Download 2017 Fall FDH BSF ESTES - myANC

AH 16084: Body Structure and Function
Department of Allied Health
Arkansas Northeastern College
First Day Handout
Instructor:
Office:
Phone:
E-Mail:
Website:
Office Hours:
Jeff Estes
Mobile Appointment Only
870-239-1191
[email protected]
www.anc.edu
Appointment Only
Term:
Class Meeting Days:
Class Meeting Hours:
Class Location:
Spring 2017
MW
5:30 – 8:30 pm
Room 17 Second Floor
I.
Welcome!
Welcome to Body Structure and Function a didactic course within the Allied Health Department. I hope you are as excited
about learning the target material as I am teaching it. Body Structure and Function is fast paced challenging. Good Study
habits and not getting behind is the key to a successful outcome.
II.
Course Catalog Description
This course follows the organization of the body from the single cell to the coordinated whole. A major emphasis is placed on
the interaction of all body systems for the maintenance of a stable internal state.
III.
Course Overview:
Body Structure and Function provides student with an overview of the “normal” anatomy and physiology of the human body.
The class is directed towards those students that wish to enter the health care industry. The student will be challenged to
understand both the structure and function of the human body.
IV.
Course Rationale
To give the student an understanding of individual body processes that maintain life, and makes the human body a living
machine.
V.
Course Objective
Upon completion of the course the student should be able to identify how individual cells, tissues, organs, organ systems
form a living organism that is constantly adapting to internal and external environmental stressors. How each system as to its
function relates to other systems in supporting the body as a whole.
VI.
Course Prerequisites
Developmental classes required or suggested by admission testing assessments.
VII.
Course Credits
Body Structure and Function is a 4 credit hour course.
This course is a 6 credit hour course. 4 hours a week will be spent lecturing on content. The other 2 hours
will be integrated into the course in the following manner and will include but not be limited to:
 additional lecture time to cover challenging systems like the endocrine, digestive, cardiovascular,
respiratory and nervous systems
 student collaborations
 introduction and use of classroom models
 extra review time for challenging systems and/or other topics
VIII.
Required Texts and Materials
1. Fundamentals of Anatomy and Physiology, 4th Edition; Donald C. Rizzo; Cengage Learning
2. Study Guide to Accompany Fundamentals of Anatomy and Physiology, 4th Edition; Donald C. Rizzo; Cengage Learning
3. MindTap Health Sciences/Nursing to accompany Fundamentals of Anatomy and Physiology, 4th Edition; Donald C. Rizzo;
Cengage Learning
4. Mosby’s Dictionary of Medicine, Nursing, & Health Professions; 8th Edition, Mosby
IX.
Supplementary (Optional) Texts and Materials
Colored Pencils
1. Scanlon, Valerie C., Sanders, Tina: Essentials of Anatomy and Physiology, 5th Edition, Philadelphia, PA; F.A. Davis, 2007
2. Herlihy, Barbara: The Human Body in Health and Illness, 3rd Edition, St. Louis, MO: Saunders Elsevier, 2007.
Study Aids
Anatomy Charts
Didactic Content Outlines
Handouts
MedCom Trainex Online Video Series:
1. The Cardiovascular System (w/Video)
2. The Digestive System (w/Video)
3. The Endocrine System (w/Video)
4. The Integumentary System (w/Video)
5. The Muscular System (w/Video)
6. The Nervous System (w/Video)
7. The Reproductive System (w/Video)
8. The Respiratory System (w/Video)
9. The Skeletal System (w/Video)
10. The Urinary System (w/Video)
Basis for Final Grade
Assessment for Body Structure and Function will be based on the 100% scale and is broken down as follows:
Assessment
Lecture
Lecture Exams 40%
Lecture Quizzes: Anatomy & Physiology 15%
Quizzes: Terminology 5%
Quizzes: Diseases 15%
Final Exam
Grading Scale (%)
93-100
A
85 – 92
B
76 – 84
C
65 – 75
D
0 – 64
F
Percent of Final Grade
75%
25%
100%
Individuals must have a final grade of C (76%) or above to pass the course.
