Sairah Saeed PhD Teaching Portfolio

Showcase Sairah Saeed, Ph.D.
Teaching Anatomy & Physiology
Portfolio Department of Biology
November 13, 2018



Table of Contents

• Syllabus Snapshot
• Student Preparation Activity/Strategy
• BOPPPS lesson plan
• BOPPPS Lesson Slides
• Test questions
• Assignment Rubric

Sairah Saeed, Ph.D. Syllabus Snapshot Fall 2018

Biol 2401 Human Anatomy & Physiology I

Biol 2401 -6301/6301 Crn: 8050/8051

For the details about your grading and complete syllabus with calendar please go to our D2L course page, click on the
content tab and look for the syllabus in the left side table of contents…. read it and then take the quiz about it. The quiz is
worth 5 bonus points on your first exam!

Class days & times: Mo. & Wed., Lec: 8:00 - 9:25 am then Lab: 9:35 - 11:00 am - all in CSI 130

REQUIRED MATERIALS

Human Anatomy & Physiology, By Mareib & Hoehn Loose Leaf w/ Mastering A&P -

Access Card Package, 11/E Pearson ISBN: 9780135161944

OR

Human Anatomy & Physiology, e-text w/ Mastering A&P - Access Card Package, 11/E
Pearson ISBN: 9780134763415

Exploring Anatomy & Physiology in the Laboratory, 3e By Erin C. Amerman,

Publisher: Morton Publishing (Whole Manual) ISBN: 978-1-61731-620-3

OR

Exploring Anatomy & Physiology in the Laboratory (Custom for BIOL 2401)

3/E Morton ISBN: 978-1-61731-964-8

AND Dissection Kit with scalpel, scissors, forceps, and probe.

CONTACT INFORMATION THIS COURSE IS ABOUT TIPS FOR STUDENT
The best way to contact me is via
email! YOU… SUCCESS

Use your D2L or Lone Star A study of the structure and I am excited to meet you all and
student email. function of the human body, of share my love of how our
our bodies. More specifically miraculous bodies work!
My email address is what our bodies are made of,
[email protected] how they work and what can For you to be successful you must:
happen to them.
Give me 24-48 hours to respond. • Attend all classes and labs.
We will study the cells, tissues • Ask lots of questions.
In the subject line tell me what and anatomical and physiological • Complete all reading and
you are writing to me about and interrelationships of the
which class you are in, i.e. A & P integumentary, skeletal, written assignments on time.
1 M&W morning – medical excuse muscular, and nervous systems. • Spend 6 to 8 hours studying

every week outside of class,
sometimes with a study buddy.

Grade Determination: LETTER GRADE ASSIGNMENT:

Item Percent of
Details Final
Letter Final Average
Average Grade in Percent
89.5 – 100
3 Lecture exams Equally weighted and 45% A 79.5 – 88.9
averaged with lowest B 69.5 – 78.9
C 59.0 – 68.9
1 dropped. D < 58.9
F
4 Lab practical Equally weighted and 15%
exams averaged. 23%
10%
1 Cumulative final Covers entire 5% Calendar Of Exams:
exam semester especially 2%
everything after exam 9/24 Lec. Exam 1
Mastering A & P 10/1 Lab Exam 1
Reading 3. 10/22 Lab Exam 2
10/29 Lec. Exam 2
Assignments Equally weighted and 11/12 Lab Exam
averaged. 11/26 Lec. Exam 3
5 Quizzes 12/3 Lab Exam 4
Equally weighted and 12/10 Final Exam
Research + Case averaged, with one
Study lowest grade
dropped.
Assignments
Equally weighted and
averaged.

Total 100%

POLICIES LAB SAFETY

Attendance will be taken in the first 10 minutes of There is no food or gum allowed in
class and last 10 minutes of lab; please be on time the lab at any time.
and do not leave early.
Drink bottles which have a locking
No make-up quizzes, lab or lecture exams will be mechanism are allowed.
given. Instead, you can drop your lowest lecture
quiz, and lecture exam grade. You must wear closed shoes, shirts
which cover half your arms and all
You may use your personal cell phone and other your torso, along with pants/ shorts/
electronic devices for certain in-class activities. At skirts which cover your knees.
all other times, these devices must be silenced and
put away. If you are not appropriately dressed
for lab you will be dismissed and
marked as absent.



