary. Please turn OFF cellphones and refrain from sending or receiving text messages for the duration lectures, labs, and discussions. Laptops, tablets, or similar electronic devices are not allowed in lecture. Research evidence shows overwhelmingly that such devices detract from learning more than they add to it. This is a non-negotiable course policy. Here are links to some supporting studies: https://www.scientificamerican.com/article/students-are-better-off-without-a-laptop-in-theclassroom/?utm_source=facebook&utm_medium=social&utm_campaign=sa-editorialsocial&utm_content=link-post&utm_term=mind_news_text_free

http://pss.sagepub.com/content/early/2014/04/22/0956797614524581. full.pdf https://www.insidehighered.com/news/2018/07/27/class-cellphone-and-laptop-use-lowersexam-scores-new-study-shows

If you arrive early to lecture, please fill every seat beginning from the center of each row. That way, late-arriving students will not have to trip over your

backpack and step on your new cell phone as they struggle to get to the empty seats. Also, please arrive on time and quiet down immediately when the lecture begins, so we can get the microphone level adjusted for everyone to hear. Special Notice from University Health Services (and your instructors, who care about you!): As a student, you may experience a range of barriers to learning. These might include family problems, anxiety, stress, alcohol/drug problems, feeling down, or loss of motivation. UHS can help with these and other issues. You can learn about the free, confidential mental health services available on campus by calling (608)265-5600 or visiting https://www.uhs.wisc.edu. A variety of student-based mental health resources are also available; they are listed on the bulletin board near the Physiology lab where exam statistics are posted. Email: Email is a convenient way to communicate with you about the course. We will send a message with class announcements via Canvas after each lecture. You will be expected to read all class announcements. Please use your @wisc email address for all messages to the course staff. Email is a good way to arrange appointments and get answers to your questions about course logistics. However, in a class this large, email can quickly become more of a burden than a benefit. The following guidelines will help minimize difficulties: 1. Do not “Cc” or “Bcc” multiple staff members when emailing a question. It wastes staff time when more than one of us responds to the same question. Send your email to the one person you think most likely to have the answer you need; that person will forward the email, if necessary. 2. Compose emails in a way that doesn’t require a lengthy reply. We attempt to respond in full to every email sent to us, but if your email requires a lengthy answer we may ask you to call or come to office hours. 3. When time is important, call, or talk to us in person. Email is not realtime, so don’t use it if you need a quick answer! For example, if you send us an urgent email an hour before a test, we may not see it until after the test. Though we usually check email more often, you should assume that we will only check once each weekday. Also, avoid sending email from any account other than your @wisc account, or we may note receive it. Exams: Multiple-choice exams are the most practical method of assessing knowledge in a large class. We cannot offer alternate test styles to individuals who request them, because it would be impossible to offer them to all. Everyone

can improve at taking multiple choice exams, with practice. Other exam policies include: 1. Exam conflicts/alternate exams: During the first week of class, check ALL of our exam dates and times. If you have another exam occurring at the same time as one of ours, first ask the professor of the smallest class to arrange an alternate time. Report all exam conflicts as well as McBurney accommodation requests to Dr. Strang. As a rule, we do not offer late exams because it delays the entire class from getting exam results back. If exams are taken late, we may limit the maximum possible score to the average of a student’s other 3 exams. 2. If you have a personal crisis that affects your exam attendance or performance, please contact the Office of the Dean of Students (263-5700) to notify them of your situation. Conflict with a work schedule is not an excuse for missing an exam. If you have a job, let your employer know at the beginning of the semester when our exams will be, and make it clear that you cannot work at those times. 3. You will need a basic scientific calculator with logarithmic functions for our exams, but you cannot use the type that is programmable (those that allow entry of text, formulas, etc). In the event that you don’t have a basic calculator and can’t afford to buy one, we have a few available to loan during exams. Cell phones and similar electronic devices may NOT be used as calculators on exams, and must be OFF (not just silenced) and out of sight. You may NOT bring your own scratch paper or notes into the exam room. 4. Each exam will be available for review, at a time/place to be announced. You will not be allowed to keep exams, and if you don’t show up to the exam review sessions, you forfeit the chance to see your test. After reviewing your test, if you would like to challenge a particular test item, you have one week to present your case to the instructor. Submit a concise explanation via email, citing textbook or other references to support your case, and the instructor will render a decision within one week. 5. Cheating: Please don’t. Cheating is an insult to the honest majority of students, and also deals a subconscious blow to a cheater’s own self-esteem and confidence. Students caught cheating will be prosecuted according to the University Academic Dishonesty Policies and Procedures. Grading: We do not set grade quotas in this class (e.g., final scores are not “curved” so that only 15% of you can receive A’s). Our grading standards are “absolute,” meaning that if the entire class earns over 91%, you will all get A’s. We hope this encourages a climate where you will study together and help each other learn.

