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Biology 435 - Animal Physiology by 7eW5vV


									                                            Biology 435 - Animal Physiology
                                                    Eric C. Toolson
                                   Tentative Lecture Schedule for Fall Semester, 2002

                 Week      Dates              Topic                                           Reading Assignments

                 1          8/20 & 8/22       Thermodynamics                                  Chaps. 1, 2, 3 & 4

                 2          8/27 & 8/29       Physiological adaptation                        Chap. 17

                 3          9/03 & 9/05       Physiological adaptation; Neurophysiology       Chaps. 17, 5, & 6

                 4          9/10 & 9/12       Neurophysiology                                 Chaps. 5 & 6

                 5          9/17 & 9/19       Neurophysiology                                 Chap. 6

                 6*         9/24 & 9/26       Sensory physiology                              Chap. 7

                 7         10/01 & 10/03      Sensory physiology; Nervous systems             Chaps. 8 & 11

                 8         10/08              Nervous systems; Muscle physiology              Chaps. 11 & 10

                 9         10/15 & 10/17      Muscle physiology                               Chap. 10

                 10        10/22 & 10/24      Cardiovascular physiology                       Chap. 12

                 11        10/29 & 10/31      Cardiovascular physiology                       Chap. 12

                 12*       11/05 & 11/07      Respiration                                     Chap. 13

                 13        11/12 & 11/14      Respiration                                     Chap. 13

                 14        11/19              Renal physiology                                Chap. 14

                 15        11/26 & 11/28      Gastrointestinal physiology                     Chap. 15

                 16        12/03 & 12/05      Gastrointestinal physiology                     Chap. 15

   *: Denotes planned week of midterm exam, subject to negotiation.

Office Hours: Tuesdays & Thursdays, 0930-1030, or by appointment. Or, whenever you can catch me. My office is Room 113 (old
   wing of Castetter Hall), my lab is Room 156 (new wing); my phone numbers are 277-3329 (office) or 277-3325 (lab). You can also
   leave me a message in the Biology Department office (277-3411). If you have access to e-mail, you can contact me at:
   ( E-mail is the most certain way of contacting me.

Course Web Page: I have set up a web page for the course. Its URL is:
      The web site, while a bare-bones affair, will serve a number of purposes. Among other things, important announcements, hints
  on how to study, homework assignments, practice problems, and sample exams will be posted thereon. Your lab TA will also use
  the web site to communicate important information. Also, there are links to a number of computer simulations that I’ve written to
  help you gain a better understanding of physiology. You will be working with some of these simulations as lab exercises during the
  course of the semester.

                                N.B. It is your responsibility to check the web set at least once per week.

Goals of the Course: The overriding goal of this course is to give you an impressive understanding of physiology, including some of
  its sub-disciplines (e.g. environmental physiology). Because this is an organ-systems physiology course, that’s where we’ll direct
  most of our collective effort. However, just as nature abhors a vacuum, I abhor a contextual vacuum for the material I’m
  presenting in lecture. Therefore, we will approach the study of physiology from the perspective of problem-solving; i.e., what are
  the problems faced by organisms and how does their physiology help them solve those problems? I believe this approach provides
  for a more insightful and gratifying study of physiology than does the more typical factual approach. A key here will be to discuss
   different approaches taken by different organisms to solving the same ‘problem’ (e.g., ectothermy vs. endothermy or open vs.
   closed circulatory systems).
       Although we will adopt the comparative approach at times, for the most part, the material presented in lecture will be drawn
   from mammals. This is because our understanding of the function of mammalian systems is better than it is for almost any other
   animal species. As we will see, however, there are cases in which explicit presentation of non-mammalian systems will enhance our
   understanding of physiology in general, which is, after all, the primary goal of the course.
       Throughout the course, we will stress regulation and integration of function of the various organ systems we discuss. Too often,
   in my opinion, physiology courses focus on functional aspects, less on regulation of function, and even less (if at all) on the
   integration of function. The various organs and organ systems do not function in isolation, and one of the true delights in the study
                  __                  __
   of physiology     for me, at least    is developing an appreciation of how the various functions of the diverse physiological systems
   in organisms are integrated in such a way that an organism’s overall function promotes its adaptation to its environment and its

Basic Survival Information: Since this is a senior-level class, I assume that you have had at the very least Biology 121, 122, 219, &
   221 or the equivalent. Therefore, I expect that you will be familiar with the material — basic cell biology, enzyme kinetics, and
   general anatomy of the various organ systems we’ll be discussing in class, for example — from these courses. In preparation for
   each exam, I would highly recommend you practice answering the questions at the back of each assigned chapter of your Eckert
   text — perhaps even going so far as to put the answers in writing. You might also consider giving mini-lectures on a particular
   topic to someone else.