There will be 10 seventy-five minute written lecture exams given. These exams will consist of fill in the blank, matching, multiple
choice, short answer, and essay questions. There may be online lecture exams that will consist of fill in the blank, matching,
multiple choice, sequencing, labeling, short answer, and essay questions. The highest lecture exam grade will be doubled. The
lowest lecture exam grade will be dropped. The only exception to this will be if the lowest lecture exam grade was received for
cheating. Attendance will count as lecture exam #11 but may not be doubled or dropped. Please refer to the attendance policy
(section XIII) of this handout. Since lecture exams and lecture quizzes are online, it is the student’s responsibility to make sure that
their computer is operating properly. Student’s have access to computers on the ANC campus if they do not have a computer at
home. There are very few problems with online testing, however problems can occur. If a problem occurs while testing, first log
back in and try to resume the test or quiz. If a problem persists immediately contact your instructor by email and the ANChelp desk.
If you do not make these two contacts immediately then there will be no consideration for allowing a retake or reopening of the
assignment. Making these two email contacts does not guarantee that the assignment will be reopened. When answering short
answer or essay questions: you are on your honor to do your own work, do not use text language, use complete sentences, do not
plagiarize, do not copy and paste, put answers in your own words and assume that you are explaining your answer to someone who
knows nothing, and proofread your work before submitting it.
Lecture Exam 1: chapters 1-2-3
Lecture Exam 2: chapters 5-6
Lecture Exam 3: chapters 7-8-9
Lecture Exam 4: chapters 10-11
Lecture Exam 5: chapter 12
Lecture Exam 6: chapters 13-14-15
Lecture Exam 7: chapter 16
Lecture Exam 8: chapter 17
Lecture Exam 9: chapter 18
Lecture Exam 9: chapter 19
Lecture quizzes will be administered online for every chapter covered in this course. Due dates are posted on the portal on the
OVERVIEW page under COURSEWORK. Once a quiz has been opened then you must take the quiz. Quizzes may be taken an
unlimited number of times prior to the due date. Your recorded grade is the average grade for that quiz. Quizzes will not be
reopened.
Quizzes over diseases will be administered online for every chapter covered in this course except chapters 1-4.. Due dates are
posted on the portal on the OVERVIEW page under COURSEWORK. . Once a quiz has been opened then you must take the quiz.
Quizzes may be taken an unlimited number of times prior to the due date. Your recorded grade is the average grade for that quiz.
Quizzes will not be reopened.
Quizzes over terminology, prefixes and suffixes will be administered online for every chapter. Due dates are posted on the portal on
the OVERVIEW page under COURSEWORK. . Once a quiz has been opened then you must take the quiz. Quizzes may be taken an
unlimited number of times prior to the due date. Your recorded grade is the average grade for that quiz. Quizzes will not be
reopened.
Questions for each chapter in the study guide are assigned and will be taken up when you take a lecture exam and checked at the
discretion of the instructor.
Failure to take the final exam will result in a grade of F being assigned as the final course grade.
All assignments or written course work must be in blue or black ink or pencil or they will not be accepted and will receive a grade
of zero.
X.
Grade Dissemination
Midterm grades will be posted on Campus Connect when the registrar requires them. Final grades will also be posted on
Campus Connect once all grades, including the final exam) are received.
You can access your assignment grades online by logging in to this myANC course and clicking on Coursework
(http://myanc.anc.edu). Mid-tem and final grades can be accessed using Campus Connect on myANC. Please note that
scores returned mid-term are unofficial grades. If you need help accessing myANC contact the ANC Helpdesk by email:
[email protected]
XI.
Course Policies: Grades
Late Work and Make-up Policy:
No make-up work is permitted.
Extra Credit Policy:
Will be at the discretion of the Instructor. These opportunities will be advised when Extra credit is available.
Grades of "Incomplete":
The current College policy concerning incomplete grades will be followed in this course. Incomplete grades are given only in
situations where unexpected emergencies prevent a student from completing the course and the remaining work can be
completed the next semester. Your instructor is the final authority on whether you qualify for an incomplete. Incompletes must be
made up by mid-term of the following semester or the “I” will automatically be recorded as an “F” on your transcript.
Note for Prospective Practical Nursing Students. The Practical Nursing Program requires a satisfactory grade (C or greater) on Body
Structure and Function by the end of the Spring Semester prior to admission in the Fall Program. An incomplete grade in this course
will not meet admission criteria for admission into the program.
Rewrite Policy:
This course does not offer a rewrite policy.
Essay Commentary Policy:
This course does not have an essay commentary policy.
Group Work Policy:
There is no group work for the lecture. Study groups are highly encouraged and recommended, but they are not required. All lab
components will be group work. Students will rely on their lab partners for data determined by experimental procedures. However,
any lab exams are individual scores, not group scores.
