An Introduction to A&P 8/20/2025

Instructors and Roles

• Masada (introduced as Harvat Village in the transcript): teaches the second half of the lecture and will cover the nervous system (brain, spinal cord, nerves). Also teaches the lab section in the afternoon (Section eight reference) and will be present on Sundays for that section.
• Doctor Bugski (often called Doctor Bugs): teaches the Tuesday morning section; responsible for the lab at 10 AM; emphasizes that we’ll have fun and learning in the lab.
• Kenny Hunt: teaches the labs for Wednesday and Thursday morning (10 AM). Serves as the laboratory coordinator and appears on the data view for all labs; if you see two names on your data view, the other is your instructor. He covers lab coordination and logistics and will discuss coordination in more detail later. He may also be the main instructor for Wednesday/Thursday morning labs.
• Doctor Nakamoto: one of the two instructors not introduced in detail during the talk; helps with lecture material and also participates in lab occasionally ( cruises into a lab once a week). He is involved in upper-level anatomy and physiology, which supports these courses.
• Additional instructors: There are two more instructors not introduced in this session who are teaching at this time or not on campus. They are part of the broader teaching team for the course and lab.

Canvas, Syllabi, and Course Structure

• Canvas is the learning management system (LMS) for the course; used to access grades, contact instructors, campus information, and course materials.
• You may have more than one Canvas page if you’re enrolled in multiple courses; however, because there are two sections of anatomy and physiology, the two sections are merged in Canvas so everyone is in the same course page despite section differences.
• There are two Canvas pages to be aware of: one for lecture and one for lab in some cases, though merging can occur to simplify access.
• Syllabi:
  • All Canvas pages include a document called the “Simple Syllabus” (or “simple syllabus”): contains essential information and a lot of useful details. Printing it off can be helpful.
  • An abbreviated syllabus is also provided at the entrance (the printed version many students pick up). It highlights the top points, contact information, and essential items to know.
  • The full simple syllabus contains more detailed information (tutoring contact, office hours, etc.). It’s useful if you later forget how to contact offices or access tutoring.
• Textbook access and materials:
  • Beacon Book Club (textbooks bundled in a package): this is a cost-saving option; it should provide access to the textbooks without additional payment if you’re in that bundle.
  • WileyPLUS: online platform with tutorials, games, vocabulary flashcards, practice questions, and the online textbook. Used for homework and for anatomy/physiology lab activities.
  • Textbook access is often activated via WileyPLUS or the course module in Canvas; you’ll be shown how to access it during introductions.
• Test-taking/attendance platform:
  • Top Hat is used for attendance, in-class questions, and many lecture exams; it may also be used for some lab exam components.
  • You’ll receive an invitation to Top Hat; invitations will be resent if you haven’t responded.
  • The class will begin using Top Hat for attendance and some exam components; you should accept the invitation and use it for quizzes/exams as instructed.
• Scheduling and logistics:
  • The session emphasizes that this is not a Zoom-enabled class; it’s in-person; Zoom is not used for lectures in this format due to juggling multiple formats during class (Top Hat, WileyPLUS, etc.). If you must miss, refer to the notes packet and course materials in Canvas.
  • There are notes packets for missed classes to help you catch up; you can set up a meeting with an instructor to fill any gaps.

Required Materials and Access

• Textbooks:
  • If you’re in Beacon Book Club, you should be set to access the textbooks without additional cost; otherwise, verify how you obtain the necessary texts via WileyPLUS or physical copies.
• Online tools:
  • WileyPLUS for tutorials, quizzes, and homework; includes an online textbook component.
  • Top Hat for attendance and in-class assessments; some lecture exams may be conducted via Top Hat.
  • Canvas for course materials, syllabi, and module access (including Simple Syllabus).
• Lab materials:
  • Lab manual: three-ring binder, plan to fill in diagrams for exercises (e.g., Exercises 1, 2, 5 in early weeks); the manual is used across both semesters (150/1502).
  • Lab Canvas page: each instructor may have slightly different pages, but typically includes prelab slides, exercise keys, and knowledge review at the end of each exercise.
  • Most weeks involve a lab exercise plus a quiz at the end of the lab period.
  • Expect to study in chunks between lab sessions; the lab period alone is not sufficient to learn all material.