Assigned Readings: I strongly recommend that you do the reading prior to the first lecture on a particular topic. On the next page, I
   have presented a table that indicates: which parts of each chapter you may expect to be asked about on the lecture exams (the
   “Know It!!” column); which parts you should read for a grasp of the concepts contained therein (the “Read It” column); and which
   parts you may safely forego reading for purposes of this course (the “Skip It” column). Note, however, that you will not incur any
   penalty should you inadvertently or advertently (I know that’s not a word…but it should be) read some of that last category………

Grading: The lecture portion of the course will comprise 70% of your final grade. Lecture grades will be determined primarily on the
  basis of two (2) midterm exams and a final. The final will consist of a third midterm and some comprehensive questions, and will
  be worth 110% of one midterm, the ‘extra’ 10% being accounted for by the comprehensive questions. Exam questions will be
  based on lecture material (including handouts) and on your assigned readings. Final letter grades will be based on a curve, but the
  average final points total will not necessarily be rewarded with a grade of "C"     my subjective assessment of students’ level of
  knowledge and understanding of the material will be important in that determination.
      Along these lines, I've noticed is that one of the main disparities between A/B students and C/D/F students is not only in the
  amount of factual information they learn but also in their understanding of the information they do learn. Many of the students who
  get C/D/F grades in this class seem to feel that it's enough to remember simply that they've heard a certain term, and that they
  should get a good grade on that basis alone. Not the case in this class!
      One of the criteria I use in my decision about what grade to assign a particular numerical score is my assessment of how well
  the student seems to understand the material. This is necessarily based in part on how well the student is able to express himself or
  herself in answers to the short essay questions that are part of each exam. You might want to re-read the last two sentences of the
  “Basic Survival Information” section above.
          Finally, a disturbing number of students each year don’t take the course seriously until after the first exam, by which time
  their grade has been irreparably damaged because they got a gorilla score on the first midterm. Needless to say, this does not have
  to happen; whether it does in your case is up to you.

Role of the Labs: As will be discussed by your lab TA, your lab grade counts for 30% of your overall grade and will be determined
   primarily by your performance on a combination of lab write-ups, participation in paper discussions, lab quizzes, and an oral
   presentation at the end of the semester. In my courses, laboratory exercises are intended to do three things:
          1. Reinforce and enhance your understanding of material presented in lecture by having you perform experiments that
              replicate some of the topics presented in lecture.
          2. Present additional information that cannot be presented in lecture due to time constraints.
          3. Provide you with the tools necessary to analyze, interpret, and present the results of physiological experiments. I believe
              that this is an increasingly important aspect of the preparation of Biology majors for post-graduate careers.
       You personally may consider role #1 to be the only appropriate function of lab exercises. While there is no question that this is
   important, I feel that labs should do more………hence, roles #2 and #3.
                                                                                                     Reading Assignments
   Week                       Topic                  Chapters               Know It!!                        Read It                             Skip It
                                                                    5-10, 11, 49-67, 71-72, 83-
      1         Thermodynamics                           1-4                                        3-5, 12-15, 17-40, 41-48, 67-71,
                                                                                                    72-77, 79-83
                                                                    699-701, 725-730
      2         Physiological Ecology                     17                                        701-725, 730-736

      3         Neurophysiology                         5&6         Everything, except:             146-150

      4         Neurophysiology                         5&6         Everything, except:             146-150

      5         Neurophysiology                         5&6         Everything, except:             146-150
                                                                    215-230, 252-272
      6         Sensory physiology                        7                                         230-251, 241-251
                                                                    275-280, 284-298, 425-431,
      7         Nervous systems                         8, 11                                       280-283, 458-467                     454-458, 467-468
      8         Muscle physiology                         10        361-397, 394-402, 411-421       397-411

      9         Muscle physiology                         10        361-397, 394-402, 411-421       397-411
                                                                    473-488495-511, 512-519
     10         Cardiovascular physiology                 12                                        488-495, 511-512, 519-523
                                                                    473-488495-511, 512-519
     11         Cardiovascular physiology                 12                                        488-495, 511-512, 519-523
                                                                    525-553, 562-568                                                     556-562, 573-576
     12         Respiration                               13                                        553-556, 568-573
                                                                    525-553, 562-568                                                     556-562, 573-576
     13         Respiration                               13                                        553-556, 568-573
     14         Renal physiology                          14                                        579-593, 624-628                     615-624

     15         Gastrointestinal physiology               15        637-665                         630-637

     16         Gastrointestinal physiology               15        637-665                         630-637

       **: Readings are in preparation for laboratory exercises during Weeks 12, 13, & 14.

Note: During your readings, always keep in mind that my overriding concern is that you learn and understand how things work. I am far less concerned that you
   learn lots of facts for their own sake. Thus, when you come across sections of text, figures, side-bars, or tables that don’t actually illustrate or refine your
   understanding of a key physiological concept, you may ignore them. If you’re not 100% comfortable with your assessment of certain textual material’s
   relevance, ASK ME!

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