Bloodhounds Incorporated
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VICTOR VALLEY COLLEGE
FALL SEMESTER 2017
HUMAN BIOLOGY
Victor Valley College
18422 Bear Valley Road
Victorville, CA 92392
Phone: (760) 245-4271, x2658
e-mail: lisa.harvey@vvc.edu
Course No.: Biol 107 Course Title: Human Biology Units: 4.0
Room No.: 31-5 Hours: 2:00 – 5:10pm Days: T/TH
Section No.: 62144 Office No.: 6
Visit Victor Valley College online at vvc.edu
FALL Term Begins August 28
Labor Day Holiday (college closed) September 4
Veteran’s Day Holiday (college closed) November 10- 11
Thanksgiving Holiday (college closed) November 23-25
FALL Term Ends December 16
Sixteen (16) week term August 28 – December 16
Off-Campus Sixteen (16) week term August 28 – December 16 (Does not follow VVC calendar,
see that site’s calendar for holidays)
First Twelve (12) week term August 28 - November 18
Second Twelve (12) week term September 25 – December 16
First Eight (8) week term August 28 – October 21
Second Eight (8) week term October 23 – December 16
NOTE – CAMPUS IS CLOSED and CLASSES WILL NOT BE HELD ON CAMPUS THE FOLLOWING DATES:
September 4th, November 10th, 11th, 23rd, 24th, 25th
STATEMENT OF ACCESS: Students with special needs are encouraged to meet with instructors to discuss the opportunity for academic accommodation and be referred to disabled student program and services per Administrative Procedure (AP 3440)
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Course Description
An introduction to biological principles with a human perspective. Emphasis on cellular structure and function, organ systems, the concept of homeostasis, adaptation, cellular and population genetics, and the interaction of the human species with the ecosystem.
Student Learning Outcomes
Upon completion of the course the student can:
1. Contract the forms and functions of selected human organ systems from the molecular/cellular level to homeostasis at the organismal level.
2. Use scientific reasoning to evaluate the biological principles underlying current human health dilemmas, such as the causes of disease, use of biotechnologies, management of epidemics and public health, ecological/environmental health, and social health inequities.
Prerequisites
No prerequisites
Textbook(s)
Text: Inquiry into Life, Mader & Windelspecht, 15th Edition
Lab: Human Biology Laboratory Manual, Mader, 14th Edition
Recommended: 3 X 5 cards for flash cards and a recording device
Attendance
Attendance is required and is the responsibility of the student. If you do not attend the first-class session, the instructor may drop you. IT IS THE STUDENT’S RESPONSIBILITY TO DROP THIS CLASS. If you do not plan to continue to attend class you must drop the course to avoid receiving and “F” grade. Two unexcused lecture and/or laboratory absences will result in dismissal from the class.
Withdrawal Policy
It is the student’s responsibility to officially withdrawal from this class. DO NOT simply stop coming to class and expect the professor to drop you. Not withdrawing from class may result in an “F” grade for the class. If you take a “W” for the course, no assignments are carried into the next semester. You must repeat the class!
Incomplete
If a student has completed most of the course (75% or more) with a “C” or better average, but is unable to complete the remainder of the semester due to extenuating circumstances (see student handbook), they may elect to take an incomplete (INC) for the course. You are allowed to make up all missing assignments. An incomplete does NOT allow you to repeat completed assignments. All missed assignments and exams must be completed by the following semester or the grade will revert back to the one they would have earned at the end of this semester. It is the student’s responsibility to initiate the request for an incomplete. This must be completed in writing on a special school form and signed by both the instructor and the student before the end of the semester.
Laboratory: Lab attendance is mandatory. If you know that you will miss a lab you need to notify me ahead of time. To account for lab attendance, I will sign your lab write up after each lab. If your lab is not signed after each lab activity, I will assume that you were not present that day and you will get a zero for the write-up. The labs are supplemental means of instruction. They provide hands on experience to the topics we will cover during lecture. Lab activities can be found on the website.
Lab Write-up: There are a total of 15 lab activities; each is worth 10 points for a total of 150 points. I will sign off on your lab before you leave. If you leave without my signature you will not get credit for the lab. If you are absent from lab, you will not be able to turn in the lab assignment for that day. You will lose 2 lab points for each lab you do not attend or leave early, no matter the reason.
