MATERIALS: - Society of Toxicology (SOT)



1971675topBIO 220: PRINCIPLES OF TOXICOLOGYSPRING 2013TIME: TBACLASS LOCATION: TBAINSTRUCTOR: Dr. Stephanie Zamule EMAIL: szamule5@naz.eduOFFICE: 106 Peckham Hall PHONE: x5078OFFICE HOURS: TBAMATERIALS: Essentials of Toxicology, 2nd edition, by Curtis D. Klaassen and John B. Watkins IIIPREREQUISITES: BIO 103/103L; BIO 104/104L; BIO 105 or equivalent completed with a grade of C- or better within the past five years. COREQUISITES: BIO 220L Principles of Toxicology Seminar.COURSE DESCRIPTION: A comprehensive overview of the effects of chemicals (pollutants, pharmaceutical agents, etc.) on biological systems at the organismal level with emphasis on the effects of chemical exposure on human health.? Topics include general principles of toxicology and pharmacology; the dose-response relationship; absorption, distribution, metabolism, and excretion; non-organ directed toxicity; target organ toxicity; risk assessment.DEPARTMENT MISSION: The mission of the Department of Biology is to enable majors and non-majors to investigate parts of the natural world which are or were living. Students are engaged in the process of science through challenging courses and undergraduate research experiences. Our faculty fosters collaboration and the development of the problem-solving skills necessary to pursue contemporary questions in biology. Students are prepared to pursue careers in research, health science, and science education.BIOLOGY, ENVIRONMENTAL SCIENCE, AND TOXICOLOGY PROGRAM STUDENT LEARNING OUTCOMES (PSLO): Upon completion of the program students will be able to:Describe and analyze biological phenomena at the cellular level.Describe and analyze biological phenomena at the organismal level.Describe and analyze biological phenomena at the ecological level.Perform the basic laboratory skills of observation, measurement, recording of data, and analysis of data.Use the scientific method to address new biological questions in the laboratory, field, or literature.Present research data and analysis in written, visual, and oral formats to biologists and to the general public.Exhibit ethical reasoning and action, which encompasses the following: scientific integrity in data collection, analysis, and reporting; laboratory safety; cooperation with others in teams; animal and human safety; and appropriate use of biological knowledge.COURSE STUDENT LEARNING OUTCOMES (CSLOs): At completion of the course students will be able to:Note: each course student learning outcome is linked to a program student learning outcome (denoted in parentheses) and to one or more methods of assessment (italicized). Define toxicological terminology (PSLOs #1-3)Assessment: ExamsClassify toxicants based on chemical structure and biological target (PSLO #1 & 2)Assessment: ExamsDemonstrate critical thinking about specific issues in toxicology (PSLO #2)Assessment: Case Study Assignments Exhibit an understanding of the complexity of regulatory issues in toxicology and demonstrate ethical reasoning in considering such issues (PSLO #7)Assessment: Case Study Assignments, Toxicology in the NewsExplain the following: (PSLO #2)The ways in which toxicants are absorbed, distributed, metabolized and excretedThe process of chemical carcinogenesisResponses of the various organ systems to toxicant exposureToxic effects of various chemical agents studied in this courseAssessment: Exams, Case Study AssignmentsSTUDENT INTEGRITY: Academic Integrity Policy: Academic integrity is essential to the educational mission of Nazareth College of Rochester, for the free pursuit of knowledge and understand is seriously impeded by any form of academic dishonesty.? Hence, no form of academic dishonesty will be condoned by the college.“Academic dishonesty” is understood as any act of deceit bearing on one’s own or another’s academic work, where “academic work” is understood to mean any activity pertaining to the educational mission of the college. Such acts include, but are not limited to, plagiarism in any form and the use during an exam of information of materials not authorized by the instructor for such use.STUDENT DISABILITY: If you are a student with a documented disability that requires special accommodation, please notify the instructor as soon as possible, or at least three weeks before the accommodation will be necessary. For additional information, you will find a copy of Nazareth College’s Students with Disabilities (SWD) handbook at . You are encouraged to make direct contact with Stephanie Smyth, SWD Office Director. She may be reached at 389-2498.STATEMENT ON RESPECT AND DIVERSITY: It is the policy of Nazareth College of Rochester