Unfortunately, at the end of each semester there are numerous students who are only fractions of a point below posted borderlines. Although it may be true that only one more correct test question could get you a higher grade, you may not go back to earlier tests to argue about questions (see the 1week limit for disputing questions above). Also, we can’t lower a borderline for an individual student--that only transfers the pain to students just below the new borderline. Grade borderlines posted are absolute, and unless you can document an error in calculating or recording your scores, your final posted grade cannot be changed. Please keep close track of all test, quiz, and lab scores throughout the semester and report errors immediately, rather than waiting until the end of the semester. Finally, we don’t have sufficient staff time or resources, so we cannot offer extra credit assignments. Avoid Online Scammers Like Study Blue: We provide you with access to course materials that contain copyrighted content. Please do NOT upload them to online sites like Study Blue that would turn around and sell them back to students. It is against the law, and publishers are beginning to prosecute individual students and companies. These companies lie to students. Buying someone else’s flash cards or lecture notes or answer key will NOT make you more successful in our class. Taking your own notes, working out your own answers, and making your own flashcards will make you smarter. In a past semester, students who joined Study Blue averaged 79.37% in the class, while those who did not join Study Blue averaged 83.75%. That’s the difference between a BC and a B in the class. Don’t waste time or money on Study Blue or any similar marketing scams! Suggestions to Help You Succeed in Physiology Teaching vs. Learning: A man points to his dog and tells his wife, “I taught Sparky to talk!” In amazement, she prompts the dog, “Say something, Sparky!” Sparky wags his tail and replies, “Woof!” She says to her husband, “What a liar, you said he could talk!” To which the man explains, “I said I taught him to talk…I didn’t say he learned to.” A misconception held by some students (and professors) is that once something has been “taught,” it has been “learned.” There’s a difference between receiving information (reading, hearing a lecture, looking at a diagram), and being able to reproduce or use that information correctly. The only way to demonstrate that you “know” something is to reproduce it in a context where it can be evaluated, like in a discussion, a practice online quiz, or on an exam. Unfortunately, students often assess their learning for the first time on exams, and they find out the hard way they didn’t really learn

some concepts. Check your understanding before the exam by being an active participant in your education. Volunteer answers to questions in discussion or lecture, verbalize your understanding of concepts to a study group, or take a blank piece of paper and see if you can draw and explain a complicated figure (to Sparky, if no one else is around). Learning transforms brain structure and function. It requires self-motivation, focused attention, prioritization, and a willingness to incorporate new ideas into your understanding of the world. It also takes time, effort, and repetition —learning is hard work! There isn’t a pill or magic study aid you can buy to make it easier. The Physiology 335 staff will make every effort to teach well, but the ultimate responsibility for learning (and your grade) depends upon how hard you work. Though it can be challenging, Physiology is a fascinating subject with relevance to your life, and we hope you enjoy learning it as much as we enjoy teaching it. Learning Tips: Based on the experience of former students, below is some advice on learning effectively and how to perform up to your potential. 1. Keep up with the material, rather than cramming during the few days before exams. The amount of information a human brain can consolidate into long-term memory during one night’s sleep is limited. Studying many hours on a single day or binge-watching lecture videos is ineffective and inefficient. 2. Watch lecture live. The best way to figure out what will be emphasized on exams is to hear what is emphasized in lectures. Furthermore, cognitive research shows that something you learn by hearing and seeing stays in your memory 5 times better than if you just read about it, and that learning from a recorded lecture is not as effective as learning from a live lecture. While we do record lectures, each week of recordings is deleted the following Monday. If you skip any lectures during a week, you have to plan to view/review them before the following Monday or you will have to learn the information from other sources. Participate actively in lectures: pay attention, take notes, respond to questions, and ask questions. We don’t take attendance and won’t know how many days you miss. But be aware that previous students who have skipped class regularly often got poor grades. 3. Don’t be a technology-victim. While modern communication technology does amazing things to enhance our lives, education experts have noted an alarming trend toward decreasing attention spans and intellectual achievement among millennial generation high school and college students. Multi-tasking was previously rationalized as being adaptive, but data now suggest that it is actually harming intellectual success. In a culture where multi-tasking is the norm, many students think

nothing of reading a textbook in front of the TV, with Facebook running on the laptop next to them, and pausing at regular intervals to respond to text messages. The research is clear: If you don’t focus your mind fully on a task, you simply will not achieve your full learning potential. And not reaching your learning potential may keep you from realizing your career potential. Furthermore, constantly dividing your attention contributes to hyper-vigilance, anxiety, and the sort of stress that causes mental block when it comes to retrieving information on exams. Modern communication technology can be an awesome thing, but you must have the self-discipline to turn it off when you are studying. We also strongly advise against searching on the internet or YouTube for videos to make it “easier” to learn physiol...