Lab Quizzes: There will be weekly quizzes in lab. This will cover what you will be doing in lab. These quizzes will be approximately 10-15 minutes long and will start at the beginning of lab. I do not give make-up lab quizzes. If you are late to lab you will only have whatever time remains to complete the quiz.
Examinations: Exams are mandatory. There are NO MAKE-UP exams or quizzes. I have given you the dates well ahead of time (see attached schedule) to allow you to make appropriate arrangements. There will be 4 lecture exams, this includes your final exam. The exams are not cumulative and are approximately worth 150 points each. Exams will consist of multiple choice, short answer, and/or essay questions. These exams are concept-oriented and will cover the chapters listed for each.
Cell phones and all electronic devices will be turned off and put away during the exam. If you use your phone/electronic devices during the exam you will receive a zero on the exam as well as possible expulsion from the class.
PLEASE BE ON TIME FOR LECTURE EXAMS. If you are late, you will not get any extra time. You will not be able to take your exam, once the first student turns in their completed exam.
Be aware that I keep all of your exams; however, you may come visit them at any time during this semester by making an appointment with me. One month after the day of your final I will shred all exams. Therefore, if you have any questions over any grade see me immediately! Any course work other than exams that are not picked-up a week after your final is given will be placed in the recycle bin.
PLEASE TAKE CAREFUL NOTE: During an exam there will be no leaving the classroom for any reason, except with a written Doctor’s excuse. If you leave the classroom your exam is over.
Lecture Quizzes: There will be iclicker questions presented throughout the lecture period and added to your grade as quiz points. The student is responsible for having an iclicker app and making sure to have it available for each class session. An iclicker app must be registered by Sept 5, 2017. Without the app you will not be allowed to answer the questions for points. Lecture quizzes will not be announced.
Presentation: A power point presentation worth fifty (52) points will be required towards the end of the semester. This presentation will be done in a group. However, individual scores are not based on group performance. Your presentations is to be emailed or shared on google slides with me by Nov 28, 2017.
Connect Quizzes: You will also be responsible for assignments found at the following web address: These assignments will be counted towards your total grade.
I will send you e-mail updates on your grade throughout the semester. If you have any questions about your grade you must inform the instructor within five days of the grade posting. There will be no change in grades after the five days. This includes the final grade. So, make sure you check your grades frequently.
REEF Polling by i>clicker
I will be using REEF Polling by i>clicker in class this term. REEF Polling helps me to understand what you know, gives everyone a chance to participate in class, and allows you to review the material after class.
You will need to create a REEF Polling account to vote in class using your laptop, smart phone, or tablet connected to the university’s Wi-Fi. [You may also use your i>clicker remote in combination with your REEF Polling account.]
Creating Your REEF Polling Account
Go to or download the REEF Polling app for iPhone/iPad to sign up for a REEF Polling account. You should use your VVC email address and your student ID in the Student ID field. If you need to change your email address, password, or student ID, edit your account profile. Do not create and use more than one REEF Polling account as you will only receive credit from a single account.
Unless you will exclusively be using an i>clicker remote, you will need to purchase a subscription to use REEF Polling. You can use a credit card to purchase online, in-app purchase, or buy an access code from the bookstore. Creating a REEF Polling account automatically starts a free 14-day trial subscription.
Add a Clicker to Your REEF Polling Account
If you want to use your i>clicker + or i>clicker 2 remote, you must register it with your REEF account. Register your clicker by logging into REEF Polling, navigate to your profile, and then enter your 8-character clicker ID. You may use either your smart device or registered clicker to vote in classroom polls throughout the term and will be able to review your session history no matter which device you use.
Add This Course to Your REEF Polling Account
Search with the following information to find this course and add it to your REEF Polling account:
Institution: Victor Valley College
Course: Biol 107_Fall2017_62144
Cheating
I consider submitting votes for a fellow student to be cheating and a violation of the College Honor Code. If you are caught voting for another student or have votes in a class that you did not attend, you will forfeit all REEF Polling point and may face additional disciplinary action.
