Human Biology - Download as DOC

							Human Biology BIO 109 Spring Semester 2007
INSTRUCTOR: Amy Boyd Witherspoon 105 WWC Phone: ext. 2018 aboyd@warren-wilson.edu WWC mailbox: 6074 Office hours: Office Hours: MW 11-11:30 and by appointment CLASS TIMES: MWF1 9:30-10:50 COURSE GOALS: This course is designed to give non-science majors a broad introduction to the biology of the human body. As a student in this course, you will gain understanding about how the body systems function, as well as exploring human ecology, genetics and evolution. LEARNING OUTCOMES: After completing this course, students will be able to: 1) describe the structures of the human cell and explain how they function; 2) identify and describe the major organ systems of the human body; 3) explain how the systems of the body are integrated and controlled; 4) illustrate the processes of cell division and explain how this process is involved in human reproduction and cancer; 5) apply basic concepts of genetic inheritance to solve genetic problems and explain genetic patterns; 6) explain the process of evolution by natural selection and apply it to adaptations of the human body; 7) interpret a particular human body system to middle-school children using hands-on demonstrations; 8) explain ways in which humans are connected with other living organisms through ecological relationships. The learning outcomes listed above will be assessed via exams, short written assignments, creative skits, and a major service learning project. GRADING: Exams (5 , each worth 10%) Short assignments Service Learning Project Learning Styles Project Attendance/Participation 50% 15% 15% 15% 5%

REQUIRED READING MATERIALS: Johnson, Michael D. Human Biology: Concepts and Current Issues, 3rd edition. Other readings as assigned in class (handouts or library reserves). EXAMS: There will be four closed-book, non-cumulative exams. They will cover readings, lectures, films, and class activities. A variety of question types will be included. SHORT ASSIGNMENTS: Certain class activities will include a short written report; some of these will be completed in class and some will be take-home assignments. OMS SERVICE-LEARNING PROJECT DAY: In a group of 2-3 people, you will select a topic of interest to you and design an interactive exhibit geared toward teaching middle school students

about the human body. These exhibits will be presented at Owen Middle School as a Human Biology Fair. More information is included in this syllabus starting on p. 6. INDEPENDENT PROJECT: Each of you, as an individual student, learns in a different way from those around you. Some learn easily from reading and writing, others from visual representations, others from getting your body involved in the learning process, and so on. I will use a variety of teaching methods in this class to try to reach all of these learning styles at some point during the semester. However, to give you a chance to use your talents, the independent project gives you the chance to choose a project format that best fits your own learning style. Descriptions of the possible project options are found on p. 9 of this syllabus. ATTENDANCE/PARTICIPATION: You are expected to come to class regularly. If for some reason you need to miss a class, please let me know before class, either in person, via email or over the phone. You may not turn in a report on a lab or class exercise that you missed, for whatever reason, unless we can arrange for you to make up the activity (this will not always be possible). In addition, participation in class discussions and activities is essential, and will be noted. You should be prepared to ask questions, respond to questions about readings, and participate actively in labs and field trips, including cleanup. Participation and attendance will affect your grade. You are solely responsible for obtaining handouts and notes, or being aware of announcements from classes that you have missed. Makeup exams will ONLY be given for excused absences. An excused absence is one due to real illness (requires medical confirmation), death or illness in family (requires DSA approval), or participation on varsity athletic teams (requires notice from coach). For each of these cases, I must receive notification PRIOR to the exam. No makeup will be given for a missed exam unless you get prior approval. LATENESS: I expect you to come to class on time. If you do arrive late, please do not disrupt class by walking in front of the class, asking me to repeat announcements, or asking for handouts you may have missed. All assignments are due at 9:30 am on the day they are due, and late assignments will not be accepted for any reason. If you have an exceptional reason for not completing your work on time (bad illness, etc.) you may contact me BEFORE THE ASSIGNMENT IS DUE and request permission to extend your deadline. SNOW/ICE POLICY: I live on campus and am not deterred by bad weather. Therefore, class will be held regardless of weather conditions, and you are expected to come. However, if you live offcampus, DO NOT take the risk of coming to class when the roads are bad. Let me know in the first week of class if this applies to you so I know what to expect. CLASS RULES:  No food or drink in class or on field trips . You may bring water in a closed container.  No smoking in class or on field trips.  You must wear shoes in classroom and on field trips.  No pets allowed in class or on field trips.  Cell phones must be turned OFF during class and may not be brought into classroom during exams.  You are expected to show respect for others at all times. ACADEMIC INTEGRITY: Representing the ideas of others as your own will not be tolerated. You are welcome to discuss assignments with one another outside of class, but the work you turn in to me MUST BE YOUR OWN. Cheating is an act of disrespect, to the instructor, to the class, and to yourself. If you cheat or plagiarize, you will automatically receive a zero for the assignment, the dean will be informed, and you may automatically fail the class. If you have any questions about this policy, please come see me. SPECIAL LEARNING NEEDS: If you have a learning disability and might require special accommodations at any time in this course, it is your responsibility to inform me during the first week of classes. Contact Deborah Braden, Educational Access Coordinator as soon as possible