Grading, Assessments, and Exam Schedule

• Lecture exams:
  • Each lecture exam is worth $80$ points: $P<em>{ ext{lecture}} = 80 imes N</em>{ ext{exams}}.$
  • The total course points are described as being over $800$ points, with a total in the range of $840 ext{ to } 860$ points (as homework is normalized to a portion of the total and final exams are included).
• Homework:
  • Homework is normalized to $80$ points within the overall grading; students may answer hundreds of questions in WileyPLUS, but the homework contributes $P_{ ext{homework}} = 80$ points toward the total.
• Attendance:
  • Attendance is worth $20$ points and is factored into the final grade; this can affect whether a student remains within a required grade band (e.g., B vs. B- or C vs. C- in various programs).
• Final exam:
  • There is a final exam; a scheduling note mentions a special section time of $05:30 ext{ PM}$ on the first day of exams for this course’s section (Section 05). The exact date/time is per the campus exam schedule; you may need to adjust other commitments.
• Lab component:
  • The lab component is integrated into the overall grading; the final grade reflects both lecture and lab performance, along with attendance and homework.
• Exam scheduling and conflicts:
  • There are three lab exams during the semester, all scheduled on Tuesdays; if you have a policy conflict with other courses (e.g., a Tuesday lab exam conflicts with another required exam), email the lab coordinator with your name to arrange a new time about a week prior to the exam.
  • If you have employment shifts or other commitments (e.g., athletic commitments or meetings) that conflict with lab exam times, inform the instructor in advance so conflicts can be resolved.
• Attendance and performance:
  • Emphasis on consistent attendance and engagement; a 20-point attendance component is significant in enabling students to achieve higher grades in programs like nursing, DSHS programs, exercise science, etc.

Office Hours, Support, and Learning Supports

• Office hours:
  • Instructors use a booking system (calendar-based) to schedule meetings; you can email for a Zoom or on-campus meeting time if needed.
  • The approach emphasizes flexible scheduling to accommodate students’ needs and to ensure access to help.
• Peer-Assisted Learning (PAL):
  • PAL sessions: sessions run by students who have successfully navigated the course; typically about an hour with multiple sessions per week across campus at various times and locations.
  • PAL helps explain why material is being learned and how it connects to future coursework.
• Peer Tutoring Program:
  • One-on-one tutoring available; contact information is provided through Canvas and course staff; if you lose track of it, you can locate tutoring contacts via the simple syllabus and Canvas.
• P2P (Possible to Positively Able) Program:
  • A program initiated by Nakamoto and the other faculty to provide pre-class and in-class support; includes 25-minute sessions (before class) and optional follow-ups after class.
  • Topics initially focus on study strategies and study skills, then move to subject-specific items during the semester.
  • Sessions can be attended in person or accessed through modules; if you cannot attend, the review materials from P2P are incorporated into the instructor modules.
• Study tips and success strategies:
  • Start early; this course builds upon foundational material; delaying study can lead to falling behind.
  • Practice repeatedly; set focused, distraction-free study intervals (e.g., 60-minute focused study blocks with a break).
  • Use a mix of study modes (textbook reading, figures/diagrams, lectures, and practice questions).
  • For anatomy memorization, practice with labeled diagrams, recitation of functions, and consistent review.
• Study environment and behaviors:
  • Phones should be minimized in class; active engagement and note-taking are emphasized over passive presence.
  • If you miss class, use notes packets to reconstruct content and request a meeting to fill gaps.
• Class cancellation and Zoom note:
  • The class is in-person; Zoom is not a default option; if you miss class, rely on notes and Canvas materials.
• Cadavers: ethics and conduct
  • Cadaver accessibility and conduct: there is a cadaver program for upper-level biology courses, including this class; you will be introduced to cadavers in two weeks.
  • Cadavers are donated by donors who chose to contribute to medical education; there is an emphasis on respect and gratitude toward donors.
  • Rules: absolutely no pictures, videos, or recordings of cadavers or their surroundings; any violation could result in loss of access to the program.
  • Instructors will introduce cadaver material calmly and gradually to help students acclimate to real human anatomy.
  • The cadaver program provides unique opportunities to observe muscles and tissues on real humans, supplementing textbook diagrams and models.

Chapter 1: Core Concepts in Anatomy and Physiology (Overview from Lecture)