not to discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, national or ethnic origin, age, marital or veteran status, disability, carrier status, genetic predisposition or any other protected status in the admission of students to the college; in any of the rights, privileges, programs, and activities generally accorded or made available to students at the college; in the administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other programs administered by the college; or in the employment practices of the college.MOODLE: Class PowerPoint presentations, assignments, and other course documents will be posted on Moodle, Nazareth’s online learning management system. GRADING: This class is comprised of 490 points. Points are allocated as follows:Case Studies (5 @ 30 points each)150 Exams (4 @ 60 points each)240Final Exam75Attendance & Participation 25Toxicology in the News (3 @ 5 points each)15 (extra credit)SCALE:93-100%A77-79 C+90-92A-73-76 C87-89B+70-72 C-83-86B60-69 D80-82B-<60 FCASE STUDIES: There will be six case study assignments in this course which will require students to read a case related to material introduced in class and consider a series of questions. Students will be required to complete only five of the six case studies. Cases (from National Center for Case Study Teaching in Science ) are listed below and will be posted on Moodle. Baffled By the Baby Bottle (Ch 4)by Michael A. Jeannot, Department of Chemistry, St. Cloud State UniversityStreams of Coal or Streams of Death? (Ch 8)by Linda Niedziela, Biology Department, Elon UniversityTuna for Lunch? (Ch 16)by Caralyn B. Zehnder, Department of Biological and Environmental Sciences, Georgia College and State UniversityEating PCBs from Lake Ontario (Ch 20)by Eric Ribbens, Department of Biological Sciences, Western Illinois UniversityKatrina’s Troubled Waters (Ch 23)by Lynn M. Diener, Biology Department, Mount Mary CollegeOn a Clear Day You Can See Forever (Ch 28)by David W. Kelley, Department of Geography, University of St. Thomas and Rebecca Helgesen, Minnesota Pollution Control AgencyEXAMS: There will be four exams and a cumulative final exam consisting of a combination of multiple choice, matching, fill-in-the-blank, sketching, and short essay questions. ATTENDANCE & PARTICIPATION: Class attendance is very important to success in this course and is mandatory. Three unexcused absences will result in a drop of one letter grade.TOXICOLOGY IN THE NEWS: Students may bring in a current news article about an environmental issue from the local, national, or international news source to share with the class. Each article will earn five points of extra credit and students may bring in up to three articles during the semester.TENATIVE COURSE SCHEDULEWeek Chapter AssignmentUnit 1: General Principles of Toxicology#1Course Overview1: History and Scope of Toxicology2: Principles of Toxicology#23: Mechanisms of Toxicology4: Risk AssessmentUnit 2: Disposition of Toxicants#35: Absorption, Distribution, and Excretion of Toxicants6: Biotransformation of XenobioticsCh 4 Case Study#47: ToxicokineticsEXAM IUnit 3: Nonorgan-directed toxicity#58: Chemical Carcinogenesis9: Genetic Toxicology10: Developmental ToxicologyUnit 4: Target Organ Toxicity#613: Toxic Responses of the LiverCh 8 Case Study14: Toxic Responses of the KidneyEXAM II#715: Toxic Responses of the Respiratory System16: Toxic Reponses of the Nervous System#818: Toxic Responses of the Heart and Vascular System19: Toxic Responses of the Skin#9 SPRING BREAK – NO CLASS#1020: Toxic Reponses of the Reproductive System Ch 16 Case Study21: Toxic Responses of the Endocrine System#11EXAM IIIUnit 5: Toxic Agents22: Toxic Effects of PesticidesCh 20 Case Study#1223: Toxic Effects of Metals24: Toxic Effects of Solvents and Vapors#1326: Toxic Effects of Terrestrial Animal Venoms and PoisonsCh 23 Case Study27: Toxic Effects of Plants, Fungi, and AlgaeEXAM IVUnit 6: Environmental Toxicology#1428: Air Pollution29: EcotoxicologyUnit 7: Applications of Toxicology30: Food Toxicology#1531: Analytical/Forensic ToxicologyCh 28 Case Study32: Clinical Toxicology33: Occupational ToxicologyTBAFINAL EXAMBIO 220L: PRINCIPLES OF TOXICOLOGY SEMINARSPRING 2013TIME: TBACLASS LOCATION: TBAINSTRUCTOR: Dr. Stephanie Zamule EMAIL: szamule5@naz.eduOFFICE: Peckham 106 PHONE: x5078OFFICE HOURS: TBAMATERIALS: Taking Sides: Clashing Views on Environmental Issues, 14th Edition, by Thomas EastonPREREQUISITES: BIO 103/103L; BIO 104/104L; BIO 105 or equivalent completed with a grade of C- or better within the past five years COREQUISITES: BIO 220 Principles of ToxicologyCOURSE DESCRIPTION: An introduction to toxicological research in