Welcome to the Biology 40 C Human Anatomy & Physiology class at the De Anza College in Winter 2015 academic session.
1. Text Book: Principles of Anatomy & Physiology, Current edition. Gerard J. Tortora & Bryan Derrickson; John Wiley & Sons, Inc.
2. Lab Book: You do not need to buy any one. You will be provided with the lab worksheets each week. You need to bring a printed copy of the worksheet.
3. Other Course Related Material: ScanTron forms; # 2 pencils; erasers; notebook; About TWENTY 4 inch X 6 inch index cards (any color, with or without lines,– bring to every lecture
Specific skills and competencies expected of students who successfully complete this course:
Ability to learn, retain and demonstrate knowledge of course materials
Ability to apply course materials at knowledge, comprehension, application and analysis levels
Ability to demonstrate critical thinking and problem solving skills
Ability to follow instructions / directions, work effectively as an individual and in a group
Ability to work independently and engage in self-directed learning
Ability to work safely in a lab environment
Biol 40 C Student Learning Outcome: - a tool to measure and document level of student learning
SLO 1: Predict the homeostatic responses of the endocrine system to internal and external changes or stimuli.
SLO 2: Appraise the role of the lymphatic and immune system in the body's defense to diseases.
SLO 3: Generalize the way in which nutrients are processed to perform various energetic and structural functions in the body.
SLO 4:Integrate the structure and function of the kidneys in the regulation of fluid, electrolyte, and pH balance.
WINTER 2015 BIO 40 C SYLLABUS: http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/40CW15syll.pdf
Fall 2014 BIO 40C Tentative Schedule: http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/Bio40CW15Sch.pdfANATOMY GLOSSARY
HOW TO CREATE CONCEPT MAP http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/HowtocreateConceptMap.pdf
Chapter Discussion Outline:
CH 26: http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/WCH26.pdf
CH 28: http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/WCH28ReproductiveSystem.pdf
CH 29: http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/WCH29.pdf
CH 29 pt 2:
CH 26: http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/WCH26SG.pdf
CH 27: http://facultyfiles.deanza.edu/gems/senguptalakshmikanta/WCH27SG.pdf
LAB Exam Guide:
Final Exam Review:
I went into teaching, in part, to replicate the experience I had from the very best teachers I had. As our world changes, and notions of student engagement change, it is challenging to teach students in ways that run counter to much of what I experienced growing up. My teaching profession is driven by a passion to create and share knowledge, to inspire and nurture, and ultimately, to be enriched by the lives of my students. The relationships between the teachers and the students are centered around course curriculum, transfer requirements, student learning goals and expected student learning outcomes. Information literacy, critical thinking and problem solving skills are common areas of emphasis in each classroom. The explosion of new information in the field of biology and ready availability through multimedia has made the importance of delivering content through lecture only less relevant. It is time to engage students through peer centered active learning approaches using appropriate tools one at a time. Confucius said “I hear , and I forget; I see, and I remember; I do , and I understand”. My teaching style has changed over time and will continue to change to make it more effective.
However, there has been no change in my core belief that my job is to give students every chance to be prepared and successful for their future academic and professional endeavors. I believe in the dynamic aspect of teaching. If planning and organization are the first essential elements of effective, successful sharing of information / knowledge, then commitment is a close second. In fact, the two are often related. To promote learning and engage the students in the learning process, I show enthusiasm for the subject and feel satisfied only if I am successful in disseminating the excitement and enthusiasm among the students.
I am the coach of a team while the students are players in the field. I believe that each student is unique. Each comes to the class with prior knowledge, misconceptions, diverse personalities and creativities. As the coach, I cannot play in the field, however, can help the players to win the game by providing them with fundamentals, strategies, techniques and encouraging practice of positive interaction among students. This is a team sport. A team can win only when all are cooperating, taking responsibilities and giving their best in their part.
Together, we can make it!
1. I attribute my success to this - I never gave or took any excuse! Florence Nightingale
2. Success requires first expending ten units of efforts to produce one unit of results. Your momentum will then produce ten units of results with each unit of effort. Charles J. Givens
3. Do what you love to do! Find a job you love and you will never work for a day in your life. Confucius
Posted by L K Sengupta on 5/30/07; 1:42:34 PM
from the Biology dept.