to better ensure that such accommodations are implemented in a timely manner. You can reach her at ext. 3791 or dbraden@warren-wilson.edu or at her office located in lower level, Dodge House GREENING THE CLASSROOM: I am in the ongoing process of trying to make my classroom (i.e., the things I, and my students, do concerning my classes, both in class and outside) less environmentally destructive. I invite you to help me in this process. When possible, I will reuse paper that has only been used on one side or copy things double-sided; I will give you 1/2 sheets for handouts when that will suffice. I encourage you to print papers that you turn in to me on paper that has already been used on one side. I further encourage submission of papers via email, and will grade such papers and send them back to you via computer to reduce paper use. Papers submitted electronically must be received by me by the deadline, and it is your responsibility to make sure that happens. On receiving a paper via email I will respond to you immediately to let you know it has been received. If you do not receive a message, you should assume it has not been received and that you need to take further measures to ensure that I have it on time. When you create projects for the class that involve more that printed words, I encourage you to use recycled materials whenever possible. I may be able to help you acquire such materials as posterboards, so don’t hesitate to ask. Notebooks, paper that is used on one side only, and other office/school supplies are often available in the Free Store down at the recycling center. I encourage you to make use of this resource rather than buying new materials. If you have further ideas about how we can make our pursuits in this class more environmentally sound, please share them with me and with your fellow students.HUMAN BIOLOGY SCHEDULE—SPRING 2007 Date Week 1 Jan. 22-26 Topic Introduction to course Scientific process and thought Chemistry of life Chemistry of life Biology of the cell Cells to organ systems: organization Exam I PROJECT WORK DAY Movement of the body Forensic biology Defending against disease: immune system Immune system, continued Movement of materials: circulation Circulation , continued Exam II Exchanging gases: respiration Integration and control: nervous system Readings in Text Ch. 1 Ch. 2

M W F

Week 2 M Jan. 29-Feb. 2 W Week 3 Feb. 5-9 M W F M W M W F

Ch. 3 Ch. 4

Week 4 Feb. 12-16 Week 5 Feb. 19-23

Ch. 5, 6.1-6.2

9.1-9.11 9.12 7.1, 8.1-8.2 8.3-8.6

Week 6 M Feb.26-Mar.2 W Week 7 Mar. 5-9 M W

10.1-10.6 11.1-11.5

F Week 8 Mar. 12-16 M W

Nervous system, continued The senses The senses

11.6-11-7 12.1-12.5 12.6-12.7

**********SPRING BREAK******************** Week 9 Mar. 26-30 M W F M W M W F M W M W F Hormones: endocrine system Exam III Getting food: digestion Digestion and nutrition Reproduction Practice presentations Cell reproduction Cell reproduction and cancer Ch. 13 14.1-14.8 14.9-14.11 Ch. 16

