Human Anatomy & Physiology I

Course Number:

BI 231Z

Transcript Title:

Human Anatomy & Physiology I

Created:

Jul 26, 2022

Updated:

Apr 30, 2026

Total Credits:

4

Lecture Hours:

33

Lecture / Lab Hours:

0

Lab Hours:

33

Satisfies Cultural Literacy requirement:

No

Satisfies General Education requirement:

Yes

Grading Options

A-F, P/NP, Audit

Default Grading Options

A-F

Repeats available for credit:

0

Alignment with Institutional Learning Outcomes

Major

1. Communicate effectively using appropriate reading, writing, listening, and speaking skills. (Communication)

Major

2. Creatively solve problems by using relevant methods of research, personal reflection, reasoning, and evaluation of information. (Critical thinking and Problem-Solving)

Minor

3. Extract, interpret, evaluate, communicate, and apply quantitative information and methods to solve problems, evaluate claims, and support decisions in their academic, professional and private lives. (Quantitative Literacy)

Not Addressed

4. Use an understanding of cultural differences to constructively address issues that arise in the workplace and community. (Cultural Awareness)

Minor

5. Recognize the consequences of human activity upon our social and natural world. (Community and Environmental Responsibility)

To establish an intentional learning environment, Institutional Learning Outcomes (ILOs) require a clear definition of instructional strategies, evidence of recurrent instruction, and employment of several assessment modes.

Major Designation

1. The outcome is addressed recurrently in the curriculum, regularly enough to establish a thorough understanding.
2. Students can demonstrate and are assessed on a thorough understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Minor Designation

1. The outcome is addressed adequately in the curriculum, establishing fundamental understanding.
2. Students can demonstrate and are assessed on a fundamental understanding of the outcome.
   • The course includes at least one assignment that can be assessed by applying the appropriate CLO rubric.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Explain key homeostatic mechanisms and feedback loops in the integumentary and skeletal systems.

• Integumentary System Homeostasis
  • Structure of the skin (epidermis, dermis, hypodermis)
  • Thermoregulation mechanisms
    • Sweat production
    • Vasodilation and vasoconstriction
    • Negative feedback control
  • Fluid balance and barrier protection
  • Vitamin D synthesis and its role in calcium balance
  • Immune function of the skin
• Skeletal System Homeostasis
  • Bone remodeling processes
    • Osteoblast and osteoclast activity
  • Calcium homeostasis
    • Parathyroid hormone (PTH)
    • Calcitonin
    • Role of Vitamin D
  • Mineral storage and release
  • Hematopoiesis and systemic regulation

Outcome 2: Describe anatomical structures and their relationships to function in the integumentary, skeletal, muscular systems, and neural tissue.

• Integumentary System
  • Layers of the skin and their structural features
  • Accessory structures (hair follicles, sebaceous glands, sweat glands)
  • Structure-function relationships in protection, sensation, and thermoregulation
• Skeletal System
  • Axial and appendicular skeleton
  • Bone anatomy (long bones, flat bones, irregular bones)
  • Compact and spongy bone structure
  • Joint classifications (fibrous, cartilaginous, synovial)
  • Cartilage types and functions
• Muscular System
  • Types of muscle tissue (skeletal, cardiac, smooth)
  • Gross anatomy of skeletal muscles
  • Microscopic anatomy (sarcomere, myofibrils, muscle fibers)
  • Neuromuscular junction structure
• Neural Tissue
  • Structure of neurons (dendrites, soma, axon)
  • Types of neurons (sensory, motor, interneurons)
  • Glial cells and their functions
  • Myelination
  • Synapse structure

Outcome 3: Explain key processes of the integumentary, skeletal, and muscular systems and neural signaling.

• Keratinization
• Wound healing stages
• Ossification processes (intramembranous and endochondral)
• Bone growth and repair
• Sliding filament theory of muscle contraction
• Excitation–contraction coupling
• Resting membrane potential
• Action potential generation and propagation
• Synaptic transmission

Outcome 4: Relate the relevant levels of biological organization to system functions.

• Chemical level (ions, calcium, ATP, neurotransmitters)
• Cellular level (keratinocytes, osteocytes, myocytes, neurons)
• Tissue level (epithelial, connective, muscle, nervous tissue)
• Organ level (skin, bones, skeletal muscles, brain, spinal cord)
• Organ system integration
• Interdependence of structural hierarchy and function

Outcome 5: Describe how these systems interact with other body systems.

• Integumentary and immune system interactions
• Skeletal and endocrine system regulation of calcium
• Muscular and cardiovascular system cooperation in movement
• Nervous and endocrine system coordination
• Musculoskeletal integration
• Neural control of voluntary and reflex movements

Outcome 6: Apply physiological and anatomical concepts to clinical, public health, and societal issues.

• Burns and wound management
• Skin cancers and prevention
• Osteoporosis and fracture healing
• Arthritis (osteoarthritis and rheumatoid arthritis)
• Muscular dystrophy and muscle injuries
• Neurological disorders (e.g., multiple sclerosis, Parkinson’s disease)
• Public health issues
  • Vitamin D deficiency
  • Occupational musculoskeletal injuries
  • Sports injuries
• Case study analysis and problem-based learning

Outcome 7: Identify major structures in tissues, integumentary, skeletal, and muscular systems using lab materials.

• Laboratory Content
  • Histological identification of skin, bone, muscle, and nervous tissue
  • Identification of skeletal structures on models and specimens
  • Joint structure identification
  • Muscle origin, insertion, and action identification
  • Microscopic identification of neurons and supporting cells
  • Practical laboratory examinations

Suggested Texts and Materials

• Anatomy & Physiology Openstax https://openstax.org/details/books/anatomy-and-physiology-2e

Department Notes

Columbia Gorge Community College Science Department stands by the following statement regarding science instruction:

Science is a fundamentally nondogmatic and self-correcting investigatory process. Theories (such as biological evolution and geologic time scale) are developed through scientific investigation are not decided in advance. As such, scientific theories can be and often are modified and revised through observation and experimentation. “Creation science", “Intelligent design” or similar beliefs are not considered legitimate science, but a form of religious advocacy. This position is established by legal precedence (Webster v. New Lenox School District #122, 917 F. 2d 1004).

The Science Department at Columbia Gorge Community College therefore stands with organizations such as the National Association of Biology Teachers in opposing the inclusion of pseudo-sciences in our science curricula except to reference and/or clarify its invalidity.