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DenebLMS
Course companionDBIO 201L · Guided 3D anatomy lab
OPEN SAMPLE COURSE · ALL AUDIENCESNo account needed
DBIO 201 & DBIO 201L · LEARN. EXPLORE. CONNECT.

DBIO 201 & DBIO 201L: Anatomy & Physiology I with Lab

DBIO 201 (3 lecture credits) and DBIO 201L (1 laboratory credit). A full 12-module course draft with 39 teaching lessons, 13 virtual investigations, clinical cases, 12 checkpoints and 3 examinations. Public practice awards no credit. Clinical and academic review pending.

65 lessons36.6 hours + practiceOct 19, 2026 – Feb 7, 2027

Your answers and notes stay in this browser. Practice scores do not award credit or update an institutional gradebook.

FULL COURSE DRAFT · CLINICAL REVIEW PENDING

DBIO 201 · 3 credits + DBIO 201L · 1 credit

12 modules, 39 teaching lessons, 13 virtual labs, and 13 fictional clinical cases. Review all illustrations, datasets, lab procedures, answer guidance, and proposed grading rubrics together.

The public sample awards no credit. The browser score covers 600 quiz points; lab reports, the practical, and portfolio require faculty review.

Review the illustrated course and virtual labs
A CLEAR START

Your course syllabus

Deneb LMS by McNova Enterprises · Course instructor assigned by adopting institution

service@nelyant.com · America/Phoenix · All audiences

What you’ll be able to do

  1. Explain organization from chemical components to cells tissues organs and systems.
  2. Apply anatomical position directional terms planes and skeletal landmarks.
  3. Connect tissue and organ structure with a stated physiological function.
  4. Trace negative feedback and explain limits of a regulated response.
  5. Compare normal function with selected mechanisms of injury and disease without diagnosing a person.
  6. Interpret modeled observations and calculations with units assumptions and uncertainty.
  7. Analyze responses to a changed input across interacting body systems.
  8. Identify representative tissues and anatomical structures from attributed illustrations and descriptions.
  9. Construct an evidence-supported explanation of a fictional cross-system case.
  10. Complete virtual investigations with predictions observations analysis and stated limitations.

Preparation

No prerequisite is imposed by this public sample. Prior introductory biology and college-level reading are recommended. An adopting institution sets its own enrollment requirements. Terminology and optional text-first alternatives support learners with different starting points.

Suggested schedule

All modules are open now. These dates help you plan; they do not lock access or add late penalties.

Course module dates
ModuleOpensSuggested due
01 Foundations of anatomy and physiologyOct 19, 2026Oct 25, 2026
02 Chemistry and cellular energyOct 26, 2026Nov 1, 2026
03 Cells membranes and the cell cycleNov 2, 2026Nov 8, 2026
04 Histology injury and repairNov 9, 2026Nov 15, 2026
05 Integumentary systemNov 16, 2026Nov 22, 2026
06 Bone and the skeletonNov 23, 2026Dec 6, 2026
07 Joints and movementDec 7, 2026Dec 13, 2026
08 Muscle tissue and movementDec 14, 2026Dec 27, 2026
09 Nervous tissue and central peripheral and autonomic pathwaysDec 28, 2026Jan 10, 2027
10 Special sensesJan 11, 2027Jan 17, 2027
11 Endocrine systemJan 18, 2027Jan 31, 2027
12 Human systems integrationFeb 1, 2027Feb 7, 2027

Assessment & feedback

Public auto-scored practice contains twelve 20-point checkpoints and three 120-point examinations, totaling 600 points. Three attempts are available and the best score is retained; feedback is shown after submission. A 70% browser practice goal is for study only. The proposed 1000-point institutional scheme adds 150 portfolio points and 250 lab points using the rubrics. Those manually reviewed items are not included in the public browser score.

  • Checkpoint 1 Foundations of anatomy and physiology · 20 points · Oct 25, 2026
  • Checkpoint 2 Chemistry and cellular energy · 20 points · Nov 1, 2026
  • Checkpoint 3 Cells membranes and the cell cycle · 20 points · Nov 8, 2026
  • Checkpoint 4 Histology injury and repair · 20 points · Nov 15, 2026
  • Checkpoint 5 Integumentary system · 20 points · Nov 22, 2026
  • Checkpoint 6 Bone and the skeleton · 20 points · Dec 6, 2026
  • Checkpoint 7 Joints and movement · 20 points · Dec 13, 2026
  • Checkpoint 8 Muscle tissue and movement · 20 points · Dec 27, 2026
  • Checkpoint 9 Nervous tissue and central peripheral and autonomic pathways · 20 points · Jan 10, 2027
  • Checkpoint 10 Special senses · 20 points · Jan 17, 2027
  • Checkpoint 11 Endocrine system · 20 points · Jan 31, 2027
  • Checkpoint 12 Human systems integration · 20 points · Feb 7, 2027
  • Exam 1 Foundations through skin · 120 points · Nov 22, 2026
  • Exam 2 Bone joints and muscle · 120 points · Dec 27, 2026
  • Exam 3 Nervous senses endocrine and integration · 120 points · Feb 7, 2027

Configured practice goal: all lessons complete and 70% across quizzes. Up to 3 attempts per quiz; best score retained.