XII.
Course Policies: Technology and Media
Email: Arkansas Northeastern College has partnered with Google to host email addresses for ANC students. myANCmail
accounts are created for each student enrolled in the current semester and is the email address your instructor will use to
communicate with you. Access your email account by going to http://mail.google.com/a/smail.anc.edu and using your first
and last names, separated by a period for your username. Your default password is your Student ID. If you cannot access
your student email, contact the MITS department at 762-1020 ext 1150 or ext 1207 or send an email to
[email protected].
E-mail will be used as a means of communication when I am not available (after office hours / weekends). Student emails
MUST include the subject header as described in class or the instructor will not open them.
E-mail is checked before class, mid-day, and after class throughout the school day and will be checked prior to 8:00 p.m.
through the school week. Response time will be short if the email is sent M-F. Response time on the weekends will
fluctuate throughout the day, but usually email will be checked before 8:00 pm each day.
Internet: This course has a web component on myANC.
MyANC is the web component for this course. Online lectures are presented through Camtasia. If a student misses one or
more lectures, the material may be viewed through these lectures. They can be watched as many times as the student
needs. Lecture handouts, study guides, and other supplemental material is on the MyANC Portal homepage of the
Anatomy & Physiology I course.
Laptop Usage:
If a student so chooses to use a laptop, it is acceptable for note taking.
Classroom Devices:
Calculators are not required for lecture or lab. Digital recorders are acceptable for taping the lecture materials. Please talk
to the instructor before class if you plan on recording a lecture. Cell phones and any other electronic or communications
device MUST be turned off, placed on silent or vibrate and put away during class. Any student that does not comply with
this policy will surrender the device to the instructor’s desk in lecture and lab for the rest of the semester. If you need your
phone out because of an emergency situation, please talk to me before class or the above policy will apply. If you do let the
instructor know that you will have your phone out on the desk and you do need to use your phone in an emergency
situation, quietly excuse yourself from class, use your phone, and quietly return.
Classroom Response Clickers:
N/A
Course Blog or Wiki:
This course does not offer a course blog or wiki.
Computer Labs: In addition to general-purpose classrooms, a number of computer laboratories are provided for
instructional and student use. These networked laboratories are state-of-the-art and fully equipped with
computers, printers, Internet connections and the latest software. The labs are open to students enrolled in one or more
credit hours at the College.
Technology Support: A lab assistant is generally present in the computer lab in B202 for assistance in using the College
computers. These assistants cannot help you with course assignments; specific questions regarding the technology
requirements for each course should be directed to the instructor of the course. Problems with myANC or College email
accounts should be addressed by email to [email protected].
XIII.
Course Policies: Student Expectations
Disability Access: Arkansas Northeastern College is committed to providing reasonable accommodations for all persons
with disabilities. This First Day Handout is available in alternate formats upon request. Students with disabilities who need
accommodations in this course must contact the instructor at the beginning of the semester to discuss needed
accommodations. No accommodations will be provided until the student has met with the instructor to request
accommodations. Students who need accommodations must be registered with Johnny Moore in Statehouse Hall, 7623180.
Attendance Policy:
In order to learn, you must be present; you must be prompt! There are no secrets or shortcuts to learning Body Structure
and Function. The chapters should be read prior to the class discussion. It is recommended that a student with 4 or more
absences at midterm (3 during summer classes) withdraw from the class. Rules of the college prohibit instructors from
dropping students from the class role for any reason. The student must accept the responsibility for withdrawing from any
course to avoid an unwanted grade. Attendance will be taken every class period at the beginning of class and after the
class returns after a break. Attendance will count as one lecture exam grade. You will begin the semester will a 100. Each
class that meets 2 days a week (during Fall or Spring semesters), 5 points each class you miss will be deducted from your
grade. If you are late, three points will be deducted from your attendance grade (this includes late for the beginning of
class and late for class after a break). As a courtesy, please let your instructor know if you have decided to drop the course.
Unless you notify your instructor you will continue to receive emails concerning the course.
Student ID Policy
Students are provided a photo ID at the point of registration. All students must present a valid student ID when positive
student identification is necessary. ANC facilities such as the Adams/Vines Library and the Briggs/Sebaugh Wellness Center
require a valid student ID for use.
Professionalism Policy:
Per classroom etiquette: mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not
heeding this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please
arrive on time for all class meetings. If you know ahead of time that you will be late, please contact the instructor ahead of
time and provide that information. If a student is late for a lecture/lab, I have no problem with entering the class as long as
it is done in a professional manner (no noise, no talking, etc).