Student Prep Strategy

Students are assigned to read chapter 9 in their text followed by a publisher
software assignment with elements of worksheets and reading quiz type
questions prior to class. Here it does not matter if the student starts the
questions before the reading, as soon as an answer is marked incorrect the
software directs the student to the reading. After they complete the reading
they can go back and attempt to answer the question correctly. They are forced
to read to complete the assignment.

There are sixteen equally weighted assignments for the course, they are
averaged together and counted as 10% of their overall grade. Examples for
questions are in the images below.

BOPPPS LESSON PLAN

COURSE: BIOL 2401 Human Anatomy & Physiology I
Lesson Title: Action Potentials and Muscle Contraction at the Neuromuscular Junction – Chapter 9 Muscle Tissues

Bridge: The class is asked – Biologically speaking how did you walk into class this morning? What body systems are involved? Student discussion will be
followed by a short video (1 minute 26 seconds) describing the types and importance of muscle tissues. Then the class is asked – Based on the video what is a
muscle contraction? Students will respond and discuss. End with: Today we will be learning about how skeletal muscle contractions are generated on a
cellular level at the neuromuscular junction.
Estimated time: 5 minutes
Course Student Learning Outcome: Explain the interrelationships among molecular, cellular, tissue, and organ functions in each system (muscular system).

Learning Objectives: By the end of this lesson,
1. Students will be able to describe and correctly differentiate anatomical features between neurons and muscle cells at the neuromuscular junction.
Bloom’s level analysis.
2. Students will be able to correctly arrange the physiological pathways and biochemicals muscle cells use to generate a contraction starting from a
stimulus at the neuromuscular junction, then determine the absence or presence of which biochemicals could block muscle contraction. Bloom’s level
application / evaluation.

Pre-Assessment: The class is asked – (CAT) What was the muddiest point of the reading and assignment for chapter 9 due this morning? As students respond,
the top five most difficult questions are written on the board. The issues are resolved as the class progresses through the material.
Estimated time: 5 minutes
Participatory Learning:
THE FOLLOWING ARE HIGHLIGHTED AND LABELED:

• 4 questions with Bloom’s level identified
• New instructional technology you are trying
• At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson Materials

12 min Skeletal Muscle: structure and organization of Group Art Labeling Activity: Students will break up into Four slides describing
skeletal muscles and skeletal muscle fibers. groups and label muscle fiber structure work sheets. The muscle structure followed
first group to finish will put work on board, the rest of the by activity.
10 min Muscle Fiber Contraction: sliding filament model of class will correct the work.
contraction. Discussion Question: What is the role of calcium during the Five Slides followed by class
cross-bridge cycle? (Bloom’s understanding) discussion.

10 min The Neuromuscular Junction: microanatomy of the Interactive Models: randomly call on students to complete Two Slides followed by
motor end plate where neuron meets muscle. matching interactive model of the NMJ. interactive matching game.

https://media.pearsoncmg.com/bc/bc_0media_ap/ip2-
0/ecc/common-template.php?page=5
Which cell is the post synaptic cell at the neuromuscular
junction? (Bloom’s Remembering / Comprehension)

10 min Action Potentials & Neuronal Stimulation of Muscle View Video: Events at the Neuromuscular Junction Six slides with one
Fibers: depolarization of the sarcoplasmic reticulum Interactive Models: randomly call on students to complete embedded publisher video
causes muscle contractions. matching interactive models of the NMJ and excitation. followed by interactive
1. https://media.pearsoncmg.com/bc/bc_0media_ap/ip2- model game.
0/nmj/common-template.php?page=7
2. https://media.pearsoncmg.com/bc/bc_0media_ap/ip2-
0/nmj/common-template.php?page=11
What would happen if calcium was not released from the
sarcoplasmic reticulum? (Bloom’s Evaluating)

15 min The Events and Players at the Neuromuscular View Video: Cross Bridge Cycle Four slides with one

Junction: the physiology and biochemicals that result Interactive Models: randomly call on students to complete embedded publisher video,

in muscle fiber contraction or inhibition. matching interactive models of the NMJ and excitation. followed by interactive

1. https://media.pearsoncmg.com/bc/bc_0media_ap/ip2- models, followed by class

0/nmj/common-template.php?page=12 discussion.