Participation & privacy

Read objectives, complete the lesson, attempt its activity, compare the feedback, complete the module lab and case, then take the checkpoint. Keep an evidence notebook. In the public sample, notes and practice results remain in your browser; export them before clearing storage or changing devices. Lab reports and portfolios are drafted locally. There is no public assignment upload or faculty grade synchronization.

Accessibility & learning support

Every included illustration has a text description and attribution. Activities support typed, dictated, or equivalent text responses. Models have labeled controls and written outputs; datasets are also supplied as text tables. Quizzes are untimed. No personal exercise, painful stimulus, sensory challenge, or self-examination is required. An adopting institution supplies its approved accommodation contact and equivalent access process.

AI use

Attempt questions and predictions independently before checking feedback. AI may support vocabulary, study planning, or revision if the adopting instructor allows it. Verify factual claims against assigned sources, acknowledge permitted AI assistance, and do not enter patient, student, or other private information. A public practice answer bank is unsuitable for a secure institutional examination without replacement or supervised controls.

Reading library & sources

The lesson text and questions were written for this Deneb comprehensive sample course. These optional publisher-hosted readings provide further explanation; textbook passages and illustrations are not reproduced here.

How this course is designed to help you learn

Predict before reading. Study a worked example, explain the method, try a problem, and retrieve the ideas without notes. Revisit earlier modules over several sessions. Use confidence ratings to choose what to review; check performance rather than judging familiarity alone.

  • Module roadmap: Preview the sequence, time, and objectives. Advance organizers and clear signaling reduce extraneous load and help you connect new ideas to a structure (Mayer, 2021).
  • Make a prediction: Answer one question before the lessons. Pretesting improves later learning of the tested content, even after an error, if feedback follows (Richland et al., 2009; Pan & Carpenter, 2023).
  • Retrieval check after each lesson: Answer from memory, then read the explanation. Practice testing is among the most effective study methods; explanatory feedback corrects errors (Roediger & Karpicke, 2006; Dunlosky et al., 2013; Hattie & Timperley, 2007).
  • New diagrams with text descriptions: Study the picture and its words together. Words with related graphics support deeper understanding than words alone; text descriptions keep the content accessible (Mayer, 2021; CAST, 2024).
  • Watch for these errors: Compare a common error with better reasoning. Refutation text that names and corrects a misconception changes understanding more than explanation alone (Tippett, 2010).
  • Your turn / Draw to learn: Complete a faded problem or sketch from memory. Fading worked-example steps and generative drawing build independent skill (Renkl & Atkinson, 2003; Fiorella & Mayer, 2016).
  • Explain it in your own words: Write a short causal explanation. Self-explanation and elaborative questioning improve transfer (Chi et al., 1994; Dunlosky et al., 2013).
  • Spaced review: Answer questions from earlier modules. Distributed and interleaved practice improves retention and method selection (Cepeda et al., 2006; Rohrer & Taylor, 2007).
  • Close the module: Free recall, confidence rating, muddiest point. Self-monitoring and calibration support self-regulated learning and better restudy choices (Zimmerman, 2002; Bjork et al., 2013).
Research informing the learning design
  • Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444.
  • CAST. (2024). Universal Design for Learning Guidelines version 3.0. https://udlguidelines.cast.org
  • Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
  • Chi, M. T. H., de Leeuw, N., Chiu, M.-H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439-477.
  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4-58.
  • Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741.
  • Freeman, S., Eddy, S. L., McDonough, M., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410-8415.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.
  • Pan, S. C., & Carpenter, S. K. (2023). Prequestioning and pretesting effects: A review of empirical research, theoretical perspectives, and implications for educational practice. Educational Psychology Review, 35, 97.
  • Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition. Educational Psychologist, 38(1), 15-22.
  • Richland, L. E., Kornell, N., & Kao, L. S. (2009). The pretesting effect: Do unsuccessful retrieval attempts enhance learning? Journal of Experimental Psychology: Applied, 15(3), 243-257.
  • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
  • Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.
  • Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261-292.
  • Tippett, C. D. (2010). Refutation text in science education: A review of two decades of research. International Journal of Science and Mathematics Education, 8(6), 951-970.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.