Academic Integrity Policy:
Academic dishonesty in any form will not be tolerated. Students are expected to do their own work. Plagiarism, using the
words of others without express permission or proper citation, will not be tolerated. Any cheating (giving or receiving) or
other dishonest activity will, at minimum, result in a zero on that test or assignment and may be referred, at the discretion
of the instructor, to the Department Chair and/or Vice President of Instruction for further action. If you are uncertain as to
what constitutes academic dishonesty, please consult ANC’s Student Handbook for further details.
(http://www.anc.edu/docs/anc_handbook.pdf)
Studying together is acceptable and encouraged because such can be helpful in learning; but each class member is expected
to prepare class assignments and test alone based on his/her knowledge and individual effort.
Academic & Career Enrichment Advising Center: The Academic & Career Enrichment (ACE) Advising Center is located in
Statehouse Hall in room S145. The ACE Advising Center advises all new ANC students. Once a student is progressing
through his/her program of study the student will be assigned an advisor in the field of study. Prospective students are
provided test prep assistance through the computerized Skills Tutor system for Compass test placement. The ACE Advising
Center also houses a Virtual Career Center including career placement services, as well as academic tutoring services for
enrolled students. The tutoring services offered are one-on-one turoring, group tutoring, and group labs for specific
classes.
Other Student Support Services: Many departments are ready to assist you reach your educational goals. Be sure to check
with your advisor; the ACE Advising Center, Room L145 and Student Support Services, Room W207; to find the right type of
support for you.
XIV.
Important Dates to Remember
Last Day to Drop Classes with 100% refund:
Mid – Term Grades Due:
Withdrawal Deadline:
Final Exam:
Tuesday, January 10th, 2017
Friday, March 3, 2017
Thursday, April 13, 2017
Monday, May 8-10th, 2017 M,W
For all important dates, please refer to the tentative schedule posted on the portal.
XV.
Chapter and Instructional Objectives
Chapter 1. The Human Body
Chapter 2. The Chemistry of Life
Chapter 3. Cell Structure
Chapter 4. Cellular Metabolism and Reproduction: Mitosis and Meiosis
Chapter 5. Tissues
Chapter 6. The Integumentary System
Chapter 7. The Skeletal System
Chapter 8. The Articular System
Chapter 9. The Muscular System
Chapter 10. The Nervous System: Introduction, Spinal Cord, and Spinal Nerves
Chapter 11. The Nervous System: The Brain, Cranial Nerves, Autonomic Nervous System, and the Special Senses
Chapter 12. The Endocrine System
Chapter 13. The Blood
Chapter 14. The Cardiovascular Circulatory System
Chapter 15. The Lymphatic Circulatory System
Chapter 16. Nutrition and the Digestive System
Chapter 17. The Respiratory System
Chapter 18. The Urinary System
Chapter 19. The Reproductive System
Chapter Objectives:
Chapter 1.The Human Body
Rationale: The understanding of body structure and function begins with the introduction of basic elements
including directional terminology, system overview, homeostasis, and units of measurement.
Objective: The student successfully attaining the goals of this unit will be able to:
 Define the anatomic terms used to refer to the body in terms of directions and geometric planes.
 Describe the major cavities of te body and the organs they contain.
 Explain what a cell is.
 Describe the major systems of the body, the organs they contain, and the functions of those systems
 Define the terms anatomy and physiology.
 Define homeostasis.
Chapter 2.The Chemistry of Life
Rationale: The body is a complex structure of organized chemicals which are relevant to understanding the
physiology of disease.
Objective: The student successfully attaining the goals of this unit will be able to:
 Define the structure of an atom and its component subatomic particles.
 List the major chemical elements found in living systems.
 Compare the differences between ionic and covalent bonding and how molecules formed by either ionic
or covalent bonds react in water.
 Understand the basic chemical structure of water, carbon dioxide and oxygen gas, ammonia, the mineral
salts, carbohydrates, lipids, proteins, the nucleic acids DNA and RNA, the chemical compound ATP, and
their role in living systems.
 Explain the difference between diffusion, osmosis, and active transport and their role in maintaining
cellular structure and function.
 Define pH and its significance in the human body.
 Explain why water is so important to the body.
 Define the terms acid, base, and salt.
 Explain how the numbers on the pH scale relate to acidity and alkalinity.