Week 10 Apr. 2-6 Week 11 Apr. 9-13

17.1-17.3 Ch. 18

Week 12 Apr. 16-20 Week 13 Apr. 23-27

Genetics 19.1-19.2 OMS Service Learning Day: Leave campus by 8:15 sharp Genetics WORK DAY--NO CLASS EXAM IV Genetic engineering Evolution Evolution Human ecology Human ecology Review and evaluations Exam V 19.3-19.6 20.1-20.2 20.3-20.4 22.1-22.5 22.6 23.1-23.3, Ch. 24

Week 14 M Apr. 30-May 4 W Week 15 May 7-11 M W F M W

Week 16 May 14-18

HUMAN BIOLOGY SERVICE PROJECT GUIDELINES for Human Body Fair at Owen Middle School
We will be leaving WWC at 8:15 am on the morning of Tuesday, April 17. Make plans now with your instructors or crew bosses so that you can be away from campus that morning. We will return to campus by 11:00.

You will be working in a group of 3-4 students to design a station for our Human Body Fair on a topic of your choice. Stations should involve active demonstrations and/or hands-on activities; think of it as sort of an exhibit in a temporary hands-on museum. You should be prepared to teach a 5-minute lesson to about five 6th-graders at a time—they will be rotating through the stations. You’ll do the lesson about 10-12 times during our 2 hours at the school. Your projects should: --Involve the 6th graders actively (they shouldn’t just be listening to you the whole time) --Teach 1-3 concepts that you’ve selected (keep it simple) --Be visually interesting to draw students in. You can use posters, visual aids, costumes, etc. to do this You will have the class period on Monday, February 12 to work with your group on planning your project. This will be the only class time available for project planning. Once you have a basic idea of what you want your project to be, please submit an outline to me stating what your topic is, what the 1-3 major concepts are that you are trying to get across, what you will do during those 5 minutes with each group of students, and what materials you will need (especially if I need to provide them). THIS OUTLINE IS DUE ON MONDAY FEBRUARY 26, although you are welcome to bring it to me earlier than that. Projects will be graded on: preparedness; knowledge and understanding of the content you are presenting; clarity in presentation to the students; and creativity. You will earn 3 hours worth of service credit for your participation in this project. What to know about 6th-grade kids: (from http://www.murrieta.k12.ca.us/html/sixth_grade.html) “The sixth grade child is energetic and daring. This is a year marked by rapid physical growth. As they grow, sixth graders are always searching for peer approval while becoming more assertive and independent on the homefront. Adolescence has arrived. “Though they are likely to have bouts of sluggishness, inattention and awkwardness, sixth grade children are aware of the opposite sex and also interested in organized games and team play. Intellectually, they have the ability to analyze situations and discuss problems. “Because of all this growth and change, they need attention and praise... Most sixth graders need to feel a sense of belonging and the chance to "shine" in some activity valued by their peers.“

Advice from previous WWC Human Biology students: Make sure you don’t underestimate their comprehension or maturity. Don’t separate yourself from them mentally. The sheep brain is something that caught their attention. Always, try to talk to them as an “adult” instead of a teenager. Don’t give big amounts of information. You may lose them. Have fun. Don’t take yourself too seriously; really, don’t. Basic concepts work great with activities that force thinking (i.e., having them think on their feet, make connections instead of being told them). Try not to be repetitive with information, and include more hands-on activity. Make sure you have a fun activity, and it’s OK if they don’t seem excited about your info. I suggest that you try to really get into the minds of 7th graders and come up with ways to hold their interest while presenting your projects. 7th graders are very hard to please. Materials used in activities should be something they would openly enjoy and not something they would have to pretend they dislike. 7th graders are not very young. They are old enough to understand what they are being taught. So, you should be careful when choosing visual aids and materials, because it might be silly or childish for 7th graders. Be amusing (yet informative). Forget all the tiny scientific details—they are probably not familiar enough or interested. Be general. Relate your topic to everyday life (or their everyday life). Do your darnedest to make them smile and make them remember something useful. Make up games they can play as they learn. Be highly energetic and engaging; the more stupid you act the more they pay attention. Remember colorful visual aids with large fonts. Put the subject into perspective: relate it to their life. Engage students with activities and games. I think that would draw them in if you had activities and not just facts. Visuals are important! Pick a topic of interest to 7th graders concerning human anatomy or physiology. I recommend picking a topic that would relate well to 7th graders. I would also recommend more hands-on type of experiment and visuals. Pick a subject that holds true interest. 7th graders will notice any disinterest and it will give added energy to the presentation. Find multiple ways to engage the students, realizing different kids respond to different stimuli. Think about what would interest a 7th grader.