2.http://www.galaxygoo.org/biochem/neuro/nmj_flash.html

Discussion Question: You are a nurse in the ER, you have a

patient presenting with paralysis of the muscles in the

hand, hypothesize two different scenarios at the

neuromuscular junction where muscle contraction would

be blocked causing paralysis? (Bloom’s

Creating/Synthesis)

Post-assessment: CAT student generated test questions. Students will be divided into 4 teams, each will create two unique test questions along with correct

answer. These questions will be uploaded to Jeopardy (new technology) students will have 5 minutes to do complete this task. Once all student questions are

uploaded along with some instructor generated questions, the students will play a round of Jeopardy to assess if objectives were met. Five of the student

questions will appear on the exam

Estimated time: 15 minutes

Summary: The lesson will close with a reiteration of the lesson objectives emphasizing how the nervous system and muscular systems work together to create

a muscle contraction. Followed by an explanation of why this material is relevant in the real world and to each student – Biology is you!

Estimated time: 5 minutes

See attached slides.



This Photo by Unknown Author is licensed under CC BY-NC-ND Action Potentials
and Muscle
Contraction at the
Neuromuscular
Junction – Ch 9
Muscle Tissues

Dr. Sairah Saeed
Biol 2401 Human Anatomy
& Physiology

Video: Why This Matters

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved

1

Characteristics of Muscle Tissue

All muscles Excitability (responsiveness): ability to receive and respond to
share four stimuli
main Contractility: ability to shorten forcibly when stimulated
characteristics:
Extensibility: ability to be stretched

Elasticity: ability to recoil to resting length

Four important Produce movement: responsible for all Example: walking, digesting, pumping blood
functions locomotion and manipulation
Maintain posture and body position

Stabilize joints

Generate heat as they contract

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights
Reserved

Skeletal
Muscle
Tissue

• Skeletal muscle tissue is packaged into skeletal muscles: organs
that are attached to bones and skin

• Skeletal muscle fibers are longest of all muscle and have striations
(stripes)

• Also called voluntary muscle: can be consciously controlled
• Contract rapidly; tire easily; powerful
• Key words for skeletal muscle: skeletal, striated, and voluntary

2

Structure of Skeletal Muscle as an Organ

• Skeletal muscle is an organ made up of different
tissues with three features: nerve and blood supply,
connective tissue sheaths, and attachments

• Each muscle receives a nerve, artery, and veins

• Consciously controlled skeletal muscle has nerves
supplying every fiber to control activity

• Contracting muscle fibers require huge amounts of
oxygen and nutrients

• Also need waste products removed quickly Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights
• Each skeletal muscle, as well as each muscle fiber, is Reserved

covered in connective tissue
• Support cells and reinforce whole muscle
• Sheaths from external to internal:

• Epimysium: dense irregular connective tissue
surrounding entire muscle; may blend with fascia

• Perimysium: fibrous connective tissue
surrounding fascicles (groups of muscle fibers)

• Endomysium: fine areolar connective tissue
surrounding each muscle fiber

Table 9.1-1 Structure and Organizational Levels of Skeletal
Muscle

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved

3

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Microscopic Anatomy of a
Skeletal Muscle Fiber

Art Labeling

4

Copyright © 2014 John Wiley & Sons, Inc. All rights reserved. • Note the changes in the I
band and H zone as the
Sliding Filament Mechanism muscle contracts

• Myosin pulls on actin,
causing the thin filament to
slide inward

• Consequently, Z discs move
toward each other and the
sarcomere shortens

• Thanks to the structural
proteins, there is a
transmission of force
throughout the entire
muscle, resulting in whole
muscle contraction