Chapter 3. Cell Structure
Rationale: The cell is the basic unit of life and the building block for tissues and organs. The topics in this chapter
are critical for understanding the physiology sections of future chapters.
Objective: The student successfully attaining the goals of this unit will be able to:
 Name the major contributors to the cell theory.
 State the principles of the modern cell theory.
 Explain the molecular structure of a cell membrane.
 Describe the structure and function of the following cellular organelles: nucleus, endoplasmic reticulum,
Golgi body, mitochondria, lysosomes, ribosomes, and centrioles.
 Explain the significance and process of protein synthesis.
Chapter 4. Cellular Metabolism and Reproduction: Mitosis and Meiosis
Rationale: This chapter discusses metabolism and cellular reproduction. Catabolism and anabolism are chemical
reactions that break down and build up the cells of the human body using energy. These chemical reactions are
evident in all of the body systems of the human body. Reproduction, both sexual and asexual forms are necessary
for the procreation of the organism and the maintenance of cellular growth.
Objective: The student successfully attaining the goals of this unit will be able to:
 Define metabolism.
 Describe the basic steps in glycolysis and indicate the major products and ATP production.
 Describe the Krebs citric acid cycle and its major products produced.
 Describe the electron transport system and how ATP is produced.
 Compare glycolysis with anaerobic production of ATP in muscle cells and fermentation.
 Explain how other food compounds besides glucose are used as energy sources.
 Name the discoverers of the anatomy of the DNA molecule.
 Know the basic structure of the DNA molecule.
 Name the nitrogen base pairs and how they pair up in the DNA molecule.
 Define the stages of the cell cycle.
 Explain the significance of mitosis in the survival of the cell and growth in the human body.
 Understand the significance of meiosis as a reduction of the genetic material and for the formation of
the sex cells.
Chapter 5.Tissues
Rationale: This chapter discusses groupings of cells – their functions and locations which is the basis for
understanding the physiology sections of future chapters.
Objective: The student successfully attaining the goals of this unit will be able to:
 Classify epithelial tissue based on shape and arrangement and give examples.
 Name the types of glands in the body and give examples.
 Name the functions of connective tissue.
 Compare epithelial tissue with connective tissue in terms of cell arrangement and interstitial materials.
 Name the three major types of connective tissue and give examples.
 List the functions of epithelial tissue.
 List the three types of muscle and describe each based on structure and function.
 Describe the anatomy of a neuron and the function of nervous tissue.
Chapter 6. The Integumentary System
Rationale: This chapter introduces the structure and function of the Integumentary system. The information
provided will be invaluable to the student caring for the client with impaired skin. The student will also use this
information when administering topical and parenteral medications and assessing hydration, oxygenation,
circulatory, excretory, and nutritional status. The student will learn how the skin is integrated into the
maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Name the layers of the epidermis.
 Define keratinization.
 Explain why there are skin color differences among people.
 Describe the anatomic parts of a hair.
 Compare the two kinds of glands in the skin based on structure and secretion.
 Explain why sweating is important to survival.
 Explain how the skin helps regulate body temperature.
 Name the functions of the skin.
Chapter 7. The Skeletal System
Rationale: Bones form the framework of the body and function along with the muscular system to produce
movement at the joints. Information provided in this chapter will assist the student in caring for a client with bone
disease that results from age related degeneration, neoplasms, infections, dietary deficiencies, congenital and
acquired structural abnormalities or abnormal osteoblast-osteoclast activity. The student will learn how the bones
are integrated into the maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Name the functions of the skeletal system.
 Name the two types of ossification.
 Describe why diet can affect bone development in children and bone maintenance in older adults.
 Describe the histology of compact bone.
 Name the cranial and facial bones.
 Name the bones of the axial and appendicular skeleton.
Chapter 8. The Articular System
Rationale: The articular system of joints allow the skeletal system to move by the muscles that are attached. The
student will gain knowledge necessary to care for the client needing exercise, both active and passive.
Objective: The student successfully attaining the goals of this unit will be able to:
 Name and describe the three types of joints.
 Name examples of the two types of synarthroses joints.
 Name examples of the two types of amphiarthroses joints.
 Describe and give examples of the six types of diarthroses or synovial joints.
 Describe the capsular nature of a synovial joint.
 Describe the three types of bursae.
 Name some of the disorders of joints.
 Describe the possible movements at synovial joints.