• Anatomy vs. Physiology:
  • Anatomy: study of structures and their relationships; defined as the study of the form and organization of body parts.
  • Physiology: study of how those structures function and interact to support life processes.
• Organization of living things:
  • Levels of organization range from chemical level to cellular level to tissues to organs to organ systems to the whole organism.
  • Why this matters: understanding how parts work together to produce function (e.g., in engineering-inspired designs like joint and prosthetic systems).
• Homeostasis:
  • Baseline state of body functioning; the body maintains a relatively stable internal environment; disruptions lead to pathophysiological conditions.
  • Foundational concept for understanding normal function and how diseases alter processes.
• Basic anatomical terminology:
  • Learn anatomical position and directional terms to describe relationships between body parts.
  • This week’s focus includes basic terminology as a prerequisite for lab work.
• Embryology and developmental biology:
  • Embryology: the first eight weeks of development after fertilization of the human egg; each chapter includes a quick embryology section, though development is more deeply explored in a developmental biology course (taught by Dr. Nakamoto).
  • Embryology connects structure with development and aging across the lifespan.
• Cell biology and histology (early chapters):
  • Introductory cell biology: organelles (e.g., mitochondria, Golgi apparatus), cell division, and foundational processes.
  • Histology: microscopic structure of tissues; connects cellular and extracellular matrix components to function (e.g., bone tissue structure and cellular organization).
• Gross anatomy and systemic vs regional approaches:
  • Gross anatomy: study of structures visible to the naked eye; main focus of the cadaver dissection course.
  • Systemic anatomy: examine body systems one at a time (e.g., nervous system, muscular system, digestive system).
  • Regional anatomy: study structure by region (often used in OT/PT and some medical curricula); this course uses a systemic approach to stay synchronized with students and to support lab use.
• Lab and lecture integration:
  • The course uses both lab and lecture materials; the WileyPLUS textbook and lab materials support both formats.
  • Some lab exercises are reinforced with in-class demonstrations and models.
• Important study habit: alarm and class timing
  • An in-class alarm signals when it’s time to stop talking and start packing up; students should not pack up before the alarm goes off to ensure they hear all content.
• Personal note from the instructor about expectations
  • The course emphasizes that the material is foundational for professional practice (nursing, PA, PT, exercise science, bioengineering, etc.).
  • The instructors cannot change what must be learned, but they will provide extensive support and multiple pathways to mastery (office hours, PAL, tutoring, P2P, etc.).
• Practical example and reassurance
  • The instructor shares personal anecdotes about nervousness and a light-hearted approach to reduce anxiety, emphasizing that seeking help and staying engaged improves outcomes.
• Quick glossary terms introduced in Chapter 1:
  • Anatomy: study of structures and relationships among structures; central to understanding how the body is organized.
  • Embryology: early development after fertilization; part of developmental biology discussed in later coursework.
  • Histology: microscopic anatomy of tissues.
  • Gross anatomy: macroscopic anatomy studied via dissection.
  • Systemic anatomy: study of body systems one by one.
  • Regional anatomy: study by region (alternative approach to dissection).
  • Homeostasis: maintenance of stable internal conditions.
• Note on schedule and alignment with course goals:
  • The course aims to build foundational knowledge that supports various professional paths and future coursework; consistency and engagement are stressed for success.

Cadavers: Ethics, Conduct, and Learning Value

• Donor-based learning: real human tissue observations supplement textbook and model learning; donors chose to contribute to education; donors are treated with respect.
• Ethical behavior expectations:
  • No pictures, video, or unauthorized recordings during cadaver sessions.
  • Violations could jeopardize access to the cadaver program.
• Learning approach:
  • Cadaver observations are introduced gradually; instructors will help students acclimate to real anatomy and describe how structures appear in real humans compared to models.
  • Observation focuses on understanding muscle layout, directional relationships, and functional implications (e.g., how muscles function as levers).
• Practical notes:
  • Cadaver sessions are an opportunity to see anatomical relationships more accurately than models; the experience is framed as respectful and educational.

Quick Tips for Success (from the Session)

• Attend class regularly and engage actively; this course emphasizes engagement beyond merely being present.
• Develop a study rhythm that works for you (read before/after lectures, use outlines, or leverage the electronic notes in WileyPLUS).
• Use multiple resources for understanding (lectures, textbook outlines, figures, and practice questions).
• Manage technology use in class to maximize focus (phones and interruptions).
• Leverage support resources (office hours, PAL, tutoring, P2P) early and often; these resources are designed to help you succeed given the course’s challenging nature.
• Plan around lab exam times and communicate conflicts early to the lab coordinator.
• Start preparing for cadaver sessions in advance; read lab handouts posted to Canvas and complete prelab slides to be ready for hands-on work.
• Recognize that the course builds on prior knowledge; do not neglect foundational material from earlier chapters.

Connections to Foundational Principles and Real-World Relevance

• The course ties anatomy and physiology to professional practice across nursing, physical therapy, exercise science, bioengineering, and related fields. Understanding the structure–function relationships, homeostatic regulation, and systemic organization underpins safe and effective clinical practice and biomedical design.
• The inclusion of cadaver work emphasizes the real-world relevance of anatomical relationships for accurate diagnosis, surgical planning, rehabilitation, and medical outcomes.
• The course emphasizes ethical practice, donor respect, and professional behavior, which are essential in healthcare and research settings.

Formulas and Quantitative References (LaTeX)

• Lecture exam points (per exam): $P_{ ext{lecture}} = 80$ points per exam.
• Total lecture exam points (for $N{ ext{exams}}$ exams): $P</em>{ ext{lecture,total}} = 80 imes N_{ ext{exams}}.$
• Homework points (normalized): $P_{ ext{homework}} = 80.$
• Attendance points: $P_{ ext{att}} = 20.$
• Overall course points (illustrative structure): $P<em>{ ext{total}} = P</em>{ ext{lecture,total}} + P<em>{ ext{homework}} + P</em>{ ext{att}} + P<em>{ ext{lab}} + P</em>{ ext{final}}.$
• The transcript indicates a course total in the range of $840 ext{ to } 860$ points, with the understanding that some components (such as lab, final, and possible bonus questions) contribute to that total.

Note: Specifics like the exact number of lecture exams, the precise lab point allocation, and the final exam’s exact point value are determined by the course schedule and instructor guidelines and are subject to campus policy for this term. Always refer to the current Canvas Simple Syllabus and the Abbreviated Syllabus for precise numbers and deadlines.