which specific environmental issues serve as the basis for the study of the effects of chemical exposure on human health as explored through primary literature analysis.DEPARTMENT MISSION: The mission of the Department of Biology is to enable majors and non-majors to investigate parts of the natural world which are or were living. Students are engaged in the process of science through challenging courses and undergraduate research experiences. Our faculty fosters collaboration and the development of the problem-solving skills necessary to pursue contemporary questions in biology. Students are prepared to pursue careers in research, health science, and science education.BIOLOGY, ENVIRONMENTAL SCIENCE, AND TOXICOLOGY PROGRAM STUDENT LEARNING OUTCOMES (PSLO): Upon completion of the program students will be able to:Describe and analyze biological phenomena at the cellular level.Describe and analyze biological phenomena at the organismal level.Describe and analyze biological phenomena at the ecological level.Perform the basic laboratory skills of observation, measurement, recording of data, and analysis of data.Use the scientific method to address new biological questions in the laboratory, field, or literature.Present research data and analysis in written, visual, and oral formats to biologists and to the general public.Exhibit ethical reasoning and action, which encompasses the following: scientific integrity in data collection, analysis, and reporting; laboratory safety; cooperation with others in teams; animal and human safety; and appropriate use of biological knowledge.COURSE STUDENT LEARNING OUTCOMES (CSLOs): At completion of the course students will be able to:Note: each course student learning outcome is linked to a program student learning outcome (denoted in parentheses) and to one or more methods of assessment (italicized).Effectively communicate information regarding environmental issues in written and oral format (PSLO #6)Assessment: Environmental Issue Presentation, Current Toxicology Issue PresentationFind and analyze relevant toxicological data from the primary literatureAssessment: Policy PapersDemonstrate critical thinking about specific issues in toxicology (PSLO #2)Assessment: Policy PapersDevelop positions on toxicological issues that are supported by data (PSLO #4 & #5)Assessment: Policy PapersExhibit an understanding of the complexity of regulatory issues in toxicology and demonstrate ethical reasoning in considering such issues (PSLO #7)Assessment: Policy PapersSTUDENT INTEGRITY: Academic Integrity Policy: Academic integrity is essential to the educational mission of Nazareth College of Rochester, for the free pursuit of knowledge and understand is seriously impeded by any form of academic dishonesty.? Hence, no form of academic dishonesty will be condoned by the college.“Academic dishonesty” is understood as any act of deceit bearing on one’s own or another’s academic work, where “academic work” is understood to mean any activity pertaining to the educational mission of the college. Such acts include, but are not limited to, plagiarism in any form and the use during an exam of information of materials not authorized by the instructor for such use.STUDENT DISABILITY: If you are a student with a documented disability that requires special accommodation, please notify the instructor as soon as possible, or at least three weeks before the accommodation will be necessary. For additional information, you will find a copy of Nazareth College’s Students with Disabilities (SWD) handbook at . You are encouraged to make direct contact with Stephanie Smyth, SWD Office Director. She may be reached at 389-2498.STATEMENT ON RESPECT AND DIVERSITY: It is the policy of Nazareth College of Rochester not to discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, national or ethnic origin, age, marital or veteran status, disability, carrier status, genetic predisposition or any other protected status in the admission of students to the college; in any of the rights, privileges, programs, and activities generally accorded or made available to students at the college; in the administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other programs administered by the college; or in the employment practices of the college.MOODLE: Class PowerPoint presentations, assignments, and other course documents will be posted on Moodle, Nazareth’s online learning management system. GRADING: This seminar is comprised of 475 points. Points are allocated as follows:Environmental Issue Presentations (2 @ 75 points each)150Policy Papers (5 @ 50 points each)250Current Toxicology Issue Presentation50Attendance & Participation 