Chapter 9. The Muscular System
Rationale: Muscles produce movements by contracting in response to nervous stimulation. The student will gain
knowledge necessary to care for the client with muscular disorders involving the muscle tissue itself, the junction
between nerves and muscles cells or the structures associated with muscles, such as tendons and bursae.
Knowledge of muscles will be used when administering
some parenteral medications. The student will learn
how the muscular system is integrated into the maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Describe the gross and microscopic anatomy of skeletal muscle.
 Describe and compare the basic differences between the anatomy of skeletal, smooth, and cardiac
muscles.
 Explain the current concept of muscle contraction based on three factors: neuroelectrical, chemical,
and energy sources.
 Define muscle tone and compare isotonic and isometric contractions.
 List factors that can cause muscles to malfunction, causing various disorders.
 Name and identify the location of major superficial muscles of the body.
Chapter 10.The Nervous System: Introduction, Spinal Cord and Spinal Nerves
Rationale: The student will gain knowledge necessary to provide care to the client with disorders of the spinal
nerves which adversely affect the transmission of nerve pulses, resulting in muscle weakness, paralysis, and/or
pain. These disorders can result from infection, nutritional deficiency, autoimmune disorders, injury, or chronic
disease. The student will learn how the spinal cord and spinal nerves are integrated into the maintenance of
homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Name the major subdivisions of the nervous system.
 Classify the different types of neuroglia cells.
 List the structural and functional classification of neurons.
 Explain how a neuron transmits a nerve impulse.
 Name the different types of neural tissues and their definitions.
 Describe the structure of the spinal cord.
 Name and number the spinal nerves.
Chapter 11. The Nervous System: The Brain, Cranial Nerves, autonomic Nervous System, and the Special
Senses
Rationale: The student will gain knowledge necessary to care for the client with neurological disorders due to
injury, infection, tumors, environmental factors, degeneration, and vascular problems. The student will learn how
the brain and cranial nerves are integrated into the maintenance of homeostasis. The student will gain knowledge
necessary to care for the client with disorders of the eyes and ears associated with aging, infection, environmental
factors, inherited malfunctions, and injury. The student will learn how the sensory system is integrated into the
maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 List the principal parts of the brain.
 Name the functions of the cerebrospinal fluid.
 List the principal functions of the major parts of the brain.
 List the 12 cranial nerves and their functions.
 Name the parts of the autonomic nervous system and describe how it functions.
 Describe the basic anatomy of the sense organs and explain how they function.
Chapter12. The Endocrine System
Rationale: When caring for a client with an endocrine system disorder, the student must have a clear
understanding of feedback and both the nervous and endocrine systems and their effects on growth,
differentiation, and metabolism of specific target cells. The student will learn how the endocrine system is
integrated into the maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 List the functions of hormones.





Classify hormones into their major chemical categories.
Describe how the hypothalamus of the brain controls the endocrine system.
Name the endocrine glands and state where they are located.
List the major hormones and their effects on the body.
Discuss some of the major diseases of the endocrine system and their causes.
Chapter 13.The Blood
Rationale: The student will gain knowledge necessary to care for the client with blood disorders including anemias,
leukemias and clotting disorders as well as about diagnostic studies associated with the blood. The student will
learn how the blood is integrated into the maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Describe the functions of blood.
 Classify the different types of blood cells.
 Describe the anatomy of erythrocytes relative to their function.
 Compare the functions of the different leukocytes.
 Explain how and where blood cells are formed.
 Explain the clotting mechanism.
 Name the different blood groups.
Chapter14. The Cardiovascular Circulatory System
Rationale: The student will gain knowledge necessary to care for a client with cardiac disorders. In addition, the
student will be introduced to diagnostic studies relevant to the cardiac client. The student will learn how the
heart is integrated into the maintenance of homeostasis. The student will gain knowledge necessary to care for a
client with disorders of the cardiovascular system including hypertension, atherosclerosis, thrombosis, phlebitis,
hemorrhage and shock. The student will learn how the cardiovascular system is integrated into the maintenance
of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Describe how the heart is positioned in the thoracic cavity.
 List and describe the layers of the heart wall.
 Name the chambers of the heart and their valves.
 Name the major vessels that enter and exit the heart.
 Describe blood flow through the heart.
 Explain how the conduction system of the heart controls proper blood flow.
 Describe the stages of a cardiac cycle.
 Compare the anatomy of a vein, artery, and capillary.
 Name the major blood circulatory routes.