Keep the content simple. Have more backup if the kids don’t participate. More interaction. Incorporate as many hands-on activities as possible. I think it was all about the hands-on activity…they should be fun and creative. Try not to care when 7th graders act like you are the most uncool and boring people in the world! :) I would emphasize using info that kids can relate to. The food pyramid helped; I think that if I were to do it again, I would do something like a human food pyramid that really got everyone involved (a picture of the pyramid on the floor and the students getting in the right spots). Also keep it simple and bring in real examples (such as the food you’re talking about). Really know your subject matter and visual aids are super important and really engage students. Also a presentation board is a plus!

INDEPENDENT PROJECT During the course of the semester, each student will complete one of the following independent projects. Please read over the options and think carefully about where your strengths and interests lie. You will be completing a project contract in the fourth week of the semester, due Wednesday, Feb. 14. The due date for the project will depend on the project you select but will be no later than Wednesday, May 4. For verbal/linguistic learners: * Research paper on a recent issue in human biology * Interpretation of recent research in human biology for a general audience (in the form of 3 short “newspaper” articles) * Oral presentation with visual aids on a recent issue in human biology For logical/mathematical learners: * Presentation on mathematical application in human biology (could be paper, oral presentation, video, poster...discuss this one with me) For visual/spatial learners: * poster or 3D display (as for a museum) For bodily/kinesthetic learners: * Three short skits demonstrating concepts in human biology (topics selected by instructor) * Dance describing the functioning of a body system For musical/rhythmic learners: * Write and perform a song (3 minutes) explaining one major concept in human biology For interpersonal learners: * You may choose to work on any of the above with another person in the class. For any of the above that are not papers or oral presentations, I recommend that you turn in a written explanation of your work. I will not require this--and some projects may be explicit enough in and of themselves not to need it. However, if the biological content is at all unclear or not explicit in your project (for example, if you are using dance), a written explanation may help me, as your evaluator, to understand clearly what you have gained from the experience and how deeply you understand the topic you are representing.

For ANY of the above, you must turn in to me a bibliography of sources used. You may use MLA or APA format but must have complete and properly formatted citations.

Greek and Latin Root Words A, an- not, without gam marriage ab- (L) off, from, away gast stomach, belly acanth thorn gen produce ad- (L) to, toward gnath jaw alb (L) white gym- naked allo- different, other gyn female amphi around, on both sides, double andr male hem blood arche ancient, first hemi- half astr, aster star hetero- other, different auto self bi- (L) two, double blast sprout brach (L) arm branch gill card heart caud (L) tail cephal head chaet bristle, hair chondr cartilage chord string chrom color coel hollow cyst bladder cyt cell mono one, single dactyl finger or toe de- (L) from, down, out dendr tree derm skin di- two, double, separate dia- across, through diplo two, double ov (L) egg echin spiny, hedgehog ect outside en-, end-, ent- inside enter intestine, gut entomo insect

platy flat, wide pod foot poly many, much pro before, in front of proto first, original pseud false pter wing, feather, fin rhin nose schiz, schis split

hom (L) human scler hard homeo-, homo- same, alike som body hydr water stom mouth sub under, below hyper- over, excessive syn with, together hypo- under tetra four ichthy fish trans (L) across inter- (L) between trich hair intr- (L) inside trop turn, change iso equal troph nourish, food leuc, leuk white macro large melan black meso middle meta after micro small morph form myo muscle nem thread neo new oid like or similar to oo pronounced OH-oh; egg ost bone para beside pent five peri around phag eat zo animal

epi upon, over, beside eu- true, good ex- (L) out, from

phor carry phot light