COURSE OUTLINE. Biological Concepts of Health, BIOL*1080. Winter 2015

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1 University of Guelph College of Biological Science Department of Human Health and Nutritional Science COURSE OUTLINE Biological Concepts of Health, BIOL*1080 Winter 2015 Course Description BIOL 1080, Biological Concepts of Health, will define the physiology of the individual as the biological foundation of health, and focus on selected studies of health and illness in the adult human. Students will derive an understanding of the biological foundation of their own health as an adult and will be encouraged to expand the concepts and processes of individual health to human populations, animals and the environment. Through lectures, laboratories, small group seminars and an interdisciplinary group project, students will gain an introduction to research in the health sciences. Students lacking Grade 12 or 4U Biology should consult with their program counsellor prior to taking BIOL*1080 in first semester. Credits: 0.5 Restrictions: BIOL*1030, BIOL*1040 Teaching Team Professors Dr. Bill Bettger ANNU Room 344, x53747 Office Hours: Thursday 4:00-5:00pm, 11:30am- 12:30pm Dr. Jim Kirkland ANNU Room 335, x56693 Office Hours: Monday 1:30-2:30pm Friday& Wednesday 1:30-2:30pm Course Coordinator: Dr. Justine Tishinsky 1

2 ANNU Room 340, x53472 Office Hours: Mondays 1pm- 3pm Course Schedule Lecture Section 01: Dr. Bettger Monday & Wednesday, 8:30am - 9:20am, ROZH 101 Lecture Section 02: Dr. Kirkland Monday & Wednesday, 4:30pm - 5:20pm, ROZH 104 Seminars: Monday- Thursday, 10:00am- 3:30pm in SSC 3307 or SSC 2307; see WebAdvisor for your specific seminar section. Labs: See lab schedule on courselink. All labs are held in SSC 3306 Learning Goals This course will emphasize the following concepts: 1. Definitions of health and illness have physical, mental and social dimensions. 2. The adult life- stage has the properties of a homeodynamic system. 3. The coordinate control of complex physiological systems enables the process of health. 4. Quantifying (measuring) health is a complex task filled with uncertainty. This course will emphasize the following skills and attributes: 1. To understand and practice the process of health research using scientific methods and reasoning. 2. To develop the capabilities for independent study and research, including the use of laboratory analyses, primary literature and online resources. 3. To develop skills for working in groups cooperatively and efficiently. 4. To develop effective communication skills (written and oral). 5. To develop a level of comfort with the complexity and uncertainty inherent in biological and health science. Role in Curriculum This course is one of three courses (Discovering Biodiversity, Molecular and Cellular Biology, Biological Concepts of Health) offered as part of an integrated first year biology experience. Collectively the courses provide a foundation in the major academic and research axes of life science at the University of Guelph. The three courses provide distinct yet complementary contexts for biological inquiry, and will highlight modes of thinking, controversies and concepts associated with each theme. Importantly, the courses are linked through a common practicum that introduces major skills of inquiry and provides interactions among students in each course. Ultimately, the introduction 2

3 and reinforcement of eight skills of inquiry and 18 concepts in biology are coordinated across the three courses. The learning objectives are explicit and can be extended and reinforced in subsequent years of study. Methods of Presentation This course benefits from four complimentary learning environments. Lectures: 2 lectures each week will be delivered by the instructor and will introduce students to key concepts in human health and disease. Laboratory activities: In a series of 2 laboratory activities, students will be exposed to health assessment tools, as well as various methods of examining the human body, including the use of cadaveric material and histological images. The laboratories will be primarily designed to demonstrate variation in human biology and uncertainty in the measure(s) of health and illness. The laboratory activities will focus on developing independent learning skills including problem solving, self- reflection and critical thinking. Seminars: In small group seminars, students will use a basic disease template to independently research a particular aspect of a chronic disease using various information sources (library research, primary literature, health websites, etc.). The information will be shared with the class through lecture- style, oral scientific communication. The primary objectives of the research seminar are to learn about chronic disease and develop oral communication skills. Interdisciplinary project (IdP): For the last three weeks of the course, in the seminar sessions, students from this course will be organized into interdisciplinary groups, containing students from all three first year courses (Discovering Biodiversity, Introduction to Molecular and Cellular Biology, Biological Concepts of Health). Students will be presented with a complex case or societal problem and will apply their general inquiry skills and discipline- specific knowledge to analyze and break down the case, understand the nature of the problem conceptually and consider some applications and societal implications. Here the emphasis will be on examining the problem from multiple perspectives and to synthesize this vision into a coherent interdisciplinary approach. The topic for the W 15 IdP is pesticides. Course Resources Required textbook: Biological Concepts of Health, Custom edition for BIOL*1080, Pearson Course Content Part I. The Human Organism a. Humans in the world of biology 3

4 b. Chemistry comes to life c. The cell d. Organization and Homeostasis Part II. What is Health and Illness? a. What is health? Changing perspectives b. Individual, cultural and lifespan perspectives c. The seven dimensions of health and wellness d. Biological concepts of health and illness Part III. System Control & Communication as the Foundation of Individual Health a. The Control and Communication Network i. Cell- Cell Communication ii. The brain/central nervous system iii. The peripheral nervous system and the senses iv. The endocrine system v. The local support and defense system b. Select Physiological Systems i. The cardiovascular and lymphatic systems ii. The digestive system iii. The energy distribution system Part IV. Homeostasis, Allostasis, and Stress a. What is stress? b. Homeostasis, allostasis and stress c. Physiological complexity and health Part V. Lifestyle Factors and Health a. Physical activity and exercise b. Diet, natural health products and nutrition c. Therapeutic, performance enhancement and recreational drugs d. Stress management e. Achieving the balance of psychosocial health f. Preventing and fighting disease Part VI. Aging and Health a. Theories on aging b. Changes in the body and mind with aging c. Understanding death and dying Methods of Assessment Form of Assessment Weight of Assessment Due Date of Assessment Skills & Attributes Demonstrated 4