Grades
Your final score is weighted as follows:
Connect and Class Assignments (10%)
Exams (70%)
Lab Assignments (10%)
Quizzes (10%)
The percentage scale is as follows:
90 – 100% = A
80 – 89.9% = B
70 – 79.9% = C
60 – 69.9% = D
59.9 and below = F
Classroom Policies:
Etiquette and Ethics
Although extenuating circumstances occur and you must be late to class, do your best to arrive on time to class. If for some reason you cannot arrive at the assigned time, then please enter the classroom quietly and have consideration for other students and the instructor. Because we are also in an intimate classroom setting any extraneous talking is not appreciated during lecture because it is very distracting to your fellow students and even the instructor.
Please read the college policy on cheating and plagiarism. Academic dishonesty in any form will not be tolerated, and may result in failure of an exam/assignment, failure of the course or potential expulsion from the college. If you have any questions regarding dishonesty or are in anyway unclear about the meaning of the college policy, please see me immediately. If Academic Dishonesty is observed in the classroom, the assignment will be given a grade of “F”. If Academic Dishonesty is observed for the second time, the student will be given an overall final grade of “F”.
Children
It is the school policy that children are NOT allowed to attend class with their parents nor should they be left unattended on campus while parents attend class. If you qualify there is a day-care center on campus, if not please make arrangements for a babysitter.
No food or drinks
It is school policy that NO food or drinks be allowed in the classroom. Please do not use the small sink and drawers at your desk as trash receptacles. It is also important to leave all open foodstuff outside of the classroom, we have a tendency to collect a large herd of ants after a while. It is not pleasant having them crawl up your pant leg!!!
It is school policy that NO food or drinks be allowed in the classroom. Please not that the small sinks and drawers are not trash receptacles. It is also important to leave all open foodstuff outside of the classroom, we have a tendency to collect a large herd of ants after awhile. It is not pleasant having them crawl up your pant leg!!!
Lecture Schedule
This is a tentative lecture schedule with approximate dates for lecture topics and examinations. Materials may be covered at a faster or slower pace, depending upon the circumstances. It is the responsibility of the student to note any and all changes. The chapters indicated for exams should be read by the day of the exam.
Bloodhound Research at VVC
Fall 2017 Tentative Lecture and Lab Schedule
| Date |Lecture Focus |Lab Exercise |
|Week 1 Aug 29/31 |Chp 1 The Study of Life |Lab 1 Scientific method |
| | | |
| |Chp 2 The Molecules of Cells | |
|Week 2 Sept 5/ 7 |Chp 2 The Molecules of Cells |Lab 2 Metric Measurement and |
| | |Lab 3 Microscopy |
| |Chp 3 Cell Structure and Function | |
|Week 3 Sept 12/14 |Chp 4 Membrane Structure and Function |Lab 4 Chemical Composition of Cells |
|Week 4 Sept 19/21 |Chp 6 Metabolism Energy and Enzymes |Lab 5 Cellular Structure and Function |
|Week 5 Sept 26/28 |Chp 25 DNA Structure and Protein Synthesis |Lab 6 How Enzymes Function |
|Week 6 Oct 3/5 |Exam 1 |Lab 15 Mitosis and Meiosis |
|Week 7 Oct 10/12 |Chp 17 Nervous System |Lab 16 Human Genetics |
|Week 8 Oct 17/19 |Chp 19 Musculoskeletal |Lab 13 Nervous System |
| |Chp 18 Sensory | |
|Week 9 Oct 24/26 |Exam 2 |Lab 12 Musculoskeletal |
|Week 10 Oct 31/Nov 2 |Chp 12 Cardiovascular System |Lab 12 Musculoskeletal |
|Week 11 Nov 7/9 |Chp 15 Respiratory System |Lab 7 Organization of the Body |
|Week 12 Nov 14/16 |Exam 3 |Lab 7 Organization of the Body |
|Week 13 Nov 21/23 |Chp 14 Digestive System |Lab 11 Homeostasis |
|Week 14 Nov 28/30 |Chp 16 Urinary System and Excretion |Presentations |
|Week 15 Dec 5/7 |Chp 21 Reproductive |Presentations |
| | |Review for Practicum |
|Week 16 Dec 12/14 |Final Exam |Lab Practicum |
PATHOLOGICAL REPORTS
1. Your presentation should be no longer than 12 minutes and no shorter than 10 minutes, with a 2-minute question and answer session.