Microscopic
Anatomy of a

Muscle

Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

5

Relationship of the Sarcoplasmic Reticulum
and T Tubules to Myofibrils of Skeletal Muscle

• Sarcoplasmic reticulum: network of smooth endoplasmic reticulum tubules
surrounding each myofibril
• Most run longitudinally
• Terminal cisterns form perpendicular cross channels at the A–I band
junction
• SR functions in regulation of intracellular Ca2+ levels
• Stores and releases Ca2

• T tubules
• Tube formed by protrusion of sarcolemma deep into cell interior
• Allow electrical nerve transmissions to reach deep into interior
of each muscle fiber
• Tubules penetrate cell’s interior at each A–I band junction between
terminal cisterns
• Triad: area formed from terminal cistern of one sarcomere, T
tubule, and terminal cistern of neighboring sarcomere
• When an electrical impulse passes by, T tubule proteins change
shape, causing SR proteins to change shape, causing release of
calcium into cytoplasm

The Cross Bridge Cycle is the Series
of Events During Which Myosin
Heads Pull Thin Filaments Toward
the Center of the Sarcomere

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved

6

What is the Role of Calcium During the Cross-Bridge Cycle?

• At low intracellular Ca2+ concentration:
• Tropomyosin blocks active sites on actin
• Myosin heads cannot attach to actin
• Muscle fiber remains relaxed

• Voltage-sensitive proteins in T tubules change shape, causing sarcoplasmic
reticulum (SR) to release Ca2+ to cytosol

• At higher intracellular Ca2+ concentrations, Ca2+ binds to troponin
• Troponin changes shape and moves tropomyosin away from myosin-binding sites
• Myosin heads is then allowed to bind to actin, forming cross bridge
• Cycling is initiated, causing sarcomere shortening and muscle contraction
• When nervous stimulation ceases, Ca2+ is pumped back into SR, and contraction

ends

Background • Anatomy of Motor Neurons and the Neuromuscular Junction
and Overview: • Skeletal muscles are stimulated by somatic motor neurons
Microanatomy • Axons (long, threadlike extensions of motor neurons) travel
of the motor from central nervous system to skeletal muscle
end plate • Each axon divides into many branches as it enters muscle
where neuron • Axon branches end on muscle fiber, forming neuromuscular
meets muscle junction or motor end plate
• Each muscle fiber has one neuromuscular junction with
one motor neuron

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved

7

The Big Picture

• Four steps must occur
for skeletal muscle to
contract:

1. Events at neuromuscular
junction

2. Muscle fiber excitation
3. Excitation-contraction

coupling
4. Cross bridge cycling

Interactive Model:

https://media.pearsoncmg.com/bc/bc
_0media_ap/ip2-0/ecc/common-
template.php?page=5

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights
Reserved

A&P Flix™: Events at the Neuromuscular Junction

8

The beginning of muscle contraction

Copyright © The McGraw-Hill Companies, Inc. Permission required for reproduction or display.

Skeletal muscle fiber
axon branch
axon terminal

a. One motor axon goes to synaptic
Several muscle fibers. vesicle

synaptic
cleft

acetylcholine
(ACh)

Axon terminal folded
synaptic vesicle sarcolemma

Synaptic cleft Ach receptor
sarcolemma

b. Asynaptic cleft exists between an axon c.Neurotransmitter (ACh) diffuses across synaptic cleft and
terminal and a muscle fiber. binds to receptors in sarcolemma.

(top right):© Victor B. Eichler

When a Nerve Impulse
Reaches a Neuromuscular
Junction, Acetylcholine
(ACh) is Released

• The events at the NMJ produce a muscle
action potential
• Voltage-gated calcium channels open
resulting in an influx of calcium. This
causes exocytosis of neurotransmitter
(NT) into the synaptic cleft. NT binds
to ligand-gated Na+ channels on the
motor endplate which cause an influx
of Na+ into the muscle. This
depolarizes it and results in Ca2+
release from the SR
• NT gets broken down