Chapter 15. The Lymphatic Circulatory System.
Rationale: The lymphatic system consists of vessels, organs, and scattered cells that support the activities of the
circulatory, gastrointestinal and immune systems. The student will use this information when caring for clients
with disorders of fluid balance, immunity, and fat absorption. The student will learn how the lymphatic system is
integrated into the maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Name the functions of the lymphatic system.
 Explain what lymph is and how it forms.
 Describe lymph flow through the body.
 Name the principal lymphatic trunks.
 Describe the functions of the tonsils and spleen.
 Explain the unique role the thymus gland plays as part of the lymphatic system.
 Describe the different types of immunity.
 Explain the difference between blood and lymphatic capillaries.
 Explain the difference between active immunity and passive immunity.
 Define an antigen and an antibody.
Chapter 16. Nutrition and the Digestive System
Rationale: The digestive system serves the body for the ingestion, digestion, and absorption of Nutrients and the
elimination of waste products. The student will use this information when caring for clients with disorders of the
digestive system. The student will learn how the digestive system is integrated into the maintenance of
homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 List and describe the five basic activities of the digestive process.
 List the four layers or tunics of the walls of the digestive tract.
 Name the major and accessory organs of the digestive tract and their component anatomic parts.
 Explain the major digestive enzymes and how they function.
 Explain the functions of the liver.
 Explain how absorption of nutrients occurs in the small intestine and how feces form in the large
intestine.
 Name and describe the functions of the organs of the digestive tract.
Chapter 17. The Respiratory System
Rationale: The respiratory system supplies oxygen to the body and eliminates carbon dioxide. The process of
respiration include pulmonary ventilation; external exchange of gases and internal exchange of gases. The student
will use this information when caring for clients with disorders of the respiratory system including bronchitis,
emphysema, lung cancer, infectious diseases and those associated with aging. The student will learn how the
respiratory system is integrated into the maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 Explain the function of the respiratory system.
 Name the organs of the system.
 Define the parts of the internal nose and their functions.
 Name the three areas of the pharynx and explain their anatomy.
 Name the cartilages and membranes of the larynx and how they function.
 Explain how the anatomy of the trachea prevents collapse during breathing an allows for esophageal
expansion during swallowing.
 Explain what is meant by the term bronchial tree.
 Describe the structure and function of the lungs and pleura.
 Describe the overall process of gas exchange in the lungs and tissues.
 Define ventilation, external respiration, and internal respiration.
Chapter 18. The Urinary System
Rationale: The urinary system is the primary means for eliminating metabolic waste from the body. In addition, the
urinary system regulates the volume, composition, and pH of body fluids which are divided between intracellular
and extracellular compartments. The student will use this information when caring for clients with disorders of the
urinary system and imbalances of body fluids. The student will learn how the urinary system and body fluids are
integrated into the maintenance of homeostasis.
Objective: The student successfully attaining the goals of this unit will be able to:
 List Define the functions of the urinary system.
 Name the external layers of the kidney.
 Define the following internal parts of the kidneys: cortex, medulla, meullary pyramids, renal papillae,
renal columns, and major and minor calyces.
 Name the parts of the nephron and describe the flow of urine through this renal tubule.
 List the functions of the nephrons.
 Explain how urine flows down the ureters.
 Describe micturition and the role of stretch receptors in the bladder.
 Compare the length and course of the male urethra to the female urethra.
 Name the normal constituents of urine.
Chapter 19. The Reproductive System
Rationale: The male gonads, the testes, have two functions: the production of sex cells or gametes, and
production of hormones. These activities are under the control of hypothalamic and pituitary hormones and are
regulated by a system of feedback. Gonadal activity is continuous in males. The student will use this information
when caring for the male client with disorders of the reproductive system including infertility, sexually transmitted
diseases, structural abnormalities, and tumors. The female gonads, the ovaries, have two functions: the
production of sex cells or gametes, and production of hormones. These activities are under the control of
hypothalamic and pituitary hormones and are regulated by a system of both negative and positive feedback.
Gonadal activity is cyclic in females. The student will use this information when caring for the female client with
disorders of the reproductive system including infertility, sexually transmitted diseases, structural abnormalities,
and tumors.
Objective: The student successfully attaining the goals of this unit will be able to:
 Name the internal parts of a testis.
 Explain the effects of testosterone on the male body.
 Describe the process of spermatogenesis.
 Follow the path of a sperm from the seminiferous tubules to the outside.
