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mam phys example upload

by: Carolyn Jaglowski

mam phys example upload CHM 132

Marketplace > Central Michigan University > CHM 132 > mam phys example upload
Carolyn Jaglowski

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mamm phys example upload
General Chemistry II
Class Notes
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This 4 page Class Notes was uploaded by Carolyn Jaglowski on Thursday July 28, 2016. The Class Notes belongs to CHM 132 at Central Michigan University taught by Squattrito in Summer 2016. Since its upload, it has received 5 views.


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Date Created: 07/28/16
Hi Potential Physiologists! Fall semester is approaching quickly and it is time to begin thinking about your upcoming coursework, in particular, BIO 392. You might have heard that Mamm Phys is a slightly challenging course. I won’t lie to you. It is challenging. It is also fascinating, exciting, useful, and for the motivated and prepared, fun! So, are you prepared? How can one prepare for BIO 392? What sort of preparation? (Note: For most courses I would call this level of forethought overkill. For Organic, Physics, advanced math, and Mamm Phys it is necessary.) Really there are two main areas that one needs to focus on in terms of preparation, situational preparedness and academic preparedness. I’ll address both below: 1) Situational – In my experience students do all sorts of things that decrease their chances for success/make their lives much harder than necessary. a. Taking crazy course loads. Enrolling for more than two notoriously- difficult courses in addition to a few courses of moderate to low difficulty should be about the max for most students, especially if there are other factors such as family health issues, part time jobs, roomie/friend/BF/GF drama percolating in the background. Enrolling for a combo of notoriously-difficult courses all in one semester (e.g., BIO 392, BIO 324, PHY131/171 and Organic) pretty much defines self- destructive behavior. Suggestion: Do yourself a favor and try to limit the most challenging and/or time-consuming classes to no more than two per semester. b. Working a part/full-time job. Hey, I worked my way through college. I get it. I also know that there are times when one needs to cut waaaaaaaaaaayyy back on the hours to allow one time to focus on coursework. Trying to work 20+ hours per week, while taking a full load of courses that includes BIO 392, attending to family obligations, navigating friendships and maybe even romantic relationships, volunteering, shadowing, and perhaps even carrying out an independent research project is more than tough! It’s so much more than tough that students who work “too much” simply don’t succeed in BIO 392 (or something else falls apart… also not good). Realize that BIO 392 is one of those courses that actually requires 2-3 h of work outside of class for every hour (50 min) spent in class, every week. Be honest with yourself and reflect on whether or not you can spend that much time on BIO 392 during fall 2016. Suggestion: Keep the work hours low (and don’t overwhelm yourself with other extracurricular obligations). If you can’t see a way to devote 13-16 hours each week to just BIO 392 (including class and lab time), then perhaps try the course in a different semester (believe it or not, your life won’t end if you put the course off for a few months). c. Extracurricular overburden: Involving oneself in activities outside of coursework/work is a hugely important part of the college experience! More, various activities are essential for progressing toward one’s ultimate professional goals. So, yes, keep shadowing, volunteering, carrying out your independent research project. (But) Suggestion: Do so carefully and limit the number of activities. This is not the semester to single-handedly start a new service initiative aimed at solving world hunger, end wars in the Middle East and concurrently host a week-long beach party on Main Street. d. Consider your family/friends/partners. Are a bunch of family members scheduled for major surgeries? How many weddings are you standing up in? Does the family expect you to take the week of Thanksgiving off for a trip to Fiji? If so, I’ll take the trip to Fiji with the family, you take care of the weddings and sit with those having surgeries. We’ll chat when we get back. Seriously though, emergencies and unplanned issues pop up from time to time. There isn’t much to be done about those. However many major life events can be foreseen and planned for. Suggestion: Plot out the major events that you need to be around your family for. If you need to go home every weekend to take care of a sick family member, babysit, etc. weigh this obligation into the rest of your schedule and again, keep in mind the 13-16 hours every week you will need for BIO 392. e. Course materials. I know. This doesn’t apply to you, but it applies to some subset of the students enrolled for BIO 392 so I have to include it. Every fall about 5-10% of the class fails to obtain their text, clicker or whatever before class starts. This is a mistake. Suggestion (really a requirement): Make sure you have the book and complete any pre-semester online assignments before the class begins. There may be a quiz/assignment due by day 1. Oh, and good news: You don’t need to purchase a separate lab manual. We generate some of our lab exercises internally and use others associated with the digital teaching system that we employ. Either way the exercises will be posted online at least a week ahead of each lab. If anyone tries to sell you a lab book for the class, you’re being conned. 2) Academic. a. There. Will. Be. Math. Don’t Panic! Breathe! I’m not talking about Number Theory of Advanced Differential Equations. Proficiency at math th through the level of college Algebra should do it. My 8 grader covered almost enough math in 7 grade to make it through this course. With a bit of review (for some, not even that) you should be fine. Just to make sure we’re all on the same page, consider that before the semester begins, students in BIO 392 must be able to: i. read and create graphical representations of data, including best fit lines/curves and error bars; ii. work with inequalities; iii. apply the formulas for lines and other functions to determine the level of an unknown variable (e.g., calculate velocity or electrical resistance from other data; given the formula for a line (y=mx+b), for any given value of x, and of course slope and y- intercept, be able to determine y); iv. determine area circumference/perimeter/volume of basic shapes; v. solve problems involving logarithms Review the above concepts and be prepared to demonstrate proficiency on a quiz or other assessment on day 1. A useful site for review: b. Physiology requires a background in chemistry and physical science (the lattermost through the level of MI HS curriculum requirements. BIO 392 does not require a college physics course, although it should). Students must be able to define/describe/apply/otherwise work with the following concepts by day 1: i. atoms and their structure; ii. ions iii. molecules, forces that shape molecules; iv. molecular interactions; v. calculating the composition of solutions; vi. diffusion and osmosis; vii. gas laws; viii. reactions, free energy & activation energy; ix. importance of water to life, in chemistry; x. the 4 main biomolecules and their basic characteristics Your text provides a fairly nice review of the preceding concepts in chapter two and on the companion web site. c. Physiology requires a knowledge of basic biology. In particular, I expect that students having completed the pre-requisites for this course can (again, before the semester begins): i. Define cells defend (with logic and scientific information) a stance for or against the notion that cells, not viruses are the basic unit of all life (“Because Hooke said so”, is not enough); ii. List and describe the functions of organelles; iii. Recite and explain the Central Dogma of Molecular Biology iv. List and describe the functions of the types of tissues found in vertebrates; v. Apply logic/philosophy of science/at least a tacit understanding of the general method of science to solving physiological problems/explaining physiological phenomena vi. Explain how life arose from non-living matter, how existing species evolved from earlier forms The book for BIO 110 is great for this review. The book for 392 also does a fairly nice job for much of the above. In particular pages 2-5 and 44-65 are quite helpful, if not exactly comprehensive in their coverage. OK, that is enough for now. Hopefully you find the preceding helpful rather than overwhelming. Any questions, just drop me an email at (realizing that in the summer it may take me a little while to respond).


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