2. Your presentation will be created on power point. The power point presentation will include all of the following:
a. Physiological basis for this disease: Talk about the healthy state of the body. For instance, if you are talking about cirrhosis of the liver explain how the liver works when it is healthy. If you are talking about tuberculosis then explain how the lungs function when they are healthy. Just because we already discussed this in lecture you are to assume no student has ever heard it before. This should include approximately 2 minutes of your presentation. Caution: Most students leave this part completely out of their report. I wouldn’t do that if I were you.
b. Etiology (Epidemiology): What are the causes and origins of this disease? Is there any important historical significance to this disease? Where does this disease usually start? Is there a particular season for this disease? Is this disease communicable? How is the disease transmitted?
c. Pathology: How does this disease alter the physiology of the body? What happens to the body as it passes from the healthy to the unhealthy state? How does this disease multiply and grow? What will the body do to attempt to bring itself back to homeostasis? Be very detailed. Include any and all physiological mechanisms that may breakdown because of this disease.
d. Signs and Symptoms This section should include some of the most interesting or clinically relevant signs and symptoms. Do not just list the signs and symptoms and read them off. Each sign or symptom you do list should be explained. The explanation should include how the pathology causes the problem. Go as in depth as possible on your explanation.
e. Prognosis and Treatment: If there is more than one type of treatment, then choose only one or two that are used most often. Explain why this type of treatment is used for this particular problem. Will the person survive? What will their quality of life be like? How does this treatment actually work? Specify the mechanisms of this treatment and how it affects the pathology of the disease and the physiology of the body?
3. You will be required to have a Bibliography included on your power point. Your Bibliography must contain no less then 5 references and 3 of these five must be from journal articles. Do not limit yourself to the Merck Manual and Taber’s Medical
Encyclopedia. You may reference the internet, but the sources must be legitimate. For example, , , . You may not use anyone’s personal web site, except to obtain pictures.
4. When presenting you may NOT use reference materials such as 3x5. You are expected to memorize your information and present it in an appropriate fashion to the class. Your power point slides should be used as 3X5 cards. But beware, if you pack your slide with too much information you will be counted down. Each slide should have just a little information for the audience and you supply the rest from your knowledge. The idea is to know your stuff and give an interesting presentation.
5. Your disks are due on Dec. 6, 2016. Make a copy for yourself and a second for review for part of your grade. Each of the 5 sections are worth 10 points and the bibliography is worth 2 points for a total of 52 points.
6. Be sure to add each person’s full name in your group to the section they are presenting.
PATHOLOGICAL DISORDERS
1. Progeria
2. Wiskott-Aldrich Syndrome
3. Systemic Lupus Erythmatosus
4. Scleroderma (progressive systemic sclerosis)
5. Leukemia
6. Oligodendroglioma
7. Hepatitis B
8. Hepatitis C
9. Anorexia
10. Bulemia
11. Myasthenia Gravis
12. Tetanus
13. Hodgkin’s Disease
14. Fetal Alcohol Syndrome
15. Toxoplasmosis
16. Rubella
17. Cytomegalovirus
18. Marfan Syndrome
19. Cystic Fibrosis
20. Phenylkeotnuria
21. Hemophilia A
22. Hydrops Fetalis
23. Decompression Sickness
24. Elephantiasis
25. Cirrhosis
26. Rickets
27. Mumps
28. Influenza
29. Rubeola
30. Smallpox
31. Herpes Simplex II
32. Scarlet Fever
33. Impetigo
34. Urinary Tract Infection (secondary to E. Coli)
35. Shigellosis
36. Typhoid Fever
37. Diptheria
38. Pertusis
39. Cholera
40. Botulism
41. Anthrax
42. Cat Scratch Fever
43. Rocky Mountain Spotted Fever
44. Q Fever
45. Glomerulonephritis
46. Gastritis
47. Tuberculosis
48. Crohn Disease
49. Adult Polycycstic Kidney Disease
50. Cryptorchidism
51. Prostatitis
52. Graves Disease
53. Addison Disease
54. Cushing Syndrome
55. Diabetes Mellitus
56. Kyphosis
57. Osteomyelitis
58. Gout
59. Lou Gehrig’s Disease (Amyotropic Lateral Sclerosis)
60. Fibromyalgia
61. Anencephaly
62. Spina Bifida
63. Rabies
64. Tay Sach’s
PowerPoint Grading Rubric
|Value Scale |SLIDES |PRESENTATION PROFESSIONALISM |
| |Information |Graphics & Language |Topic Choice |Presentation Style |Organization |