• Without this series of events, muscle
contraction would not be possible

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved

9

Events in the Generation and Repolarization: restoration of resting conditions
Propagation of an Action Potential in a • Na+ voltage-gated channels close, and voltage-gated K+
Skeletal Muscle Fiber
channels open
End plate potential • K+ efflux out of cell rapidly brings cell back to initial resting

• ACh released from motor neuron binds to membrane voltage
ACh receptors on sarcolemma • Refractory period: muscle fiber cannot be stimulated for

• Causes chemically gated ion channels a specific amount of time, until repolarization is complete
(ligands) on sarcolemma to open • Ionic conditions of resting state are restored by Na+-K+

• Na+ diffuses into muscle fiber pump
• Some K+ diffuses outward, but not much • Na+ that came into cell is pumped back out, and K+

• Results in local depolarization called end that flowed outside is pumped back into cell
plate potential
Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights Reserved
Depolarization: generation and propagation
of an action potential (AP)

• If end plate potential causes enough
change in membrane voltage to reach
critical level called threshold, voltage-
gated Na+ channels in membrane will
open

• Large influx of Na+ through channels into
cell triggers AP that is unstoppable and
will lead to muscle fiber contraction

• AP spreads across sarcolemma from one
voltage-gated Na+ channel to next one in
adjacent areas, causing that area to
depolarize

Interactive Models

Assemble the NMJ
https://media.pearsoncmg.com/bc/bc_0media_ap/ip2-0/nmj/common-
template.php?page=11

Excitation
https://media.pearsoncmg.com/bc/bc_0media_ap/ip2-0/nmj/common-
template.php?page=9

10

A&P Flix™: Excitation-Contraction Coupling

Excitation-Contraction (E-C) Coupling is the Sequence
of Events by Which Transmission of an Action Potential
Along the Sarcolemma Leads to the Sliding of
Myofilaments

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights
Reserved

11

Interactive Models

Muscle Excitation at the Neuromuscular Junction
https://media.pearsoncmg.com/bc/bc_0media_ap/ip2-0/nmj/common-
template.php?page=7

A&P Flix™: Cross Bridge Cycle

12

The Cross Bridge Cycle is the Series
of Events During Which Myosin
Heads Pull Thin Filaments Toward
the Center of the Sarcomere

Copyright © 2019, 2016, 2013 Pearson Education, Inc. All Rights
Reserved

The
Neuromuscular
Junction – putting
it together inside
the muscle fiber

Copyright © 2014 John Wiley & Sons, Inc. All rights reserved.

13

What role does ATP play in muscle contraction and rigor mortis?

• Rigor mortis

• 3–4 hours after death, muscles begin to stiffen

• Peak rigidity occurs about 12 hours postmortem

• Intracellular calcium levels increase because ATP is no longer being synthesized, so
calcium cannot be pumped back into SR

• Results in cross bridge formation

• ATP is also needed for cross bridge detachment

• Results in myosin head staying bound to actin, causing constant state of contraction

• Muscles stay contracted until muscle proteins break down, causing myosin to release
• After death muscle cells continue to produce ATP through fermentation and muscle

cells can continue to contract
• Body temperature and rigor mortis helps to estimate the time of death

What would you do?

You are a nurse in the ER, you
have a patient presenting with
paralysis of the muscles in the
hand, hypothesize two different
scenarios at the neuromuscular
junction where muscle
contraction would be blocked
causing paralysis?

14

Post-
Assessment
With New
Technology

Jeopardy - playfactile.com/sairahsaeedacp

15



Assignment – Formal Assessment Using Bloom’s Taxonomy
Dr. Sairah Saeed

SLO: By the end of this lesson, students will be able describe and correctly differentiate
anatomical features between neurons and muscle cells at the neuromuscular junction.
SLO: By the end of this lesson, students will be able to correctly arrange the
anatomical/physiological pathways, and biochemicals muscle cells use to generate a
contraction starting from a stimulus at the neuromuscular junction, then determine the
absence or presence of which biochemicals could block muscle contraction.
Questions:
1A. In the diagram below, where is stored Ca2+ released from during a muscle contraction?