5 Form of Assessment Weight of Assessment Due Date of Assessment Skills & Attributes Demonstrated Online Quiz 3% Fri Jan 16th 1, 5 Seminar Assignments 25% Homework Assignment #1 3% In Seminar Week 3 2, 4 Homework Assignment #2 0.5% In Seminar Week 4 2, 4 Homework Assignment #3 3% In Seminar Week 5 2, 4 Homework Assignment #4 0.5% In Seminar Week 6 2, 4 In- Seminar Assignment 2% In Seminar Week 6 2, 3, 4 Oral Communication Quiz 1% Fri Feb 13th 4 Final Oral Presentation 7% In Seminar Week 7, 2, 3, 4 8 or 9 Final Written Report 7% 2, 4 Peer Evaluation 1% 3 Lab Assignments 12% Independent Learning Quiz 1% Fri Jan 23rd 2, 5 Pre- Lab One quizzes 3% Fri Jan 23rd 5 Lab one assignment 3.5% Wed Feb 11th 2, 4, 5 Pre- Lab Two Quizzes 2.5% Fri Feb 27th 5 Lab Two Assignment 2% In Lab 2, 4, 5 Midterm 20% Tues Feb 10th 1, 5 5:30pm- 6:50pm Interdisciplinary Project 10% Week 12 of the 1, 2, 3, 4 semester Final Exam 30% Mon April 6th 11:30am- 1:30pm 1, 5 Description of Assessment Exams: Exams will cover primarily lecture material, as well as material from the disease seminars, independent learning labs, the interdisciplinary project, and assigned text readings. Both the midterm and final are multiple choice. The final exam is NOT cumulative. Laboratory Reports: Pre- lab activities and individual laboratory reports, with demonstration of independent learning and an appreciation of experimental design and data interpretation will be submitted for evaluation. Seminar Project: The seminar evaluation is based on weekly homework assignments, a peer- evaluation and the design and delivery of an oral presentation (group PowerPoint presentation) with accompanying individual written assignment. Interdisciplinary Project Poster: As the culmination of the practicum experience, this project will be based on a case study, which will be suitable for discussion in all 5

6 three courses. Assessment will include a visual presentation of the group s work in a poster format, which will bring together several aspects of the skills and attributes of a biologist. Final exams in each course will also assess the students understanding of interdisciplinary problem solving. Course and University Policies When You Cannot Meet a Course Requirement When you find yourself unable to meet an in- course requirement because of illness or compassionate reasons, please advise the course instructor (or designated person, such as a teaching assistant) in writing, with your name, id#, and e- mail contact, and be prepared to provide supporting documentation. See the Undergraduate Calendar for information on regulations and procedures for Academic Consideration. Accessibility The University of Guelph is committed to creating a barrier- free environment. Providing services for students is a shared responsibility among students, faculty and administrators. This relationship is based on respect of individual rights, the dignity of the individual and the University community's shared commitment to an open and supportive learning environment. Students requiring service or accommodation, whether due to an identified, ongoing disability or a short- term disability should contact the Student Accessibility Services (SAS) as soon as possible. For more information, contact SAS at ext or csd@uoguelph.ca or see the SAS website Academic Misconduct The University of Guelph is committed to upholding the highest standards of academic integrity and it is the responsibility of all members of the University community faculty, staff, and students to be aware of what constitutes academic misconduct and to do as much as possible to prevent academic offences from occurring. University of Guelph students have the responsibility of abiding by the University's policy on academic misconduct regardless of their location of study; faculty, staff and students have the responsibility of supporting an environment that discourages misconduct. Students need to remain aware that instructors have access to and the right to use electronic and other means of detection. Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submission. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor. The Academic Misconduct Policy is detailed in the Undergraduate Calendar. 6

7 Communication As per university regulations, all students are required to check their <uoguelph.ca> account regularly: is the official route of communication between the University and its students. Also please note, questions that can be easily answered by looking at the course outline information or material posted on CourseLink, will not be answered. Drop Date The last date to drop one semester Winter 2015 courses, without academic penalty, is Friday March 6. For regulations and procedures for Dropping Courses, see the Undergraduate Calendar. Copies of out- of- class- assignments Keep paper and/or other reliable back- up copies of all out- of- class assignments: you may be asked to resubmit work at any time. Recording of Materials Presentations which are made in relation to course work including lectures cannot be recorded or copied without the permission of the presenter, whether the instructor, a classmate or guest lecturer. Material recorded with permission is restricted to use for that course unless further permission is granted. CAMPUS RESOURCES The Undergraduate Calendar is the source of information about the University of Guelph s procedures, policies and regulations which apply to undergraduate, graduate and diploma programs: If you are concerned about any aspect of your academic program: Make an appointment with a Program Counsellor in your degree program. If you are struggling to succeed academically: There are numerous academic resources offered by the Learning Commons including, Supported Learning Groups for a variety of courses, workshops related to time management, taking multiple choice exams, and general study skills. You can also set up individualized appointments with a learning specialist. If you are struggling with personal or health issues: Counselling services offers individualized appointments to help students work through personal struggles that may be impacting their academic performance. 7

8 Student Health Services is located on campus and is available to provide medical attention. For support related to stress and anxiety, besides Health Services and Counselling Services, Kathy Somers runs training workshops and one- on- one sessions related to stress management and high performance situations. If you have a documented disability or think you may have a disability: The Student Accessibility Services (SAS) can provide services and support for students with a documented learning or physical disability. They can also provide information about how to be tested for a learning disability. 8