| |Balance | | | | |
|5 |Each info slide outlines |Graphics used to illustrate |Topic goes well beyond |Looks at audience while |Presentation |
| |or supplements a major |topic of slide in an effective |knowledge level of |talking, doesn’t read |includes clear, |
| |point or details previous |manner. They all explain |audience. Based upon |from slides. Speaks |organized |
| |point. Doesn’t visually |complex issues in a clear |original research |loudly and clearly. |Significance |
| |overload or contain small |manner. Slides spell out any |published within past |Presentation reflects lots |(greater context – |
| |font – all text clearly |new technical terms spoken by |five years in major |of practice, and segues |why should we |
| |visible. 10-30 words per |presenter. No grammatical or |scientific journal(s). |from one slide to the |care?) |
| |slide. Completely logical |spelling errors. | |next. | |
| |sequence of ideas. | | | | |
| | | | | | |
| | | | | |[pic] |
| | | | | | |
| | | | | | |
| | | | | |[pic] |
| | | | | | |
| | | | | |[pic] |
|4 |Most info slides outline |Graphics often illustrate topic |Topic goes beyond |Occasionally talks to |One component |
| |or supplement a major |of slide effectively. They |knowledge level of |slide rather than |not clear and |
| |point. Most don’t |almost always explain complex |audience. Based upon |audience, rarely read |organized. |
| |visually overload or |issue in a clear manner. Slides |original research |from slides. Speaks | |
| |contain small font. 8-40 |spell out almost all technical |published within past |loudly and clearly. | |
| |words on a few slides. |terms spoken by presenter. |seven years in major |Presentation reflects | |
| |Sequence of ideas mostly |Few grammatical or spelling |scientific journal(s). |some practice, and | |
| |logical. |errors. | |segues from one slide to | |
| | | | |the next. | |
|3 |Some slides outline or |More graphics needed to |Topic only occasionally |Occasionally talks to |Multiple |
| |supplement a major |illustrate topic of slide in an |goes beyond knowledge |slide rather than |components not |
| |point. Most don’t |effective manner. Some |level of audience. |audience, rarely read |clear and |
| |visually overload or |explain complex issue in clear |Based somewhat upon |from slides. Most speech |organized |
| |contain small font – all |manner. Slides spell out some |original research |loud and clear. | |
| |words clearly visible. 6- |technical terms spoken by |published within past |Presentation reflects | |
| |45 words on a few slides. |presenter. Some grammatical |seven years in major |some practice, and | |
| |Hard to tell where talk |or spelling errors. |scientific journal(s). |segues from one slide to | |
| |was heading sometimes. | | |the next. | |
|2 |Few slides outline or |Few graphics used, and many |Topic only occasionally |Talks to slide almost as |One component |
| |supplement a major |are confusing. Slides spell out |goes beyond knowledge |much as to audience; |missing, not clear |
| |point. They often |some technical terms spoken |level of audience. |reads from slides. |and organized |
| |visually overload or |by presenter. Some |Based somewhat upon |Speech hard to hear at | |
| |contain small font – all |grammatical or spelling errors. |original research, and |back of room; pace too | |
| |words clearly visible. | |not exactly cutting edge |slow or too fast. | |
| |Too many or too few | |and not beyond info in |Presentation reflects need | |
| |words. Direction of talk | |textbook. |for more practice. | |
| |hard to follow. | | | | |
|1 |Talk quite difficult to |Graphics ineffective in |Topic at level suitable |In front of audience, |Multiple |
| |follow, slides typically |presenting material. Slides |for high school biology |presenter faints, looses |components |
| |confusing or presented in |contain many errors in |class or some other |bladder/bowel control, or |missing, not clear |
| |illogical order. |technical and common |community college, but |otherwise fails to |and organized. |
| | |language. |student should cancel |complete presentation. |Kept audience |
| | | |transfer hopes. | |glued to their |
| | | | | |iPods during |
| | | | | |presentation |
|Team share |100% contribution to effort. |90% contribution to effort. Total |75% contribution to effort. |50% contribution to effort. |25% contrib. to effort.|
| |Total score X 1 |score X .9 |Total score X .75 |Total score X .5 |Total score X .25 |
Five categories each have maximum value of five. Total value is 25, total point value is 2 X 25 = 50 points plus 2 for Bibliography, Total points = 52
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