Human Anatomy & Physiology II

Course Number:

BI 232Z

Transcript Title:

Human Anatomy & Physiology II

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 nervous, endocrine, and cardiovascular systems

• Principles of homeostasis
• Negative vs positive feedback mechanisms
• Nervous system role in homeostasis
• Endocrine regulation of body functions
• Cardiovascular regulation of blood pressure and flow
• Hypothalamic control of homeostasis
• Baroreceptor reflex and blood pressure regulation
• Hormonal feedback loops (thyroid axis, insulin regulation)
• Autonomic nervous system regulation
• Thermoregulation mechanisms

Outcome 2: Describe anatomical structures and their relationships to function in the nervous, endocrine, and cardiovascular systems.

• Nervous System
  • Organization of the nervous system
    • Central nervous system (CNS)
    • Peripheral nervous system (PNS)
  • Major structures
    • Brain regions (cerebrum, cerebellum, brainstem)
    • Spinal cord
    • Cranial nerves
    • Peripheral nerves
• Endocrine System
  • Major endocrine glands
    • Hypothalamus
    • Pituitary gland
    • Thyroid gland
    • Parathyroid glands
    • Adrenal glands
    • Pancreas
    • Pineal gland
    • Gonads
• Cardiovascular System
  • Heart anatomy
  • Blood vessels
    • Arteries
    • Veins
    • Capillaries
  • Blood components
• Functional relationships
  • Structure of neurons and signal transmission
  • Heart chambers and blood flow direction
  • Capillary structure and exchange

Outcome 3: Explain key processes of the nervous, endocrine, and cardiovascular systems

• Nervous System Processes
  • Neuron physiology
  • Action potentials
  • Synaptic transmission
  • Sensory processing
  • Motor control
  • Reflex pathways
• Endocrine Processes
  • Hormone synthesis and secretion
  • Hormone transport in blood
  • Receptor binding
  • Signal transduction
  • Hormonal regulation of metabolism
• Cardiovascular Processes
  • Cardiac cycle
  • Electrical conduction system of the heart
  • Blood pressure regulation
  • Blood circulation pathways
  • Gas and nutrient transport

Outcome 4: Relate the relevant levels of biological organization to the functions of the nervous, endocrine, and cardiovascular systems

• Chemical level
  • Neurotransmitters
  • Hormones
  • Electrolytes
• Cellular level
  • Neurons
  • Endocrine cells
  • Cardiomyocytes
  • Blood cells
• Tissue level
  • Nervous tissue
  • Cardiac muscle
  • Vascular tissue
• Organ level
  • Brain
  • Heart
  • Endocrine glands
• Organ system level
  • Nervous system
  • Endocrine system
  • Cardiovascular system
• Integration
  • Communication between systems
  • Coordination of physiological responses

Outcome 5: Describe how the nervous, endocrine, and cardiovascular systems interact with other body systems.

• Interactions with other systems
• Musculoskeletal system
  • Motor control
  • Oxygen delivery to muscles
  • Hormonal regulation of bone metabolism
• Respiratory system
  • Gas exchange
  • Cardiovascular transport of oxygen and CO₂
  • Neural control of breathing
• Digestive system
  • Hormonal control of digestion
  • Blood supply to digestive organs
• Urinary system
  • Blood pressure regulation
  • Hormonal control of fluid balance
• Immune system
  • Stress hormones
  • Inflammatory responses
• Reproductive system
  • Hormonal regulation
  • Cardiovascular support during pregnancy

Outcome 6: Apply physiological and/or anatomical concepts to practical scenarios such as clinical, public health, and societal issues.

• Clinical applications
  • Hypertension
  • Stroke
  • Diabetes mellitus
  • Heart disease
  • Hormonal disorders (thyroid disease, adrenal disorders)
• Public health topics
  • Cardiovascular disease prevention
  • Effects of stress on health
  • Lifestyle factors (diet, exercise, smoking)
• Societal issues
  • Aging and cardiovascular health
  • Neurological disorders
  • Health disparities
• Case studies
  • Cardiac arrest response
  • Hormonal imbalance diagnosis
  • Neurological injury recovery

Outcome 7: Identify major structures in the nervous, endocrine, and cardiovascular systems using lab materials.

• Nervous System Lab
  • Brain models
  • Spinal cord sections
  • Cranial nerve identification
  • Histology of neurons
• Endocrine System Lab
  • Identification of endocrine glands
  • Histology slides of endocrine tissues
  • Hormone pathway diagrams
• Cardiovascular System Lab
  • Heart dissection
  • Identification of heart chambers and valves
  • Blood vessel structure
  • Blood smear microscopy
• Lab skills
  • Use of anatomical models
  • Microscope use
  • Labeling diagrams
  • Interpretation of physiological data

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.