 Define semen and what glands contribute to its composition.
 Name the three parts of the male urethra.
 Describe the development of a follicle, before and after ovulation.
 Describe the process of oogenesis.
 Name the parts of the uterus.
 Name the external genitalia of the female.
 Describe the phases of the menstrual cycle.
 Describe lactation and the function of the mammary glands.
 Name the phases of labor.
XVII.
Appendix
Handouts begin on the next page.
XVIII. Disclaimer: The First Day Handout was prepared under certain limited assumptions. Therefore, if the students in
the class seem to “fit” the design for the course and if events occur as planned, the schedule, assignments, and assessments will be
followed. The instructor has the option, however, to eliminate or add assignments and/or assessments if he/she feels it is in the
best interest of the students.
ARKANSAS NORTHEASTERN COLLEGE
ACADEMIC INTEGRITY POLICY
Integrity: firm adherence to a code
http://www.merriam-webster.com/dictionary/integrity
Arkansas Northeastern College promotes academic integrity as the only fair and ethical way to achieve your educational goals.
Cheating, plagiarism, collusion, giving or receiving test questions, use of annotated texts or teacher’s editions are all violations of this
code. Ultimately, you are held responsible for all college work that you do - inside and outside of class. To help you keep to the
level of integrity ANC requires, the College provides the following definitions:
Cheating: to practice fraud or trickery: to violate rules dishonestly
http://www.merriam-webster.com/dictionary/cheat
Examples: giving or receiving test questions/answers; copying computer files from another student; submitting another’s work as
your own; using any method to retrieve information in violation of the instructor’s guidelines
Plagiarism: to steal and pass off (the ideas or words of another) as one's own: use (another's
production) without crediting the source : to commit literary theft : present as new
and original an idea or product derived from an existing source
http://www.merriam-webster.com/dictionary/plagiarize
Examples: using the exact wording of another without the proper use of quotation marks and citations; paraphrasing another’s
ideas without giving credit to the producers or writers of the source
Collusion: secret agreement or cooperation especially for an illegal or deceitful purpose
http://www.merriam-webster.com/dictionary/collusion
Examples: assisting another in an act of academic dishonesty; providing/accepting papers, projects, computer files or test answers
to/from another student; allowing another student to copy one’s work, including, but not limited to, essays, term papers, homework
assignments, math problems, lab exercises and science lab manuals; working together on an assignment or take-home exam when
instructed not to do so; removing tests or answer sheets from a test site; copying test questions, in any form, from the computer
screen in an Internet course; allowing another student to view test/quiz items in an Internet course, whether purposefully or
negligently (not logging out of myANC in a public area)
Academic dishonesty is a serious offense and will not be tolerated at ANC. The following consequences are in effect for all ANC
courses:
1st Offense: The instructor will determine the consequences of the academic dishonesty based on his/her policy in the First Day
Handout for that course. The student’s name and documentation of the offense will be submitted to the office of the Dean/Chair of
that Division.
2nd Offense: The student will be required to meet with the Division Dean/Chair and/or Vice President of Instruction. At that time,
the Dean/Chair and/or VP of Instruction will decide the appropriate consequences of the academic dishonesty, possibly including a
failing grade in the course. If the first and second offenses occurred in internet courses, then that student will be banned from
enrolling in future internet courses at ANC. Second offense does not have to occur in the same class or same division as the first
offense; this policy is in effect for all ANC courses.
Instructors have additional policies in effect for their particular courses, and these are clearly stated in the First Day Handout.
Consult with your instructor if you have any doubt as to what constitutes violations of academic integrity in his/her particular
course.
Acknowledgment of Academic Integrity Policy
I have read the above policy about academic integrity, and I understand that if I cheat in any class at ANC, I will face the
consequences outlined above. It is my responsibility to read the above policy and ask my instructor if I do not understand any
aspect of it. I have done this, and I supply my signature and the date below, indicating that I have been informed of and accept
responsibility for abiding by this policy.
Student’s Name (PLEASE PRINT)______________________________________________________________
Signature__________________________________________________________________________________
Date______________________________________________________________________________________
Instructor’s Signature_________________________________________________________________________
Date______________________________________________________________________________________
Comments:
FIRST DAY HANDOUT AGREEMENT
This is to certify that I , __________________________________________(please print)
have read the entire First Day Handout for this class. I understand the policies of this class and agree to follow
them.
Signature: ______________________________________________Date______________________________