AB C D E
(Bloom’s level remembering/understanding)

Image taken from Wiley instructor resources.
1B. When are calcium ions are released from the sarcoplasmic reticulum into the cytosol?

a. at the beginning of a contraction.
b. in response to acetylcholine binding to Ca2+ release channels.
c. by active transport using Ca2+ pumps in the SR membrane.
d. after the contraction ends.
(Bloom’s level remembering/understanding)

2. In one or two sentences or draw an illustration explaining why Rigor Mortis results from lack
of ATP.
(Bloom’s level applying/analysis)

3. Myasthenia Gravis is an autoimmune disorder where antibodies target the acetylcholine
receptors at the neuromuscular junction, the receptors are either blocked, destroyed, or
altered. Which of the following would mostly like be the symptoms that a patient diagnosed
with Myasthenia Gravis would have?

a. muscle spasms
b. weak or no contraction
c. normal muscle contraction
(Bloom’s levels analysis and evaluating )

4. Which of the following treatments at the neuromuscular junction could make muscle
contractions more normal in a patient who suffers from Myasthenia Gravis?

a. with a drug which blocks the enzyme acetylcholinesterase, prolonging the time
acetylcholine is in the synaptic cleft
b. with a drug that blocks calcium ions from entering the neuron’s axon terminal
synaptic bulb preventing neurotransmitter release
c. with a drug which blocks potassium channels preventing depolarization at the
sarcolemma
(Bloom’s levels evaluating/synthesis )

5. In the diagram below which is the presynaptic cell or neuron?
A B C D (Bloom’s level remembering/understanding)

D A
C A

B



Rubric for Neuromuscular Junction Assignment

This rubric is for an assignment supporting the following learning objective: By the end of this lesson, students will be able to correctly arrange the
anatomical/physiological pathways, and biochemicals muscle cells use to generate a contraction starting from a stimulus at the neuromuscular
junction, then determine the absence or presence of which biochemicals could block muscle contraction.

Assignment: write a two to three-page essay describing the anatomy & physiology of the neuromuscular junction of a skeletal muscle comparing the
general mechanisms involved in muscle paralysis and muscle spasm. Then choose an example of either conditions which cause paralysis or spasms and
how they are treated, or a medical application where one would want muscles paralyzed / increased contraction. You may use descriptive language or
illustrations/diagrams to describe, compare/contrast cellular components, structures, and chemicals involved. You must have at least one reference
besides your textbook/notes for each condition or application you choose. If this assignment is handed in late 10 points will be removed from overall
score.

Criteria Excellent – 20 points each Good – 16 points each Needs Work – 12 points each Does Not Meet Expectations –
0 points
Description of cells, organelles, Describes all the cells, Describes half of the cells, Describes less than 3 of the
structures, biochemicals and organelles, structures, and ions organelles, structures, and ions cells, organelles, structures, Describes none of the cells,
ions involved in the involved in the neuromuscular involved in the neuromuscular and ions involved in the organelles, structures, and ions
neuromuscular junction. junction. junction. neuromuscular junction. involved in the neuromuscular
Differentiate the structures Differentiate the structures Differentiate the structures Describes only normal muscle junction.
and physiology involved in and physiology involved in all and physiology involved in two contraction. Does not describe muscle
normal muscle contraction, three; normal muscle of the following; normal contraction.
paralysis and spasm. contraction, paralysis and muscle contraction, paralysis Give examples of one of the
spasm. and spasm following conditions; causing Gives no examples of any
Examine a condition / Give examples of three of the Give examples of two of the paralysis, causing spasm, and conditions.
application which results in following conditions; causing following conditions; causing one where either spasm or
either paralysis or spasm. paralysis, causing spasm, and paralysis, causing spasm, and paralysis is used to as medical Has no references
Explain how the treatment one where either spasm or one where either spasm or application.
works to alleviate or cause paralysis is used to as medical paralysis is used to as medical At least one reference. Less than one page.
muscle contractions. application. application.
References besides the text At least three references; one At least two references; one 1 page 0
and notes. for each condition or for each condition or
application. application. 60
Length with single space, one- 3 pages 2 pages
inch borders, and a font size of
between 11-12 point. 100 80
Total Score
Student Score