25SCALE:93-100%A77-79 C+90-92A-73-76 C87-89B+70-72 C-83-86B60-69 D80-82B-<60 FENVIRONMENTAL ISSUE PRESENTATIONS: Environmental issue presentations are designed to help the class think critically about specific issues in toxicology by building on the readings and introductory documentaries. Presentations will be led by pairs of students and each pair will present two issues during the semester. Presentations should summarize the readings and documentaries and bring in the additional information specified below. They should be approximately 30-40 minutes in length, maintain a neutral position (a position on the issue will be taken in the policy papers), and include:Overview of the issueHistorical context (if applicable)Pros and cons (including social, economic, etc)Relevant toxicological information for the specific chemical(s) involved including: Structure of compoundRoutes of exposureADME processes. Note: data regarding effects of exposure should be limited in the presentations, since this will be the primary focus of the policy papers.Current laws regulating exposure in the United States and worldwide List of discussion questions to pose to the class (at least 5 questions)POLICY PAPERS: Students will consider the environmental issues presented in the readings, documentaries, and presentations from the point of view of a government agency tasked with regulating toxicant exposure limits in the environment. Policy papers should “dig deeper” into the issues introduced in class, particularly with respect to the scientific data found in the primary literature. Students may select five of the six policy papers to submit. Policy papers should be approximately 5 pages in length (double-spaced) and include: Summary of the issue (1-2 paragraphs)Brief summary of the debate surrounding the issue, including the pros and cons (1-2 paragraphs)Brief summary of the relevant toxicological information for the specific chemical(s) involved including: (1-2 paragraphs)Structure of compoundHow exposure occursADME processesAnalysis of the available scientific data regarding the effects of the specific chemical(s) (citing at least five sources from the primary literature not cited in the presentation) including: (1-2 pages)What types of studies have been done regarding the toxicity of the compound?What model systems have been used?Do you think these models are valid? Why or why not?What types of toxicities result from exposure to this compound?What organ systems are affected?Is the molecular mechanism known? If so, what is it?Is the compound known to be carcinogenic? Recommended regulatory actions including: (1-2 pages)Based on your evaluation of the available data, would you permit exposure to this chemical? Why or why not?If you would, what exposure levels would you permit? Would these limits be the same for all populations? Why or why not?Are further experiments necessary?If so, what types of studies should be done?References should be cited using the C.S.E. name-year citation system. See Writing Papers in the Biological Science, by Victoria E. McMillan for more information.CURRENT TOXICOLOGY ISSUE PRESENTATION: Students will select a current issue in toxicology of interest to them (and that we didn’t study in seminar) to present to the class. Presentations should be approximately 10 minutes in length and include the information specified for the environmental issue presentations above. Students may present in any format they choose.ATTENDANCE & PARTICIPATION: Class attendance is very important to success in this seminar and is mandatory. Two unexcused absences will result in a drop of one letter grade. TENTATIVE COURSE SCHEDULEThis outline is tentative, as the direction of this seminar will be determined by the class’s interest. Please think about what issues interest you and share your ideas with the class!WeekMaterial#1Introduction#2 DVD: “Libby, Montana” #3Issue 18: Is Superfund Program Protecting Human Health from Hazardous Materials? #4DVD: “Frontline: The Spill”#5Issue 7: Should We Drill for Offshore Oil? Policy Paper #1 due #6 DVD: “Food, Inc.”#7 Issue 14: Is Genetic Engineering the Answer to Hunger? Policy Paper #2 due#8DVD: Vanishing of the Bees #9SPRING BREAK – NO CLASS #10 Issue 16: Should DDT Be Banned Worldwide? Policy Paper #3 due#11DVD: Living Downstream#12 Issue 17: Do Environmental Hormone Mimics Pose a Health Threat? Policy Paper #4 due#13DVD: The Last Mountain#14Issue: Coal as an energy source (readings TBA) Policy Paper #5 due#15 Current Toxicology Issue Presentations #16 Policy Paper #6 due (drop off at office or send via email ................
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