Human Anatomy & Physiology III
Course Number: BI 233
Transcript Title: Human Anatomy & Physiology III
Created: September 1, 2012
Updated: December 19, 2014
Total Credits: 4
Lecture Hours: 30
Lecture / Lab Hours: 0
Lab Hours: 30
Satisfies Cultural Literacy requirement: No
Satisfies General Education requirement: Yes
Grading options: A-F (default), P-NP, audit
BI 232 with a "C" or better
Third course of a three-course sequence. Introduces the respiratory, digestive, endocrine, urinary and reproductive systems. Includes related laboratories which integrate appropriate lab equipment and procedures: microscopes, dissection, and others as determined by the department and instructor.Prerequisites: BI 232 with a “C” or better. Audit available.
Upon successful completion of this course, students will be able to:
- Work collaboratively, competently and ethically within a team of other health care professionals in subsequent clinical and academic programs in allied health sciences.
- Apply concepts and knowledge of general terminology, cell structure and function, gross anatomy, physiology, histology and terminology related to the respiratory, digestive, endocrine, urinary and reproductive systems toward clinical problem solving.
- Critically evaluate health articles and medical journals related to anatomy and physiology and examine the contexts of public health and broader social issues.
- Use correct terminology to communicate anatomical features and physiological processes.
Outcome Assessment Strategies
At the beginning of the course, the instructor will explain the methods used to evaluate student progress and the criteria for assigning a course grade. Instructors are encouraged to include a variety of techniques, including: examinations, quizzes, poster and/or oral presentations, interpretation of case studies, homework assignments, laboratory write-ups, research papers, portfolios and small group exercises.
Course Activities and Design
This course will be taught in a traditional lecture and laboratory format. Lecture will be presented utilizing a variety of multimedia and interactive presentations. Laboratory experiences will be largely hands-on and team-based, utilizing a variety of resources including (but not limited to): multimedia, prepared microscope slides, human and animal specimens.
Course Content (Themes, Concepts, Issues and Skills)
- Professionalism - attitude,
- Interdependence of health care professions
- Limitations of personal skill levels and knowledge
- Critical thinking
- Interrelationship between form and function
- Scientific method
- Conflicting and limitations of data
- Use of animal testing
- Differences between science and pseudo-science
- Attitudes and practices are evolving
COMPETENCIES AND SKILLS
- Microscope skills
- Dissection skills
- Interpretation of data
- Proper usage and pronunciation of terms
- Positive group interactions
- Locating and accessing information
- Environmental awareness and proper disposal of hazardous waste
- Study skills
EXPECTED STUDENT COMPETENCIES
- INTRODUCTION TO THE RESPIRATORY SYSTEM
- Instructional Goal: The goal is to survey the anatomy and physiology of the respiratory system. Another goal is to develop an understanding of the interrelationships between the respiratory and the cardiovascular system.
- INTRODUCTION TO THE DIGESTIVE SYSTEM
- Instructional Goal: The goal is to survey the anatomy and physiology of the digestive system.
- INTRODUCTION TO THE ENDOCRINE SYSTEM
- Instructional Goal: The goal is to survey the anatomical and physiological components of the human endocrine system, and to develop an understanding of the role that the endocrine system plays in controlling the functions of other organ systems.
- INTRODUCTION TO THE URINARY SYSTEM
- Instructional Goal: The goal is to survey the anatomical and physiological components of the human urinary system.
- INTRODUCTION TO THE REPRODUCTIVE SYSTEM
- Instructional Goal: The goal is to survey the anatomical and physiological components of the reproductive systems of both sexes.
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.